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MUSIC UNDERGRADUATE INTERNSHIP HANDBOOK
Music Program Coordinators:
Prof. Scott Rieker 203 Performing Arts Center [email protected] 301-687-4110
Prof. Shannon Shaker 103 Performing Arts Center [email protected] 301-687-7452
Office of Clinical and Field Experiences Coordinator:
Mr. Toby Eirich 206-6 Framptom Hall
[email protected] 301-687-4451
TABLE OF CONTENTS General Policies .......................................................................................................................... 3
Intern Responsibilities................................................................................................................. 5
Mentor Teacher Responsibilities ................................................................................................. 7
University Supervisor Responsibilities ........................................................................................ 9
Forms Time Sheet - (same format for Internship I and II) ......................................................... 12
Professional Dispositions and Responsibilities Rating Form - (same format for Internship
I and II).............................................................................................................. 14
Record of Professional Development School Activities/Experiences (PDS Form) ......... 18
Observation Form - (same format for Internship I and II) .............................................. 19
Internship I Instructional Unit Instructions..................................................................... 20
Internship I Unit Rubric ................................................................................................. 30
Internship II Instructional Unit Instructions ................................................................... 38
Internship II Unit Rubric ............................................................................................... 44
Intern Performance Rating - (same format for Internship I and II).................................. 52
Portfolio Outline............................................................................................................ 63
The Road to Certification “At a Glance”........................................................................ 64
I. GENERAL POLICIES
A. Admission Admission to phases is required in order to participate in Internship. Admission to the program and to phases is described in the university catalog. Additional information may be obtained from the Office of Clinical and Field Experience.
B. Placement of Interns (Procedures) a. Information concerning intern placement is coordinated with the Office of
Clinical and Field Experiences. b. State regulations mandate placement in Professional Development Schools (PDS)
where such partnerships exist. c. Placements are made to meet certification and program requirements. Music
teacher candidates are placed in elementary schools and either middle or high schools.
d. The Placement Director notifies each intern of his/her placement, and each intern makes a pre-practice contact or visit to the mentor teacher. In the fall semester, each intern completes a beginning of the school year induction experience of no more than five days (the specific number will be provided before the start of the semester), some of which may occur before the start of the FSU semester.
e. Orientation meetings are facilitated through the EDUC 300 (Intern I’s) and EDUC 406 (Intern II’s) courses.
C. Number of Internship Days The minimum number of internship days is 100 total days during the particular program. The pattern of internships generally adheres to the minimum days indicated in the following chart:
Program Internship I Internship II Undergraduate Secondary P-12
30 days (180 hours); two 15-day placements
70 days; two 35-day repeat placements
a. Interns are expected to start on the assigned day and not end before the assigned
last day. b. Make-up days may be necessary to meet the mandated requirement if absences
occur. c. With the permission of the Mentor, the Supervisor, and the Principal, Interns may
continue working in their internship after the assigned last day (e.g. to conduct on a concert).
d. Interns are to have an experience designed to focus on student learning, action research, collaboration, and professional growth. Although state regulations require a minimum of 100 days in the practicum environment, it should be anticipated that the university schedules more than 100 days within the programs and that each candidate is expected to complete all scheduled days. Because of the complex nature of interns meeting course requirements and scheduling of internship, the Intern I experience may require schedules that start before and end after the stated dates in the Placement Office calendar.
D. Coursework during Internships Each program has required coursework scheduled in conjunction with the internships at each stage of the program. For example, the course taken with the undergraduate Internship II is EDUC 406 – Leadership Seminar. This course focuses on educational leadership in the classroom including classroom management, technology, content standards, diversity, exceptional students, and leadership in the schools and in the profession, including the completion of a professional portfolio. Each candidate must plan other coursework carefully so as not to overlap the time required for the internships. Any exception to unfettered performance of internship duties must be approved by the Program Coordinators, in consultation with assigned mentors, university content coordinators or methods instructors. Candidates must realize that internship duties and responsibilities must remain primary, and that other activities, work, or participation cannot interfere with or degrade the performance of the internship.
E. Attendance and Punctuality The teacher intern is expected to arrive and depart the assigned school at the same hour that regular members of the teaching staff arrive and depart, unless other arrangements have been made to accommodate university coursework in consultation with the program coordinators. Interns are to put in a full day of activities related to the instructional program. If not teaching a class, an intern should be observing the mentor teacher, assisting the mentor teacher as needed, working on development of the curriculum or environment, or collaborating with others on professional agendas. This may include attendance at after-school activities or responsibilities considered to be a routine or integral part of the teacher’s professional duties.
F. Absences When an illness occurs and an absence becomes necessary, the intern must notify the following:
a. Mentor Teacher and Principal – before the start of the school day. b. Office of Clinical and Field Experience (301-687-3087) – before 9:00 a.m. c. University Supervisor – before 9:00 a.m.
Absences may need to be made up in order for the intern to meet the required number of internship days.
G. Involvement in Campus Activities and Employment In order to obtain the most benefit from the professional semester, the intern is requested to limit all outside activities. The intern is expected to devote full time to his/her teaching. The intern is not to participate in demanding extra-curricular events while interning without the consent of the Program Coordinators. Ideally, outside employment is minimized during the interning semester(s).
H. Vacations The teacher intern follows the calendar for the schools in which they are interning, and is entitled to the same vacation periods reflected in that calendar. However, interns may make special arrangements when differences exist between the university calendar and the intern’s school calendar (especially regarding the need for housing during the
university Spring Break), with permission from the Program Coordinator, in consultation with the Placement Coordinator, the University Supervisor, and the Mentor Teacher. Written requests are signed by the Program Coordinator, the Mentor Teacher and the University Supervisor and are submitted to the Placement Coordinator.
II. INTERN RESPONSIBILITIES
A. Prior to Internship a. Complete the required application process for the appropriate undergraduate
phase or the graduate program. i. Phase II for Internship I
ii. Phase III for Internship II b. Attend appropriate informational meetings. Some of these may occur before the
Frostburg academic semester begins. Attendance is required. c. Complete a pre-practice visit. Each intern is required to make proper
arrangements for and complete visit(s) to the school(s) and mentor teacher(s) to whom he/she has been assigned for the professional semester. Accordingly, the candidate should arrange a visit to discuss the teaching situation with each mentor teacher, observe and become aware of appropriate school protocol in terms of appearance and attire. The candidate should also check to see if the principal would like to confer during the visit.
d. In preparation for the fall semester, all Interns (I and II) are expected to complete an induction experience.
B. Candidate’s Professional Semester Requirements:
a. Maintain daily time sheets. Time sheets are necessary for certification purposes. A timesheet is found on page 12 of this handbook. They may be typed or handwritten. Examples and extra forms are available from the Office of Clinical and Field Experience. Supervisors will check time sheets for accuracy during their first visit and throughout the internship. Completed time sheets are maintained as a part of the candidate’s official records in the College of Education.
b. Participate fully in daily activities of the school. Establish a good rapport with the mentor teacher and all other school staff.
c. Lesson planning. The first few lessons in each new area should be planned cooperatively with the mentor teacher. Later, the intern will take sole responsibility for developing the plans. The plans should be completed well enough in advance for the mentor teacher to have an opportunity to check them before use in the classroom. A twenty-four-hour advance notice is the typical minimal advance approval for plans. Mentor teachers should initial the lesson plan when approved. Interns begin with detailed, long form plans as available on TaskStream. Then, when the mentor teacher and the supervisor agree, interns may use an alternate format. Interns must have a written lesson plan for each lesson they teach.
d. Unit plans. Students in Internship II must complete through Taskstream, and turn in to the university supervisor, two full unit plans during the 70 day experience –
one for each placement. These plans are to encompass logical and discrete units and periods of instructional time not less than five lessons (including major assessments). Unit plans are to include a cover page detailing the academic goals within the unit. Individual lesson plans are to detail instructional activities and reference to standards, and should include everything necessary to teach the lesson (PowerPoints, worksheets, URLs for websites used). The unit assessment as well as pre-tests, interim assessments, and assignments are also to be included with the unit plan. The Unit Plan will be submitted electronically to the university supervisor through Taskstream. The university supervisor will evaluate each unit plan in the following areas: goals and objectives, standards, instructional activities, and assessments. Each area should receive a minimum evaluation of “Developing.” Areas of unsatisfactory performance are to be remediated and reassessed appropriately until at least “Developing” performance is seen in all areas. The university supervisor will provide the Office of Clinical and Field Experience a one-page evaluation sheet for each unit plan that will be filed with each candidate’s records.
e. Complete a Professional Development School (PDS) form for each school in which they teach. These forms should be completed by the intern during the Internship II experience.
f. Student performance during each internship must be assessed. i. Internship I
1. Intern Performance Rating Form (purely formative) and the Professional Dispositions and Responsibilities Rating Form that will be completed by the mentor teacher at each placement. The mentor teacher then conferences with the intern to discuss strengths and weaknesses at some point near the end of the 15-day placement. The university supervisor attends this conference only at the request of the mentor teacher.
2. The supervisor will also conduct a minimum of one formal observation at each placement during Internship I.
ii. Internship II 1. Intern Performance Rating Form (summative) and the
Professional Dispositions and Responsibilities Rating Form, which are to be completed at the mid-point of the placement and again near the end of each placement. These forms are completed primarily by the mentor teacher, with input from the university supervisor and the intern. Mentor teachers take the lead on these assessments because they are with the intern every day.
2. The supervisor will also conduct a minimum of two formal observations at each placement during Internship II.
iii. At the completion of the internship experience each intern will have six evaluations (along with formal observation write-ups) in their permanent file: two for Internship I and four for Internship II.
g. Portfolio. Each Intern II must prepare an exit Portfolio demonstrating how they have met the InTASC standards.
i. This information is provided on page 63 of this handbook.
ii. The Intern presents the Portfolio for assessment during Portfolio Night at end of the Intern II semester. Assessors may include Liberal Arts and Sciences faculty, Educational Professions faculty, and Public School faculty. Details of the Portfolio will be discussed during Leadership Seminar, along with the rubric used for the Portfolio assessment.
III. MENTOR TEACHER RESPONSIBILITIES
A. Supervision. The Mentor is expected to be in the building at all times while the Intern is in attendance. If the Mentor is going to be absent from the school campus for a whole day or even a portion of a day, then another certified teacher MUST be present in the room with the Intern. It is not appropriate for another teacher in a nearby classroom to simply check in on the Intern if the Mentor is not present.
B. Induction into the Profession. The Mentor is expected to familiarize the Intern with the routines, rigors, and professional expectations of the teaching profession. As such, the Intern should be fully integrated into the school environment, including hours and other school policies and procedures, other professional responsibilities, implementation of the full school program, knowledge and promotion of state and national standards (ESSA), Special Education (IDEA) and other exceptionalities, parent contacts, planning, grading, and classroom management. The initial internship should include a period of observation of the Mentor’s and other selected teachers’ teaching, familiarization with the Mentor’s classes and individual student needs, and a steady assumption of teaching duties. The rate of such induction rests with the Mentor teacher in collaboration with the Intern and University Supervisor. The Mentor may have to retain exclusive teaching duties and control of certain classes for which an Intern could not assume responsibility. This might include some classes in the following categories: AP, HSA, MSA, or inclusion. It may be appropriate for an Intern to teach such classes, but the Mentor must be able to retain professional discretion regarding such situations. The Mentor should anticipate that an Intern is at a point of readiness to engage in the internship, and any deficiencies in this readiness should be reported directly to the university supervisor as soon as possible.
