BSEDEarly Childhood Teacher Work SamplePerformance Prompt.docx

BSED/Early Childhood Teacher Work Sample
Performance Prompt
Teaching Processes
Standards and Indicators
Scoring Rubrics
Developed by members of the Title II Renaissance Partnership
for Improving Teacher Quality. These materials may be not
reproduced and used without citing the Title II Renaissance
Partnership for Improving Teacher Quality Project
http://www.uni.edu/itq/
Prompt for Teacher Work Sample for early childhood education
The Vision
Successful early childhood teacher candidates support learning
by designing a Teacher Work Sample that employs a range of
developmentally appropriate teaching strategies designed to
teach children birth- eight years old. The work samples build
on each student’s strengths, needs, and prior experiences.
Through this performance assessment, Early Childhood teacher
candidates provide credible evidence of their ability to facilitate
the learning of young children by meeting the following
standards:
· The teacher uses Contextual Factor information about the
unique learning/teaching context appropriate to the developing
child and adjusts content according to student individual
differences to establish developmentally effective learning
goals and objectives, plan an interactive instructional plan, and
assess learning.

· The teacher sets significant, challenging, varied, and
developmentally effective learning goals and objectives.
· The teacher uses multiple assessment modes and approaches
aligned with developmentally effective learning goals and
objectives to assess student learning before, during, and after
instruction.
· The teacher designs instruction for specific learning goals and
objectives, student characteristics and needs, and learning
contexts.
· The teacher uses on-going analysis of student learning to make
instructional decisions.
· The teacher uses assessment data to profile student learning
and communicate information about student progress and
achievement.
· The teacher analyzes the relationship between his or her
instruction and student learning in order to improve teaching
practice.
Your Assignment
You are required to teach a unit, based on developmentally
effective instructional goals and objectives utilizing the seven
NAEYC Standards. You will also need to create an assessment
plan designed to measure student performance before (pre-
assessment), during (formative assessment), and after
(summative assessment) instruction. Finally, you need to
analyze and reflect on the developmental appropriateness of
your instructional design, the age level educational context, the
NAEYC Standards that were applied, and the individual
learning gains demonstrated by your students while referring to

the cognitive, socio-emotional, and physical domains of
development.
The unit may take the form of one of the following, depending
on the population of students in your early childhood classroom.
· Unit Work Sample: This is the traditional Teacher Work
Sample, based on academic content that is appropriate to the
age of the children in the early childhood setting you are
teaching with consideration for the children’s individual
characteristics and needs.
· Functional Work Sample: A “unit” based on teaching practical
skills (e.g., tying shoes, stimulus-response activity) that serve
to support the empowering of the young child toward self-
sufficiency.
· Social/Behavioral Work Samples: A “unit” developed when
teaching social skills within a variety of social contexts that
may include family and community and others in the class.
Lessons should represent the value and importance of the
interactions among home, community, and school.
Note that early childhood student groups may be smaller (2-6
students) than the traditional Teacher Work Sample indicates.
Overall, the Early Childhood Education Teacher Work Sample
should follow the guidelines of the traditional Teacher Work
Sample. Adjustments to goals andobjectives, instructional
design, and data analysis may be required to address the needs
of young students and group size.
Note: An overall rating of 2.5 is required on the Teacher Work
Sample.
Standard 1: Contextual Factors
Standard:
The teacher uses information about the learning/teaching
context and student individual differences to set learning goals
and objectives, plan instruction, and assess learning.

NAEYC Standard(s):
Standard 1: Promoting Child Development and Learning
Standard 3: Observing, Documenting, and Assessing to Support
Young Children and Families
Standard 4: Using Developmentally Effective Approaches
Task:
Discuss relevant characteristics and needs of your young
learners (i.e. age, culture, language) and how they may affect
the teaching/learning process in your classroom. Include any
supports and challenges present in the classroom environment
that affect instruction and student learning such as cultural or
special learning needs of individual students, support teachers,
and other resources.
Prompt:
In your discussion, include:
· Community, District, and School Factors
Address geographic location, community and school population,
socio-economic profile, and race/ethnicity. You might also
address such things as stability of community, political climate,
community support for education, and other environmental
factors that interact and influence the development and learning
of the early childhood learner. Include in your discussion,
parental support programs and the influence of parent groups on
curriculum. Discuss how these factors work together to impact
the diverse student learning environment in your classroom.
· Classroom Factors
Address physical features such as the appropriate seating

arrangement for young children, availability of equipment and
resources and how they are organized in the classroom to best
accommodate the social, physical and cognitive needs of the
students. Consider resources and elements in the classroom that
support children’s interests such as fish tanks, plants, etc.
Identify early childhood learning theories that support your
decisions. Many young children’s classrooms are supported by
parental involvement as volunteers. Discuss the extent of
parental involvement and the impact on your lesson planning
and delivery. In the very young classes, paraprofessional aides
may be involved in the classroom; consider their effect on your
planning if appropriate. Include any other external or internal
factors that might exist which influence your teaching.
· Student Characteristics
Describe the number of students in your classroom and the
overall make-up of the student population in the class. Address
age, gender, race/ethnicity, special needs,
achievement/developmental levels, and students’ skills and
prior knowledge relevant to your learning goals. Explain how
you have made initial student learning assessments that will be
used to develop your lessons. You should also include relevant
factors such as culture, language, interests, and learning
styles/modalities of the students in your classroom. Discuss how
you will use development knowledge to create appropriate
learning environments. Include in your discussion an
understanding of the students’ individual characteristics and
needs that you will take into consideration when planning and
delivering your lessons.
· Implications for Instructional Planning and Assessment
Consider how the above factors and the specific characteristics
of the students in your classroom will influence your
instructional planning and assessment, including instructional
strategies, teaching style, making accommodations for diverse
learners, use of available resources, content, grouping patterns,

