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1
ELEMENTARY/ SPECIAL EDUCATION CERTIFICATION
INTERNSHIP I HANDBOOK
School of Education and Human Services
2013-2014
2
PREFACE The teacher internship is the culminating experience of the pre-service teacher education program. Its
success is dependent upon the cooperation and interaction of a team of professionals from the school
system and university working closely with the teacher candidate. Together we ensure that the
internship conforms to the standards of the Maryland State Department of Education and specialized
professional associations.
This handbook was designed to explain the organization, expectations and procedures of the
internship. Whether you are a teacher candidate, a mentor teacher, administrator, university
supervisor, or professor in residence the handbook is for you. The handbook opens with the
departments conceptual framework. We ask that you read this section with care.
Material in the handbook may be copied for purposes directly related to the candidates coursework,
field experiences, or internship. Any other copying requires specific written permission from the Chair
of the Education Department.
This handbook is a guide, not a contract. As stipulated in both the undergraduate and graduate course catalogs, the university reserves the right to change, at any time and without prior announcement,
courses, outlines, regulations, or requirements including this handbook.
I thank Dr. Stacey Brown-Hobbs PDS Liaison, Dr. Laura Frazier, Kim McGlaughlin Field Placement
Coordinator, and supervisors and professors in residence for the production of this handbook.
Caroline Eick, Ph.D.
Chair of the Education Department
School of Education and Human Services
3
TABLE OF CONTENTS
SECTION ONE- Program Overview ............................................................................................................ 5
Conceptual Framework for Teacher Education at Mount St. Marys University .......................................... 5
Unit Gateway Assessment System ........................................................................................................................... 6
Code of Ethics of the Education Profession .......................................................................................................... 8
SECTION TWO Internship I ................................................................................................................... 10
Elementary/ Special Education ................................................................................................................................ 10
Traditional Undergraduate Intern .......................................................................................................................... 11
MAT or Non-Traditional Undergraduate Intern ................................................................................................ 11
Long Range Assignment Plan ....................................................................................................................... 11
FOR THE TEACHER CANDIDATE ..................................................................................................................... 14
FOR THE MENTOR TEACHER ............................................................................................................................ 14
FOR THE PROFESSOR IN RESIDENCE/ UNIVERSITY SUPERVISOR ......................................................... 15
FOR THE PRINCIPAL .............................................................................................................................................. 16
FOR THE SITE COORDINATOR ......................................................................................................................... 17
SECTION THREE: Internship I Forms ...................................................................................................... 18
GATEWAY 3 Benchmark Assessment ................................................................................................................. 20
Mentor Evaluation ...................................................................................................................................................... 25
Supervisor Evaluation ................................................................................................................................................ 27
SECTION FOUR: Internship Assessments ................................................................................................. 28
SECTION FIVE - Professional Development School ................................................................................ 51
SECTION SIX InTASC PRINCIPLES .................................................................................................... 56
SECTION SEVEN - Maryland Teacher Technology Standards................................................................. 68
SECTION EIGHT - Benchmarks ................................................................................................................ 70
SECTION NINE SPA STANDARDS ..................................................................................................... 78
SECTION TEN Lesson Planning & Rubrics ......................................................................................... 100
Lesson Plan Development Procedures ............................................................................................................... 100
Lesson Plan Form Phase Three Internship I .......................................... Error! Bookmark not defined.
Lesson Plan Rubric Phase Three .............................................................. Error! Bookmark not defined.
Lesson Evaluation ..................................................................................................................................................... 107
Lesson Evaluation Guidelines ................................................................................................................................ 108
Instructional Planning ................................................................................................................................ 108
Instructional Delivery ................................................................................................................................ 108
4
Content Knowledge .................................................................................................................................. 108
Classroom Management ............................................................................................................................ 108
Behavior Management ............................................................................................................................... 108
Interpersonal Relationships ....................................................................................................................... 108
Alternative Lesson Evaluation Form .................................................................................................................... 109
Lesson Performance Grading Guide .................................................................................................................... 111
SECTION ELEVEN: Policies ................................................................................................................... 114
General ....................................................................................................................................................................... 114
Transportation .................................................................................................................................. 114
Placement .......................................................................................................................................... 114
Red Flag ............................................................................................................................................. 114
Work Stoppage ................................................................................................................................. 114
Lesson Plans ...................................................................................................................................... 114
Attendance Policy .............................................................................................................................. 116
Emergency Response ......................................................................................................................... 116
Additional Requirements ................................................................................................................... 116
Praxis Requirements for Certification .............................................................................................. 116
Teacher candidates as Proctors ........................................................................................................ 117
Cell Phones and Pagers ..................................................................................................................... 117
Emergency Contact Information ....................................................................................................... 117
Internship Emergency Contact Form .................................................................................................................. 119
Internship Absence Record ................................................................................................................................... 120
SECTION TWELVE: Chain of Communication Chart ............................................................................ 121
Teachers for Today and for Tomorrow 5
SECTION ONE- Program Overview
Conceptual Framework for Teacher Education at Mount St. Marys University The School of Education and Human Services holds the primary responsibility for coordinating curricula and experiences for teacher candidates in all teacher education programs
of Mount St. Marys University. The Dean co-chairs the Content Area Advisory Committee
(CAAC). The CAAC has representation from all certification areas: Elementary Education,
Special Education, Reading, English, Mathematics, Social Studies, Art, Business, and Foreign
Languages. Professional Development Schools and partners as well as district level
administration also advise the unit through their active participation on the units Professional
Development Schools Advisory Council.
Professional Education Unit Vision
Mount St. Marys University envisions a professional education unit that is responsive to
changing needs. Members of the unit will be leaders in creating innovative teacher education
programs that are rooted in the Universitys tradition of values, strong content knowledge, and
core skills and dispositions.
The Professional Education Unit of Mount St. Marys University will be recognized as an
entity which anticipates, sees, and seeks to resolve problems facing education in an ever-
changing environment. Professors in the unit will be educational leaders who serve the greater
community while actively pursuing professional growth.
The Professional Education Unit of Mount St. Marys University will be a vibrant
community collaborating with the larger educational community, including arts and sciences departments of the university, local school systems, other institutions of higher education, and
professional organizations.
Professional Education Unit Mission
Complemented by a liberal arts education in a Catholic setting, the professional
education unit of Mount St. Marys University develops educators who are proficient in content
and pedagogy, reflective, and ethical professionals dedicated to leadership in an increasingly
diverse technological and global society.
Candidate Proficiencies
The Professional Educational Unit has established five outcomes. The Unit develops educators
who are able to:
1. demonstrate the content and pedagogical knowledge, skills and dispositions to effect student learning (proficient)
2. examine learning to shape their practice (reflective) 3. demonstrate commitment to the diversity, dignity, equality and rights of the individual
(ethical)
4. demonstrate leadership as active participants in the education community (leading) 5. respond to the demands of an increasingly diverse technological and global society
(adaptive).
