Furman University Teacher Education Program
Candidate Unit Work Sample EDU-470/EDU-472/EDU-505
Spring 2013
Description:
All candidates in initial certification programs are required to design and implement a Unit Work Sample
(UWS). The UWS reflects the effectiveness of the candidate as reflected in the achievement of the
students the candidate teaches. The UWS offers detailed evidence of a candidate’s planning, instruction,
assessment, and reflection. It also offers a narrative and a quantitative set of data for candidates and
faculty to consider the effectiveness of the program.
Instructions:
Candidates are asked to design and implement a unit of instruction lasting from 1-2 weeks. Use the
following template in LiveText to structure your unit, as well as your response to student learning.
Please confer with your university supervisor for specific details.
Unit Information
Candidate Name:
District:
School:
Academic Year:
Course:
Dates of Unit:
Elements of Unit:
Lesson Plans (10-12) using proper format/Linked on LiveText
Unit Information
Alignment to SC, SPA standards (Section I)
Sections I-VI (Especially focus on Reflections, statements in bold)
Rubrics/ Assessments included/ attached
Meaningful use of technology within unit
Modifications: Please describe any modifications you made to your lesson plans between the time
you turned this in and the time you taught the lesson. (if any) If you would like, you may also attach
revised lesson plans:
Section I: Major Unit Objectives and Standards
Major Unit Objectives (add as many as necessary)
How did you craft these objectives so that the students understand both the objectives and their
relevance? (address each objective and the overall purpose of this unit):
SC Standards:
SPA Standards:
Section II: Unit Lessons and Contextual Factors
Describe your instructional plan--that is, the sequence of steps that you need to follow if your students
are to achieve the unit objectives-including the key activities or strategies and resources (e.g., materials,
technology):
Reflect on the instructional plan for the unit: How does this instructional plan establish a balance
between grade-level academic standards and expectations and the needs, abilities, and developmental
levels of individual students?:
Contextual Factors
1. Include student information for the class in which you are implementing your UWS. The student
data may include the following (discuss data sources with your supervisor and make any
adjustments you decide are appropriate):
• School report card (SC Department of Education)
• Standardized test scores (PACT, EOC, HSAP, SAT, ACT, AP, etc.)
• Class demographics (gender, race, etc.)
• Learning style, interest, or other appropriate inventory
• School information (School Improvement Report, school handbook, web-page data, etc.)
• Interviews (teachers, administrators, community members, etc.)
• Community tour
2. Reflect on how student information and contextual factors impact your unit work sample:
Section III: Unit Assessments
Key Unit Assessments
(add as many as necessary)
Type of Assessment
(Check one for each assessment)
Teacher-Made
Commercial
Reflect on the unit assessments: How did you determine that your unit assessments are valid and
reliable for all students?
Section IV: Analysis of Student Performance
Analysis of Student Performance
Reflect on the analysis of student performance: How did you analyze your assessment data for
formative purposes in order to (1) increase your understanding of individual students' strengths and
weaknesses and (2) determine specific aspects of instruction that need to be modified? Include at least
one specific example of how you did this:
Section V: Response to Formative Analysis
Reflection and Self-Assessment
Reflect on the findings of the formative analysis: Did you need to adjust your unit plan, or do you
foresee the need to make adjustments to future unit plans for these students? Why or why not?
(Focus on how you will teach this unit differently in the future (based on evidence from student work.)
Section VI: Summative Feedback
Reflection
Reflect on the summative feedback: How did you determine the relationship between student
performance data and the grades (or other performance indicators) that you assigned to the students?
(Be sure to include spreadsheets, data tables, grade analysis, etc., for summative assessments.)
Unit Work Sample
Scoring Guide and Rubric
UWS
Sections
Exceeds Standard
(3 pts)
Meets Standard
(2 pts.)
Does Not Meet Standard
(1 pt.)
I
Major Unit
Objectives
(2A)
Clearly describes and
reflects upon the major
objectives; objectives
appropriate; identifies key
SC and SPA standards.
Generally describes and
reflects upon the major
objectives; objectives
mostly appropriate;
identifies most key SC and
SPA standards.