classroom routines, that would all or singularly impact on the
effectiveness of the lesson delivery. How is the whole child
given consideration with respect to meeting his/her individual
needs. How are the values and traditions of diverse groups
managed so that respectful and reciprocal relationships are
evidenced?
Suggested Page Length: 2-3 pages
Standard 2: Learning Goals and Objectives
Standard:
The teacher sets significant, challenging, varied, and
appropriate learning goals and objectives that are appropriate to
the special characteristics and needs of the young child.
*Adapted from Dohrn E., in Girod, G. (Ed.). (2002). Connecting
teaching and learning: A handbook for teacher educators on
Teacher Work Sample methodology. Monmouth, OR: Western
Oregon University.
NAEYC Standard(s):
Standard 5: Using Content Knowledge to Build Meaningful
Curriculum
Task:
Provide and justify the learning goals and objectives for a unit
of study or appropriate work sample that supports the growth
and development of the age group taught.
Prompt:
List the learning goals and objectives (not the activities) that

will guide the planning, delivery, and assessment of your
unit/work sample. Goals should be significant, yet reasonable,
and present developmentally appropriate challenges to each of
the development/learning domains (physical, cognitive, social,
emotional, language and aesthetic) that support the diverse
learning needs of the students. Evidence of the skill expectation
of the group to be taught should be presented in terms of their
anticipated prior knowledge or skill base. These goals and
objectives should be defined in behavioral terms that define
what behavioral outcome is anticipated by the end of the unit.
Goals are to be aligned with NAEYC and state standards and
articulated in the plan. To help you do this, number or code
each learning goal and objective so that you can reference them
later.
Provide justification for your choice of learning goals and
objectives and state the particular NAEYC and state standard
addressed. Elements of your justification should include at
least the type and level of early childhood learning with
particular reference to the developmental needs of the group,
appropriateness of the content to the age and culture of the
class, and how the needs of the individual will be met. Relate
learning goals and objectives specifically to your state’s
curriculum goals, content standards, and grade-level
benchmarks as appropriate. Include age appropriate, focused
literacy instruction as applicable for the content requirements,
grade or authorization level, and contextual factors in your
student teaching placement.
Suggested Page Length: 2-3
Standard 3: Assessment Plan
Standard:
The teacher uses multiple assessment modes and approaches
aligned with learning goals and objectives to assess the Early
Childhood student’s learning before, during, and after

instruction with consistent regard for the developmental level
and cognitive, socio-emotional and physical characteristics of
the student.
NAEYC Standard(s):
Curriculum
Task:
Design an assessment plan to monitor student progress toward
the learning goal(s) and objective(s) as stated in behavioral
terms. Use multiple assessment modes and approaches and
indicate the alignment and appropriateness with each approach
to the specific age group you are teaching and to the specific
NAEYC and state standard you are addressing. Include an
assessment of the current developmental levels of your students,
how this lesson will scaffold their learning, and an explanation
of the anticipated behavioral change that is expected. Explain
how each teaching approach is intended to effect change in
various types of students and why they are important to that
child’s learning. These assessments should authentically
measure student learning and may include performance-based
tasks, paper-and-pencil tasks, already published instruments,
direct observation, or personal communication. Describe why
your assessments are appropriate for measuring learning.
Include whether the use of technology is an appropriate
approach for this group. Be sure that your assessment is an
appropriate match to the learning objective and explain why.
Prompt:

Include a description of pre- and post-assessments that are
aligned with the learning goals and objectives of your lesson.
Clearly explain how you will consistently and clearly evaluate
or score pre- and post-assessments. Explain what other methods
of assessment you plan to incorporate. Clearly explain the type
of assessments used and why they are appropriate to your
students. State what criteria you will use to determine if the
students’ performance levels meet the learning goals and
objectives. Ensure the assessment is developmentally
appropriate, takes into consideration prior learning,
differentiates assessment according to the learning
characteristics of various students, and establishes a clear line
of reference to the appropriate NAEYC, local, and state
curricular standards. Include evidence of pre- and post-
assessments (copies of the assessments or prompts and student
directions for the prompts) and criteria for judging student
performance in a responsible way, in partnership with families
and other professionals, to positively influence children’s
development and learning.
· Discuss your plan for formative assessment that will help you
determine student progress during the unit/work sample.
Indicate the level of progress each student is making toward the
end goal inclusive of terms such as beginning, developing,
capable, mastery. Although formative assessments may change
as you are teaching the unit/work sample, your task here is to
predict at what points in your teaching it will be important to
assess students’ progress toward the learning goals and
objectives and discuss your expectancy for approaching
mastery.
· Construct a table that lists each learning goal and objective,
assessments used to judge student performance relative to the
learning goals and objectives, and description of how you have
modified the curriculum and made adaptations to the
assessments for the individual needs of the early childhood

students. The primary purpose of this table is to depict the
alignment between the learning goals and objectives and
assessments. The table also provides opportunities to show
where adaptations are going to be implemented to meet the
individual needs of students on developmental factors.
LEARNING GOALS
LEARNING OBJECTIVES
ASSESSMENTS
FORMAT OF ASSESSMENT
ADAPTATIONS
Goal 1
Objective 1
Pre-Assessment
Formative Assessment(s)
Post-Assessment
Performance-based, paper-and-pencil, personal communication,
already published instruments
How will you adapt each assessment for individual needs of
students on developmental factors.
Goal 2
Goal 3, etc.
· After administering the pre-assessment, analyze each student’s
performance relative to the learning goals and objectives and
relative to his prior learning assessment in partnership with
families and professionals. Depict the results of the pre-
assessment in a graph or chart, indicating students’ progress