Teachers for Today and for Tomorrow 6
Unit Gateway Assessment System
Gateway Assessment System: Undergraduate Initial Certification Programs Gateway 1
Admission
Requirements
Gateway 2
Pre-Internship
Requirements
Gateway 3
Transition
Requirements
Gateway 4
Program Completer
Requirements
Admission Application
Admission Portfolio
(10 +)
Admission Interview
(2+)
Praxis I Composite
(527) (or qualifying
SAT/ACT scores)
GPA 2.75+
BCI Approval
GPA 2.75+
Dispositions (2.0 +
average)
GPA 2.75+
Lesson Plan Portfolio
(2.0+)
Dispositions (2.0 + average)
Internship I Final Reflection (2.0+)
Unit Plan (C or better)
Gateway 3 Benchmark Assessment
(2.0 + average for each of the five
benchmark areas)
GPA 2.75+
Reflective Inquiry Project
(2.0+)
Program Completer Portfolio
(2.0+)
Praxis II (MSDE qualifying
scores)
Final Gateway 4 Benchmark
Assessment (2.0 + average for
each of the five benchmark
areas)
Dispositions (2.0 + average)
Final Transcript
Gateway 1
Interventions
Gateway 2
Interventions
Gateway 3
Interventions
Gateway 4
Interventions
Remediation for Praxis
I
Additional coursework
Reapply
Meet with advisor
Counseling and
develop a contract for
course of action
Meet with PDS Liaison
Complete an Intervention
Plan with supervisor/mentor/and PDS
Liaison
Complete course work
Retake Praxis II
Resubmit Portfolio,
Resubmit Reflective Inquiry
Project
Repeat Internship II
Gateway 1
Consequences
Gateway 2
Consequences
Gateway 3
Consequences
Gateway 4
Consequences
Appeal to Chair of
Education Department
Not Accepted
Meet with advisor
Appeal to Chair of
Education Department
Candidate prohibited
to move on within unit
Meet with advisor
Appeal to Chair of Education
Department
Candidate prohibited to move on
within unit
Meet with advisor
Complete program without
program completer status
Exit interview with Chair of
Education Department
Meet with advisor
Teachers for Today and for Tomorrow 7
Gateway Assessment System: Graduate Initial Certification Programs Gateway 1
Admission
Requirements
Gateway 2
Pre-Internship
Requirements
Gateway 3
Transition
Requirements
Gateway 4
Program Completer
Requirements
Admission Application
Admission Interview (2.0+)
Admission Portfolio (10+)
Praxis I Composite (527) (or
qualifying SAT/ACT/GRE
scores)
Praxis II Content Exam for
Secondary Programs excluding
Music
(MSDE score)
Prerequisite course work w/ C
or better
Undergraduate transcripts from
an accredited four-year college
with overall GPA of 2.75+
Two letters of recommendation
BCI Approval
GPA 3.0+ in graduate
program
Dispositions (2.0 +
average)
Unit Plan (C or better)
Lesson Plan Portfolio
(2.0+)
Gateway 3 Benchmark
Assessment (>2.0 average for
each of the
five benchmark areas)
Dispositions (2.0 + average)
GPA 3.0+
GPA 3.0+
Reflective Inquiry Project
(2.0+)
Program Completer Portfolio
(2.0+)
Praxis II (MSDE qualifying
scores)
Final Gateway 4 Benchmark
Assessment (2.0 + average for
each of the five benchmark
areas)
Dispositions (2.0+ average)
Final Transcript
Gateway 1 Interventions Gateway 2
Interventions
Gateway 3
Interventions
Gateway 4
Interventions
Remediation for Praxis II
Additional course work
Reapply
Meet with advisor
Counseling and
develop a contract for
course of action
Meet with PDS Liaison
Complete an Intervention
Plan with
supervisor/mentor/and PDS
Liaison
Complete course work
Retake Praxis II
Resubmit Portfolio
Resubmit Reflective Inquiry
Project
Repeat Internship II
Gateway 1
Consequences
Gateway 2
Consequences
Gateway 3
Consequences
Gateway 4
Consequences
Appeal to Chair of Education
Department
Not Accepted
Meet with advisor
Appeal to Chair of
Education Department
Candidate prohibited
to move on within unit
Candidate placed on
academic probation
Meet with advisor
Appeal to Chair of Education
Department
Candidate prohibited to move
on within unit
Meet with advisor
Complete program without
program completer status
Exit interview with Chair of
Education Department
Meet with advisor
Teachers for Today and for Tomorrow 8
Code of Ethics of the Education Profession
Preamble
The educator, believing in the worth and dignity of each human being, recognizes the supreme
importance of the pursuit of truth, devotion to excellence, and the nurture of the democratic
principles. Essential to these goals is the protection of freedom to learn and to teach and the guarantee of equal educational opportunity for all. The educator accepts the responsibility to
adhere to the highest ethical standards.
The educator recognizes the magnitude of the responsibility inherent in the teaching process.
The desire for the respect and confidence of ones colleagues, of students, of parents, and of
the members of the community provides the incentive to attain and maintain the highest
possible degree of ethical conduct. The Code of Ethics of the Education Profession indicates
the aspiration of all educators and provides standards by which to judge conduct.
The remedies specified by the National Education Association and/or its affiliates for the
violation of any provision of this Code shall be exclusive and no such provision shall be
enforceable in any form other than the one specifically designated by the National Education
Association or its affiliates.
PRINCIPLE I
Commitment to the Student The educator strives to help each student realize his or her potential as a worthy and effective
member of society. The educator therefore works to stimulate the spirit of inquiry, the
acquisition of knowledge and understanding, and the thoughtful formulation of worthy goals.
In fulfillment of the obligation to the student, the educator
1. Shall not unreasonably restrain the student from independent action in the pursuit of learning.
2. Shall not unreasonably deny the students access to varying points of view. 3. Shall not deliberately suppress or distort subject matter relevant to the students
progress.
4. Shall make reasonable effort to protect the student from conditions harmful to learning or to health and safety.
5. Shall not intentionally expose the student to embarrassment or disparagement. 6. Shall not on the basis of race, color, creed, sex, national origin, marital status,
political or religious beliefs, family, social, or cultural background, or sexual
orientation, unfairly
a. Exclude any student from participation in any program b. Deny benefits to any student c. Grant any advantage to any student
7. Shall not use professional relationships with students for private advantage.
Teachers for Today and for Tomorrow 9
8. Shall not disclose information about students obtained in the course of professional service unless disclosure serves a compelling professional purpose or is required by
law.
PRINCIPLE II
Commitment to the Profession The education profession is vested by the public with a trust and responsibility requiring the
highest ideals of professional service. In the belief that the quality of the services of the
education profession directly influences the nation and its citizens, the educator shall exert
every effort to raise professional standards, to promote a climate that encourages the exercise
of professional judgment, to achieve conditions that attract persons worthy of the trust to
careers in education, and to assist in preventing the practice of the profession by unqualified
persons.
In fulfillment of the obligation to the profession, the educator
1. Shall not in an application for a professional position deliberately make a false statement or fail to disclose a material fact related to competency and qualifications.
2. Shall not misrepresent his/her professional qualifications. 3. Shall not assist any entry into the profession of a person known to be unqualified in
respect to character, education, or other relevant attribute.
4. Shall not knowingly make a false statement concerning the qualifications of a candidate for a professional position.
5. Shall not assist a non-educator in the unauthorized practice of teaching. 6. Shall not disclose information about colleagues obtained in the course of
professional service unless disclosure serves a compelling professional purpose or is
required by law.
7. Shall not knowingly make false or malicious statements about a colleague. 8. Shall not accept any gratuity, gift, or favor that might impair or appear to influence
professional decisions or actions.
Adopted by the National Education Association 1975 Representative Assembly
Teachers for Today and for Tomorrow 10
SECTION TWO Internship I
Elementary/ Special Education Certification
Description
The purpose of Internship I is to give interns an opportunity to observe and participate in life at
elementary schools and to learn about the complex role of the teacher. The practicum offers
interns the chance to share in the events of two or more school days each week over a period
long enough to include some of the major mileposts of a school year. The grade level of
placement is different from the level anticipated for Internship II. This reflects a placement
sequence designed to assure that each intern spends time in varied settings.
Objectives
The objectives of Internship I include both raising awareness and building skills. The
combination of intensive and focused course work, structured observations of a seasoned
professional and a functioning classroom, and carefully planned teaching is intended to promote
reflection and proficiency. Among the competencies to be developed are:
1. collecting accurate data about features of classroom life, such as interaction patterns, task engagement, and management strategies;
2. developing lesson plans that address curricular goals for the grade level; 3. teaching lessons that show understanding of subject and that elicit
productive student engagement;
4. planning content units that reflect curricular objectives for the grade level, provide for a variety of activities and teaching strategies, and list resources
5. evaluating student mastery of lesson objectives; 6. analyzing ones own work for evidence of skill; 7. working productively with peers and mentors to improve professional
skills;
8. identifying school routines and resources and adapting effectively to the social and professional environment; and
9. implementing of the InTASC and PreK-12 content standards.