C. Problems in the Internship. The Mentor is the main supervisor of the intern during each experience. They are with the intern daily, and thus they will see progress or problems long before a university supervisor can. It is the responsibility of the Mentor to keep the university supervisor apprised of any problems that may develop during the internship. The Mentor should not wait for a supervisor visit to voice concerns. Every supervisor is expected to provide each Mentor with their contact information at the beginning of the semester (both phone and email), and if any problems arise the first point of contact must be with the university supervisor. When problems develop in an internship, information must flow in this fashion:
Mentor Teacher à University Supervisor à
Program Coordinator à Office of Field Experiences
Mentors should not directly contact the Program Coordinator, the Office of Field Experiences, or other administrative offices within the College of Education, without first contacting the university supervisor. Maintaining an appropriate chain of communication is key to solving problems in the internship as quickly as possible. The supervisor is the first person tasked with fixing problems, so they must be the first person informed of problems.
D. Lesson and Unit Planning. The Intern receives university instruction in planning and in state and national content standards. Content themes may be validated for the university’s national accreditation through such planning. As a consequence, it is vital that the Mentor uphold rigorous oversight and expectations in planning and that the Intern maintains a well-compiled planning notebook. The university provides exceptional resources for lesson and unit planning. The Intern is expected to utilize available resources to fulfill the demands for successful planning. It is better for the Intern to over-plan rather than to be lacking in this vital area.
E. Instructional Methodologies. The Intern is not expected to replicate the teaching style of the Mentor. The Mentor will guide the Intern through appropriate variations in methods that complement the Intern’s knowledge, skills, and dispositions. A sense of collaborative latitude should exist between the Mentor and Intern, so that the Intern develops a basic professional repertoire of pedagogical approaches. The Mentor should encourage the Intern to broaden skills that focus on successful student learning. The Mentor should anticipate the need to call upon the University Supervisor when difficulties arise.
F. Content Assessment. This is the area where a wide range of expectations will exist. Frostburg State University services more than seven school districts in three states. Interns are instructed in Maryland standards and in national content standards. They must be able to cite and incorporate these in instruction. However, state, division, and school assessment protocols may vary, and the Intern should meet any local requisites, too.
G. Classroom Management. Interns have received varying degrees of training in classroom management depending upon the program and content area. Thus, the Mentor should anticipate a wide range of existing management skills on the part of an Intern. Although it is recognized that each individual must develop classroom management skills and style that match the teacher’s personality, content mastery, and experience, it is also imperative for an Intern to realize that the Mentor is ultimately responsible for effective classroom management throughout the year. The Mentor is in charge of the class before the Intern arrives and will resume
charge once the internship is finished. Therefore, the Intern must develop classroom management techniques that complement the Mentor’s system, even if the Intern has philosophical differences of opinion regarding the Mentor’s system. Since each Intern will have two mentors, the expectation is that Interns will see and implement a variety of management techniques during the program.
H. Other Professional Experiences. The Mentor is encouraged to expose the Intern to the complete range of the professional job. Observing other teachers is an excellent opportunity for the Intern’s professional growth. In addition, having an Intern assist with, or participate in, other duties within the school and at extracurricular activities is acceptable. The Mentor should realize that the medical internship model more closely resembles current professional training, and that the traditional one-to-one Mentor/Intern model is too limiting to achieve the goals defined in the Maryland Redesign of Teacher Education. The Intern is an asset to the school, and the Mentor, department chairs, and administration should utilize that asset.
I. Intern Assessment. a. Internship I
i. Intern Performance Rating Form (formative) and the Professional Dispositions and Responsibilities Rating Form that will be completed by the mentor teacher at each placement. The mentor teacher then conferences with the intern to discuss strengths and weaknesses at some point near the end of the 15-day placement. The university supervisor attends this conference only at the request of the mentor teacher.
ii. The supervisor will also conduct a minimum of one formal observation at each placement during Internship I.
b. Internship II i. Intern Performance Rating Form (summative) and the Professional
Dispositions and Responsibilities Rating Form, which are to be completed at the mid-point of the placement and again near the end of each placement. These forms are completed primarily by the mentor teacher, with input from the university supervisor and the intern. Mentor teachers take the lead on these assessments because they are with the intern every day.
ii. The supervisor will also conduct a minimum of two formal observations at each placement during Internship II.
c. At the completion of the internship experience each intern will have six evaluations (along with formal observation write-ups) in their permanent file: two for Internship I and four for Internship II.
IV. UNIVERSITY SUPERVISOR RESPONSIBILITIES
A. Overall Coordination. The University Supervisor maintains a critical role in the teacher education program at Frostburg State University. Not only does the Supervisor collaborate with the mentor
teacher to ensure that the Intern is performing well and developing needed professional skills and dispositions to become an outstanding teacher, the Supervisor is the crucial link in the collection and maintenance of the legal documentation that the Intern, and consequently the College of Education, is meeting all state, accreditation, and mandated standards. The Supervisor should be the first point-of-contact when the Mentor needs any assistance at all. Supervisors must provide mentor teachers with their contact information (both phone number and email address) at the beginning of each semester. The Supervisor is the primary person to resolve Intern deficiencies before they become so severe that the Intern must be removed from a placement. Again, the chain of communication must flow this way:
Mentor Teacher à University Supervisor à
Program Coordinator à Office of Field Experiences
B. Hello Visits.
University Supervisors make initial visits during the first week or two of the semester. They trade contact information and collaborate with mentor teachers, discuss initial impressions, and set the stage for the internship.
C. Formal Observations. Supervisors may choose to do some informal observations along with formal observations. While formal observations (those that will be included in intern paperwork) should be planned ahead of time and be scheduled, informal observations (those that will not be included in intern paperwork) can occur at any time and need not be scheduled. Before the first formal observation, the intern needs to decide with the mentor a topic for the lesson and completely review the plans for the lesson. The Supervisor conducts a minimum of one formal observation during each placement for Internship I and a minimum of two observations at each placement for Internship II. Supervisors will also want to see technology integrated with one of the observations. A long, detailed lesson plan is required at each observation, and a copy is to be provided to the Supervisor. Supervisors record information during the observations. They may use different observation forms during the semester. If time permits, the Supervisor may conference with the intern. The Supervisor will maintain copies of the lesson plan and observation for submission with the final intern packet. Materials from the formal observations are kept as part of the intern’s permanent record.
D. Internship Evaluations. a. Internship I
i. Intern Performance Rating Form (purely formative) and the Professional Dispositions and Responsibilities Rating Form that will be completed by the mentor teacher at each placement. The mentor teacher then conferences with the intern to discuss strengths and weaknesses at some point near the end of the 15-day placement. The university supervisor attends this conference only at the request of the mentor teacher.
ii. The supervisor will also conduct a minimum of one formal observation at each placement during Internship I.
b. Internship II i. Intern Performance Rating Form (summative) and the Professional
Dispositions and Responsibilities Rating Form, which are to be completed at the mid-point of the placement and again near the end of each placement. These forms are completed primarily by the mentor teacher, with input from the university supervisor and the intern. Mentor teachers take the lead on these assessments because they are with the intern every day.
ii. The supervisor will also conduct a minimum of two formal observations at each placement during Internship II.
c. At the completion of the internship experience each intern will have six evaluations (along with formal observation write-ups) in their permanent file: two for Internship I and four for Internship II.
E. Completion and Collection of Required Forms. The University Supervisor shall maintain all internship forms and materials required by the College of Education for each assigned Intern. These materials are to be compiled and assembled in a packet for each Intern and filed with the Office of Clinical and Field Experience by noon on the final day of each semester, concurrent with the recording of the official grade in the internship by the Supervisor. Each packet shall contain the following completed, verified, and signed items:
a. Time Sheets for each placement. b. Evaluations, with content standard forms, for each placement. c. Observations with lesson plans attached, as noted above. d. An Assessment and Validation Form for the Unit Plan. e. Professional Dispositions and Responsibilities Rating Form f. Any other material of proper and appropriate interest, such as building
administrator observations, recommendation letters, and notes of commendation from professional staff.
College of Education Educational Professions Department
Frostburg State University
TIME RECORD
SECONDARY / PREK-12 INTERNSHIP
Name Semester Year School Name and Address Subject(s) and Grade(s) The teacher intern is required to keep this record. The mentor teacher is requested to authenticate this record by his/her signature. The record must submitted to the University Supervisor with the intern’s final evaluation forms.
1. Enter as ‘teaching’ any time when you are in charge of the classroom, laboratory, or study activities of three or more students.
2. Enter as ‘observation’ any time when you are watching another person who is in charge of such activities.
3. Enter as ‘other’ all items related to the work of teaching that cannot be easily classified as teaching or observation. For example, attending a faculty meeting, correcting papers, preparing tests, conference hours, working on records and reports, in charge of homerooms, cafeteria duty, tutoring one or two students, and so on. Describe ‘other’ activities in the space provided.
Example Date Teaching
(Minutes) Observation (Minutes)
Other Supervisor Visit * Description Minutes
3/16 150 75 Faculty meetings Scoring tests Records and reports
90 60 50
3/27 140 60 Preparing lessons After-school conference Cafeteria duty
120 60 30
NOTE: Please use blue or black ink on your timesheets. A timesheet is not valid unless it has all required signatures. *University supervisors sign each visit. Summary of Attached Timesheets Total hours, Teaching Total hours, Observation Total hours, Other
Total Hours
Total Days Date
Signatures 1. Signature of Teacher Intern 2. Signature of Mentor Teacher 3. Signature of University Supervisor 4. Signature of Secondary/PreK-12 Coordinator
page 12
Name College of Education Frostburg State University SECONDARY / PREK-12 INTERN TIME SHEET
Date/Time Teaching Time
(Minutes)
Observation Time (Minutes)
Other Supervisor Visit
(Initials) Description Minutes
Total: (days)
Total: Total: Total:
page 13
1
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page 14
2
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r the
go
od/b
enef
it of
the
clas
sroo
m
prac
tice.
Can
dida
te c
onsi
sten
tly
dem
onst
rate
s ab
ility
to a
ct
spon
tane
ousl
y an
d ad
apt
acco
rdin
g to
circ
umst
ance
s fo
r the
goo
d/be
nefit
of t
he
prac
tice;
can
dida
te
dem
onst
rate
s ab
ility
to th
ink
outs
ide
the
box
whe
n se
ekin
g al
tern
ativ
e ac
tions
.
Est
ablis
h po
sitiv
e pr
ofes
sion
al
rela
tions
hips
10
Can
dida
te is
dis
resp
ectfu
l in
inte
ract
ions
with
pee
rs,
colle
ague
s, p
aren
ts,
stud
ents
, or a
utho
rity
figur
es; c
andi
date
di
sreg
ards
or r
ejec
ts d
iver
se
pers
pect
ives
.
Can
dida
te u
sual
ly
disp
lays
app
ropr
iate
and
co
urte
ous
prof
essi
onal
in
tera
ctio
ns w
ith a
nd
gain
s re
spec
t fro
m p
eers
, co
lleag
ues,
par
ents
, st
uden
ts, o
r aut
horit
y fig
ures
; can
dida
te
com
mun
icat
es re
spec
t an
d un
ders
tand
ing
of
dive
rse
pers
pect
ives
.
Can
dida
te c
onsi
sten
tly
disp
lays
app
ropr
iate
and
co
urte
ous
prof
essi
onal
in
tera
ctio
ns w
ith a
nd g
ains
re
spec
t and
trus
t fro
m
peer
s, c
olle
ague
s, p
aren
ts,
stud
ents
, or a
utho
rity
figur
es; c
andi
date
co
mm
unic
ates
resp
ect a
nd
unde
rsta
ndin
g of
div
erse
pe
rspe
ctiv
es a
nd li
sten
s to
an
d sh
ows
inte
rest
in th
e id
eas
and
opin
ions
of
othe
rs.
Trea
t all
indi
vidu
als
fairl
y an
d eq
ually
5, 1
0 C
andi
date
doe
s no
t dis
play
ei
ther
equ
itabl
e or
resp
ectfu
l be
havi
or a
nd/o
r atti
tude
s w
ithin
the
prof
essi
onal
co
mm
unity
; can
dida
te
dem
onst
rate
s th
e be
lief t
hat
not a
ll in
divi
dual
s ca
n ac
hiev
e at
hig
h le
vels
.
