TCHL 540/544/548 Critical Performance – Unit of Study Emphasizing Classroom Management and Collaboration
Course Titles: TCHL 540/544/548 – Classroom Instruction Course Sequence
Kentucky Advanced Teacher Standard(s) Assessed: Standard 2 – Designs/Plans Instruction, Standard 3
– Creates/Maintains Learning Climate, Standard 4 – Implements/Manages Instruction, Standard 5 –
Assesses/Communicates Learning Results, Standard 6 – Implements Technology, Standard 7 – Reflects
on & Evaluates Teaching/Learning, Standard 8 – Collaborates with Colleagues/Parents/Others
Purpose and Use Statement: This critical performance is an evaluation of Kentucky Advanced Teacher
Standards Teacher Standards 1-8. Completion and uploading of this performance into the electronic
portfolio is a requirement for a passing grade for TCHL 540, 544, and/or 548.
Product: Unit of Study that incorporates best practice with an emphasis on classroom management
and collaboration.
Task: Develop a Unit of Study with emphasis on Classroom Management and Collaboration that
integrates best practice instructional strategies, a student behavior plan, and collaboration project
designed to improve student learning. Follow the outline below:
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Contextual Factors: Identifies relevant school, classroom, and student factors that directly
affect the teaching and learning process. Discusses implication of these factors in planning and
instruction.
Classroom Management Plan: Develops a whole class discipline plan based on student data.
Learning Goals: Creates significant, challenging, varied, and appropriate learning goals.
Assessment Plan: Designs an assessment plan to monitor student progress toward learning
goals.
Design for Instruction: Designs instruction for specific learning goals, student characteristics and
needs, and learning contexts.
Discipline Problem Behavior Inventory and Plan: Uses student data to identify problem behavior
and develops an intervention plan based upon the data.
Analysis of Student Learning: Uses assessment data to profile student learning and
communicate information about student progress and achievement.
Reflection and Self Evaluation: Analyzes the relationship between his or her instruction and
student learning in order to improve teaching practice.
Collaboration: Creates a school and stakeholder partnership plan that is designed to enhance
student learning throughout the unit of study.
Specifications/Technical Requirements
A critical performance is any piece of evidence required by a program and produced by the student that
demonstrates the student has met a Standard(s). Critical performances are embedded within courses
taught by faculty who evaluate the performance using a rating scale of 1 (low) to 4 (high) based on
scoring rubrics developed by faculty within the program. The Electronic Portfolio System can be
accessed at http://edtech2.wku.edu/portfolio/.
Scoring Guide :
Contextual Factors
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Classroom Management
Plan
Beginning
(1)
Displays little,
irrelevant, or biased
knowledge of the
characteristics of the
community, school,
and classroom.
Displays little,
stereotypical, or
irrelevant knowledge
of student differences
(e.g. development,
interests, culture,
abilities/disabilities).
Displays little,
stereotypical, or
irrelevant knowledge
about the different
ways students learn
(e.g., learning styles,
learning modalities).
Displays little or
irrelevant knowledge
of students’ skills and
prior learning.
Does not provide
implications for
instruction and
assessment based on
student individual
differences and
community, school,
and classroom
characteristics OR
provides inappropriate
implications.
 Displays little or no
understanding of a
proactive classroom
management
approach based upon
the contextual factor
data.
 Displays little or no
understanding of the
establishment of rules
and procedures,
interventions, and
consequences in a
classroom
management plan.
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Developing
(2)
Displays minimal
understanding of the
characteristics of the
community, school,
and classroom that
may affect learning.
Displays partial
understanding of
student differences
(e.g., development,
interests, culture,
abilities/disabilities)
that may affect
learning.
Displays partial
understanding of the
different ways
students learn (e.g.,
learning styles,
learning modalities)
that may affect
learning.
Displays limited
understanding of
students’ skills and
prior learning that
may affect learning.
Implications for
instruction and
assessment based
on student individual
differences and
community, school,
and classroom
characteristics are
limited.
Displays minimal
understanding of a
proactive classroom
management
approach based
upon the contextual
factor data.
Displays minimal
understanding of the
establishment of
rules and
procedures,
interventions, and
consequences in a
classroom
management plan.
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Proficient
(3)
Displays an adequate
understanding of the
characteristics of the
community, school,
and classroom that
may affect learning.
Displays general
understanding of
student differences
(e.g., development,
interests, culture,
abilities/disabilities)
that may affect
learning.
Displays general
understanding of the
different ways
students learn (e.g.,
learning styles,
learning modalities)
that may affect
learning.
Displays general
understanding of
students’ skills and
prior learning that
may affect learning.