Teachers for Today and for Tomorrow 11
Elementary Education/ Special Education Overview
During Internship I, elementary/ special education certification candidates attend classes either
on campus or in the PDS center. Courses focus on methods of teaching reading/language arts,
math, science, and social studies. Students are also enrolled in a reading assessment course.
Elementary/ Special Education certification interns attend a separate management course prior
to internship I. For traditional students courses are offered more frequently during the
beginning of the semester in order to allow interns more consecutive days in the field. For
non-traditional students courses are offered over two semesters. During the spring semester,
all interns are required to attend workshops in order to enrich their understanding of various
topics such ESL learners, developing integrated units and assessment strategies.
Internship placements occur in a Professional Development School. Interns usually remain in
this school for the Internship II experience but move to a different grade level and mentor. All
coursework requires professional readings, projects, and development of lesson and unit plans.
Traditional Undergraduate Intern Status: Traditional undergraduate interns are usually second semester juniors. They are full-
time students. In addition to coursework and internship requirements, some interns also work or are involved in extra-curricular activities. Most of these interns live on campus. During
Internship I, these candidates will take on the full-time teaching responsibilities of the
elementary classroom in order to proceed to a full-time special education placement in
Internship II. Upon completion of Internship I, these interns will continue into a summer
semester taking courses designed for Special Education and working with PreK-12 learners in a
classroom setting.
MAT or Non-Traditional Undergraduate Intern Status: Both graduate and non-traditional undergraduate interns are enrolled in two methods
courses per semester, math and science in the fall and reading/language arts and social studies in
the spring semester. For these interns Internship I takes two semesters to complete. In
addition to coursework and internship requirements, some interns also work or have families.
Most of these interns do not live on campus. These interns also continue into a summer
semester taking courses designed for Special Education and working with PreK-12 learners in a
classroom setting.
Long Range Assignment Plan
In the first few weeks of the semester, interns should review their academic requirements with
the mentor teacher and together plan when particular lessons will be taught. Complete and
submit the following form to the university supervisor.
Teachers for Today and for Tomorrow 12
The Internship I experience is divided into six phases for traditional UG
elementary/special education candidates
Phase One (Weeks One and Two)
(Beginning Benchmarks)
-Intern works with mentor teacher to learn student names and establish classroom procedures
-Intern works with small groups and individuals
-Intern observes other teachers throughout the school
-Intern attends sessions EDUC 313, 331, 330, 335 and SPED339 (traditional UG) or MEDUC 506 and
507 in the fall, MEDUC 513 and 512 in the spring for MAT candidates and EDUC 330 and 335 in the fall,
EDUC 313 and 331 in the spring for WEC candidates. Coursework continues throughout the
experience for Weekend and MAT candidates.
Phase Two (Weeks Three to Five)
(Beginning Benchmarks)
-Intern takes over teaching sections of classes, helping with activities like review, introduction, or other
regularly scheduled activities
-Intern works with mentor teacher on classroom planning, becoming familiar with mentor teachers
planning procedures
-Intern and mentor co-plan for at least one subject.
-Intern and mentor co-teach that subject. Additionally, if the subject is taught more than once, mentor
may model while intern repeats the class for a second group
-Intern continues to work with small groups and teach mini-lessons within regular class
Phase Three (Beginning Benchmarks) Intern begins to pick up subjects to teach everyday.
(Weeks Six and Seven) Elementary/special education candidate picks up one subject to teach everyday.
- Candidate and mentor co-plan and co-teach subject number 1. Candidate begins to teach subject
number 1. Candidate also continues to work with small groups and mini-lessons in any courses still
under the mentor teachers guidance
Phase Four (Transitional Benchmarks)
(Week Eight) - Candidate picks up subject number 2. Candidate and mentor co-plan and co-teach
subject number 2. Candidate begins to teach subjects 1 and 2 by the middle of week 8 The candidate
continues to be under the mentor teachers guidance.
(Weeks Nine and Ten) -Co-planning and co-teaching continues for subject number 3. Candidate begins
to teach subjects 1, 2, 3. The candidate is still under the mentor teachers guidance.
-The intern, mentor teacher and supervisor evaluate performance in relation to the transitional
benchmarks and seek opportunities for the intern to meet standards which remain.
Phase Five (Transitional Benchmarks) Full Day Teaching weeks
(Weeks 11 12) Candidate will begin to teach subject number 4 as they continue to teach subjects
number 1, 2 and 3. Candidate and mentor will co-plan and co-teach subject number 4. Candidate will
continue to teach under the guidance of the mentor teacher during this time.
Phase Six (Transitional Benchmarks)
(Weeks 13 16)
During these weeks, the candidate will begin to give back the subjects to the mentor teacher. The
mentor will provide extra planning time for the candidate during these weeks. During this time the
candidate will be able to complete assessments assigned by the Special Education course instructor.
Teachers for Today and for Tomorrow 13
Long Range Assignment Plan (Elementary)
Name of Teacher Candidate: ______________________________________
Mentor: _____________________________________________________________
School: _______________________________________________________________ This assignment plan is intended to organize the semesters lessons that are to be taught by the teacher
candidate. Select the sixteen lessons that you plan to teach from your methods courses. Then assign a
date to teach each lesson. It is realized that some changes will occur due to inclement weather and last
minute schedule changes. Sign the appropriate spaces below and submit this sheet to the Internship I
team leader in week 3 or 4 of your semester.
Lesson Date
1.__________________________________________ __________
2.__________________________________________ __________
3.__________________________________________ __________
4. __________________________________________ __________
5. __________________________________________ __________
6. __________________________________________ __________
7. __________________________________________ __________
8. __________________________________________ __________
9. __________________________________________ __________
10. _________________________________________ __________
11. _________________________________________ __________
12. _________________________________________ __________
13. _________________________________________ __________
14. _________________________________________ __________
15. _________________________________________ __________
16. _________________________________________ __________
_____________________________ _____________________________
Teacher Candidate Mentor Teacher
_____________________________
University Supervisor
Teachers for Today and for Tomorrow 14
FOR THE TEACHER CANDIDATE
In Internship I teacher candidates have the opportunity to sample professional life. With the
guidance of experienced teachers and university supervisors, teacher candidates learn to see life
in classrooms through the lens of a professional. They learn to teach effective lessons and plan
comprehensive units. They learn to negotiate the maze of procedure and routine that develops
in each school and classroom.
In order to receive the maximum benefit from the internship, teacher candidates should take
seriously these responsibilities:
Become familiar with procedures, rules, and expectations of the school.
Maintain professional confidentiality with respect to both children and adults.
Adhere to the schedule of the mentor teacher, including special duties or
responsibilities that fall on the days of the practicum.
Be professional in attitude, appearance, and conduct. Dress for success in teaching.
Recognize the standard set by a successful staff member.
In the first or second week of the practicum, plan with the mentor a schedule of lessons
in accordance with the course requirements. Fill out the Long Range Assignment Plan.
Submit plans for lessons as agreed upon and stated in the Long Range Assignment Plan.
Maintain an Internship Portfolio based on MSMU Benchmarks (assignments, lesson plans,
and reflections).
Meet regularly with mentor teacher for feedback and be an active listener.
Get to know the students in class; learn about individual interests and skills that can be
used in planning lessons.
Ask and observe; learn everything possible from the effective teachers in the school.
Notify mentor and university supervisor in case of absence.
Meet beginning Benchmarks.
