Secondary Senior Block: 2011

EDU 452—Teaching English in Grades 7-12 (4 hours undergraduate credit)

Unit Work Sample (UWS) [Concurrent with EDU 350]

Using the UWS template, guidelines, and rubric, conduct and then submit a Unit Work Sample. Time will be allocated during the methods courses (spring) to plan the UWS. The UWS must be implemented during your spring placement. Appendix 1 provides a rubric for the UWS. See matrix for essential elements to be included.

CF alignment:

1. Educators who are scholars and leaders have in-depth knowledge and understanding of the fundamentals and concepts of their discipline. (CONTENT) They:

a) demonstrate content knowledge through inquiry, synthesis, and critical analysis;

b) understand the interrelationship of curriculum, instruction, and assessment to help all students learn;

c) know and can implement national/state/district curricula and learning standards;

d) are able to meet the standards set by all national/state/ and district content assessments;

e) use accurate and current content from multiple sources to make subject matter meaningful to all students

2. Educators who are scholars and leaders use evidence-based practice for effective teaching and communication. (PEDAGOGY) They:

b) demonstrate effective long- and short-range planning using appropriate organization and time management strategies;

d) use a variety of assessments to inform instruction;

e) implement differentiated instructional strategies that address multiple learning styles;

f) demonstrate ethical use of current educational technologies to enhance instruction, assessment, and student performance;

g) consider school, family, and community contexts, and adjust practice based on students’ experiences, interests, and relationships;

h) analyze individual student, classroom, and school performance data, making data-driven decisions about strategies for teaching and learning;

m) reflect on curricula, the nature of learning and teaching, and their own practice for professional self-renewal

3. Educators who are scholars and leaders are caring and thoughtful individuals who respond sensitively to the needs and experiences of all students and others with whom they interact. (DISPOSITIONS) They:

g) use sound judgment and display confidence in practice

ADEPT Alignment

APS 2: Short Range Planning

• The teacher develops unit objectives that facilitate student achievement of appropriate academic standards and long-range learning and developmental goals.

• The teacher develops instructional plans that include content, strategies, materials, and resources that are appropriate for the particular students.

• The teacher routinely uses student performance data to guide short-range planning of instruction.

APS 3: Planning Assessments and Using Data

• The teacher develops/selects and administers a variety of appropriate assessments.

• At appropriate intervals, the teacher gathers and accurately analyzes student performance data and uses this information to guide instructional planning.

• The teacher uses assessment data to assign grades (or other indicators) that accurately reflect student progress and achievement.

APS 5: Using Instructional Strategies to Facilitate Learning

• The teacher uses appropriate instructional strategies.

• The teacher uses a variety of instructional strategies.

• The teacher uses instructional strategies effectively.

APS 6: Providing Content for Learners

• The teacher demonstrates a thorough command of the discipline that he or she teaches.

• The teacher provides appropriate content.

• The teacher structures the content to promote meaningful learning.

APS 7: Monitoring, Assessing, and Enhancing Learning

• The teacher continually monitors student learning during instruction by using a variety of informal and formal assessment strategies.

• The teacher enhances student learning by using information from informal and formal assessments to guide instruction.

• The teacher enhances student learning by providing appropriate instructional feedback to all students.

Appendix 1

RUBRIC FOR UNIT WORK SAMPLE

(NCTE Standards)

Unit Work Sample	Criteria for “Met Standard”	NCTE 2012 Standard Correlation*
UWS Section I: Major Unit Objectives UWS Section I: Major Unit Objectives (Key Element 2.A)	Complete fully information required in provided template.
UWS Section II: Unit Plan (Key Element 2.B) UWS Section III: Unit Assessments (Key Element 3.A)	• Describe the contextual factors (including the relevant student characteristics from key element 1.A of the long-range plan as well as any other factors related to the community, district, school, classroom, or students) that are likely to impact instruction and/or student learning with regard to the selected instructional unit. • Include a description of the ways in which each of these factors will be taken into consideration during unit planning and instruction. • UWS Section III, Part A (key element 2.A): Describe the unit objectives and their correlated standards or expectations. • UWS Section III, Part B (key elements 3.A and 3.C): Describe and/or attach the assessments for each unit objective. Include descriptions of any necessary accommodations. For each assessment, include the evaluation criteria (i.e., describe and/or attach appropriate scoring rubrics, observation checklists, rating scales, item weights, and the like). Note: Attachments must be clearly labeled to indicate their relationship to the elements in the table below. • UWS Section III, Part C (key element 3.B): —After administering the pre-assessment(s), analyze student performance relative to the unit objectives. —Attach one or more clearly labeled tables, graphs, or charts that depict the results of the pre-assessment(s) in a format that allows you to find patterns of student performance relative to each objective. —Summarize the results of the pre-assessment(s) and describe the implications of these results on instruction. • UWS Section III, Part D (key elements 2.B): —Describe the keyinstructional activities, strategies, materials, and resources (including instructional technology), and indicate the unit objectives (numbered according to the order in which they are listed in UWS Section III, Part A) that are addressed.
UWS Section IV:Analysis of Student Performance (Key elements 3.B)	• Once you have completed the unit, analyze all of your assessments and determine your students’ progress relative to the unit objectives. •Attach clearly labeled tables, graphs, or charts that depict student performance for the entire class, for one selected subgroup, and for at least two individual students. •For each visual representation, provide a descriptive narrative that summarizes your analysis of student progress and achievement. •Finally, explain the ways in which you have assigned student grades (or other indicators of student performance), and include a description of the ways in which these results have been recorded as well as how and to whom they have been reported.
UWS Section V:Response to Formative Analysis (Key elements 3.B and 2.C) UWS Section VI:Summative Feedback(Key Element 3.C)	• Reflect on and describe the relationship between your students’ progress and achievement and your teaching performance. If you were to teach this unit again to the same group of students, what, if anything, would you do differently, and why?