toward each learning goal and objective. Discuss how this
analysis will guide your instruction or modification of the
learning goals and objectives before you proceed to the end of
the unit/work sample assessments.
Suggested Page Length: 2-3 + pre- and post-assessment
instruments.
Standard 4: Design for Instruction
Standard:
The teacher designs instruction for specific learning goals and
objectives, student characteristics and needs, and learning
contexts. Instructional design should include literacy instruction
as appropriate for the content requirements, age and
developmental level.
NAEYC Standard(s):
Standard 2: Building Family and Community Relationships
Standard 3: Observing, Documenting and Assessing to Support
Young Children and Families,
Curriculum
Task:
Describe how you will design your unit instruction related to
goals and objectives, students’ characteristics and needs, and
the specific learning context.
Prompt:
Use the block plan format below to provide an overview of your

entire learning unit. Include the topic or activity you are
planning for each day. Clearly indicate NAEYC and state
standards that frame your lesson, the goal(s) and objective(s)
(coded from your Learning Goals and Learning Objectives
sections) that you are addressing in each topic/activity. Make
sure that every goal and objective is addressed by at least one
activity and that every activity relates to at least one goal and
objective. Document how contextual information can be
integrated within other curricular areas and how the contextual
information complements the values and needs of the
community of learners in your class.
Monday
Tuesday
Wednesday
Thursday
Friday

· Choose three or four unit activities that reflect a variety of
instructional strategies/techniques and explain why you are
planning those specific activities. In your explanation for each
activity, include
Examples of how its content relates to NAEYC and state
standards, with consistent instructional goal(s) and objective(s),
Explanations of how the activity stems from your pre-
assessment information and instructional context to support
teaching strategies,
What materials/technology you will need to implement the
activity,
Explanation of how you plan to assess student learning during
and/or following the activity (i.e., formative assessment).
Constructivist learning theories used to create hands-on
activities that are appropriate to the individual needs of the
students.
Suggested Page Length: 3 + block plan
Standard 5: Instructional Decision-making
Standard:
The teacher uses on-going analysis of student learning to make
instructional decisions by continual use of formative assessment
measures applied to each child throughout the lesson.
NAEYC Standard(s):

Curriculum
Task:
Provide two examples of instructional decision-making based on
students’ learning or responses.
students) than the traditional Teacher Work Sample indicates. In
these cases, adjust your analysis accordingly and detail
decision-making at this level on an individual basis.
Prompt:
· Think of a time during your unit when a student’s learning or
response caused you to modify your original design for
instruction. (The resulting modification may affect other
students as well.) Cite specific evidence to support your
answers to the following:
a. Describe the student’s learning or response that caused you to
rethink your plans to move forward. The student’s learning or
response may come from a planned formative assessment or
another source. Identify the assessment that caused you to
rethink your lesson and whether or not the decision to modify
your direction affected all or parts of the class.
b. How did your analysis and interpretation of this student’s
learning or response inform your decision regarding what you
did next? What caused you to pause and reflect on what was
happening or not happening? Describe what you did, and
explain why you thought this would improve student progress
toward the learning goal and objective. Discuss what happened
and explain why. Incorporate a rationale for your decision
supported by child development theory.

· Now, think of one more time during your unit when another
student’s learning or response caused you to modify a different
portion of your original design for instruction. (The resulting
modification may affect other students as well.) Cite specific
evidence to support your answers to the following:
a. Describe the student’s learning or response that caused you to
rethink your plans. What signs were there to inform you of a
need for change in pedagogy? The student’s learning or
response may come from a planned formative assessment or
another source. Describe its nature.
b. How did your analysis and interpretation of this student’s
learning or response inform your decision regarding what you
did next? Describe what you did, and explain why you thought
this would improve student progress toward the learning goal
and objective. Discuss what happened and explain why.
Suggested Page Length: 3-4
Standard 6: Analysis of Learning Results
Standard:
The teacher uses assessment data to profile student learning and
communicate information about student progress and
achievement.
students) than the traditional Teacher Work Sample indicates. In
these cases, adjust your analysis accordingly.
NAEYC Standard(s):

Curriculum
Standard 6: Becoming a Professional
Task:
Analyze your assessment data to report the performance of the
students. Use visual representations and narrative to profile
student performance which can be used to communicate results
to parents, and other professionals.
Prompt:
· Whole group
Use aggregated data to draw conclusions about the extent to
which the whole group attained the learning goals and
objectives. Provide a graphic representation to compare pre-
and post-assessment results for each goal and objective.
Explain what the graph illustrates and why you think students
performed this way. Discuss any discrepancies in terms of child
developmental learning theory.
· Subgroups
Select a group characteristic to analyze (e.g., gender,
performance level, socio-economic status, language proficiency,
or other attributes of diversity). Form a subgroup based on that
distinguishing characteristic (e.g., male, low performance, free
or reduced lunch, ESL). Explain why it is important to
understand the learning of this particular subgroup in relation to
two significant learning goals and objectives, one of which must
represent higher level thinking. Use disaggregated data to draw
conclusions about the extent to which the subgroup attained the
two learning goals and objectives. Provide a graphic
representation to compare pre- and post-assessment results for
the two goals and objectives. Explain what the graph illustrates
and why you think students in the subgroup performed this way.
Integrate the knowledge gained from the data, and your
reflective and critical perspectives to offer an explanation of

possible causes for the results.
· Individuals
Select two students who represent different levels of
performance and require different teaching strategies to
accommodate their specialized learning needs. Explain why it
is important to understand the learning of these particular
students in relation to two significant learning goals and
objectives, one of which must represent learning at the
developmental level of each child. Draw conclusions about the
extent to which these students attained the two learning goals
and objectives and provide examples of student work to support
your response.
Suggested Page Length: 4 + charts and student work
Standard 7: Reflection and Self-evaluation
Standard:
The teacher analyzes the relationship between his or her
practice.
NAEYC Standard(s):
Curriculum
Task:

Reflect on your performance as a teacher in guiding the
instructional process of this unit/work sample and link your
performance to student learning results. Include a discussion of
the relationship of your goals and objectives, the child
appropriateness of your instructional strategies, and the
assessment results from the early childhood unit of study/work
sample. Evaluate your performance relative to the seven
standards of the work sample to identify future actions for
improved practice and professional growth as a child advocate
who is dedicated to promoting meaningful learning experiences
for young children birth to eight yrs old some of whom may be
from diverse socio-economic environments and cultures.
Prompt:
· Write a narrative reflecting on instruction and student learning
in which you:
a. Describe the instructional strategies or activities, including
technology and media, that influenced student learning in the
most significant and least significant ways when viewed through
the lenses of the early childhood teacher and advocate
b. Explain the greatest barriers to achieving learning results of
diverse groups of young children giving special attention to
their past learning experiences both positive and negative and
how what they bring to class influences the way you teach.
Incorporate a discussion of how you can facilitate their learning
by drawing on community and school resources and parent
volunteers.
c. Discuss what you would do differently to improve student
learning. What programs and supportive information would you
provide as relevant to parental engagement in their child’s
learning.
· Write a second narrative evaluating your effectiveness as an
instructor in which you:

a. Assess the extent to which you met the work sample
standards, focusing specifically on your key areas of strengths
and weaknesses to meet the specialized needs of the young
child. Analyze how your performance on these standards
impacted the learning of your students and how you will
incorporate professional development sources to improve or
enhance your skill level at the early childhood level.
b. Reflect on your own abilities and identify what professional
knowledge, skills, or dispositions (e.g., attitudes, values, and
beliefs) your currently have and present a research based plan
on how you would improve your performance in teaching this
unit. Identify specific professional goals and a plan to meet
those goals that would improve your overall performance as an
early childhood teacher who is knowledgeable of NAEYC
standards and how they impact the teaching of young children.
c. Select and discuss your most significant learning insight from
teaching this unit/work sample.
d. Discuss the reasons why you believe that the early childhood
classroom is an appropriate fit or is not an appropriate fit for
your teaching goals, instructional style, and personality.
Suggested Page Length: 2
The Format
Your Teacher Work Sample must include all of the elements
listed above and must follow APA format (current edition). The
sample should be approximately 20 pages of narrative not
counting required charts, graphs, and attachments. Provide a
Table of Contents that lists the sections of your paper with the
page numbers correlating to the respective sections. Include an
APA- formatted cover page. (Refer to the most current APA
Manual for appropriate formatting details.)
In order to ensure the anonymity of students included in the
Teacher Work Sample, do not include any student names or
identification in any part of the TWS.

The unit may take the form of one of the following, depending
on the population of students in your classroom.
· Unit Work Sample: This is the traditional Teacher Work
Sample, based on academic content
· Functional Work Sample: A “unit” based on teaching practical
skills (e.g., shoe tying, stimulus-response activity)
· Social/Behavioral Work Samples: A “unit” developed when
teaching social skills within a variety of social contexts.
students) than the traditional Teacher Work Sample indicates.
Adjustments to goals andobjectives, instructional design, and
data analysis may be required to address the needs of students
and group size.
Note: An overall rating of 2.5 is required on the Teacher Work
Sample.
Teaching Processes Assessed by the Renaissance Teacher Work
Sample
Teaching Processes, Standards, and Indicators
Contextual Factors
· Knowledge of community, district, school, and classroom
factors and supports that influence teaching
· Knowledge of developmental characteristics and needs of
students

· Knowledge of students’ varied developmental levels in all
three domains: cognitive, socio-emotional and physical.
· Knowledge of students’ skills and prior learning
· Implications the young child’s characteristics and needs for
instructional planning and assessment
Learning Goals and Objectives
appropriate learning goals and objectives that take into
consideration the age and skill levels of the students that are
aligned to the curricular standards set forth by NAEYC, the
local DOE, and state DOE.
· Significance, challenge, and variety demonstrate how the plan
will align to curricular standards.
· Clarity of objectives will include stated behavioral outcomes
for the end of the unit/work sample.
· Appropriateness for early childhood students who are between
the ages of birth-8 yrs old and will demonstrate by defining the
skill set or preceding knowledge that the lesson is anticipated to
extend growth and development while differentiating learning
outcomes for diverse learners.
· Alignment of goals and objectives, and national, state, and/or
local standards is clearly stated. Students should refer
specifically to their state’s curriculum goals, content standards,
and grade-level benchmarks as appropriate.
Assessment Plan
aligned with learning goals and objectives appropriate to
students birth – eight years old, to assess student learning
before, during, and after instruction.
· Alignment with learning goals and objectives and instruction
taking into consideration the learning characteristics and
differences among students
· Clarity of criteria and standards for performance for special