FOR THE MENTOR TEACHER
Mentor teachers are perhaps the most influential members of the professional team. Model
teachers seen on the job and entrusted with the role of mentor have tremendous power in
Teachers for Today and for Tomorrow 15
shaping professional attitudes and skills. There are several ways mentors can make this
experience successful.
Assemble the materials that introduce the school, e.g. population, rules, routine, and the
class to the teacher candidate. This packet might include teacher and student
handbooks, textbooks, a seating chart, a school calendar.
Designate a workspace or storage place for teacher candidates.
Introduce teacher candidate to faculty and staff and insure all contact details (e.g. phone,
email) are shared between parties.
Plan a time to review the term calendar. Discuss days the university or school will be
closed, when special events are planned, when lessons are to be taught, when the
teacher candidate will complete work. Since several teacher candidates will be driving
together to each school, it would help if their mentors would agree on a day for this meeting.
Set a routine time for reviewing teacher candidates work. A few minutes at the end of
the day should be enough to list evident strengths and weaknesses.
Give teacher candidates tasks of increasing variety and complexity. At first, teacher
candidates will have assignments that require observing and analyzing. Mentors should
learn what these assignments entail and, when appropriate, discuss findings. Since
supervision tasks do take time from other responsibilities, mentors should identify ways
for teacher candidates to pick up part of the overflow. Teacher candidates should learn
first-hand about some of the more mundane details of teaching - duplicating materials,
putting up bulletin boards. Checking papers offers important practice in finding pupil
error patterns. Whenever circumstances permit, mentors should talk through teaching
routines that might now be done on automatic pilot in order to make visible the
invisible foundations of daily practice.
Give clear and concrete feedback, both formal and informal, about teacher candidate
performance of professional tasks. In most cases, teacher candidates will need specific
kinds of written evaluation for lessons they teach to fulfill course requirements. In other
cases, teacher candidates will benefit from informal critiques. Assignments should be
arranged so that the mentor is able to observe and evaluate the teacher candidates
lessons.
FOR THE PROFESSOR IN RESIDENCE/ UNIVERSITY SUPERVISOR
The professor in residence/ university supervisor is a faculty member whose teaching
responsibilities include both course work and field supervision. The role of the supervisors in
Internship I is to help the students transfer knowledge gained in professional courses to the
appropriate settings in classrooms. While the supervisors are themselves experienced in
Teachers for Today and for Tomorrow 16
teaching school children, their current roles emphasize the contributions of research and
collective professional wisdom to practice. This perspective is often distinct from that of the
mentor teachers, whose roles emphasize the contributions of organizational life and community
expectations to practice. Specific responsibilities of the university supervisors include the
following:
Hold an orientation meeting for mentors to make them aware of overall program
design and departmental requirements.
Observe teacher candidates when they are teaching.
Confer with teacher candidates to evaluate evident strengths and weaknesses.
Keep accurate written records of observations.
Schedule joint conference with teacher candidate and mentor teacher, if necessary.
Schedule mentoring team meetings as needed to discuss concerns.
Facilitate planning in order to assure that all required assignments are completed and
evaluated as directed.
Prepare written evaluations of teacher candidate work.
FOR THE PRINCIPAL
As the chief administrators of schools, principals are responsible for all instructional programs
and personnel. Productive school environments provide the context essential for successful
professional development. Principals contribute to training directly and indirectly in several
ways:
Recommend well-qualified staff members to serve as mentor teachers.
Meet with teacher candidates to acquaint them with some of the important
expectations and characteristics of their schools.
Provide necessary support for mentors to function as effective supervisors.
Share with university supervisors or the Coordinator of Teacher Education his or
her perceptions of program strengths and weaknesses.
Teachers for Today and for Tomorrow 17
FOR THE SITE COORDINATOR
Site Coordinators are the liaison between the school and university. Site Coordinators provide
a crucial role in the communication process. Site Coordinators not only bring information to
Advisory Council meetings, they also provide support to the teacher candidate, mentor and university supervisor as needed. Site Coordinators contribute to the internship experience as
they:
Act as a liaison between PDS Liaison and building staff.
Act as a resource to interns, mentors and university supervisor.
Act as a liaison between PDS Liaison and principal.
Provide additional support to teacher candidates.
Provide open communication between Field Placement Coordinator,
Administrator(s) and mentors.
Attend all Advisory Council meetings.
Report any accomplishments/important events of school to PDS Liaison for possible
publication.
Promote positive attitude of Professional Development School and its significance to
teacher candidates, mentors, students and staff.
Share any concerns with PDS Liaison or supervisor.
Provide input to program innovations and improvements.
Introduce self and school staff to new teacher candidates.
Teachers for Today and for Tomorrow 18
SECTION THREE: Internship I Forms
Mount Saint Marys University Teacher Candidate Dispositions Assessment
Name of Candidate:______________________________________ Date:_____________________ Name of Assessor:_________________________________ Gateway:__________________ Assessor is: _______University Faculty _______Mentor ______Candidate Gateway 1: Admission to Education Program
Gateway 2: Application to Internship
Gateway 3: Completion of Internship I (Trad ) End of Summer Academy or 5 weeks into Extended Internship (Non-Trad.)
Gateway 4: Completion of Internship II
These identified standards for dispositions are expected of candidates involved in education programs at Mount St. Marys University. Examples of behavioral indicators are listed below each disposition standard and are not necessarily used as a conclusive determining factor.
Disposition 4 Exemplary
3 Proficient
2 Basic
1 Unsatisfactory
Responsible The candidate consistently: Has class assignments or plans in on time
Is present and is punctual
Respects ideas and work of others
Takes responsibility for own behavior and its impact on others
Seeks opportunities to gain experience/shows initiative
Performs work that reflects high personal standards and demonstrates best effort
Believes all students can learn
The candidate:
Has class assignments or plans in on time
Is present and is punctual
Respects ideas and work of others
Takes responsibility for own behavior and its impact on others
Seeks opportunities to gain experience/shows initiative
Performs work that reflects high personal standards and demonstrates best effort
Believes all students can learn
The candidate generally:
Has class assignments or plans in on time
Is present and is punctual
Respects ideas and work of others
Takes responsibility for own behavior and its impact on others
Seeks opportunities to gain experience/shows initiative
Performs work that reflects high personal standards and demonstrates best effort
Believes all students can learn
The candidate rarely:
Has class assignments or plans in on time
Is present and is punctual
Respects ideas and work of others
Takes responsibility for own behavior and its impact on others
Seeks opportunities to gain experience/shows initiative
Performs work that reflects high personal standards and demonstrates best effort
Believes all students can learn
Adaptable The candidate consistently: Uses different instructional strategies
Uses technology
Accommodates culturally diverse and exceptional learners
Has a positive rapport with others
Handles change well/Is flexible
Solicits and gives thoughtful consideration to alternative and contradictory opinions
Communicates effectively with multiple audiences
The candidate:
Uses different instructional strategies
Uses technology
Accommodates culturally diverse and exceptional learners
Has a positive rapport with others
Handles change well/Is flexible
Solicits and gives thoughtful consideration to alternative and contradictory opinions
Communicates effectively with multiple audiences
The candidate generally:
Uses different instructional strategies
Uses technology
Accommodates culturally diverse and exceptional learners
Has a positive rapport with others
Handles change well/Is flexible
Solicits and gives thoughtful consideration to alternative and contradictory opinions
Communicates effectively with multiple audiences
The candidate rarely:
Uses different instructional strategies
Uses technology
Accommodates culturally diverse and exceptional learners
Has a positive rapport with others
Handles change well/Is flexible
Solicits and gives thoughtful consideration to alternative and contradictory opinions
Communicates effectively with multiple audiences
Teachers for Today and for Tomorrow 19
Disposition 4 Exemplary
3 Proficient
2 Basic
1 Unsatisfactory
Reflective The candidate consistently: Makes thoughtful connections between field experience(s) and course work
Demonstrates ability to learn from both successes and failures
Uses constructive criticism
The candidate:
Makes thoughtful connections between field experience(s) and course work
Demonstrates ability to learn from both successes and failures
Uses constructive criticism
The candidate generally:
Makes thoughtful connections between field experience(s) and course work
Demonstrates ability to learn from both successes and failures
Uses constructive criticism
The candidate rarely:
Makes thoughtful connections between field experience(s) and course work
Demonstrates ability to learn from both successes and failures
Uses constructive criticism
Professional The candidate consistently: Collaborates willingly and actively in group assignments, projects, and activities
Demonstrates respect for professional status in dress, communication and interaction with others
Maintains composure in difficult situations
Assumes responsibility for on-going learning of content area
Shows leadership Demonstrates a positive attitude
The candidate:
Collaborates willingly and actively in group assignments, projects, and activities
Demonstrates respect for professional status in dress, communication and interaction with others
Maintains composure in difficult situations
Assumes responsibility for on-going learning of content area
Shows leadership Demonstrates a positive attitude
The candidate generally:
Collaborates willingly and actively in group assignments, projects, and activities
Demonstrates respect for professional status in dress, communication and interaction with others
Maintains composure in difficult situations
Assumes responsibility for on-going learning of content area
Shows leadership Demonstrates a positive attitude
The candidate rarely:
Collaborates willingly and actively in group assignments, projects, and activities
Demonstrates respect for professional status in dress, communication and interaction with others
Maintains composure in difficult situations
Assumes responsibility for on-going learning of content area
Shows leadership Demonstrates a positive attitude
Ethical The candidate consistently: Displays honesty in test-taking, field placements and professional activities
Complies with procedures, rules, and Code of Ethics of Education Profession
Respects idea and work of others (i.e. APA citation, peer acknowledgement, etc.)