Can
dida
te g
ener
ally
di
spla
ys a
n eq
uita
ble
and
resp
ectfu
l beh
avio
r and
at
titud
es w
ithin
the
prof
essi
onal
com
mun
ity;
cand
idat
e ge
nera
lly
dem
onst
rate
s th
e be
lief
that
all
indi
vidu
als
can
achi
eve
at h
igh
leve
ls.
Can
dida
te c
onsi
sten
tly
disp
lays
pos
itive
, equ
itabl
e an
d re
spec
tful b
ehav
ior a
nd
attit
udes
with
in th
e pr
ofes
sion
al c
omm
unity
; ca
ndid
ate
cons
iste
ntly
de
mon
stra
tes
the
belie
f tha
t al
l ind
ivid
uals
can
ach
ieve
at
hig
h le
vels
.
Val
ue a
nd
prom
ote
criti
cal
thin
king
1, 2
C
andi
date
dis
play
s lit
tle o
r no
des
ire o
r ski
ll in
an
alyz
ing,
ass
essi
ng, o
r re
cons
truct
ing
his/
her
thin
king
abo
ut a
ny s
ubje
ct,
cont
ent,
or p
robl
em a
nd
muc
h of
his
/her
thin
king
is
bias
ed, d
isto
rted,
par
tial,
unin
form
ed, o
r pre
judi
ced;
ca
ndid
ate
does
not
atte
mpt
to
inco
rpor
ate
criti
cal
Can
dida
te m
odel
s a
mod
e of
thin
king
in w
hich
he
/she
usu
ally
ana
lyze
s,
asse
sses
, and
re
cons
truct
s hi
s/he
r th
inki
ng a
bout
any
su
bjec
t, co
nten
t, or
pr
oble
m; c
andi
date
oc
casi
onal
ly in
corp
orat
es
criti
cal t
hink
ing
skill
s in
pr
ofes
sion
al p
ract
ice.
Can
dida
te c
onsi
sten
tly
mod
els
a se
lf-m
onito
red
and
self-
corr
ectiv
e m
ode
of
thin
king
abo
ut a
ny s
ubje
ct,
cont
ent,
or p
robl
em, i
n w
hich
he/
she
impr
oves
the
qual
ity o
f his
/her
thin
king
by
skill
fully
ana
lyzi
ng,
asse
ssin
g, a
nd
reco
nstru
ctin
g it;
can
dida
te
cons
iste
ntly
inco
rpor
ates
th
e ha
bit a
nd s
kill
of c
ritic
al
page 15
3
thin
king
ski
lls in
pro
fess
iona
l pr
actic
e.
thin
king
in p
rofe
ssio
nal
prac
tice.
D
emon
stra
te
enth
usia
sm
abou
t an
d co
mm
itmen
t to
the
prof
essi
on
9 C
andi
date
dis
play
s lit
tle o
r no
inte
rest
or e
xcite
men
t ab
out h
is/h
er p
rofe
ssio
n;
cand
idat
e la
cks
com
mitm
ent
to
perfo
rmin
g hi
s/he
r pr
ofes
sion
al
resp
onsi
bilit
ies.
Can
dida
te m
odel
s in
tere
st a
nd e
ager
ness
ab
out h
is/h
er p
rofe
ssio
n;
cand
idat
e is
ded
icat
ed to
pe
rform
ing
his/
her
prof
essi
onal
re
spon
sibi
litie
s.
Can
dida
te c
onsi
sten
tly
mod
els
a pa
ssio
nate
in
tere
st in
his
/her
pr
ofes
sion
al p
ract
ice;
ca
ndid
ate
is h
ighl
y de
dica
ted
and
eage
r to
perfo
rm a
t hig
h le
vels
in p
rofe
ssio
nal
prac
tice.
Dem
onst
rate
co
mm
itmen
t to
prof
essi
onal
de
velo
pmen
t
9 C
andi
date
fails
to s
eek
out
new
rese
arch
and
pra
ctic
es
that
adv
ance
his
/her
pr
ofes
sion
al c
ompe
tenc
e.
Can
dida
te s
eeks
out
new
re
sear
ch a
nd p
ract
ices
th
at a
dvan
ce h
is/h
er
prof
essi
onal
com
pete
nce
and
inte
llect
ual v
italit
y as
a
cont
inuo
us le
arne
r.
Can
dida
te ta
kes
a le
ader
ship
role
in s
eeki
ng
out n
ew re
sear
ch a
nd
prac
tices
that
adv
ance
hi
s/he
r pro
fess
iona
l co
mpe
tenc
e an
d in
telle
ctua
l vi
talit
y as
a c
ontin
uous
le
arne
r.
Pro
fess
ion
al
Res
po
nsi
bili
ties
: C
andi
date
s M
ust:
INTA
SC
In
effe
ctiv
e E
ffec
tive
In
tern
M
ento
r T
each
er
Un
iv.
Su
per
viso
r
Dre
ss
appr
opria
tely
for
one’
s pr
ofes
sion
al
cont
exts
9 C
andi
date
’s c
hoic
e of
dre
ss in
dica
tes
that
the
cand
idat
e ne
eds
to b
e m
ore
min
dful
of
expe
ctat
ions
rega
rdin
g pr
ofes
sion
al a
ppea
ranc
e an
d pl
aces
per
sona
l exp
ress
ion
befo
re
prof
essi
onal
ism
.
Can
dida
te’s
cho
ice
of d
ress
alw
ays
show
s go
od p
rofe
ssio
nal j
udgm
ent,
refle
cts
a ba
lanc
e be
twee
n pe
rson
al
expr
essi
on a
nd p
rofe
ssio
nalis
m, a
nd
indi
cate
s a
high
leve
l of s
elf-r
espe
ct
and
resp
ect t
o ot
hers
.
Use
app
ropr
iate
co
mm
unic
atio
n sk
ills
(use
st
anda
rd E
nglis
h)
9 C
andi
date
sel
dom
use
s pr
oper
Eng
lish
whe
n sp
eaki
ng o
r writ
ing;
lang
uage
con
tain
s er
rors
of
gram
mar
or s
ynta
x, m
ay b
e in
appr
opria
te,
vagu
e, o
r use
d in
corr
ectly
.
Can
dida
te a
lway
s us
es p
rope
r E
nglis
h w
hen
spea
king
or w
ritin
g;
lang
uage
is e
xpre
ssiv
e w
ith
voca
bula
ry th
at is
app
ropr
iate
to th
e st
uden
ts’ a
ges
and
inte
rest
s.
Be
punc
tual
for a
ll re
spon
sibi
litie
s an
d du
ties
9 C
andi
date
doe
s no
t con
sist
ently
arr
ive
to c
lass
, ap
poin
tmen
ts, m
eetin
gs a
t the
tim
e de
sign
ated
; ch
ange
s in
sch
edul
e/ab
senc
es a
re n
ot re
porte
d in
a ti
mel
y m
anne
r.
Can
dida
te a
lway
s ar
rives
to c
lass
, ap
poin
tmen
ts, m
eetin
gs p
repa
red
at
the
time
desi
gnat
ed; n
eces
sary
ch
ange
s in
sch
edul
e/ab
senc
es a
re
repo
rted
prio
r to
sche
dule
d ob
ligat
ion.
Res
pect
the
priv
acy
of
indi
vidu
als
9 C
andi
date
doe
s no
t mai
ntai
n co
nfid
entia
lity
of
reco
rds;
can
dida
te d
oes
not r
espe
ct
conf
iden
tialit
y of
pro
fess
iona
l cor
resp
onde
nce
or
conv
ersa
tions
.
Can
dida
te m
aint
ains
con
fiden
tialit
y of
P-1
2 st
uden
t rec
ords
and
of
prof
essi
onal
cor
resp
onde
nce
and
conv
ersa
tions
; can
dida
te d
oes
not
page 16
4
and
the
conf
iden
tialit
y of
in
form
atio
n
tole
rate
gos
sipi
ng o
r abu
ses
of
conf
iden
tialit
y by
oth
ers.
Beh
ave
with
pr
ofes
sion
al
inte
grity
9 C
andi
date
doe
s no
t con
sist
ently
hon
or th
e ne
eds
and
best
inte
rest
s of
stu
dent
s, th
e w
ork
setti
ng, o
r the
pro
fess
ion.
Can
dida
te c
onsi
sten
tly a
nd
appr
opria
tely
hon
ors
the
need
s an
d be
st in
tere
sts
of s
tude
nts,
the
wor
k se
tting
, and
the
prof
essi
on in
clud
ing
a pa
ttern
of p
rofe
ssio
nal b
ehav
ior
such
as
acad
emic
hon
esty
and
se
para
tion
of p
erso
nal a
nd
prof
essi
onal
dom
ains
.
Pro
vide
a s
afe
lear
ning
-cen
tere
d em
otio
nal
envi
ronm
ent
5 C
andi
date
cre
ates
an
envi
ronm
ent i
n w
hich
pa
rtici
pant
s do
not
feel
wel
com
e to
take
par
t in
and
cont
ribut
e, o
r a c
ultu
re th
at is
not
sup
porti
ve
for l
earn
ing.
Can
dida
te c
reat
es a
saf
e ris
k-ta
king
en
viro
nmen
t in
whi
ch p
artic
ipan
ts
feel
wel
com
e an
d in
vite
d to
take
par
t in
and
con
tribu
te, a
nd a
cul
ture
in
whi
ch a
ll pa
rtici
pant
s ar
e pa
rt of
a
supp
ortiv
e co
mm
unity
for l
earn
ing.
Wor
k co
llabo
rativ
ely
with
oth
ers,
e.
g., s
tude
nts,
te
ache
rs, p
aren
ts,
adm
inis
trato
rs,
and
peer
s
10
Can
dida
te d
oes
not c
onsi
sten
tly in
tera
ct w
ith
othe
rs in
way
s th
at c
omm
unic
ate
resp
ect;
cand
idat
e re
peat
edly
wai
ts fo
r oth
ers
to ta
ke th
e le
ad o
r hin
ders
pro
gres
s an
d on
ly c
onsi
ders
pe
rson
al p
ersp
ectiv
es.
Can
dida
te c
onsi
sten
tly in
tera
cts
with
ot
hers
in w
ays
that
com
mun
icat
e re
spec
t; ca
ndid
ate
enga
ges
in o
pen
dial
ogue
and
effe
ctiv
e ac
tion
to a
ccom
plis
h go
als
as p
art o
f a
larg
er g
roup
and
con
side
rs
pers
pect
ives
from
all
stak
ehol
ders
.
Ass
ume
all
resp
onsi
bilit
ies
cons
ider
ed to
be
an in
tegr
al p
art
of th
e pr
ofes
sion
al’s
du
ties
9 C
andi
date
is n
ot a
ccou
ntab
le fo
r sat
isfa
ctor
ily
fulfi
lling
all
prof
essi
onal
dut
ies;
can
dida
tes
does
no
t act
ivel
y pa
rtici
pate
in s
choo
l act
iviti
es
beyo
nd th
e re
quire
men
ts o
f the
regu
lar s
choo
l da
y.
Can
dida
te a
lway
s ta
kes
his/
her r
ole
very
ser
ious
ly a
nd s
atis
fact
orily
fu
lfills
all
prof
essi
onal
dut
ies;
ca
ndid
ate
activ
ely
parti
cipa
tes
in
scho
ol a
ctiv
ities
bey
ond
the
requ
irem
ents
of t
he re
gula
r sch
ool
day.
Co
mm
ents
:
Sig
nat
ure
s:
__
____
____
____
____
____
____
____
____
__
___
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_
(I
nter
n)
(Men
tor)
(
Sup
ervi
sor)
D
ate:
__
____
____
____
____
____
____
____
____
Revi
sed
Sprin
g 20
16
page 17
NAME: _____________________________________________SCHOOL: __________________________________________
Record of Professional Development School Activities/Experiences
Directions: Get signature of person acknowledging your participation/completion and date on space below.