groups within the class.
· Multiple modes and approaches consistent with a partnership
between the teacher ,families and other
· Technical soundness and appropriateness of the use of
technology to conduct assessments for this group.
· Adaptations based on the individual needs of students and
modifications to differentiate and meet the learning styles and
needs of each type of student in the class.
Design for Instruction
objectives, the student characteristics and needs of the young
child, and learning contexts.
· Alignment with learning goals and objectives that are
consistent with NAEYC standards and exhibit an understanding
of the age and developmental stages of the students.
· Accurate representation of cross-content material and use of
appropriate resources within the classroom that incorporates
parental and community values.
· Lesson and unit structure demonstrate content area knowledge
and an understanding of subject area integration with an
infusion of early literacy throughout.
· Use of a variety of instruction, activities, assignments, and
resources to meet the individual needs of each student to
achieve the learning goal.
· Use of contextual information and data to select appropriate
and relevant activities, assignments, and resources that
accurately address the diverse needs of individual students and
the contextual factors of the community, school, and class.
· Use of technology and media to directly enhance the lesson
goals.
Instructional Decision-Making

· Sound professional practice is used to mediate learning when a
change in pedagogy is warranted for the whole class or for the
individual/s.
· Adjustments based on analysis of student learning are clearly
evidenced.
· Congruence between modifications and learning goals and
objectives is explained with the possibility that the
modifications may result in a more appropriate goal and
objective
Analysis of Learning Results
The teacher uses assessment data to profile student learning and
communicate information about student progress and
achievement to parents, professionals and community resources
where applicable.
· Clarity and accuracy of presentation with accurate
representation of the data.
· Alignment with learning goals and objectives and indications
where re-teaching or modifications may be appropriate.
· Presentation of aggregated and disaggregated data so that
whole group data is displayed as well as sub groups and
individuals.
· Accuracy of analysis of data
· Evidence of impact on student learning with specific
remediation plans and pedagogical methods are needed.
Reflection and Self-Evaluation
practice and to determine if the early childhood classroom is a
good fit for their repertoire of skills and their individual
personality traits, likes and dislikes.

· Interpretation of student learning through the lenses of early
childhood practitioners and organizations such as NAEYC.
· Insights on effective instruction and assessment and how
assessment can drive instructional appropriateness.
· Successful use of assistive technology to augment learning in
a multimodal fashion.
· Alignment among goals and objectives, instruction, and
assessment to NAEYC, local, and state curricular standards.
· Implications for future teaching as a result of self-assessing
the “goodness of fit” between self and students at this age
group.
· Implications for professional development that will provide
knowledge and support effectiveness as an early childhood
teacher and advocate.
Teaching Process: Contextual Factors
NAEYC Standard(s):
Note: An overall rating of 2.5 is required on the entire Teacher
Work Sample.
1
Unsatisfactory
2

Basic
3
Proficient
Score
Knowledge of Community, District, School, and Classroom
Factors
Teacher displays minimal or irrelevant knowledge of the
characteristics of the community, district, school, and classroom
and their impact on the young child nor understands and values
the importance of the interrelationships among family,
community, school and the child.
Teacher displays some knowledge of the characteristics of the
community, district, school, and classroom that are relevant to
the learning goals and objectives but does not make the
connection nor appear to value the relationships that exist
between these influences and the learning of the young child.
Teacher displays a comprehensive understanding of the
characteristics of the community, district, school, and classroom
that are relevant to the learning goals and objectives in order to
support building family and community relationships. A clear
understanding of the relations is exhibited.
Knowledge of Characteristics of Students
Teacher displays minimal, stereotypical, or irrelevant
knowledge of the needs of young students (birth- 8 years old)
differences (e.g., development, interests, culture,
abilities/disabilities)
Teacher displays some knowledge of early childhood
development and theory but minimally defines its influence on
the development of lessons for the birth-8 year old age group.
An overall understanding of student differences (e.g.,
development, interests, culture, abilities/disabilities) that are
relevant to the learning goals and objectives are evidenced but
not fully connected to the development of instruction with these

considerations.
Teacher displays comprehensive early childhood development
knowledge of the early childhood student birth- 8 years old
based on theorists such as Erikson, Piaget, Brunner, and
Vygotsky and uses theory to support their understanding of
student differences (e.g., development, interests, culture,
abilities/disabilities) that are relevant to the learning goals and
objectives in the early childhood classroom.
Knowledge of Students’ Varied Approaches to Learning
Teacher displays minimal, stereotypical, or irrelevant
knowledge about the different ways young students (birth -
eight yrs) learn compared to elementary school age students
(nine - 14yrs) (e.g., learning style differences, attention span
differences, social skills, physical movement requirements, and
their diverse learning modality strengths)
Teacher displays a general knowledge about the different ways
young students (birth - eight yrs) learn compared to elementary
school age students (nine - 14yrs) (e.g., learning style
differences, attention span differences, social skills, physical
movement requirements, and their diverse learning modality
strengths and their relevance to developing appropriate
approaches to teaching this age group.
Teacher displays a well documented and comprehensive
knowledge of how the young students (birth - eight yrs) learn
compared to elementary school age students (nine - 14yrs) (e.g.,
learning style differences, attention span differences, social
skills, physical movement requirements, and their diverse
learning modality strengths, and their relevance to developing
appropriate approaches to teaching this age group learning
modalities) that are relevant to the learning goals and
objectives.
Knowledge of Students’ Skills and Prior Learning
Teacher displays little or irrelevant knowledge of the
developmental skills of the young child and learning readiness