Treats others fairly
Creates a safe learning environment Respects all aspects of diversity
The candidate:
Displays honesty in test-taking, field placements and professional activities
Complies with procedures, rules, and Code of Ethics of Education Profession
Respects idea and work of others (i.e. APA citation, peer acknowledgement, etc.)
Treats others fairly
Creates a safe learning environment Respects all aspects of diversity
The candidate generally:
Displays honesty in test-taking, field placements and professional activities
Complies with procedures, rules, and Code of Ethics of Education Profession
Respects idea and work of others (i.e. APA citation, peer acknowledgement, etc.)
Treats others fairly
Creates a safe learning environment Respects all aspects of diversity
The candidate rarely:
Displays honesty in test-taking, field placements and professional activities
Complies with procedures, rules, and Code of Ethics of Education Profession
Respects idea and work of others (i.e. APA citation, peer acknowledgement, etc.)
Treats others fairly
Creates a safe learning environment
Respects all aspects of diversity
Teachers for Today and for Tomorrow 20
GATEWAY 3 Benchmark Assessment
Teacher Candidate:_________________________________
Evaluator:________________________________________
School:___________________________________ Date:____________________________
Evaluator is: Mentor___________ Supervisor:____________ Teacher Candidate:_______
Program:__________________________________________________________
Directions: Please review each of program completer benchmarks and rate the candidate based on the rubric
below. Sample indicators are listed to guide your deliberations, but are not considered an exhaustive list. Please
feel free to make any constructive comments for each section. Upon completion, please set future goals for the
teacher candidate being evaluated.
Rubric Rubric Descriptor Criteria
4
Effectively
Demonstrated
Distinguished
The candidate met and exceeded Program-Completer Benchmark and InTASC
Principle(s)
3
Adequately
Demonstrated
Proficient The candidate met Program Completer Benchmark and InTASC Principle(s)
2
Partially
Demonstrated
Basic The candidate partially demonstrated of the Program Completer Benchmark and
InTASC Principle(s)
1
Not
Demonstrated
Unacceptable
The candidate has not demonstrated the Program Completer Benchmark and
InTASC Principle(s)
N
Not Able
To Rate
The evaluator has not had the opportunity to observe the benchmark
Teachers for Today and for Tomorrow 21
I. Planning, Instruction, Assessment Standards/
Framework
Benchmark Sample
Indicators
4 3 2 1 N
InTASC 5, 7 Proficient
I.A. Intern plans effective lessons
in assigned content area(s)
Creates bulletin board and/or centers that complement classroom topics
Helps develop weekly plans Investigates and uses a variety of
resources Organizes materials for lesson
InTASC 1,2, 3 Ethical
I.B. Intern plans for the social,
emotional, cognitive, physical and
cultural needs of the learners
Uses a variety of teaching strategies Recognizes needs of learners and tries
to incorporate appropriate teaching
strategies that encourage learning
InTASC 7 Proficient
I.C. Intern plans lessons that
build on one another
Differentiates instruction Reviews IEP/ILP and knows goals
InTASC 8, 9 Proficient
I.D. Intern continues to improve
instructional delivery
Creates student-centered activities Motivates student learning Is flexible Draws closure to lesson in meaningful
and purposeful ways
Observes and begins to understand scaffolding process
Asks a variety of levels of questions including higher-level thinking questions
InTASC 4, 5 Proficient Adaptive Leading
I.E. Intern demonstrates
understanding of appropriate
content area(s) and technology
Is resourceful in acquiring supplementary knowledge (e.g.
reputable websites, library materials, team members, etc.)
Regulates own learning Teaches accurate and relevant
information
InTASC 4, 7 Proficient Adaptive
Ethical
I.F. Intern is familiar with local
and state curriculum
Incorporates curriculum into lessons Uses technology to incorporate
curriculum Follows school system procedures and
copyright laws
InTASC 1,2, 3, 5 Ethical Proficient
I.G. Intern demonstrates
understanding of social,
emotional, cognitive, physical, and
cultural needs of learner through
instruction
Is able to anticipate student questions Understands and models directions for
student tasks Employs new instructional strategies
InTASC 6 Proficient
I.H. Intern understands different
purposes and methods of
assessment
Knows how students learn Observes, discusses and administers
formal assessments Uses informal assessment strategies
InTASC 2, 6 Proficient Ethical
I.I. Intern makes accommodations
for assessments as needed
Knows ability levels of learners Facilitates understanding of material for
ELL/ESOL students
InTASC 6, 7, 8
Proficient Reflective
I.J. Intern and mentor review
assessments to help guide
instruction
Analyzes student work samples with mentor
Begins to discuss setting goals for learners with mentor
Comments for Planning, Instruction and Assessment:
Teachers for Today and for Tomorrow 22
II. Management Standards/
Framework
Benchmark Sample
Indicators
4 3 2 1 N
InTASC 9 Proficient Reflective
II.A. Intern manages time Keeps up with course assignments and field experiences
Maintains Internship notebook Collects and organizes artifacts for final
portfolio
InTASC 3 Proficient
II.B, Intern is able to maintain
classroom management
Maintains routines consistently Distributes lesson materials efficiently Knows how to conduct informal and
formal student conferences
Has necessary materials and equipment ready
InTASC 3 Proficient Ethical
II.C. Intern is able to maintain
behavior management
Maintains class rules Adapts or modifies behavior
management system of mentor Continues to use repertoire of
management strategies Follow routines of mentor consistently
Comments for Management
III. Communication Standards/
Framework
Benchmark Sample
Indicators
4 3 2 1 N
InTASC 10 Proficient Adaptive
III.A. Intern communicates with
staff and community
Is receptive to constructive criticism Inquires about schools business
partners, if appropriate Communicates with paraprofessional
needs of student with IEP
Communicates with class volunteers/tutors
InTASC 10 Proficient
III.B. Intern initiates
communication with parents
Participates in Back-To-School night Sends a letter of introduction to parents Assists with parent conferences Manages any parent communication
system used in school/classroom
InTASC 9,10 Proficient Adaptive
III.C. Intern communicates with
mentor and supervisor
Asks advice of mentor and/or other staff Communicates weekly schedule with
supervisor Uses technology as a communication
tool
InTASC 1, 3 Proficient Ethical Adaptive
III.D. Intern establishes rapport
with students
Knows boundaries with relationship to students
Elicits student response through verbal and nonverbal cues
Responds positively with diverse students
Comments for Communication
Teachers for Today and for Tomorrow 23
IV. Professionalism and Leadership Standards/
Framework
Benchmark Sample
Indicators
4 3 2 1 N
InTASC 9 Ethical Leading
IV.A. Intern demonstrates a
professional demeanor
Dresses appropriately according to school regulations
Is organized and prepared for all lessons Respects privacy of students, teachers
and peers inside and outside of classroom
Maintains student and staff respect Has a positive attitude; takes pleasure in
teaching Is punctual in attendance and in meeting
deadlines
Actively participates in school duties
InTASC 9 Leading
IV.B. Intern begins to increase
professional knowledge
Seeks opportunities to gain professional experiences (e.g. professional development, reading professional journals, joining professional
organizations, etc.) Attends non-mandatory activities related
to field of study
InTASC 10 Leading
IV.C. Intern is seen as a leader in
the classroom
Takes on various tasks Maintains an active learning environment Reviews school improvement plan to
determine schools focus Provides guidance and direction to
paraprofessionals, tutors, and volunteers
InTASC 10 Ethical
Leading
IV.D. Intern provides support to
other interns