Description of and
reflection upon objectives
are vague or insufficient;
objectives inappropriate;
SC and SPA standards
omitted or inaccurately
identified.
II
Unit Plan
(2B)
Reflection on and
description of plan are
detailed and insightful;
contextual factors are
used to convey a detailed
portrayal of the classroom
environment.
Generally reflects on and
describes plan; contextual
factors convey a general
portrayal of the classroom
environment (may be
missing 1 or 2 items).
Reflection on and
description of plan are
vague or incomplete;
contextual factors fail to
convey a general
portrayal of the classroom
environment.
III Unit
Assessments
(3A)
Lists and thoroughly
describes key
assessments; focuses on
alignment to objectives
and instruction.
Lists key assessments and
provides a general
analysis of them.
Limited assessments;
lacking scoring guides or
rubrics; pre/post-tests
inadequate or missing.
IV Analysis of
Student
Performance
(3B)
Reflection is detailed and
insightful; clearly
addresses student
performance (3B).
Reflection is sufficient;
adequately addresses
student performance
(3B).
Reflection is vague or
inadequate; fails to
addresses student
performance (3B).
V
Response to
Formative
Analysis
(2C)
Reflection is detailed and
insightful; clearly
addresses adjustments to
the planning process (2C).
Reflection is sufficient;
adequately addresses
adjustments to the
planning process (2C).
Reflection is vague or
inadequate; fails to
address adjustments to
the planning process (2C).
VI Response to
summative
Feedback
(3C)
Reflection is detailed and
insightful; clearly
addresses grading and
overall student
performance (3C).
Reflection is sufficient;
adequately addresses
grading and overall
student performance
(3C).
Reflection vague or
inadequate; fails to
address grading and
overall student
performance (3C).
Unit Work Sample
Alignment with CF Proficiencies, CF Indicators, ADEPT, and SPA Standards
Sections
CF
Proficiency
CF
Indicator
ADEPT
SPA Alignment
I
Major Unit
Objectives
#3
1.b, 1.c,
2.b, 2.c,
2.e, 3.a
APS-1
APS-2
APS-4
APS-5
APS-6
ACEI, 3.1-3.3
NCTE 2.1, 2.2, 2.5
NCSS 1.A.1.0-1.10, 2.2, 2.3, 2.6
NSTA 1.a, 1.b, 1.c, 2.c, 3.b
ACTFL 3.a, 3.b, 4.a, 4.b, 4.c
NCTM 8.4
II
Unit Plan
#3
1.b, 1.c,
2.b, 2.c,
2.e, 3.a
APS-1
APS-2
APS-4
APS-5
APS-6
ACEI, 3.4
NCTE 2.4, 2.5, 4.1-4.9
NCSS II.2, II.3, II.6
NSTA 1.a, 3.b, 5.b, 5.c, 5.d, 6.b, 7.a, 7.b, 9.b
ACTFL 2-4, 5.b
NCTM 7.1, 7.2, 8.7
III Unit
Assessments
#3
1.b, 2.d
APS-3
APS-4
ACEI 4.0
NCTE 4.10
NCSS 2.7
NSTA 2.c, 8.a, 8.b
ACTFL 5.a-5.c
NCTM 7.5, 8.3, 16.3
IV Analysis of
Student
Performance
#4
2.g, 2.h
APS-2
APS-3
APS-4
APS-7
ACEI 4.0, 5.1
NCSS 2.6, 2.8
NCTE 3.1-3.7
NSTA 8.b
ACTFL 5.b
NCTM 7.4, 8.6, 16.3
V
Response to
Formative
Analysis
#4
2.g, 2.h,
3.c, 3.d
APS-2
APS-3
APS-4
APS-7
ACEI 4.0, 5.1
NCSS 2.6
NSTA 10b
ACTFL 5.b
NCTM 7.1
VI Response to
summative
Feedback
#4
2.m, 3.c,
3.d
APS-2
APS-3
ACEI 4.0, 5.1
NCSS 2.6, 2.8
NCTE 2.3
NSTA 10.c
ACTFL 5.c
NCTM 7.3