of the birth – 8 yrs. student.
Teacher displays some knowledge of the developmental skills of
the young child and learning readiness of the birth – 8 yrs.
student. Distinction among age levels is not clearly defined or
understood.
Teacher displays comprehensive knowledge of the
developmental skills of the young child and learning readiness
of the birth – 8 yrs. student. Distinction among age levels is
clearly defined, and understood.
Implications for Instructional Planning and Assessment
Teacher does not provide implications for instruction and
assessment based on student individual differences that exist
among young learners birth to eight years, and the community,
school, and classroom characteristics OR provides inappropriate
implications.
Teacher provides some implications for instruction and
among young learners birth to eight years, and the community,
school, and classroom characteristics.
Teacher provides appropriate implications for instruction and
among young learners birth to eight years, and the and
community, school, and classroom characteristics. Clear
approaches are evidenced that will support and empower
families and communities through opportunities that will foster
reciprocal relationships.
COMMENTS:
Teaching Process: LEARNING GOALS and objectives
appropriate learning goals and objectives.

NAEYC Standard(s):
Curriculum
Work Sample.
1
Unsatisfactory
2
Basic
3
Proficient
Score
Significance, Challenge, and Variety
Goals and objectives reflect only one type or level of learning
and a lack of understanding of the differences between age
groups with regard to developing age appropriate lessons.
Goals and objectives reflect several types or levels of learning
and demonstrate a basic understanding of early childhood
development levels and domains. There is a general lack of
understanding of the unique skills that each age group brings to
the classroom which must be addressed accordingly.
Goals and objectives reflect several developmental levels and
domains of early childhood learning and reflect high, yet
reasonable, expectations for student understanding and

application of knowledge based on the knowledge students bring
to the classroom.
Clarity
Goals and objectives are not stated clearly and are activities
rather than learning outcomes that explain the particular
behavioral outcomes that expected.
Some of the goals and objectives are clearly stated as learning
outcomes there is an attempt to define the expected behavioral
outcomes at the end of the unit.
The lesson goals and objectives are clearly stated as learning
outcomes and are described in particular behavioral outcomes
that are age appropriate and account for individual differences.
Appropriateness for Students
Goals and objectives are not developmentally appropriate and
do not reflect the needs of the young child.
Some goals and objectives are developmentally appropriate; but
some goals and objectives do not meet the developmental needs
of students and do not demonstrate a lack of understanding
content knowledge appropriate to this age group. .
Goals and objectives are developmentally appropriate for the
young child and meet the developmental needs of the students.
They demonstrate a sound understanding of content knowledge
appropriate to this age group and a sensitivity for the variety of
skill levels within this group.
Alignment with National, State, or Local Standards
Goals and objectives are not aligned with NAEYC, state, or
local standards.
Some goals and objectives are aligned with NAEYC state, or
local standards but the alignment is not clearly stated.
The goals and objectives are explicitly aligned with NAEYC,
local and state standards and a clear explanation of the
alignment is addressed.

COMMENTS:
Teaching Process: ASSESSMENT PLAN
aligned with learning goals and objectives to assess student
learning before, during, and after instruction.
NAEYC Standard(s):
Curriculum
Work Sample.
1
Unsatisfactory
2
Basic
3
Proficient
Score
Alignment with Early Childhood Learning Goals Objectives,
NAEYC, local, and state instructional standards
Content and methods of assessment lack congruence with
learning goals and objectives consistent with those stated in
NAEYC, local and state standards. Minimal plans for pre and

post assessments are provided and no evidence exists to see how
assessments will be modified for different learning styles and
needs.
Content and methods of assessment attempt congruence with
learning goals and objectives and are consistent with those
stated in NAEYC, local and state standards. Some attempt is
made to present plans for pre and post assessment for different
learning styles and needs is presented. There is evidence of
some attempt to communicate progress with each student.
Content and methods of assessment show a consistent
congruence with learning goals and objectives and are
consistent with those stated in NAEYC, local and state
standards. There are plans for pre and post assessment
adjustments for different learning styles and needs. Time is
planned into the assessment to meet with each student and
develop an understanding and clarification of what is expected
of the students. The plan is communicated to other
professionals and the parents.
Clarity of Criteria and Standards for Performance
The assessments contain no clear criteria or standards for
measuring student performance relative to the learning goals
and objectives. There is no evidenced understanding of the
appropriateness, benefits and uses of assessment to enhance
student learning.
Assessment criteria and standards have been developed, but
they are not clear or are not explicitly linked to the learning
goals and objectives. There is some evidenced understanding of
the appropriateness, benefits and uses of assessment to enhance
student learning.
Assessment criteria and standards are clear and are explicitly
linked to the learning goals and objectives. There is explicit
evidence of an understanding of the appropriateness, benefits
and uses of assessment to enhance student learning according to
the students’ level of learning.