Provides appropriate
implications for
instruction and
assessment based on
student individual
differences and
community, school,
and classroom
characteristics
Displays a general
understanding of a
proactive classroom
management
approach based
upon the contextual
factor data.
Displays a general
understanding of the
establishment of
rules and
procedures,
interventions, and
consequences in a
classroom
management plan.
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Distinguished
(4)
Displays a clear
understanding of the
characteristics of the
community, school, and
classroom that may
affect learning.
Displays general &
specific understanding
of student differences
(e.g., development,
interests, culture,
abilities/disabilities)
that may affect
learning.
Displays general &
specific understanding
of the different ways
students learn (e.g.,
learning styles, learning
modalities) that may
affect learning.
Displays general &
specific understanding
of students’ skills and
prior learning that may
affect learning.
Provides specific
implications for
instruction and
assessment based on
student individual
differences and
community, school, and
classroom
characteristics
 Displays clear
understanding of a
proactive classroom
management approach
based upon the
contextual factor data.
 Displays clear and
specific understanding
of the establishment of
rules and procedures,
interventions, and
consequences in a
classroom management
plan.
Learning Goals
 Goals reflect only one
type or levels of
learning.
 Goals are not stated
clearly and are
activities rather than
learning outcomes.
 Goals are not
appropriate for the
development; prerequisite knowledge,
skills, experiences; and
other student needs.
 Goals are not aligned
with national, state or
local standards.
 Goals reflect several
types or levels of
learning but lack
significance or
challenge.
 Some goals are
clearly stated as
learning outcomes.
 Some goals are
appropriate for the
development; prerequisite knowledge,
skills, experiences;
and other student
needs.
 Some goals are
explicitly aligned
with national, state
or local standards.
Assessment Plan
 Content and methods
of assessment lack
congruence with
learning goals or lack
cognitive complexity.
 The assessments
contain no clear
criteria for measuring
student performance
relative to the learning
goals.
 The assessment plan
includes only one
assessment mode and
does not assess
students before,
during, and after
instruction.
 Assessments are not
valid; scoring
procedures are absent
or inaccurate; items or
prompts are poorly
written; directions and
procedures are
confusing to students.
 Teacher does not
adapt assessments to
meet the individual
needs of students or
these assessments are
inappropriate.
 Some of the learning
goals are assessed
through the
assessment plan, but
many are not
congruent with
learning goals in
content and
cognitive
complexity.
 Assessment criteria
have been
developed, but they
are not clear or are
not explicitly linked
to the learning goals.
 The assessment plan
includes multiple
modes but all are
either pencil/paper
based (i.e. they are
not performance
assessments) and/or
do not require the
integration of
knowledge, skills and
reasoning ability.
 Assessments appear
to have some
validity. Some
scoring procedures
are explained; some
items or prompts are
clearly written; some
directions and
procedures are clear
to students.
 Makes adaptations
 Goals reflect several
types or levels of
learning and are
significant and
somewhat
challenging.
 Most goals are
clearly stated as
learning outcomes.
 Most goals are
appropriate for the
development; prerequisite knowledge,
skills, experiences;
and other student
needs.
 Most goals are
explicitly aligned
with national, state
or local standards.
 Most of the learning
goals are assessed
through the
assessment plan, but
many are not
congruent with
learning goals in
content and
cognitive complexity.
 Assessment criteria
have been developed
and are somewhat
clear and adequately
linked to the learning
goals.
 The assessment plan
includes multiple
modes but and
integrates
knowledge, skills and
reasoning ability
adequately.
 Assessments appear
to be somewhat
valid. Scoring
procedures are
explained; most
items or prompts are
clearly written; most
directions and
procedures are clear
to students.
 Makes adaptations
to assessments that
are appropriate to
meet the individual
needs of most
students.
 Goals reflect several
types or levels of
learning and are
significant and
challenging.
 All goals are clearly
stated as learning
outcomes.
 All goals are
appropriate for the
development; prerequisite knowledge,
skills, experiences; and
other student needs.
 All goals are explicitly
aligned with national,
state or local standards.
 Each of the learning
goals is assessed
through the assessment
plan; assessments are
congruent with the
learning goals in
content and cognitive
complexity.
 Assessment criteria are
clear and are explicitly
linked to the learning
goals The assessment
plan includes multiple
assessment modes
(including performance
assessments, lab
reports, research
projects, etc.) and
assesses student
performance
throughout the
instructional sequence.
 Assessments appear to
be valid; scoring
procedures are
explained; most items
or prompts are clearly
written; directions and
procedures are clear to
students.
 Makes adaptations to
assessments that are
appropriate to meet the
individual needs of
most students.
