EDR 623 Common Course Assessment: Interdisciplinary Unit Project
The Interdisciplinary Unit Project addresses IRA standards 2.1, 2.2, 2.3, 4.1, & 4.2. This learning experience engages candidates in informal
coaching opportunities, but also moves candidates into more formal coaching opportunities. In this assignment, candidates are placed into
interdisciplinary teams, including at least three content areas. They are asked to plan a unit of study appropriate for an interdisciplinary team
that is appropriate for approximately 3 to 4 weeks of instruction for a heterogeneous secondary (7th -12th) classroom. Candidates must include
the following in their unit plans:
1.) Theme, Understandings (3-7), Concepts (5-8), Knowledges, & Skills (8 – 18)
2.) Standards for each content area that address the “big or small concepts or facts” for the theme.
3.) Empowering Students – The unit plan should reflect the group’s beliefs about teaching and learning, specifically making space
for student autonomy, agency, and choice. Include an explanation of how instruction is differentiated and set up to promote
empowerment in students.
4.) Assessment - Create a unit assessment plan including a combination of assessment tools. Each candidate must answer the
following questions: a.) How will your students demonstrate learning of the understandings? b.) How will your students
demonstrate learning of the standards you have specified? c.) How will you know you and your students are accomplishing your
specified goals? d.) How can students be responsible for assessing themselves and/or each other?
5.) Resources – Create a list of the books, multiliteracies, speakers, field trips, digital media etc….used during this unit for each
content area to support the overall theme and capitalize on diversity. The bibliography must contain both digital and non-digital
resources and multiple genres of texts (narratives, expository, poetry, song lyrics, plays, websites, videos, etc.). Materials should
be culturally responsive and appropriate for a wide-range of learners including those that struggle with reading and writing,
second language learners, etc.
6.) Literacy and Thinking Strategies – Each discipline needs to use at least TWO literacy strategies that will help students access
content for this theme. The strategies chosen should be meaningful and effective and supported in the literature. Be sure to
provide research and theoretical support for these instructional strategies.
7.) Master Calendar - This calendar serves to demonstrate the sequence of implementation of the entire unit.
8.) Self-Evaluation – Each candidate must write a self-evaluation of the unit plan, answering: How well do you think your unit plan
reflects the knowledge you have gained from your work this semester? How would you like to refine the unit in the future?
Evaluate your own personal contributions to this project (explain what you did specifically to meet the team’s goal) as well as
the contributions of your teammates.
Although the Interdisciplinary Unit Project could be a unit the candidates would teach within the classroom, the way the candidates approaches
the unit and craft/construct the units is reminiscent of writing a unit for other teachers to implement. Therefore, as candidates create the unit
plans, they must first engage in instructional conversations with teachers, recognizing common themes and understandings across disciplines.
Once candidates set their goals for the unit, based on these themes and understandings, they need to develop and provide materials for the
teachers, another form of informal/more formal coaching. As the candidates develop the unit, they must utilize curriculum and developmental
benchmarks to ensure alignment, thus moving into a more formal level of coaching.
Scoring Guide/Rubric for EDR 623 Common Course Assessment: Interdisciplinary Unit
Elements
Distinguished
Proficient
Progressing
Unsatisfactory
(3)
(2)
(1)
(0)
IRA
2.1
Candidates use
foundational knowledge
to design or implement
an integrated,
comprehensive, and
balanced curriculum
Candidate demonstrated a
sophisticated understanding
of the research and
literature that undergirds
the reading and writing
curriculum and instruction
for students while
developing and
implementing curriculum
that meets the specific
needs of students who
struggle with reading
Candidate demonstrated
an adequate
understanding of the
research and literature
that undergirds the
reading and writing
curriculum and instruction
for students while
developing and
implementing curriculum
that meets the specific
needs of students who
struggle with reading
Candidate demonstrated
an unsophisticated
understanding of the
research and literature
that undergirds the
reading and writing
curriculum and instruction
for students while
developing and
implementing curriculum
that meets the specific
needs of students who
struggle with reading
Standard was not
met
IRA
2.2
Candidates use
appropriate and varied
instructional approaches
Candidate shows a high
level of skill in providing
appropriate in-depth
instruction for all readers
and writers, especially
those who struggle with
reading and writing that is
supported by literature and
research
Candidate shows an
adequate level of skill in
providing appropriate
instruction for all readers
and writers, especially
those who struggle with
reading and writing that is
supported by literature
and research
Candidate shows little
skill in providing
appropriate instruction for
all readers and writers,
especially those who
struggle with reading and
writing that is supported
by literature and research
Standard not met
Elements
Distinguished
Proficient
Progressing
Unsatisfactory
(3)
(2)
(1)
(0)
IRA
2.3
Candidates use a wide
range of texts
Candidate demonstrates
high level of skill in
supporting classroom
teachers in using quality
materials that meet the
specific needs and abilities
of all learners
Candidate adequately
supports classroom
teachers in using quality
materials that meet the
specific needs and abilities
of all learners meaningmaking is taking place
Candidate attempts to
support classroom
teachers in using quality
materials that meet the
specific needs and
abilities of all learners
Standard not met
IRA
4.1
Candidates recognize,
understand, and value
the forms of diversity
that exist in society and
their importance in
learning to read and
write.
The candidate
demonstrates an in-depth
understanding of the ways
in which diversity influences
the reading and writing
development of all
students, especially those
who struggle with reading
and writing, and assisting
teachers in developing
reading and writing
instruction that is
responsive to diversity
The candidate
demonstrates an
understanding of the ways
in which diversity
influences the reading and
writing development of all
students, especially those
who struggle with reading
and writing, and assisting
teachers in developing
reading and writing
instruction that is
responsive to diversity
The candidate attempts
to demonstrate an
understanding of the
ways in which diversity
influences the reading
and writing development
of all students, especially
those who struggle with
reading and writing, and
assisting teachers in
developing reading and
writing instruction that is
responsive to diversity
Standard not met
IRA
4.2
Candidates use a literacy
curriculum and engage in
instructional practices
that positively impact
students’ knowledge,
beliefs, and engagement
with the features of
diversity
Candidate provides
effective ideas for
differentiated instruction
and instructional materials,
including traditional print,
digital, and online
resources, that capitalize
on diversity and develop
students as agents of their
own literacy learning
Candidate provides ideas
for differentiated
instruction and
instructional materials,
including traditional print,
digital, and online
resources, that capitalize
on diversity and develop
students as agents of their
own literacy learning
Candidate attempts to
provide ideas for
differentiated instruction
and instructional
materials, including
traditional print, digital,
and online resources, that
capitalize on diversity and
develops students as
agents of their own
literacy learning
Standard not met