Multiple Modes and Approaches
The assessment plan includes only one assessment mode that is
to be applied to all students in the same manner and does not
assess students before, during, and after instruction.
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 of the
students’ levels of learning, their current skills, and reasoning
ability as it relates to their developmental level. There is no
direct linkage to standards.
The assessment plan includes multiple assessment modes
(including performance assessments, and teacher observation)
and assesses student performance throughout the instructional
sequence while making consistent notes with regard to each
student’s progress. Evidence of meeting with struggling
students to help them gain an understanding of their progress is
seen.
Technical Soundness
Assessments are not valid; scoring procedures are absent or
inaccurate; items or prompts are poorly written; directions and
procedures are confusing to students.
Assessments appear to have “face validity” for measuring the
learning goals and objectives; scoring procedures are explained;
most items or prompts are clearly written; directions and
procedures are clear to students.
Information regarding the validity of the assessments for
measuring the learning goals and objectives is provided; scoring
procedures are clearly explained, age level appropriate and
reliable; items and prompts are clearly written; directions and
procedures are clear to students and are communicated to other
professionals and parents.
Adaptations Based on the Individual Needs of Students
Teacher does not adapt assessments to meet the individual needs

of students or these assessments are inappropriate for the age
group.
Teacher makes adaptations to assessments that are appropriate
to meet the individual needs of some students.
Teacher makes adaptations to assessments that are appropriate
to meet the individual needs of all or most students. Students‘
needs are addressed and evidence is present of a teacher
sensitivity to student differences and feelings.
Modification to assessment plans show
problem-solving skills and flexibility on the part of the teacher
candidate.
COMMENTS:
Teaching Process: design for instruction
objectives, student characteristics and needs, and the specific
learning context.
NAEYC Standard(s):
Standard 3: Observing, Documenting and Assessing to Support
Curriculum

Work Sample.
1
Unsatisfactory
2
Basic
3
Proficient
Score
Alignment with Learning Goals and Objectives
Few lessons are explicitly linked to NAEYC, local or state
learning goals and objectives. Few learning activities,
assignments, and resources are aligned with learning goals and
objectives. A lack of understanding of the age and
developmental needs of the students is present.
Most lessons are explicitly linked to NAEYC, local and state
learning goals and objectives. Most learning activities,
assignments, and resources are aligned with the standards.
Most learning goals and objectives are covered in the design
and demonstrate an understanding of the age and developmental
needs of the students.
All lessons are explicitly linked to NAEYC, local and state
standards and are divided into consistent learning goals and
objectives. All learning activities, assignments, and resources
are aligned with learning goals and objectives with evidence of
developmental appropriateness.
Accurate Representation of Content
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.

Teacher’s use of content appears to be mainly accurate. Shows
awareness of the big ideas or structure of the discipline.
Teacher’s use of content appears to be accurate. Focus of the
content is congruent with the big ideas or structure of the
discipline. Where appropriate, teacher makes connections from
the content to other parts of the content or to other content
areas.
Lesson and Unit Structure
The unit and lesson have little recognizable structure nor
understanding of the content as it relates to young children.
The unit and lesson have structure. Most lessons, activities,
and assignments are coherent parts of this structure and appear
to be useful in moving the student towards achieving the
learning goals and objectives.
The unit and lesson have a clearly defined structure. All
lessons, activities, and assignments are coherent parts of this
structure and appear to be useful in moving the student towards
achieving the learning goals and objectives while drawing on
past knowledge and discussions of content application to the
students’ everyday lives.
Use of a Variety of Instruction, Activities, Assignments, and
Resources
There is little focus on variety of instruction, activities,
assignments, and resources. Heavy reliance on textbook or
single resource.
Some variety in instruction, activities, assignments, or
resources but with limitations to the learning experiences of the
students.
Design includes variety across instruction, activities,
assignments, and resources and complements and accommodates
the individual learners to achieve the lesson goals.
Use of Contextual Information and Data to Select Appropriate
and Relevant Activities, Assignments, and Resources

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.
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.
Most instruction has been designed to address the individual
needs of the learners and the contextual factors and values of
the community, parents, and school.
Use of Technology
Teacher does not use technology in instructional delivery and
does not provide opportunities for students to use technology
OR technology is inappropriately used.
Teacher uses technology appropriately in instructional delivery
but does not integrate technology into student learning
activities. Technology does not make a significant contribution
to teaching and learning.
Teacher integrates a variety of hands on, interactive media and
technology that relates to the lesson and is motivating for the
students.
COMMENTS:
Teaching Process: instructional decision-making
NAEYC Standard(s):

Curriculum
Work Sample.
1
Unsatisfactory
2
Basic
3
Proficient
Score
Sound Professional Practice
Many instructional decisions are inappropriate and not
pedagogically sound. Decisions appear to have no basis in early
childhood theory.
Instructional decisions are mostly appropriate, but some
decisions are not pedagogically sound. . Decisions appear to
have a basic understanding of early childhood theory.
Most instructional decisions are pedagogically sound (i.e. they
are likely to lead to student learning). Decisions are made to
create a meaningful curriculum with developmentally effective
approaches.
Adjustments Based on Analysis of Student Learning
Teacher treats class as “one plan fits all” with no adjustments to
meet individual needs or learning styles.
Some adjustments of the instructional plan are made to address
individual student needs, but these are not explained as being
based on the analysis of student learning, and obvious
opportunities for that “teachable moment” are missed.

Appropriate adjustments of the instructional plan are made to
address individual student needs. These adjustments are
informed by the analysis of student learning/performance.
Action is taken to individualize and maximize student learning.
Congruence Between Modifications and Learning Goals and
Objectives
Modifications in instruction lack congruence with learning
goals and objectives and do not consider the students’
successful understanding of the matter.
Modifications in instruction are somewhat congruent with
learning goals and objectives and somewhat represent an
understanding of how children learn and acquire knowledge.
Modifications in instruction are congruent with learning goals
and objectives and represent an understanding of how children
learn and acquire knowledge. When modifications are broad, a
change in goals and objectives may be more appropriate than
continuing on the current course of action. The decision to make
this change or not is supported by pedagogy and theory that
defines developmentally effective approaches.
COMMENTS:
Teaching Process: analysis of learning results
The teacher uses on-going assessment data to profile student
learning and communicate information about student progress
and achievement.
NAEYC Standard(s):