Design for Instruction
 Few lessons are
explicitly linked to
learning goals. Few
learning activities,
assignments and
resources are aligned
with learning goals.
Not all learning goals
are covered in the
design.
 Teacher’s use of
content appears to
contain numerous
inaccuracies. Content
seems to be viewed
more as isolated skills
and facts rather than
as part of a larger
conceptual structure.
 The lessons within the
unit are not logically
organized organization
(e.g., sequenced).
 Little variety of
instruction, activities,
assignments, and
resources. Heavy
reliance on textbook
or single resource
(e.g., work sheets).
 Instruction has not
been designed with
reference to
contextual factors and
pre-assessment data.
Activities and
assignments do not
appear productive and
appropriate for each
student.
 Technology is
inappropriately used
OR teacher does not
use technology, and no
(or inappropriate)
rationale is provided.
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to assessments that
are appropriate to
meet the individual
needs of some
students.
Some lessons are
explicitly linked to
learning goals.
Some learning
activities,
assignments and
resources are
aligned with learning
goals. Some
learning goals are
covered in the
design.
Use of content
appears to be mostly
accurate. Shows
some awareness of
the big ideas or
structure of the
discipline.
The lessons within
the unit have some
logical organization
and appear to be
somewhat useful in
moving students
toward achieving the
learning goals.
Some variety in
instruction,
activities,
assignments, or
resources but with
limited contribution
to learning.
Little instruction has
been designed with
reference to
contextual factors
and pre-assessment
data. Few activities
and assignments
appear productive
and appropriate for
each student.
Teacher uses
technology but it
does not make a
significant
contribution to
teaching and
learning OR teacher
provides limited
rationale for not
 Most lessons are
explicitly linked to
learning goals. Most
learning activities,
assignments and
resources are aligned
with learning goals.
Most learning goals
are covered in the
design.
 Use of content
appears to be
accurate. Shows
adequate awareness
of the big ideas or
structure of the
discipline.
 The lessons within
the unit are
appropriately
organized and most
appear to be useful
in moving students
toward achieving the
learning goals.
 Adequate variety in
instruction, activities,
assignments, or
resources that seem
to contribute to
learning.
 Some instruction has
been designed with
reference to
contextual factors
and pre-assessment
data. Some activities
and assignments
appear productive
and appropriate for
each student.
 Teacher integrates
appropriate use of
technology that
makes an acceptable
contribution to
teaching and
learning OR teacher
provides adequate
rationale for not
using technology.
 All lessons are explicitly
linked to learning goals.
All learning activities,
assignments and
resources are aligned
with learning goals. All
learning goals are
covered in the design.
 Use of content appears
to be accurate and has
depth. Focus of the
content is congruent
with the big ideas or
structure of the
discipline.
 All lessons within the
unit are logically
organized and appear
to be useful in moving
students toward
achieving the learning
goals.
 Significant variety
across instruction,
activities, assignments,
and/or resources. This
variety makes a clear
contribution to
learning.
 Most instruction has
been designed with
reference to contextual
factors and preassessment data. Most
activities and
assignments appear
productive and
appropriate for each
student.
 Teacher integrates
creative and
appropriate technology
that makes a significant
contribution to teaching
and learning OR
provides a strong
rationale for not using
technology.
using technology.
Discipline Problem
Behavior Inventory and
Plan
 Displays little or no
understanding of the
student behavior
inventory data, the
conclusions drawn
from the data, and of
the prescription of a
student intervention
plan.
 Minimal
understanding is
evident in the
interpretation of the
student behavior
inventory data, the
conclusions drawn
from the data, and
of the prescription
of a student
intervention plan.
Instructional Decision
Making
 Many instructional
decisions are
inappropriate and not
pedagogically sound.
 Teacher treats class as
“one plan fits all” with
no modifications.
 Modifications in
instruction lack
congruence with
learning goals.
 Some instructional
decisions are
appropriate, but
some decisions are
not pedagogically
sound.
 Some modifications
of the instructional
plan are made to
address individual
student needs, but
these are not based
on the analysis of
student learning,
best practice, or
contextual factors.
 Modifications in
instruction are
somewhat
congruent with
learning goals.
Analysis of Student
Learning
 Presentation is not
clear and accurate; it
does not accurately
reflect the data.
 Analysis of student
learning is not aligned
with learning goals.
 Interpretation is
inaccurate, and
conclusions are
missing or
unsupported by data.
 Analysis of student
learning fails to include
evidence of impact on
 Presentation is
somewhat
understandable
and/or contains
several errors.