1. Dialogue/Reflect with mentor teacher daily about effective instruction/educational decision-making
2. Meet with PDS Site Coordinator (minimum of entry and exit meetings)
3. Attend/participate in team/department planning
4. Attend/participate in all faculty/staff development meetings
5. Engage in instructional intervention with one or more students (other than regular classwork with students)
6. Create a bulletin board displaying student work
7. Attend a school-sponsored event (dance, sporting event, fair, PTA meeting)
8. Attend/assist after-school assistance/intervention program
9. Meet with the following: School counselor Special educator Media specialist Academic support staff Other
10. Participate in parent conference
11. Use student assessment data to plan instruction
12. Observe a teacher other than your mentor teacher
13. Request an observation by an administrator
14. Submit to Site Coordinator data that shows impact on student achievement
List all workshops and training you attended (school and countywide). Be specific about the topic covered by the workshop. Add date of workshop/training. Local School Workshop/Training County-sponsored Workshop/Training 1. 1. 2. 2. 3. 3. 4. 4. 5. 5.
Signatures Spring 2015 Fall 2015
Intern: Intern:
Mentor Teacher: Mentor Teacher:
PDS Site Coordinator PDS Site Coordinator
University Supervisor University Supervisor
page 18
FSU Music Education Intern Observation Form
Intern: Mentor Teacher: Grade/Lesson Topic: Date: School: Designing Coherent Instruction Lesson Plan Exhibits: Ineffective Developing Effective Highly Effective Content Knowledge Pedagogical Knowledge Prior Knowledge Assessment Alignment of Standards Assessment Strategy(s) Instructional Strategy(s) Differentiated Instruction Selection of Materials/Resources Creating a Powerful Learning Environment Classroom Practices Include: Ineffective Developing Effective Highly Effective High Student Expectation Equitable Treatment of Students Promotion of Positive Behavior Classroom Management Strategies Enthusiasm for Teaching/Learning Assuming Professional Responsibilities Intern Engages In: Ineffective Developing Effective Highly Effective Reflection of Practice Accepting Responsibility for Actions Building of Partnerships Adopting a Professional Demeanor Professional Development Supervisor: Notes and Comments:
page 19
Internship I Instructional Unit Music Education
Purpose: The overall purpose of the unit assignment in Internship I is to guide candidates in the development of their individual competency in long-term planning, in using assessments to guide instruction, and in evaluating the impact of their instruction upon the student learning. Specifically, through the unit assignment, candidates will demonstrate the following:
- Knowledge of the students in the assigned classroom - Knowledge of the unit content - Knowledge of appropriate standards, pacing suggestions, and sequencing - Skills in planning by
o Using knowledge of students, learning theory, curriculum, and content to develop appropriate learning opportunities for the students
o Using multiple teaching strategies o Providing learning opportunities that encourage problem solving and creativity o Adapting for diverse students o Using analysis of pre-assessment to select learning opportunities for the students o Using multiple assessments to guide daily instruction
- Analysis of the post-assessment and the instructional impact on student learning - Ability to reflect on long term planning, implementation, assessment, and impact on
students. Students in Internship I will prepare a unit plan in one of their 15-day placements. The Internship I Instructional unit will be reviewed and supported by the Mentor Teacher, as well as the Methods Instructors, during the three stages. The unit will be scored by the University Supervisor and Mentor Teacher after the unit has been taught and all materials are complete. The unit rubric will be collected by the University Supervisor with the Internship I paperwork at the end of the internship. Directions:
The unit will consist of series of lessons on a content topic designated by the Mentor Teacher. Due to the variety of possible topics, the unit has purposely been made flexible. Interactive technology must be part of at least one unit lesson, with students actively engaged in using the technology. A process of backward mapping should be used for the unit preparation and implementation, keeping the end result and unit goals in mind. Three steps should be followed: Planning, Instruction, and Assessment. Documentation of and reflection on these three steps will be the artifact of your experience with long-term instruction during the internship. Stage One: Planning Thoughtful planning and preparation for teaching is the first stage towards effective instruction and desired student learning. The planning section must be complete and the Unit Planning Interview should be completed before moving to the Instruction section of the unit. After consulting with the Mentor Teacher, candidates must identify the desired results for their instruction during the preparation stage. Below is a list of the planning requirements and corresponding reflection question for this stage.
page 20
Planning Requirements Reflection Questions Title Page - Intern Name - Title/Topic - School - Grade Level - Dates unit delivered
Standards and Objectives - List of all standards addressed in the
unit - List of all objectives addressed in the
unit
1. What standards have you identified for instruction? 2. What instructional decisions have you made to meet
those standards?
Context for Learning - Class Profile - Identify Focus Student (See Stage 3-
“Assessment” for details.
1. How will class demographics and student characteristics influence your planning?
2. How will you differentiate the content of your unit, the process for learning and/or the products based on your knowledge of students?
3. How will you plan for whole group, small group and individual instruction based on your class profile?
4. What management strategies/practices/routines will be utilized in the unit, based on your knowledge of the students?
Concept Map - Concept Map
• Central Focus • Knowledge of topic • Subtopics • Vocabulary terms • Progression of unit content • Technology highlighted • Resources
1. What is the central focus of your unit? How are the lessons related in the progression for that central focus?
2. What is the role of academic language in the unit? Provide evidence of how students will be engaged in the use of this academic language?
3. How has your knowledge of students informed your decisions about learning activities and materials across the unit lessons? Connect your decisions to learning theory or research.
Pre-Requisite Skills - List of pre-requisite skills for unit
1. What prior knowledge and skills will students need in order to successfully begin the unit?
2. What skills and conceptual understanding will students develop as the unit progresses?
Assessment - Copy of unit pre-assessment - Bulleted list of daily assessments
1. What are your expected outcomes for students based on the design of your pre-assessment?
2. How will you vary your daily assessment tasks?
page 21
The planning reflection questions should be answered in a single document. Once the Planning stage is completed, arrange to complete the Unit Planning Interview with the University Supervisor. During the interview, the University Supervisor will ask questions concerning the unit planning (See the questions on the Unit Planning Interview form.) The University Supervisor will offer suggestions on instruction and will confer with the Mentor Teacher. When both the Supervisor and Mentor approve the Unit Plan, both will sign the Planning Interview form to indicate the completion of the Planning stage and approval for moving to the next stage. Stage Two: Instruction During the second stage of the unit, the all lesson plans will be developed and taught. Candidates should revise daily lessons based on the assessment data from previous lessons. At the end of each lesson, you should reflect on the lesson and identify strengths and needs in your teaching (see daily lesson reflection questions). The following components related to teaching must be included in the unit.
Planning for Instruction - 1 draft lesson plan (long format)
1. How will you differentiate instruction based on your knowledge of students? How do you plan to adjust content, process and products?
2. How will you use whole group/small group and/or individual instruction in this lesson?
3. What higher level thinking questions do you plan to ask in this lesson and across the unit?
4. How will technology be included in the unit lessons?
Instruction Requirements Reflection Questions
Evidence of Instruction - Video clip of instruction during the unit (3-
5 minutes)
Lesson Plans - Long format lessons plans - Lesson reflection in each lesson plan
• What was successful in this lesson?
• Were the lesson objectives met? How do you know?
• What are your next steps? - At least 1 Lesson plan with technology
integration
- How are you addressing music content standards using active and multimodal learning activities?
- What did you do during instruction to ensure there was a positive learning environment?
- How did your instruction link the students’ development and prior knowledge with new learning?
- How did you use higher order thinking questions to deepen students’ understanding?
- How did you use whole group, small group and individual instruction to meet the needs of students?
- During the instruction, what feedback did you provide students based on their responses to deepen understanding of content?
page 22
The instruction reflection questions should be answered in a single document. In addition to daily reflections in each lesson plan, you are encouraged to make notes related to the Instruction reflection question after each lesson, in order to aid in your completion of those questions at the conclusion of the unit instruction. References to the video and lesson plans should be included as evidence to support responses to the Instruction reflection questions. Candidates should conference regularly with the Mentor Teacher about the unit during the Instruction stage. The University Supervisor will plan to observe at least one of the unit lessons, unless there is scheduling conflict. Stage Three: Assessment During this stage of the process, you will analyze student learning and reflect on the success of the unit and analyzing students’ learning. Identifying student information (names, etc.) should be removed from any student work. The following items must be completed: Assessment Requirements Reflection Questions
Pre- and Post-Assessment - Assessment Tools (daily and unit) - Samples of student work on Pre- and
Post-Assessments - Include chart and graph of the Pre- and
Post-Assessment/Test data.
1. How would you describe the class’s patterns of learning, based on the standards addressed in the unit assessment?
2. What gaps did you notice in the class’s learning, from the pre-assessment and or during instruction?
3. How did you modify tasks and/or instruction to address these gaps? Provide an example of feedback provided to support all students’ learning.
Focus Student - Identify selected student - Work sample from focus student with
written feedback from candidate
1. Describe the focus student’s strengths and areas of need in the unit, citing specific evidence from lesson and unit assessments.
2. What specific feedback did you provide to your focus student, in order to address his/her learning need?
3. What is your plan to meet the specific learning needs for the focus student in the future (next lesson, small group work, future instruction, etc)?
Daily Assessment - Samples of student work on unit lessons
– at least one sample for each lesson
1. How did the class perform? Provide evidence from daily assessments.
2. How did you support students’ use of academic language during the lessons? Support with specific examples from the lessons and assessments.
3. How did you adjust your grouping decisions based on formative assessment results? Provide evidence of whole group, small group and individual instruction.
- What changes would you make to your instruction to better support student learning?
page 23
4. Did the differentiation provided in the lessons support all students in meeting the unit’s learning goals (standards and objectives)? Provide evidence from daily assessments.
Overall Unit Outcomes
1. What did you learn from planning and implementing this unit? What would you change in future instruction based on your experience?
2. How did you engage and motivate all students during the unit?
3. How did your decisions for whole group, small group and individual instruction impact student learning and participation?
4. What challenges did you face in classroom management and how did you solve them?
The assessment reflection questions should be answered in a single document. Grading: The unit must be completed by the end of the Internship experience. The completed unit is to be submitted to the Mentor and then the University Supervisor for assessment during the last week of the Placement. The unit represents a sample of your teaching and long-term planning ability. The required artifacts for Planning, Instruction and Assessment, along with the reflection questions for each stage of the unit will be the basis for unit scoring. The Mentor Teacher and the University Supervisor work as a team to determine the score on the rubric after both have had time to review the materials in the Unit. The included rubric will be used to assess the Unit. The score is shared with the candidate. If a criteria score is in the ineffective range, the Mentor and University Supervisor will conference with the candidate and provide support by identifying unit elements that need to be revised and resubmitted. The candidate needs to score in the Developing range for all criteria in order to pass the internship. A hard copy of the scored unit rubric will be collected by the University Supervisor during the Evaluation Conference at the conclusion of the Internship. The Unit scores will be entered in Taskstream by the Supervisor and the rubric is included in the materials collected by the University Supervisor for submission to the Office of Clinical and Field Experience at the end of the semester.
page 24
Context for Learning: Who Are The Students You Will Teach?
Candidate Name: __________________________________ Grade Level ____________ School:_________________________________ Mentor Teacher: ____________________ About the students you are teaching:
1. Grade level(s):
2. Age range: 3. Number of
¡ students in the class: ¡ males: females:
4. Complete the 3 charts on the next page to summarize required or needed supports, accommodations, or modifications for your children that will affect your instruction in this Unit Plan. As needed, consult with your mentor teacher to complete the charts. Some rows have been completed in italics as examples. Use as many rows as you need.
