RUBRIC FOR UNIT WORK SAMPLE
Unit Work Sample
Criteria for “Met Standard”
UWS Section II: Contextual Factors (from the LRP, key element 1.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: Unit Plan
• 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 key instructional 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 Learning (Key elements 3.B and 3.C)
• 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: Reflection and Self-Assessment (Key elements 3.B and 2.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?