Communicates concerns in a positive manner
Provides suggestions and advice
Comments for Professionalism and Leadership
V. Analysis and Reflection Standards/
Framework
Benchmark Sample
Indicators
4 3 2 1 N
InTASC 9 Reflective
V.A. Intern analyzes and reflects
upon learning
Reflects on student learning Discusses daily experiences about
learning with mentor
InTASC 9 Reflective
V.B. Intern analyzes and reflects
upon teaching
Maintains weekly reflections Sets weekly goals based upon weekly
reflections Begins to analyze artifacts to support
InTASC principles, Specialized Professional Association standards, and benchmarks for final portfolio
Discusses daily experiences with mentor Shares openly at meetings with
supervisors
Shares and reflects on his/her
achievement of InTASC principles, Specialty Professional standards, and benchmarks with mentor and supervisor
Identifies and addresses what went well in lessons and why as well as what did not go well and why in lessons
Comments for Analysis and Reflection
Teachers for Today and for Tomorrow 24
Future goals:
Based on the evidence provided above, I would
_______recommend the candidate continue to Internship II.
_______recommend, with reservation, that the candidate continue to Internship II.
_______not recommend that the candidate continue to Internship (please address specific concerns
in comment box below)
Comments
____________________________________________________ ______________________
Teacher Candidate Signature Date
____________________________________________________ _____________________
Mentor Signature Date
____________________________________________________ _____________________
University Supervisor Signature Date
Teachers for Today and for Tomorrow 25
Mentor Teacher Evaluation (To be completed by the Teacher Candidate)
Mentor Teacher:_______________________________________________ Date:_____________
Candidates are encouraged to make additional comments or suggestions at the end of the evaluation.
4= Effectively demonstrated
3=Adequately demonstrated
2=Partially demonstrated
1=Not demonstrated
The mentor teacher:
1. Oriented the teacher candidate to the classroom and the school. (4) (3) (2) (1)
2. Created an atmosphere of acceptance for the teacher candidate. (4) (3) (2) (1)
3. Introduced the teacher candidate to classroom routines and
instructional procedures. (4) (3) (2) (1)
4. Facilitated opportunities for observation and participation. (4) (3) (2) (1)
5. Acquainted the teacher candidate with pupil personnel records
and the manner in which they are kept and used. (4) (3) (2) (1)
6. Acquainted the teacher candidate with instructional materials,
supplies, and equipment available. (4) (3) (2) (1)
7. Established a climate in which the teacher candidate gradually
developed skill in meeting benchmark expectations. (4) (3) (2) (1)
8. Involved the teacher candidate in co-teaching and co-planning. (4) (3) (2) (1)
9. Coordinated the schedule with the teacher candidate for actual
teaching experiences. (4) (3) (2) (1)
10. Provided for continuous evaluation of the teacher candidates
teaching through frequent, planned conferences, weekly formal
and informal evaluations, and self-evaluation by teacher candidate. (4) (3) (2) (1)
11. Provided regularly scheduled time to meet with teacher candidate. (4) (3) (2) (1)
12. Communicated expectations in a clear and precise manner. (4) (3) (2) (1)
Teachers for Today and for Tomorrow 26
Would you recommend this mentor teacher for future teacher candidates at Mount St. Marys University? Why
or why not?
Teacher Candidate:_________________________________________________________
Fall Semester:_______ Spring Semester:________ Year:________________
Elementary Certification___________ Elementary/ Special Education Certification__________
Secondary Certification__________
Program: Traditional Undergraduate_______ Weekend Undergraduate______ MAT_______
This evaluation was completed for a mentor supervising: Internship I______ Internship II______
School:______________________________________________________
Grade Level (s) or Subject(s):_________________________________________________
Supervisor:_________________________________________________________
Please submit this form to the Chair of Education Department by the end of your internship
semester.
Teachers for Today and for Tomorrow 27
Supervisor Evaluation (To be completed by the Teacher Candidate)
Supervisor:_______________________________________________ Date:_____________
Candidates are encouraged to make additional comments or suggestions at the end of the evaluation.
4= Effectively demonstrated
3=Adequately demonstrated
2=Partially demonstrated
1=Not demonstrated
The supervisor:
1. Communicated with teacher candidate promptly and regularly. (4) (3) (2) (1)
2. Made regular visits to observe the teacher candidates performance. (4) (3) (2) (1)
(Internship I: 2 required observations; Internship II: 5-7 required observations)
3. Provided timely feedback to the teacher candidate regarding his/her
strengths and weaknesses relating to benchmark expectations. (4) (3) (2) (1)
4. Set clear expectations for the internship experience. (4) (3) (2) (1)
5. Assisted with concerns and interventions. (4) (3) (2) (1)
6. Provided support to the teacher candidate. (4) (3) (2) (1)
Supervisor Strengths:
Suggestions:
Teacher Candidate:_________________________________________________________
Fall Semester:_______ Spring Semester:________ Year:________________
Elementary Certification___________ Elementary/ Special Education Certification__________
Secondary Certification__________
Program: Traditional Undergraduate_______ Weekend Undergraduate______ MAT_______
This evaluation was completed for a supervisor of: Internship I______ Internship II______
School:______________________________________________________
Grade Level (s) or Subject(s):_________________________________________________
Mentor Teacher(s):_________________________________________________________
Teachers for Today and for Tomorrow 28
SECTION FOUR: Internship Assessments
Thematic Integrated Unit Plan Directions and Timeline
Over the course of this semester you will be designing a Thematic Integrated Unit Plan (TIUP) that is appropriate for the grade level and curriculum objectives of your assigned Professional Development School placement. The plan will be submitted to an assigned scorer in four phases throughout the semester. You will be attending workshops and information meetings throughout the semester to guide you through the expectations of each phase. The following set of directions and timeline will serve as a reference as you progress through the unit planning process. Additionally, you should refer to the rubric as confirmation of specific expectations for each component. THEMATIC THINKING Your first challenge will be to think thematically about an idea rather than topically. Thematic thinking requires you to see a Big Idea. A topic explores a specific concept. For example, Butterflies would be an example of a topic. It is a specific concept. Cooperation is an example of a theme. It deals with a big idea. Over the break you were assigned some childrens books to read. We encourage you to continue reading books that are especially appropriate for the age level of your students. Your first step in this process will be to select a quality childrens book to use as your core book for the unit. This book should be age-appropriate and have a strong theme. The theme of this book will become the theme of your unit. Before making a final decision, you should review the FCPS curriculum. Review the various areas of content in the grade level(s) for which you will be teaching. Look for curricular objectives that might support the theme. Also, select a theme that is developmentally appropriate for your students. A model of this process will occur in your first workshop. You will submit your unit in phases. Specifications for each of the phases are listed below. The timeline will be reviewed by the Internship I team of instructors. PHASE I: INTRODUCTION Phase I includes developing a theme statement, a rationale and a reference list. Specifications for these components include: Theme Statement
Is the theme statement a sentence?