Consider the variety of learners in your class who may require different strategies/supports or accommodations/modifications to instruction or assessment. For example, children
¡ With Individualized Education Programs (IEPs) or 504 plans
¡ With specific language needs
¡ Needing greater challenge or support
¡ Who struggle with reading
¡ Who are underperforming or have gaps in academic knowledge
¡ Who are at different points along the developmental continuum
page 25
Students with IEPs/504 Plans IEPs/504 Plans: Classifications/Needs
Number of Children
Supports, Accommodations, Modifications, Pertinent IEP Goals
Example: Visual processing 2 Close monitoring, large print text, window card to isolate text
Students with Specific Language Needs Language Needs Number of
Children Supports, Accommodations, Modifications
Example: English language learners with only a few words of English
2 Pre-teach key words and phrases through examples and graphic organizers (e.g., word cluster, manipulatives, visuals)
Have children use pre-taught key words and graphic organizers to complete sentence starters
Example: Children who speak a variety of English other than that used in textbooks
5 Make connections between the language children bring and the language used in the textbook
Students with Other Learning Needs Other Learning Needs Number of
Children Supports, Accommodations, Modifications
Example: Struggling readers 5 Provide oral explanations for directions
Copyright © 2016 Board of Trustees of the Leland Stanford Junior University. All rights reserved.
page 26
School Demographics: 1. School location: Urban Rural Suburban
2. With respect to socio-economic status, what percentage of students at the school receive free or reduced lunches? __________________________
3. How many students have allergies? _____________________ What types? ____________________________________________________________ 4. Do any students in the class receive medication at school?
Yes No 5. Are any of the students not allowed to celebrate holidays?
Yes No
6. How many students attend intervention programs? ________________ What types? ____________________________________________________________ About the Instruction
1. Which learning standards does the classroom teacher address when planning classroom instruction: ______________________________________________________________
2. How much time is devoted each day to content area instruction? __________________
_______________________________________________________________________
3. What classroom strategies does the teacher use to: Focus the attention of the students on the lesson? ______________________________ Transition the students between activities? ____________________________________ Differentiate content (modification)? _________________________________________ Process (accommodation-including ability grouping, tracking in math/language literacy)? _____________________________________________________________ Product? ______________________________________________________________
4. How did the teacher provide closure? ________________________________________________________________________
5. How is technology used as a tool to support the learning of students? ________________________________________________________________________
6. Identify any instructional materials used in the content area(s) If a textbook, please provide the title, publisher, and date of publication.
page 27
7. What types of informal assessment does the teacher use? ________________________________________________________________________
8. What types of formal assessment does the teacher use?
________________________________________________________________________
9. How does the teacher connect to the families of her students to strengthen their learning in the classroom? __________________________________________________
Connection to Research 1. Describe an example that you observed of children working in their zone of proximal
development. ____________________________________________________________ ________________________________________________________________________
2. Describe an example that you observed of children accommodating or assimilating new information to their current schema. _______________________________________ _____________________________________________________________________
3. Describe an example of how Maslow’s hierarchy of needs influenced the learning of your
students. __________________________________________________________ ______________________________________________________________________
4. Describe an example of how Howard Gardner’s Theory of Multiple Intelligences was used to differentiate instruction. ____________________________________________ _______________________________________________________________________
5. Describe an example of a constructivist activity in which students engaged in inquiry-based learning. __________________________________________________________
page 28
Unit Planning Interview Form Internship I
Instructional Unit
The initial purpose of this interview/conference is to document the intern’s preparation and planning for the unit. This interview is also an opportunity for the intern to ask questions or to ask for help if needed. The following are some questions the Supervisor and Mentor may wish to ask the candidate:
1. What is the topic of the unit? Why was it selected?
2. Who are the students you will be teaching? How did you gather the information?
3. What are the overall goals for the unit? What standards and objectives will be met within
the unit lessons?
4. How did you pre-assess the students? What was your interpretation of the results? What
other assessments do you have planned during and after the unit?
5. What are the components of your concept map?
6. What resources have you found? What others do you need?
7. How are you going to motivate and engage students across the unit? How will you
manage the learning environment and student behavior during the unit?
A second purpose is to assure the planning stage is complete, prior to instruction of the unit. Place a check next to those items that are provided at the interview. Candidates may not move to Stage 2 until these items are complete. _____1. Materials are uploaded to TS folio and link has been sent to Mentor and Supervisor _____2. Class Profile is complete and uploaded _____3. Unit goals and standards are listed _____4. Concept Map is complete and uploaded _____6. Pre-assessment and analysis is complete. _____7. Preliminary lessons plan is complete and uploaded _____8. Planning reflection questions are complete and uploaded Signatures: Date_____________ Intern:______________________________________________________ University Supervisor:_________________________________________ Mentor Teacher:_____________________________________________
page 29
EPP
ASS
ESSM
ENT
OF
UN
IT
C
andi
date
: M
ento
r Tea
cher
: ___
____
____
____
____
____
____
____
____
Uni
vers
ity S
uper
viso
r:
Uni
t Titl
e:
D
ate:
St
anda
rd
Mat
ch
UIL
G
INTA
SC
NA
SM
Evid
ence
Lo
catio
n w
ithin
U
nit
Inef
fect
ive
(1)
Dev
elop
ing
(2)
Effe
ctiv
e (3
) H
ighl
y ef
fect
ive
(4)
Scor
e
Stag
e 1:
Pre
para
tion
Kno
wle
dge
of th
e st
uden
ts 3 2
IX.O
.3.d
.2
IX.O
.3.d
.3
Con
text
ual
Stat
emen
t In
terv
iew
The
cand
idat
e do
es
not d
emon
strat
e kn
owle
dge
of th
e m
ajor
con
cept
s, th
eorie
s, an
d/or
re
sear
ch re
late
d to
de
velo
pmen
t of
stud
ents
.
The
cand
idat
e de
mon
stra
tes l
imite
d kn
owle
dge
of th
e m
ajor
con
cept
s, th
eorie
s, an
d re
sear
ch re
late
d to
de
velo
pmen
t of
stud
ents
.
The
cand
idat
e de
mon
stra
tes
adeq
uate
kno
wle
dge
of th
e m
ajor
co
ncep
ts, t
heor
ies,
and
rese
arch
rela
ted
to d
evel
opm
ent o
f st
uden
ts.
The
cand
idat
e de
mon
stra
tes d
epth
of
kno
wle
dge
of
the
maj
or c
once
pts,
theo
ries,
and
rese
arch
rela
ted
to
deve
lopm
ent o
f st
uden
ts.
Kno
wle
dge
of th
e m
usic
con
tent
3 4
IX.O
.3.c
.1-
5
Uni
t O
verv
iew
: W
ritte
n an
d or
al
Less
on
Plan
s
The
cand
idat
e do
es
not d
emon
strat
e kn
owle
dge
and
unde
rsta
ndin
g of
the
cent
ral c
once
pts,
tool
s of i
nqui
ry, a
nd
stru
ctur
e of
uni
t co
nten
t rel
ativ
e to
m
usic
.
The
cand
idat
e de
mon
stra
tes l
imite
d kn
owle
dge
and
unde
rsta
ndin
g of
the
cent
ral c
once
pts,
tool
s of i
nqui
ry, a
nd
stru
ctur
e of
uni
t co
nten
t rel
ativ
e to
m
usic
.
The
cand
idat
e de
mon
stra
tes
adeq
uate
kno
wle
dge
and
unde
rsta
ndin
g of
th
e ce
ntra
l con
cept
s, to
ols o
f inq
uiry
, and
st
ruct
ure
of u
nit
cont
ent r
elat
ive
to
mus
ic.
The
cand
idat
e de
mon
stra
tes d
epth
of
kno
wle
dge
and
unde
rsta
ndin
g of
th
e ce
ntra
l co
ncep
ts, t
ools
of
inqu
iry, a
nd
stru
ctur
e of
uni
t co
nten
t rel
ativ
e to
m
usic
.
Kno
wle
dge
of
Mar
ylan
d M
usic
Fi
ne A
rts S
tand
ards
O
r N
CC
AS
Mus
ic
Stan
dard
s
3 7 IX
.O.3
.a.4
Uni
t O
verv
iew
: w
ritte
n an
d or
al
The
cand
idat
e do
es
not d
emon
strat
e kn
owle
dge
of M
D
Mus
ic F
ine
Arts
St
anda
rds o
r N
CC
AS
Mus
ic
Stan
dard
s.
The
cand
idat
e de
mon
stra
tes l
imite
d kn
owle
dge
of M
D
Mus
ic F
ine
Arts
St
anda
rds o
r N
CC
AS
Mus
ic
Stan
dard
s.
The
cand
idat
e de
mon
stra
tes
adeq
uate
kno
wle
dge
of M
D M
usic
Fin
e A
rts S
tand
ards
or
NC
CA
S M
usic
St
anda
rds.
The
cand
idat
e de
mon
stra
tes d
epth
of
kno
wle
dge
of
MD
Mus
ic F
ine
Arts
Sta
ndar
ds o
r N
CC
AS
Mus
ic
Stan
dard
s.
page 30
Inst
ruct
iona
l R
esou
rces
3 7 IX
.O.3
.c.5
Uni
t O
verv
iew
: w
ritte
n
The
cand
idat
e do
es
not s
elec
t m
ater
ials
/reso
urce
s w
hich
are
suita
ble
for t
he st
uden
ts,
supp
ortiv
e of
the
lear
ning
obj
ectiv
es,
and
enga
ging
to
stud
ents
. Mat
eria
ls
are
not p
repa
red
for
inst
ruct
ion.
Tea
cher
re
sour
ces a
re
mis
sing
or
inco
mpl
ete.
The
cand
idat
e se
lect
s few
ap
prop
riate
m
ater
ials
/reso
urce
s w
hich
are
suita
ble
for t
he st
uden
ts,
supp
ortiv
e of
the
lear
ning
obj
ectiv
es,
and
are
desi
gned
to
enga
ge st
uden
ts in
m
eani
ngfu
l lea
rnin
g;
Mat
eria
ls a
re
prep
ared
for
inst
ruct
ion.
Tea
cher
re
sour
ces a
re
iden
tifie
d.
The
cand
idat
e se
lect
s ap
prop
riate
m
ater
ials
/reso
urce
s w
hich
are
suita
ble
for
the
stud
ents,
su
ppor
tive
of th
e le
arni
ng o
bjec
tives
, an
d ar
e de
sign
ed to
en
gage
stud
ents
in
mea
ning
ful l
earn
ing;
M
ater
ials
are
pr
epar
ed fo
r in
stru
ctio
n in
ad
vanc
ed. T
each
er
reso
urce
s are
re
leva
nt, a
ppro
pria
te
and
clea
rly id
entif
ied
with
UR
L or
reso
urce
ci
ted.
The
cand
idat
e se
lect
s hig
h-qu
ality
, app
ropr
iate
m
ater
ials
/reso
urce
s w
hich
are
suita
ble
for t
he st
uden
ts,
supp
ortiv
e of
the
lear
ning
obj
ectiv
es,
and
are
desi
gned
to
enga
ge st
uden
ts in
m
eani
ngfu
l le
arni
ng; M
ater
ials
ar
e pr
epar
ed fo
r use
by
stud
ents
in
adva
nce
for
inst
ruct
ion.
A
varie
ty o
f tea
cher
re
sour
ces a
re
rele
vant
, ap
prop
riate
and
cl
early
iden
tifie
d w
ith U
RL
or
reso
urce
cite
d.
Pre-
asse
ssm
ent d
ata
and
anal
ysis
3 8 IX
.O.3
.d.3
Pre-
asse
ss
docu
men
t Th
e ca
ndid
ate
does
no
t sel
ect o
r dev
elop
a
pre-
asse
ssm
ent
tool
. The
can
dida
te
does
not
ana
lyze
da
ta a
nd d
oes n
ot
appl
y th
e re
sults
to
the
desi
gn o
f in
stru
ctio
n.
The
cand
idat
e se
lect
s or d
evel
ops
an in
appr
opria
te p
re-
asse
ssm
ent t
ool.