* NCTE 2012 Standard Correlation

CP III.E1 Candidates plan instruction and design assessments for reading and the study of literature to promote learning for all students.	Candidates use their knowledge of theory, research, and practice in English Language Arts to plan standards- based, coherent and relevant learning experiences utilizing a range of different texts—across genres, periods, forms, authors, cultures, and various forms of media—and instructional strategies that are motivating and accessible to all students, including English language learners, students with special needs, students from diverse language and learning backgrounds, those designated as high achieving, and those at risk of failure.
CP III.E2 Candidates plan instruction and design assessments for reading and the study of literature to promote learning for all students.	Candidates design a range of authentic assessments (e.g., formal and informal, formative and summative) of reading and literature that demonstrate an understanding of how learners develop and that address interpretive, critical, and evaluative abilities in reading, writing, speaking, listening, viewing, and presenting.
CP III.E3 Candidates plan instruction and design assessments for reading and the study of literature to promote learning for all students.	Candidates plan standards-based, coherent and relevant learning experiences in reading that reflect knowledge of current theory and research about the teaching and learning of reading and that utilize individual and collaborative approaches and a variety of reading strategies.
CP III.E4 Candidates plan instruction and design assessments for reading and the study of literature to promote learning for all students.	Candidates design or knowledgeably select appropriate reading assessments that inform instruction by providing data about student interests, reading proficiencies, and reading processes.
CP III.E5 Candidates plan instruction and design assessments for reading and the study of literature to promote learning for all students.	Candidates plan instruction that incorporates knowledge of language—structure, history, and conventions—to facilitate students’ comprehension and interpretation of print and non-print texts.
CP III.E6 Candidates plan instruction and design assessments for reading and the study of literature to promote learning for all students.	Candidates plan instruction which, when appropriate, reflects curriculum integration and incorporates interdisciplinary teaching methods and materials.
CP IV.E1 Candidates plan instruction and design assessments for composing texts (i.e., oral, written, and visual) to promote learning for all students.	Candidates use their knowledge of theory, research, and practice in English Language Arts to plan standards- based, coherent and relevant composing experiences that utilize individual and collaborative approaches and contemporary technologies and reflect an understanding of writing processes and strategies in different genres for a variety of purposes and audiences.
CP IV.E2 Candidates plan instruction and design assessments for composing texts (i.e., oral, written, and visual) to promote learning for all students.	Candidates design a range of assessments for students that promote their development as writers, are appropriate to the writing task, and are consistent with current research and theory. Candidates are able to respond to student writing in process and to finished texts in ways that engage students’ ideas and encourage their growth as writers over time.
CP IV.E3 Candidates plan instruction and design assessments for composing texts (i.e., oral, written, and visual) to promote learning for all students.	Candidates design instruction related to the strategic use of language conventions (grammar, usage, and mechanics) in the context of students’ writing for different audiences, purposes, and modalities.
CP IV.E4 Candidates plan instruction and design assessments for composing texts (i.e., oral, written, and visual) to promote learning for all students.	Candidates design instruction that incorporates students’ home and community languages to enable skillful control over their rhetorical choices and language practices for a variety of audiences and purposes.
LL V.E1 Candidates plan, implement, assess, and reflect on research-based instruction that increases motivation and active student engagement, builds sustained learning of English language arts, and responds to diverse students’ context-based needs.	Candidates plan and implement instruction based on ELA curricular requirements and standards, school and community contexts, and knowledge about students’ linguistic and cultural backgrounds.
LL V.E2 Candidates plan, implement, assess, and reflect on research-based instruction that increases motivation and active student engagement, builds sustained learning of English language arts, and responds to diverse students’ context-based needs.	Candidates use data about their students’ individual differences, identities, and funds of knowledge for literacy learning to create inclusive learning environments that contextualize curriculum and instruction and help students participate actively in their own learning in ELA.
LL V.E3 Candidates plan, implement, assess, and reflect on research-based instruction that increases motivation and active student engagement, builds sustained learning of English language arts, and responds to diverse students’ context-based needs.	Candidates differentiate instruction based on students’ self-assessments and formal and informal assessments of learning in English language arts; candidates communicate with students about their performance in ways that actively involve them in their own learning.
LL V.E4 Candidates plan, implement, assess, and reflect on research-based instruction that increases motivation and active student engagement, builds sustained learning of English language arts, and responds to diverse students’ context-based needs.	Candidates select, create, and use a variety of instructional strategies and teaching resources, including contemporary technologies and digital media, consistent with what is currently known about student learning in English Language Arts.
PKS VI.E1 Candidates demonstrate knowledge of how theories and research about social justice, diversity, equity, student identities, and schools as institutions can enhance students’ opportunities to learn in English Language Arts.	Candidates plan and implement English language arts and literacy instruction that promotes social justice and critical engagement with complex issues related to maintaining a diverse, inclusive, equitable society.
PKS VI.E2 Candidates demonstrate knowledge of how theories and research about social justice, diversity, equity, student identities, and schools as institutions can enhance students’ opportunities to learn in English Language Arts.	Candidates use knowledge of theories and research to plan instruction responsive to students’ local, national and international histories, individual identities (e.g., race, ethnicity, gender expression, age, appearance, ability, spiritual belief, sexual orientation, socioeconomic status, and community environment), and languages/dialects as they affect students’ opportunities to learn in ELA.