Does the theme statement convey a big idea?
Is there a summary of the core book and an explanation to the appropriateness of the book for the grade/unit?
Is the core book succinctly summarized to include five literary elements and explains the appropriateness of the book to the grade and units theme?
Rationale
Does the rationale explain why this is an appropriate/desirable unit of study for the particular grade level?
Does the rationale reflect cognitive, cultural, physical and social development of children?
What should students know, understand and be able to do after completing this unit? (a general statement)
Does the rationale justify the decisions you made about unit content to educators, parents, and team members?
Teachers for Today and for Tomorrow 29
Reference List
Is the list annotated?
Does the list contain at least 25 resources that clearly link to your theme/curricular areas?
Does the list include resources for children and teachers?
Are there fiction and nonfiction books?
Are there books representing a variety of reading levels?
Is there a rich variety of multi media materials including web-based resources?
Does the reference list adhere to APA guidelines?
PHASE II: OVERVIEW Phase II includes developing overall unit objectives and lesson objectives, creating a curricular connections web, and presenting a unit calendar. Specifications for these components include: Objectives
Does the unit plan contain at least 3 overall instructional objectives related to the theme?
Does the unit plan include instructional objectives for math, social studies, science, LA (reading, writing, speaking, listening), and one area from music, art, physical education or health?
Do the objectives support MSVC?
Do the objectives explain the learning behavior and conditions? (BC of ABCD format?) [Ask yourself "What do I want my students to know and be able to do after completing this unit?"
Curricular Connections Web
Does the curricular connections web provides a one-page synopsis of the learning that will take place across curricular areas including music, art, physical education and health for the entire unit?
Does it list activities?
Does it include the core book? Unit Calendar
Does the calendar share the sequence of lessons within the entire unit?
Does the calendar reflect an overview of the entire unit?
Does it give the context of the lessons included in the TIUP?
Are the five lessons highlighted within the calendar?
PHASE III: LESSON PLANNING Phase III includes the five lessons and a rationale for each lesson. Specifications for these components include: Lesson Plans
Are there at least 5 complete, well developed lesson plans written in MSMU format?
Do all lessons plans demonstrate integrated instruction?
Are the curricular areas of math, science, social studies and LA are well represented in the unit?
Is there representation from one or more curricular areas within art, music, health, or physical education?
Do all lessons reflect a clear connection to the theme?
Is there clear evidence of an informal assessment of the lesson objective in each lesson plan? Rationale
Is there a clear, well-written rationale for each lesson that strongly connects the lesson to the theme?
Does the rationale reflect an understanding of theory within each content area and developmental level?
Teachers for Today and for Tomorrow 30
PHASE IV: UNIT SUMMATION ACEI and MTTS Checklists
Are the checklists clear and complete?
Are the methods of demonstration clearly and accurately portrayed
Teachers for Today and for Tomorrow 31
Thematic Integrated Unit Rubric Phase I: Introduction
Component 4 Exemplary
3 Proficient
2 Basic
1 Unsatisfactory
Alignment
Theme Statement
The title is demonstrative of the unit and captures the readers attention.
The theme statement clearly conveys the Big Idea.
The core book is succinctly summarized to include five literary elements and explains the appropriateness of the book to the grade and units theme
The title is demonstrative of the unit.
The theme statement conveys the Big Idea.
The core book is summarized to include most of the literary elements and explains the appropriateness of the book to the grade and units theme
The title is somewhat demonstrative of the unit.
The theme statement partially conveys the Big Idea.
The core book is summarized to include three literary elements and explains the appropriateness of the book is not clear to the grade and units theme
The title is not demonstrative of the unit.
The theme statement does not convey the Big Idea.
The core book is poorly summarized to include fewer than three literary elements and does not explain the appropriateness of the book to the grade and units theme
ACEI 1 CEC 2 InTASC 1, 3, 4 Proficient
Rationale The rationale clearly explains in paragraph form why this is an appropriate/desirable unit of study for the particular grade level.
The rationale explains in paragraph form why this is an appropriate/desirable unit of study for the particular grade level.
The rationale is not clear in explaining why this is an appropriate/desirable unit of study for the particular grade level.
The rationale does not explain why this is an appropriate/desirable unit of study for the particular grade level.
ACEI 1, 3.1, 5.1 CEC 2, 5 InTASC1, 2, 3 Proficient
Reference List
There 25 or more resources that are linked to the theme/curricular areas.
The list is annotated and shows connection to the theme.
There are more than 5resources for teachers and more than 20 resources for students. (move up)
There is a variety of genre appropriate to the intended audience.
There are books representing a variety of reading levels that support ELL, access to print and gifted readers.
There is a rich variety of multi media materials including web-based resources.
The list adheres to APA guidelines.
There are 25 resources that are linked to the theme/curricular areas.
The list is annotated. Some, not all, are connected to the theme.
There are at least 5 resources for teachers and 20 resources for students.
There is a variety of genre.
There are books representing a variety of reading levels.
There are videos and web-based resources.
The list adheres to APA guidelines.
There are fewer than 25 resources that are linked to the theme/curricular areas.
The list is partially annotated. Some, not all, are connected to theme.
There is an imbalance of resources for teachers and for students.
There is some variety in genre.
There is an imbalance of books representing a variety of reading levels.
There are few videos and web-based resources.
The list does not consistently adhere to APA guidelines.
There are fewer than 15 resources that are linked to the theme/curricular areas.
The list is not annotated.
Teacher resources and/or student resources are missing.
There is little or no variety in genre.
Reading materials represent the grade level only
There are no videos or web-based resources.
The list does not adhere to APA guidelines.
ACEI 5.1 CEC 9 InTASC 9 Proficient Adaptive
Teachers for Today and for Tomorrow 32
Elementary Thematic Integrated Unit Rubric Phase II: Overview
Component 4 Exemplary
3 Proficient
2 Basic
1 Unsatisfactory
Alignment
Objectives The unit plan contains at least 3 overall clearly stated instructional objectives that are connected to theme
The unit plan includes clear objectives that integrate math, social studies, LA (reading, writing, listening, speaking) and one area from the following: (art, music, health or phys. ed.)
The objectives support the MVSC
The objectives clearly and concisely explain the learning behavior and conditions (BC of ABCD format)
The unit plan contains at least 3 overall instructional objectives that are connected to the theme
The unit plan includes objectives that integrate math, social studies, LA (reading, writing, listening, speaking) and one area from: art, music, health or phys. ed.
The objectives support the MVSC
The objectives explain the learning behavior and conditions (BC of ABCD format)
The unit plan contains less than 3 overall instructional objectives that are somewhat connected to the theme
The unit plan includes weak objectives that integrate math, social studies, LA (reading, writing, listening, speaking) and one area from: art, music, health or phys. ed.
Most objectives support the MVSC
The objectives do not consistently explain the learning behavior and conditions (BC of ABCD format)
The unit plan contains poorly stated overall instructional objectives
The unit plan does not include clear objectives that integrate math, social studies, LA (reading, writing, listening, speaking) and one area from: art, music, health or phys. ed.)