The
cand
idat
e pr
ovid
es
parti
al a
naly
sis o
f th
e da
ta a
nd p
artia
lly
appl
ies t
he re
sults
to
the
desi
gn o
f in
stru
ctio
n.
The
cand
idat
e is
abl
e to
sele
ct o
r dev
elop
an
app
ropr
iate
pre
-as
sess
men
t too
l. Th
e ca
ndid
ate
adeq
uate
ly
anal
yzes
the
data
and
ap
plie
s the
resu
lts to
th
e de
sign
of
inst
ruct
ion.
The
cand
idat
e is
ab
le to
sele
ct o
r de
velo
p an
ef
fect
ive,
ap
prop
riate
pre
-as
sess
men
t too
l.
The
cand
idat
e an
alyz
es th
e da
ta
and
appl
ies t
he
inte
rpre
ted
resu
lts
to th
e de
sign
of
inst
ruct
ion.
page 31
Stag
e 2:
Im
plem
enta
tion
Dev
elop
ing
lear
ning
op
portu
nitie
s:
Usi
ng k
now
ledg
e of
ch
ildre
n an
d le
arni
ng th
eory
3 2
IX.O
.3.d
.1-4
Less
on
Plan
s Th
e ca
ndid
ate
deve
lops
lear
ning
op
portu
nitie
s tha
t do
not d
emon
strat
e kn
owle
dge
abou
t the
st
uden
ts, l
earn
ing
theo
ry a
nd b
est
teac
hing
pra
ctic
es fo
r a
mus
ic c
lass
room
.
The
cand
idat
e de
velo
ps le
arni
ng
oppo
rtuni
ties t
hat
dem
onst
rate
lim
ited
know
ledg
e ab
out t
he st
uden
ts,
lear
ning
theo
ry a
nd
best
teac
hing
pr
actic
es fo
r a
mus
ic c
lass
room
.
The
cand
idat
e de
velo
ps le
arni
ng
oppo
rtuni
ties t
hat
dem
onst
rate
ade
quat
e kn
owle
dge
abou
t the
st
uden
ts, l
earn
ing
theo
ry a
nd b
est
teac
hing
pra
ctic
es fo
r a
mus
ic c
lass
room
.
The
cand
idat
e de
velo
ps le
arni
ng
oppo
rtuni
ties t
hat
are
inno
vativ
e, a
nd
cons
iste
ntly
de
mon
stra
tes a
de
pth
of k
now
ledg
e ab
out t
he st
uden
ts,
lear
ning
theo
ry a
nd
best
teac
hing
pr
actic
es fo
r a
mus
ic c
lass
room
.
Dev
elop
ing
lear
ning
op
portu
nitie
s:
Usi
ng k
now
ledg
e of
cu
rricu
lum
and
co
nten
t
3
1
IX
.O.3
.a.4
Less
on
Plan
s Th
e ca
ndid
ate
deve
lops
lear
ning
op
portu
nitie
s tha
t do
not d
emon
strat
e kn
owle
dge
abou
t the
m
usic
cur
ricul
um
and/
or c
onte
nt to
be
taug
ht; t
he le
arni
ng
oppo
rtuni
ties
gene
rally
are
in
appr
opria
te fo
r m
eetin
g th
e st
ated
m
usic
al o
bjec
tive(
s).
The
cand
idat
e de
velo
ps le
arni
ng
oppo
rtuni
ties t
hat
dem
onst
rate
lim
ited
know
ledg
e ab
out t
he m
usic
cu
rricu
lum
to b
e ta
ught
, con
tent
to
be ta
ught
, and
ap
prop
riate
ness
for
mee
ting
the
stat
ed
mus
ical
ob
ject
ive(
s).
The
cand
idat
e de
velo
ps le
arni
ng
oppo
rtuni
ties t
hat
dem
onst
rate
ade
quat
e kn
owle
dge
abou
t the
m
usic
cur
ricul
um to
be
taug
ht, c
onte
nt to
be
taug
ht, a
nd
appr
opria
tene
ss fo
r m
eetin
g th
e st
ated
m
usic
al o
bjec
tive(
s).
The
cand
idat
e de
velo
ps le
arni
ng
oppo
rtuni
ties t
hat
cons
iste
ntly
de
mon
stra
te a
de
pth
of k
now
ledg
e ab
out t
he m
usic
cu
rricu
lum
to b
e ta
ught
, con
tent
to
be ta
ught
, and
ap
prop
riate
ness
for
mee
ting
the
stat
ed
mus
ical
ob
ject
ive(
s).
Dev
elop
ing
lear
ning
op
portu
nitie
s:
Prov
idin
g su
ppor
t fo
r stu
dent
lear
ning
3 5
IX.O.3.a.2
IX.O.3.a.6
IX.O.3.c.1.a-
bIX.O.3.c.2.a
-b
IX.O.3.c.3.a
-b
IX.O.3.c.4.a-
bIX.O.3.c.5.a-
bIX.O.3.d
.4
Less
on
Plan
s Th
e ca
ndid
ate
does
no
t dev
elop
lear
ning
op
portu
nitie
s tha
t are
ac
hiev
able
. Th
e le
arni
ng o
ppor
tuni
ties
do n
ot su
ppor
t stu
dent
le
arni
ng.
The
cand
idat
e de
velo
ps le
arni
ng
oppo
rtuni
ties t
hat
are
achi
evab
le b
ut
unsu
stai
nabl
e to
su
ppor
t stu
dent
le
arni
ng.
The
cand
idat
e de
velo
ps le
arni
ng
oppo
rtuni
ties t
hat a
re
achi
evab
le fo
r all
stud
ents
and
pro
vide
su
ppor
t for
stud
ent
lear
ning
.
The
cand
idat
e de
velo
ps le
arni
ng
oppo
rtuni
ties t
hat
are
achi
evab
le b
ut
chal
leng
ing
for a
ll st
uden
ts a
nd
prov
ides
stro
ng
supp
ort f
or st
uden
t le
arni
ng.
page 32
Usi
ng m
ultip
le
teac
hing
stra
tegi
es
3 4
IX.O.3.a.2
IX.O.3.a.6
IX.O.3.c.1.a-
bIX.O.3.c.2.a
-b
IX.O.3.c.3.a
-b
IX.O.3.c.4.a-
bIX.O.3.c.5.a-
bIX.O.3.d
.4
Less
on
Plan
s Th
e ca
ndid
ate
uses
fe
w te
achi
ng
stra
tegi
es o
r stra
tegi
es
that
are
not
ap
prop
riate
to a
ge,
mus
ical
abi
lity,
and
le
arni
ng st
yle,
to th
e un
it co
nten
t, an
d to
th
e le
arni
ng g
oals.
The
cand
idat
e us
es
mul
tiple
teac
hing
st
rate
gies
that
are
pa
rtial
ly
appr
opria
te to
age
, m
usic
al a
bilit
y,
and
lear
ning
styl
e,
to th
e un
it co
nten
t, an
d to
the
lear
ning
go
als.
The
cand
idat
e us
es
mul
tiple
teac
hing
st
rate
gies
that
are
ad
equa
tely
ap
prop
riate
to a
ge,
mus
ical
abi
lity,
and
le
arni
ng st
yle,
to th
e un
it co
nten
t, an
d to
th
e le
arni
ng g
oals.
The
cand
idat
e us
es
mul
tiple
teac
hing
st
rate
gies
that
are
co
nsis
tent
ly
appr
opria
te to
age
, m
usic
al a
bilit
y, a
nd
lear
ning
styl
e, to
th
e un
it co
nten
t, an
d to
the
lear
ning
go
als.
Enco
urag
ing
criti
cal
thin
king
, pro
blem
-so
lvin
g, a
nd
crea
tivity
3 4
IX.O.3.a.2
IX.O.3.a.6
IX.O.3.c.1.a-
bIX.O.3.c.2.a
-b
IX.O.3.c.3.a
-b
IX.O.3.c.4.a-
bIX.O.3.c.5.a-
bIX.O.3.d
.4
Less
on
Plan
s Th
e ca
ndid
ate
fails
to
enga
ge st
uden
ts in
cr
itica
l thi
nkin
g,
prob
lem
-sol
ving
and
cr
eativ
ity.
The
cand
idat
e
min
imal
ly
enga
ges s
tude
nts i
n
criti
cal t
hink
ing,
pr
oble
m-s
olvi
ng
and
prom
otes
cr
eativ
ity.
The
cand
idat
e
adeq
uate
ly e
ngag
es
stud
ents
in c
ritic
al
thin
king
, pro
blem
-so
lvin
g, a
nd
prom
otes
cre
ativ
ity.
The
cand
idat
e co
nsis
tent
ly
enga
ges s
tude
nts i
n cr
itica
l thi
nkin
g,
prob
lem
-sol
ving
an
d pr
omot
es
crea
tivity
.
Ada
ptin
g fo
r di
vers
e st
uden
ts
3 3 IX.O.3.
d.1-3
Less
on
Plan
s Th
e ca
ndid
ate
does
no
t dev
elop
lear
ning
op
portu
nitie
s tha
t di
ffere
ntia
te fo
r sp
ecia
l nee
ds,
lear
ning
styl
es, E
LL,
gifte
d/ta
lent
ed a
nd
cultu
rally
div
erse
le
arne
rs b
ased
on
clas
sroo
m
dem
ogra
phic
s.
The
cand
idat
e
min
imal
ly
deve
lops
lear
ning
op
portu
nitie
s tha
t di
ffere
ntia
te fo
r sp
ecia
l nee
ds,
lear
ning
styl
es,
ELL,
gi
fted/
tale
nted
and
cu
ltura
lly d
iver
se
lear
ners
bas
ed o
n cl
assr
oom
de
mog
raph
ics.
The
cand
idat
e
adeq
uate
ly
deve
lops
lear
ning
op
portu
nitie
s tha
t di
ffere
ntia
te fo
r sp
ecia
l nee
ds,
lear
ning
styl
es, E
LL,
gifte
d/ta
lent
ed a
nd
cultu
rally
div
erse
le
arne
rs b
ased
on
clas
sroo
m
dem
ogra
phic
s.
The
cand
idat
e co
nsis
tent
ly
deve
lops
lear
ning
op
portu
nitie
s tha
t di
ffere
ntia
te fo
r sp
ecia
l nee
ds
lear
ning
styl
es,
ELL,
gi
fted/
tale
nted
, and
cu
ltura
lly d
iver
se
lear
ners
bas
ed o
n cl
assr
oom
de
mog
raph
ics.
page 33
Usi
ng m
ultip
le
asse
ssm
ents
3 8
IX.O.3.
a.6
IX.O.3.
d.3
IX.O.3.
d.6
Less
on
Plan
s Th
e ca
ndid
ate
does
no
t use
a v
arie
ty o
f as
sess
men
ts to
gui
de
and
stre
ngth
en m
usic
in
stru
ctio
n. N
o ev
iden
ce e
xist
s of
alig
nmen
t bet
wee
n st
anda
rds,
obje
ctiv
es,
deve
lopm
enta
l lev
el
and
asse
ssm
ent.
The
cand
idat
e ra
rely
use
s a
varie
ty o
f as
sess
men
ts to
gu
ide
and
stre
ngth
en m
usic
in
stru
ctio
n an
d ev
alua
te st
uden
t le
arni
ng.
Ther
e is
so
me
evid
ence
of
alig
nmen
t bet
wee
n st
anda
rds,
obje
ctiv
es,
deve
lopm
enta
l le
vels
and
as
sess
men
t.
The
cand
idat
e ad
equa
tely
use
s a
varie
ty o
f as
sess
men
ts to
gui
de
and
stre
ngth
en m
usic
in
stru
ctio
n an
d ev
alua
te st
uden
t le
arni
ng.
Ther
e is
ev
iden
ce o
f al
ignm
ent b
etw
een
stan
dard
s, ob
ject
ives
, de
velo
pmen
tal l
evel
s an
d as
sess
men
t.