 Analysis of student
learning is partially
aligned with learning
goals and/or fails to
provide a
comprehensive
profile of student
learning relative to
the goals for the
whole class,
 Interpretation of
student behavior
inventory data is
somewhat
meaningful, some
appropriate
conclusions are
drawn from the data,
and a somewhat
accurate and
appropriate
intervention plan is
prescribed for the
student that is linked
to the student data.
 Most instructional
decisions are
pedagogically sound
(i.e., they are likely
to lead to student
learning).
 Appropriate
modifications of the
instructional plan are
made to address
individual student
needs. These
modifications are
informed by the
analysis of student
learning/performanc
e, best practice, or
contextual factors.
 Includes adequate
explanation of why
the modifications
would improve
student progress.
 Modifications in
instruction are
congruent with
learning goals.
 Presentation is
understandable and
contains few errors.
 Analysis of student
learning is
adequately aligned
with learning goals
provides an
satisfactory profile of
student learning
relative to the goals
for the whole class,
subgroups, and two
individuals.
 Interpretation is
 Interpretation of
student behavior
inventory data is
meaningful, appropriate
conclusions are drawn
from the data, and an
accurate and
appropriate
intervention plan is
prescribed for the
student that is explicitly
linked to the student
data.
 All instructional
decisions are
pedagogically sound
(i.e., they are likely to
lead to student
learning).
 Resourceful and
suitable modifications
of the instructional plan
are made to address
individual student
needs. These
modifications are
informed by the
analysis of student
learning/performance,
best practice, and
contextual factors.
 Includes clear
explanation of why the
modifications would
improve student
progress.
 Modifications in
instruction are clearly
congruent with learning
goals.
 Presentation is easy to
understand and
contains no errors of
representation.
 Analysis is fully aligned
with learning goals and
provides a
comprehensive profile
of student learning for
the whole class,
subgroups, and two
individuals.
 Interpretation is
meaningful, and
appropriate conclusions
student learning in
terms of numbers of
students who achieved
and made progress
toward learning goals.
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Collaboration
 Displays little or no
understanding of a
school and stakeholder
partnership plan
including activities,
timeline, persons
involved, and
resources needed.
 Displays little or no
understanding of what
is to be accomplished
through the
implementation of the
school and stakeholder
partnership plan and
how the impact on
student learning will
be measured.
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subgroups, and two
individuals.
Interpretation is
technically accurate,
but conclusions are
missing or not fully
supported by data.
Analysis of student
learning includes
incomplete evidence
of the impact on
student learning in
terms of numbers of
students who
achieved and made
progress toward
learning goals.
Displays minimal
understanding of a
school and
stakeholder
partnership plan
including activities,
timeline, persons
involved, and
resources needed.
Displays minimal
understanding of
what is to be
accomplished
through the
implementation of
the school and
stakeholder
partnership plan and
how the impact on
student learning will
be measured.
TOTAL POINTS POSSIBLE = 36
accurate and most
conclusions are
supported by data.
 Analysis of student
learning includes
sufficient evidence of
the impact on
student learning in
terms of numbers of
students who
achieved and made
progress toward
learning goals.
are drawn from the
data.
 Analysis of student
learning includes clear
evidence of the impact
on student learning in
terms of number of
students who achieved
and made progress
toward each learning
goal.
 Displays general
understanding of a
school and
stakeholder
partnership plan
including activities,
timeline, persons
involved, and
resources needed.
 Displays general
understanding of
what is to be
accomplished
through the
implementation of
the school and
stakeholder
partnership plan and
how the impact on
student learning will
be measured.
 Displays clear and
specific understanding
of a school and
stakeholder partnership
plan including activities,
timeline, persons
involved, and resources
needed.
 Displays clear and
specific understanding
of what is to be
accomplished through
the implementation of
the school and
stakeholder partnership
plan and how the
impact on student
learning will be
measured.
TOTAL POINTS EARNED:
___________/36
NOTE TO STUDENTS: After you submit this critical performance, the scores on this analytic rubric will be provided
to you for constructive feedback. However, only an overall “holistic score” will be entered into the Electronic
Portfolio System (EPS) based on the following scale: 1 – Beginning, 2 – Developing, 3 – Proficient, or 4 –
Distinguished. This holistic score will be based on the following ranges of possible points on this analytic rubric:
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Holistic Score of 1 = Analytic Rubric Score Range 9-13
Holistic Score of 2 = Analytic Rubric Score Range 14-22
Holistic Score of 3 = Analytic Rubric Score Range 23-31
Holistic Score of 4 = Analytic Rubric Score Range 32-36
Additionally, you may only receive a holistic score of 4 in the EPS if the critical performance required no revision.
This means that, if revisions are required and you make the necessary revisions, even if you score 32 or above on
this analytic rubric, the highest score you will receive in the EPS is still “3”.