Curriculum
Work Sample.
1
Unsatisfactory
2
Basic
3
Proficient
Score
Clarity and Accuracy of Presentation
Presentation is not clear and accurate (does not accurately
reflect the data).
Presentation is understandable and contains few errors.
Presentation is easy to understand and contains no errors.
Presentation is communicated with the use of technology and
media.
Alignment with Learning Goals and Objectives
Analysis of student learning lacks congruence with learning
goals and objectives.
Analysis of student learning is partially aligned with learning
goals and objectives, but fails to provide a comprehensive
profile of student learning relative to the goals and objectives
and does not provide a comprehensive profile of student
learning relative to the goals for the whole class, subgroups,
and individuals.
Analysis is aligned with learning goals and objectives and
provides a comprehensive profile of student learning relative to
the goals and objectives. Analysis is thorough and recognizes
student progress is developing through attaining proficiency.

Visual and narrative summaries depict the extent of student
progress by whole group, subgroups, and individuals.
Presentation of Aggregated and Disaggregated Data
Presentation fails to include aggregated (whole group) and
disaggregated (subgroup and individual student) data.
Presentation includes either aggregated (whole group) or
Presentation includes both aggregated (whole group) and
Accuracy of Analysis of Data
Analysis is technically inaccurate and conclusions are missing
or unsupported by data.
Analysis is technically accurate but conclusions are missing or
not fully supported by data.
Analysis is technically accurate and conclusions are appropriate
for the interpretation of data with respect to developmental
progress toward proficiency.
Evidence of Impact on Student Learning
Analysis of student learning fails to include evidence of impact
on student learning. No remediation or modifications are
suggested.
Analysis of student learning includes evidence of the impact on
student learning for the entire class but fails to include
subgroup and individual student learning. Limited remediation
or modifications are suggested.
A thorough analysis of student learning includes evidence of the
impact on student learning for the entire class, subgroups, and
at least two individual students. Clear plans for remediation and
instructional modifications are presented. The results are useful
to the teacher and are easily interpreted for parents and other
professionals.
COMMENTS:

Teaching Process: reflection and self-evaluation
practice.
NAEYC Standard(s):
Standard 1: Promoting Student Learning
Curriculum
Work Sample.
1
Unsatisfactory
2
Basic
3
Proficient
Score
Interpretation of Student Learning

No evidence or reasons provided to support conclusions drawn
in “Analysis of Student Learning” section. An understanding of
the multiple influences on child development and learning are
not evidenced.
Provides evidence but no (or simplistic, superficial) reasons or
hypotheses to support conclusions drawn in “Analysis of
Student Learning” section. An understanding of the multiple
influences on child development and learning is evidenced but
adequate plans for adjustments in instructional strategies are not
demonstrated.
Uses evidence to support conclusions drawn in “Analysis of
Learning Results” section. Explores multiple hypotheses for
why some students did not meet learning goals and objectives.
Exhibits an in depth understanding of how children learn and
how teaching young child must coincide with their
developmental needs.
Insights on Effective Instruction and Assessment
Provides no rationale for why some activities or assessments
were more successful than others. There is no evidence that the
teacher candidate engages in continuous and collaborative
discourse with other professionals for the purpose of making
informed decisions that integrate knowledge from a wide variety
of sources.
Identifies successful and unsuccessful activities or assessments
and superficially explores reasons for their success or lack
thereof (no use of theory or research). However, there is some
evidence that the teacher candidate engages in continuous and
collaborative discourse with other professionals for the purpose
of making informed decisions that integrate knowledge from a
wide variety of sources.
Identifies successful and unsuccessful activities and
assessments and provides plausible reasons (based on theory or
research) for their success or lack thereof. There is clear
evidence that the teacher candidate engages in continuous and
collaborative discourse with other professionals for the purpose

of making informed decisions that integrate knowledge from a
wide variety of sources.
Alignment Among Goals and Objectives, Instruction, and
Assessment
Discussion shows no changes are made to realign goals and
objectives, instruction, and assessment results that have been
less than successful. Suggestions that are made are irrelevant,
not based on theory, or inaccurate.
Discussion displays some sense of alignment, but
misunderstandings or conceptual gaps are present. Suggestions
are not based on theory, or may be inaccurate.
Logically connects learning goals and objectives, instruction,
and assessment results in the discussion of student learning and
effective instruction. Current research findings are incorporated
as supportive documentation.
Implications for Future Teaching
Provides no ideas for redesigning learning goals, instructional
methods, and reconsidering assessment measurement tools.
Provides limited or unclear ideas for redesigning instruction and
offers no rationale for why these changes would improve
student learning based on early childhood theory and research
on teaching pedagogy.
Provides ideas for redesigning instruction and explains why
these modifications would improve student learning. Offers
specific alternative
actions complete with probable successes for student learning.
Implications for Professional Development
Provides no suggestions for self-improvement through
professional development training. Does not recognize
weaknesses in ability to integrate knowledge, engage in
reflective thought, self awareness, and critical self assessment.
Presents professional learning goals which are either vague or

not strongly related to the insights and experiences described in
this section. Does not demonstrate reflective thought and self
analysis. Has a vague idea of how to engage in continuous
learning through advocating for young children and the early
childhood profession.
Presents an outlined plan for the development of professional
learning goals that clearly emerge from the insights and
experiences described in this section. Describes plans for
meeting these goals. Candidate demonstrates reflective practice
and self analysis. Has a clear idea of how to engage in
continuous learning through advocating for young children and
the early childhood profession.
COMMENTS:
Revised June 2013 LG
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