The
cand
idat
e co
nsis
tent
ly u
ses a
va
riety
of
asse
ssm
ents
to
guid
e an
d st
reng
then
mus
ic
inst
ruct
ion
and
to
eval
uate
stud
ent
lear
ning
. The
re is
ev
iden
ce o
f co
mpl
ete
alig
nmen
t be
twee
n st
anda
rds,
obje
ctiv
es,
deve
lopm
enta
l le
vels
and
as
sess
men
t.
page 34
Stag
e 3:
Ref
lect
ion
Post
asse
ssm
ent
data
3 8
IX.O.3.
d.5
IX.O.3.
d.6
Post
as
sess
do
cum
ent
The
cand
idat
e do
es
not a
naly
ze th
e po
st
asse
ssm
ent d
ata
and
is
unab
le to
det
erm
ine
the
impa
ct o
n stu
dent
le
arni
ng to
mak
e fu
ture
inst
ruct
iona
l de
cisi
ons.
The
cand
idat
e pa
rtial
ly a
naly
zes
post
ass
essm
ent
data
and
de
term
ines
the
impa
ct o
n st
uden
t le
arni
ng to
mak
e fu
ture
inst
ruct
iona
l de
cisi
ons.
The
cand
idat
e ad
equa
tely
ana
lyze
s po
st a
sses
smen
t dat
a an
d de
term
ines
the
impa
ct o
n st
uden
t le
arni
ng to
mak
e fu
ture
inst
ruct
iona
l de
cisi
ons.
The
cand
idat
e co
mpl
etel
y an
alyz
es p
ost
asse
ssm
ent d
ata
and
dete
rmin
es th
e im
pact
on
stud
ent
lear
ning
to m
ake
futu
re in
stru
ctio
nal
deci
sion
s.
Ref
lect
ion
3 9 IX.O.3.
a.1
Ref
lect
ion
docu
men
t : W
ritte
n an
d or
al
The
cand
idat
e us
es
the
ques
tions
su
gges
ted
to g
uide
re
flect
ion
but t
he
refle
ctio
n is
su
perfi
cial
and
de
mon
stra
tes l
ack
of
unde
rsta
ndin
g.
The
cand
idat
e us
es
the
ques
tions
su
gges
ted
to g
uide
a
limite
d re
flect
ion.
The
cand
idat
e us
es
the
ques
tions
su
gges
ted
to g
uide
an
adeq
uate
, tho
ught
ful
and
logi
cal r
efle
ctio
n.
The
cand
idat
e us
es
the
ques
tions
su
gges
ted
to g
uide
an
intro
spec
tive,
co
mpr
ehen
sive
and
lo
gica
l ref
lect
ion.
Scor
e: _
____
____
____
___
out o
f pos
sibl
e 56
poi
nts P
assi
ng sc
ore
is 3
9 (7
0%) w
ith n
o ‘I
neff
ectiv
e’ ra
tings
. C
andi
date
s may
revi
se w
ork
unde
r the
su
perv
isio
n of
the
univ
ersi
ty su
perv
isor
and
the
men
tor t
each
er in
ord
er to
rece
ive
pass
ing
scor
e.
Sign
atur
es:
Uni
vers
ity S
uper
viso
r: __
____
____
____
____
____
____
____
____
Men
tor T
each
er: _
____
____
____
____
____
____
____
____
____
__
Can
dida
te: _
____
____
____
____
____
____
____
____
____
____
____
___
D
ate:
___
____
____
____
____
_ R
evis
ed Ja
nuar
y 20
18
page 35
EPP
Ass
essm
ent o
f Int
erns
hip
I Uni
t: In
stru
ctio
nal M
anag
emen
t Add
endu
m
In
effe
ctiv
e (1
) D
evel
opin
g (2
) E
ffect
ive
(3)
Hig
hly
effe
ctiv
e (4
) D
evel
opm
ent o
f inc
lusi
ve le
arni
ng
envi
ronm
ents
, bas
ed o
n kn
owle
dge
of
stud
ents
(1.b
)
Can
dida
te fa
ils to
pro
vide
ev
iden
ce o
f the
abi
lity
to
deve
lop
a su
ppor
tive
lear
ning
env
ironm
ent
base
d on
the
clas
s pro
file.
Can
dida
te p
rovi
des
parti
al e
vide
nce
of th
e ab
ility
to d
evel
op a
su
ppor
tive
lear
ning
en
viro
nmen
t bas
ed o
n th
e cl
ass p
rofil
e
Can
dida
tes p
rovi
des
acce
ptab
le e
vide
nce
of th
e ab
ility
to d
evel
op a
su
ppor
tive
lear
ning
en
viro
nmen
t bas
ed o
n th
e cl
ass p
rofil
e
Can
dida
te p
rovi
des t
horo
ugh
evid
ence
of t
he a
bilit
y to
de
velo
p a
supp
ortiv
e le
arni
ng
envi
ronm
ent b
ased
on
the
clas
s pro
file
Diff
eren
tiatio
n in
ord
er to
mee
t nee
ds o
f di
vers
e st
uden
ts (3
.d)
Can
dida
te fa
ils to
pro
vide
ev
iden
ce o
f the
abi
lity
to
diffe
rent
iate
con
tent
, pr
oces
s and
pro
duct
s to
impr
ove
stud
ent l
earn
ing.
Can
dida
te p
rovi
des
parti
al e
vide
nce
of th
e ab
ility
to d
iffer
entia
te
cont
ent,
proc
ess a
nd
prod
ucts
to im
prov
e st
uden
t lea
rnin
g.
Can
dida
te p
rovi
des
acce
ptab
le e
vide
nce
of th
e ab
ility
to d
iffer
entia
te
cont
ent,
proc
ess a
nd p
rodu
cts
to im
prov
e st
uden
t lea
rnin
g.
Can
dida
te p
rovi
des t
horo
ugh
evid
ence
of t
he a
bilit
y to
di
ffere
ntia
te c
onte
nt, p
roce
ss
and
prod
ucts
to im
prov
e st
uden
t lea
rnin
g.
Dev
elop
men
t of a
pos
itive
cla
ssro
om
lear
ning
env
ironm
ent (
3.e)
Can
dida
te fa
ils to
pro
vide
ev
iden
ce o
f the
abi
lity
to
use
a va
riety
of m
etho
ds,
prac
tices
and
rout
ines
to
man
age
the
clas
sroo
m
effe
ctiv
ely
durin
g in
stru
ctio
n
Can
dida
te p
rovi
des
parti
al e
vide
nce
of th
e ab
ility
to u
se a
var
iety
of
met
hods
, pra
ctic
es
and
rout
ines
to m
anag
e th
e cl
assr
oom
ef
fect
ivel
y du
ring
inst
ruct
ion
Can
dida
te p
rovi
des
acce
ptab
le e
vide
nce
of th
e ab
ility
to u
se a
var
iety
of
met
hods
, pra
ctic
es a
nd
rout
ines
to m
anag
e th
e cl
assr
oom
effe
ctiv
ely
durin
g in
stru
ctio
n
Can
dida
te p
rovi
des t
horo
ugh
evid
ence
of t
he a
bilit
y to
use
a
varie
ty o
f met
hods
, pr
actic
es a
nd ro
utin
es to
m
anag
e th
e cl
assr
oom
ef
fect
ivel
y du
ring
inst
ruct
ion
Abi
lity
mot
ivat
e an
d en
gage
div
erse
st
uden
ts (3
.f)
Can
dida
te fa
ils to
pro
vide
ev
iden
ce o
f the
abi
lity
to
use
a va
riety
of w
ays
mot
ivat
e an
d en
gage
all
stud
ents
in le
arni
ng
Can
dida
te p
rovi
des
parti
al e
vide
nce
of th
e ab
ility
to u
se a
var
iety
of
way
s mot
ivat
e an
d en
gage
all
stud
ents
in
lear
ning
Can
dida
te p
rovi
des
acce
ptab
le e
vide
nce
of th
e ab
ility
to u
se a
var
iety
of
way
s mot
ivat
e an
d en
gage
all
stud
ents
in le
arni
ng
Can
dida
te p
rovi
des t
horo
ugh
evid
ence
of t
he a
bilit
y to
use
a
varie
ty o
f way
s mot
ivat
e an
d en
gage
all
stud
ents
in
lear
ning
Use
of f
eedb
ack
to m
otiv
ate
and
enga
ge
stud
ents
(4.d
)
Can
dida
te fa
ils to
pr
ovid
es e
vide
nce
of th
e ab
ility
to p
rovi
de
feed
back
eff
ectiv
ely,
in
orde
r to
mot
ivat
e an
d en
gage
the
who
le c
lass
an
d in
divi
dual
stud
ents
.
Can
dida
te p
rovi
des
parti
al e
vide
nce
of th
e ab
ility
to p
rovi
de
feed
back
eff
ectiv
ely,
in
orde
r to
mot
ivat
e an
d en
gage
the
who
le c
lass
an
d in
divi
dual
stud
ents
.
Can
dida
te p
rovi
des
acce
ptab
le e
vide
nce
of th
e ab
ility
to p
rovi
de fe
edba
ck
effe
ctiv
ely,
in o
rder
to
mot
ivat
e an
d en
gage
the
who
le c
lass
and
indi
vidu
al
stud
ents
.
Can
dida
te p
rovi
des t
horo
ugh
evid
ence
of t
he a
bilit
y to
pr
ovid
e fe
edba
ck e
ffect
ivel
y,
in o
rder
to m
otiv
ate
and
enga
ge th
e w
hole
cla
ss a
nd
indi
vidu
al st
uden
ts.
page 36
Use
s who
le c
lass
dis
cuss
ion
and
inst
ruct
ion
to e
nsur
e le
arni
ng a
nd
parti
cipa
tion
for a
ll st
uden
ts (4
.e)
Can
dida
te fa
ils to
pro
vide
ev
iden
ce o
f the
abi
lity
to
ensu
re st
uden
t lea
rnin
g an
d pa
rtici
patio
n th
roug
h w
hole
cla
ss in
stru
ctio
n an
d di
scus
sion
.
Can
dida
te p
rovi
des
parti
al e
vide
nce
of th
e ab
ility
to e
nsur
e stu
dent
le
arni
ng a
nd
parti
cipa
tion
thro
ugh
who
le c
lass
inst
ruct
ion
and
disc
ussi
on.
Can
dida
te p
rovi
des
acce
ptab
le e
vide
nce
of th
e ab
ility
to e
nsur
e stu
dent
le
arni
ng a
nd p
artic
ipat
ion
thro
ugh
who
le c
lass
in
stru
ctio
n an
d di
scus
sion
.
Can
dida
te p
rovi
des t
horo
ugh
evid
ence
of t
he a
bilit
y to
en
sure
stud
ent l
earn
ing
and
parti
cipa
tion
thro
ugh
who
le
clas
s ins
truct
ion
and
disc
ussi
on.
Use
s sm
all g
roup
inst
ruct
ion
to
diffe
rent
iate
lear
ning
to m
eet t
he n
eeds
of
eac
h st
uden
t (4.
f)
Can
dida
te fa
ils to
pro
vide
ev
iden
ce o
f the
abi
lity
to
utili
ze sm
all g
roup
in
stru
ctio
n ef
fect
ivel
y fo
r st
uden
t lea
rnin
g
Can
dida
te p
rovi
des
parti
al e
vide
nce
of th
e ab
ility
to u
tiliz
e sm
all
grou
p in
stru
ctio
n ef
fect
ivel
y fo
r stu
dent
le
arni
ng
Can
dida
te p
rovi
des
acce
ptab
le e
vide
nce
of th
e ab
ility
to u
tiliz
e sm
all g
roup
in
stru
ctio
n ef
fect
ivel
y fo
r st
uden
t lea
rnin
g
Can
dida
te p
rovi
des t
horo
ugh
evid
ence
of t
he a
bilit
y to
ut
ilize
smal
l gro
up in
struc
tion
effe
ctiv
ely
for s
tude
nt
lear
ning
.