Matrix of Requirements

Sections	General Guidelines	ELA Methods
I: Major Unit Objectives (Key Element 2.A)	• Design a unit and correlate lessons to appropriate state standards and SPA standards.^{^[1]}	• Submit all lesson plans,assignments, scoring guides/rubrics, assessments, and selected artifacts^{^[2]} of student work as attachments to UWS.
II: Unit Plan (Key Element 2.B) Contextual Factors (from LRP, key element 1.A)	• Identify instructionally relevant contextual factors^{^[3]}; include source of data, analysis of data (correlated with instruction and assessment), and how factors impact instructional and assessment decisions.	• Consider focusing onContextual Factors related to learning styles (administer and analyze learning styles inventory) or student demographics related to socioeconomic status or gender.
III: Unit Assessments (Key Element 3.A)^{^[4]}	• Include and display pre- and post-assessment data^{^[5]}; interpret the results of that data in terms of identifiable learning gains of students, and then explain how data contributed (or not) to instructional adjustments of subsequent lessons. • Identify validity and reliability of assessments and conclusions drawn from comparing pre- and post-assessments.^{^[6]}	• Include at least one created response (Popham, 2003) pre- and post- assessment addressing writing instruction (for example, writing samples). • Problematize your analysis ofvalidity and reliability as well as the implementation of scoring guides/rubrics.^{^[7]}
IV: Analysis of Student Performance (Key Element 3.B)	• Include at least one specific example (consider including artifacts as well) and focus on an analysis of formativeassessment, your understanding of individual students, and identified needs to modify instruction.	• Include artifacts that demonstrate your formative feedback on created response student work (for example, student essays with track changes and comments embedded).
V: Response to Formative Analysis (Key Element 2.C)	• Identify ways in which youmodified your original plans during the implementation of the unit, as well as specifyingevidence from formative assessments used to make those modification. Identify ways in which you plan tomodify future implementations of this unit, also noting evidencefor those future plans.
VI: Summative Feedback (Key Element 3.C)	• Identify the relationship between summative assessments and assigning student grades. Include data tables andweights/calculations for determining grades.

[1] SC state standards available here: http://ed.sc.gov/agency/pr/standards-and-curriculum/. Identify SPA standards required for NCATE major assessments as designated by each content area (see last column of the matrix).

[2] Artifacts of sample student work should offer a range of examples (high, average, low) and be sure to render all student samples anonymous (black out or delete names as needed).

[3] Contextual factors may include data such as learning styles; gender, race, or socio-economic characteristics; school demographics; or community demographics. Identify the instrument or source of data gathered, and specify how the factors you chose are instructionally relevant to your UWS.

[4] Sections III-VI may be submitted as one narrative that incorporates each of the required elements identified. These sections, whether submitted separately or as one narrative, must be fully documented and cited (APA); correlate the data from your field experience with your scholarship during your methods course work and readings. See this resource for considering action research:http://www.lab.brown.edu/pubs/themes_ed/act_research.pdf

[5] Place pre- and post-assessment data in a table or chart to accompany your narrative.

[6] Refer to and cite in discussion of validity and reliability: Popham, W. J. (2003). Test better, teach better: The instructional role of assessment. Alexandria, VA: ASCD.

[7] See regarding rubrics: Wilson, M. (2007). Why I won’t be using rubrics to respond to students’ writing. English Journal, 96(4), 62-66; Wilson, M. (2006). Rethinking rubrics in writing assessment. Portsmouth, NH: Heinemann; Kohn, A. (2006). The trouble with rubrics. English Journal, 95(4), 12-15.

Secondary Senior Block

Pages

Friday, December 2, 2011

Required Texts

Formative Observation & Feedback Form EDU 452/472 [rev. 2015]

Schedule with Thomas Assignments: Spring Term 2015

EDU 350 Assignments

Unit Work Sample (UWS)