Few objectives support the MVSC
The objectives are weak and do not explain the learning behavior and conditions (BC of ABCD format)
ACEI 2.1, 2.2, 2.3, 2.4 (One from 2.5, 2.6 or 2.7) CEC 9 InTASC 4, 5 Proficient
Curricular Connections Web
The curricular connections web provides a clear, attractive one-page synopsis of the learning activities that will take place across curricular areas (including music, art, physical education and health) for the entire unit
The web includes the core book
The curricular connections web provides a one-page synopsis of the learning activities that will take place across curricular areas (including music, art, physical education and health) for the entire unit
The web includes the core book
The curricular connections web provides a one-page synopsis of most of the learning activities that will take place across curricular areas for most of the unit
The web includes the core book
The curricular connections web provides a one-page synopsis of few of the learning activities that will take place across some of the curricular areas for some of the unit
The web does not include the core book
ACEI 2.1, 2.2, 2.3, 2.4 (One from 2.5, 2.6 or 2.7), 3.1 CEC 9 InTASC 4, 5 Proficient
Unit Calendar
The calendar clearly displays the complete sequence of the lessons within the entire unit
The calendar reflects an overview of the entire unit.
The calendar gives a clear context of the lessons included in the TIUP
The five lessons are highlighted
The calendar displays the complete sequence of the lessons within the entire unit
The calendar reflects an overview of the entire unit.
The calendar gives the context of the lessons included in the TIUP
The five lessons are highlighted
The calendar displays most of the sequence of lessons within the unit
The calendar reflects an overview of most of the unit.
The calendar gives little context to the lessons included in the TIUP
The five lessons are highlighted
The calendar displays little of the sequence of lessons within the unit
The calendar does not reflect an overview of the entire unit.
The calendar gives no context to the lessons included in the TIUP
The five lessons are not highlighted
2.1, 2.2, 2.3, 2.4 (One from 2.5, 2.6 or 2.7), CEC 9 InTASC 4, 5 Proficient
Teachers for Today and for Tomorrow 33
Elementary Thematic Integrated Unit Rubric Phase III: Lesson Planning
Component 4
Exemplary 3
Proficient 2
Basic 1
Unsatisfactory Alignment
Lesson Plans
There are at least 5 complete, well developed lesson plans written in MSMU format
All lessons plans demonstrate integrated instruction
The curricular areas of math, science, social studies and LA are well represented in the unit
One or more curricular areas from art, music, health, or phys. ed. is well represented in the unit
All lessons reflect a clear connection to the theme
There is clear evidence of informal assessment of the lesson objective in each lesson plan.
There are at least 5 complete lesson plans written in MSMU format
Lesson plans demonstrate integrated instruction
The curricular areas of math, science, social studies and LA are represented in the unit
At least one curricular area from art, music, health, or phys. ed. is represented in the unit
All lessons reflect a connection to the theme
There is evidence of informal assessment of the lesson objective in each lesson plan.
There are at least 5 lesson plans written in MSMU format
Most lesson plans demonstrate integrated instruction
The curricular areas of math, science, social studies and LA are represented in the unit in the unit
One curricular area from art, music, health, or phys. ed. is represented
Most lessons reflect a clear connection to the theme
There is some evidence of informal assessment of the lesson objective in each lesson plan.
There are at least 5 lesson plans written in MSMU format
Some lesson plans demonstrate integrated instruction
The curricular areas of math, science, social studies and LA are represented in the unit
At least one curricular area from art, music, health, or phys. ed. is represented in the unit
Few lessons reflect a connection to the theme
Support materials are not always included
There is little evidence of informal assessment of the lesson objective in each lesson plan.
ACEI 1, 2.1, 2,2, 2.3, 2.4, 2.8 (One from 2.5, 2.6 or 2.7) 3.1, 3.2, 3.3, 3.4, 3.5, 4 CEC 4, 5, 7, 8 InTASC 1, 2, 3, 4, 5, 6, 7, 8 Proficient
Lesson Rationale
There is a clear, well-written rationale for each lesson that strongly connects the lesson to the theme
Rationale reflects an understanding of theory within each content area and developmental level.
There is a well-written rationale for each lesson that connects the lesson to the theme
Rationale reflects some understanding of theory within each content area and developmental level.
There is a rationale for each lesson that makes little connection between the lesson and the theme
Rationale reflects little understanding of theory within each content area and developmental level.
There is a poorly written rationale for each lesson that does not usually connect the lesson to the theme.
Rationale does not reflect an understanding of theory within each content area and developmental level.
ACEI 1, 2.1, 2,2, 2.3, 2.4, 2.8 (One from 2.5, 2.6 or 2.7) 3.1, 3.2, 3.3, 3.4, 3.5, 4, 5.1 CEC 4, 5, 7, 8, 9 InTASC 1-9 Reflective
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Elementary Thematic Integrated Unit Rubric Phase IV: Unit Summation
Component 4
Exemplary 3
Proficient 2
Basic 1
Unsatisfactory Alignment
ACEI & MTTS Checklists
The checklists are clear and complete
The methods of demonstration are clearly and accurately portrayed
The checklists are complete
The methods of demonstration are usually clearly and accurately portrayed
The checklists are mostly complete
The methods of demonstration are sometimes clearly and accurately portrayed
The checklists are not usually complete
The methods of demonstration are rarely clearly and accurately portrayed
ACEI 5.1, CEC 9 InTASC 9 Proficient Reflective Adaptive
Assessment The performance assessment assesses student learning of one or more overall objectives.
The assessment is clearly written and includes appropriate language to the developmental level of the student
There is a well-written rubric or scoring tool
The assessment clearly relates to the units theme
The performance assessment assesses student learning of one overall objective.
The assessment includes appropriate language to the developmental level of the student
There is a rubric or scoring tool
The assessment relates to the units theme
The performance assessment is a weak assessment of student learning of an overall objectives.
The assessment includes some language appropriate to the developmental level of the student
There is a poorly written rubric or scoring tool
The assessment somewhat relates to the units theme
The performance assessment does not assess student learning of an overall objective.
The assessment includes language that is not appropriate to the developmental level of the student
There is no rubric or scoring tool
It is unclear as to how the assessment relates to the units theme
ACEI 1, 4, CEC 4, 8 InTASC 6 Proficient
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Scoring Tool Elementary Thematic Integrated Unit
Phase I: Introduction Phase III: Lesson Planning Theme Statement _________ x .30 = __________ Lesson Plans _________x .70 = _________ Rationale _________x .40 = __________ Lesson Rationales _________x .30= _________ Reference List _________x .30 = __________ Phase III Score + _________ Phase I Score + __________ Phase II: Overview Phase IV: Unit Summation Objectives _________ x .40 = __________ Benchmark & MTTS Checklists __________x .50 = ____________ Curricular Connections Web _________x .30 = __________ Assessment ___________x .50= ____________ Unit Calendar _________x .30 = __________ Phase IV Score +_____________ Phase II Score + __________ *Please note that a non-submission in any phase results in a 0 score for the entire project.
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Concepts in Content Portfolio Internship I Elementary Education Requirements
ACEI 2014
The Concepts in Content Portfolio is a collective portfolio that spans the Internship I and II experiences. The portfolio includes: Internship I:
The collection of lesson plan packets required by the methods courses: 12 for Traditional Undergraduate candidates and 16 for Non-Traditional Undergraduate and MAT candidates
A Concepts in Content chart that aligns your experiences to the Association of Childhood Education International (ACEI) standards
A reflection of the Internship I experience that includes connections between courses and internship experiences, content knowledge needed, benchmark strengths and weaknesses, and a focus on an exemplary lesson
Copies of the Gateway 3 Benchmark Assessment from your mentor, supervisor and you
Copies of the Dispositions Assessment for Gateway 3 from your mentor, supervisor and you Internship I Notebook Requirements
The Concepts in Content Portfolio will be scored by the Internship I team using the following Internship I rubric. The rubric will provide the expectations that are required. The score will be factored into your methods courses. Directions for the completion of the portfolio are as follows: 1. Place the lesson plan packets into the first section of your portfolio. These are the four packets from the four content methods courses. These packets wil