Use
s ind
ivid
ual i
nstru
ctio
n to
enh
ance
th
e le
arni
ng o
f spe
cific
stud
ents
(4.g
)
Can
dida
te fa
ils to
pro
vide
ev
iden
ce o
f the
abi
lity
to
deliv
er in
tens
ive
inst
ruct
ion
spec
ific
to
indi
vidu
al st
uden
ts.
Can
dida
te p
rovi
des
parti
al e
vide
nce
of th
e ab
ility
to d
eliv
er
inte
nsiv
e in
stru
ctio
n sp
ecifi
c to
indi
vidu
al
stud
ents
.
Can
dida
te p
rovi
des
acce
ptab
le e
vide
nce
of th
e ab
ility
to d
eliv
er in
tens
ive
inst
ruct
ion
spec
ific
to
indi
vidu
al st
uden
ts.
Can
dida
te p
rovi
des t
horo
ugh
evid
ence
of t
he a
bilit
y to
de
liver
inte
nsiv
e in
stru
ctio
n sp
ecifi
c to
indi
vidu
al
stud
ents
.
Scor
e: _
____
____
____
___/
page 37
Internship II Instructional Unit /Secondary Education (EdTPA)
Purpose: The overall purpose of the unit assignment in Internship II is to guide interns in the development of their competency in the complexities of long term planning, in using assessments to guide instruction, and to evaluate the impact of their instruction upon the students in their class. The format, artifacts and commentaries will follow the requirements for EdTPA for the candidate’s designated grade levels and content. Each candidate will receive an EdTPA handbook in his/her EDUC 422 seminar course. Mentor teachers and supervisors will receive electronic access to the handbook as well. Specifically, through the unit assignment, interns will demonstrate the following knowledge and skills in the stages of effective teaching:
SCALE, 2015 Directions: Candidates will plan an instructional unit during the Internship II that includes at least 5 lessons. The unit topic(s) and timeframe will be designated by the Mentor Teacher. The unit topic is flexible, due to the variety of possible topics and curriculum requirements for the placement grade. Candidates are encouraged to integrate different content areas across the unit. It is important that the unit topic and teaching timeframe be determined within the first weeks of the Internship II. All Planning components must be completed before moving to the Instruction section.
page 38
Three steps should be followed in completing the unit assignment- Planning, Instruction, and Assessment. Lesson plans, corresponding artifacts, and commentaries on these three stages will be the essence of your instructional unit. Before beginning the unit planning, review the full EdTPA handbook and the Frostburg State University Unit rubric that will be used by the mentor teacher and the university supervisor to assess the assignment. (See included rubric) The Internship II Instructional Unit will be housed in the candidate’s Taskstream Portfolio. A link to the portfolio must be sent to the Mentor and Supervisor at the beginning of the semester. Both the Mentor and Supervisor should monitor the unit development. The unit will be scored by the University Supervisor and Mentor Teacher using the Frostburg State University EPP Unit Rubric once the unit has been taught and the unit materials are complete. The Unit rubric will be submitted to the University Supervisor with the Internship II paperwork at the end of the internship. Candidates will also be submitting the completed unit for external scoring. Details about the external scoring submission will be presented in the EDUC 422 seminar. In addition to the general release form for student work, photos and videos, candidates must also receive release approvals from parents for EdTPA collection of artifacts. An additional form must be collected as well. Both forms should be sent home at the same time. Artifacts and video evidence should only include students who have parent approval. The EdTPA release form is included in this section. Section One: Planning Thoughtful preparation for teaching is the first step towards effective instruction and student learning. A process of backward mapping should be used for the unit preparation, keeping the end result and unit goals in mind. After consulting with the Mentor Teacher, candidates must identify the desired results for their instruction during the preparation stage. Below is a list of the preparation elements to consider as you plan long-term instruction.
1. Goals: Identify the Unit topic, as determined by your mentor, the grade level and the curriculum expectations. Determine the overall goals, state standards and possible lesson objectives, as well as a pacing schedule. The Unit must have a central focus specific to the music content standards and objectives. Be sure to address the content/level specific requirements for EdTPA.
2. Students: Complete the Context for Learning document. Collect information on the student characteristics, such as age, sex, socio-economic profile, race/ethnicity of the group. exceptionalities, achievement, developmental levels, culture, language, interests, learning styles, and skill levels. Consider the geographic location of the school, community, and school population. Release forms from students in the designated class should be sent home and received during this stage. Select three students who will serve as the "focus students" for the unit. At least one of the "focus students" must have a specific learning need (IEP, 504 plan, ELL, Gifted, or a student who is a struggling reader or has gaps in academic knowledge).
3. Unit and Pre-Instruction Assessment: Consider methods of assessment for unit/lesson standards and objectives. Develop and conduct a pre-assessment to determine students’
page 39
prior knowledge of the unit topic. Analyze data and use results to plan lessons appropriately.
4. Academic Language: Consider the aspects of language that will impact the students' participation in the learning tasks. What are the language demands of the unit? Identify the thinking, reading, writing, listening and speaking (language function) that will support students' learning in the unit. Determine additional language demands, such as required content vocabulary, how students will communicate (discourse) and the conventions for communication (syntax).
5. Materials and Resources: Identify possible materials and resources for lesson planning, instruction and student use.
6. Instruction and Management: Consider lesson introductions and procedures, engagement and motivation practices, universal design for learning elements, flexible groupings, aspects of a positive learning environment, and other classroom management practices.
7. Impact on Student Learning: Consider how the unit will impact student learning. How will you engage the children? What will the students know and be able to do at the conclusion of the unit? How will they represent their learning? What impact do you hope to have on them? What concrete evidence will you collect to show student learning?
Reflecting on the information gathered about the students, the unit content, and your consideration of the elements above, sketch out a visual overview of your unit (web, graphic organizer, etc.), with information about each of the listed planning elements above. This will provide a timeline and a sequence guide for the unit. Once the above areas are addressed, complete the commentary questions for EdTPA. The questions are provided in the handbook, and questions/answers must be contained in a 10 page document. Once the Planning steps are completed, arrange to meet with your University Supervisor to complete the Unit Preparation Interview. The Mentor Teacher should be involved in this interview when possible. The University Supervisor will ask questions concerning the background information collected, the topic goals, timeline and the pre-assessment. (See the questions on the Interview Form.) The University Supervisor will offer suggestions and confer with the Mentor Teacher. At the conclusion of the conference, the University Supervisor may sign the form or require revision. Prepare the following items to share with the University Supervisor and Mentor Teacher during the interview.
a. A listing of the unit goals and the music content standards to be addressed in the unit. b. The sketch of unit overview c. Context for Learning document d. Listing of the unit resources e. A copy of pre-assessment tool, the pre-assessment results for each student and the
class mean in a spreadsheet and a graph to assist with data analysis f. EdTPA Parent/Guardian Release forms from designated class g. Commentary document for Planning
page 40
Once the Unit Preparation Interview with the University Supervisor and all unit preparations have been approved by the Mentor Teacher, the candidate should develop the lesson plans that will be used to teach the unit. Each lesson will be completed on TaskStream using the long lesson plan form. Section Two: Instruction During the second stage of the unit, the developed lessons will be taught. Daily lessons should be revised, based on the assessment results from previous lessons. At the end of each lesson, the candidate will reflect on the lesson and identify strengths and needs in their teaching, as well as changes to the lesson if it were to be taught again. The University Supervisor will observe one of the unit lessons when possible. During the follow-up conference, the Supervisor may ask about other lessons in your unit. Candidates should conference regularly with the Mentor Teacher about the unit during the Instruction stage. Video clips are required for the Instruction stage, so candidates must plan accordingly to gather the necessary technology equipment and to acclimate students to the presence of the video camera. Interns are strongly encouraged to video all lessons, even though the video clips submitted to EdTPA are limited in scope. Mentors and supervisors can assist with video recording lessons during the unit teaching. Once instruction is complete, the commentary questions for EdTPA should be answered. The questions are provided in the handbook and questions/answers must be contained in a 10 page document.
Section Three: Assessment During the final stage of the process, candidates will be analyzing students’ learning. The following items must be completed and included in the unit materials.
1. Assessment Tools: Select and submit an example of one assessment from the lessons that will be used to evaluate student learning. Create and submit the evaluation tool (rubric, rating scale, checklist, etc.) that you used to evaluate students' ability to meet the learning criteria/standard.
2. Assessment Results: Collect and analyze student work from the selected assessment. Both quantitative (numeric) and qualitative (descriptive) analysis can be used to document patterns of student learning for the whole class. A spreadsheet should include pre-assessment and post-assessment results for each student, the difference in scores for each student, and the class mean for pre- and post-assessment. Graphs should be created to assist with analysis of learning.
3. Focus Student Work Samples: Select and submit work samples from the 3 focus students. Analyze results and use examples to illustrate patterns of student learning for the whole class. Provide feedback on the submitted work for each of the focus students. This feedback should be specific to the learning criteria and the student's performance. The feedback can take written, audio or video form.
4. Student Language Use: Analyze evidence of student's language during the lessons. Evidence could come from the video clips in the Instruction stage, an additional video
page 41
clip or from the student work samples. Concrete examples of language function, vocabulary and discourse, or syntax are needed.
Once evidence and artifacts are collected, they should be added to the Taskstream folio. Next, the commentary questions for EdTPA should be answered. The questions are provided in the handbook and questions/answers must be contained in a 10 page document.
Grading: The Internship II Instructional Unit will be housed in the candidate’s Taskstream Portfolio. The unit will be scored by the University Supervisor and Mentor Teacher using the Frostburg State University EPP Unit Rubric. The Unit rubric will be collected by the University Supervisor with the Internship II paperwork at the end of the internship. Candidates will also be submitting the completed unit for external scoring. Details about the external scoring submission will be presented in the EDUC 422/SCED 700 seminar. The following items are to be included and submitted for review for the unit assignment.
1. Title page with Unit title, the candidate’s name, and the date. 2. List of unit standards and lesson objectives 3. Visual overview of unit 4. Context for Learning (use edTPA template) 5. Pre-assessment tool, student and class spreadsheet and graph(s) for analysis 6. 5 or more Taskstream long lesson plans (with reflection completed) 7. Instructional materials (one file containing key materials used in lessons) 8. Assessment materials (one file containing assessment tools use in lessons) 9. Planning Commentary document (10 pages max; Use edTPA template) 10. Video clips of instruction (up to 2 files, see time limits in edTPA handbook) 11. Instruction Commentary document (10 pages max; Use edTPA template) 12. Student work samples for selected assessment (can be written, audio, or video samples) 13. Assessment description and evaluation criteria for selected assessment 14. Post-assessment tool, student and class spreadsheet and graph(s) for analysis 15. Feedback artifacts and evidence of student language use 16. Assessment Commentary (10 pages max; Use edTPA template) 17. Bibliography (use APA style)
The Mentor Teacher and the University Supervisor work as a team to determine the score on the EPP Unit rubric after both have had time to review the materials in the completed Unit. The rubric scores are shared with the candidate. If any criteria score is in the unacceptable range, the Mentor and University Supervisor will conference with the candidate, explaining what unit sections or requirements need to be resubmitted. The candidate needs to score in the acceptable range for all criteria in order to earn a passing grade in SCED 496. A copy of the scored rubric will be collected by the University Supervisor and will be submitted to Office of Clinical and Field Experience at the end of the semester.
page 42
edTPA Parent/Guardian Release Form
Dear Parent/Guardian,
I am a student teacher from Frostburg State University currently working in your child’s classroom. During my student teaching I will be participating in edTPA, a teacher performance assessment created by Stanford University. My edTPA materials will be submitted to and scored by educators in a secure system operated by Pearson.
The performance assessment documents a series of lessons I teach in your child’s classroom and includes short video recordings. Although the video recordings involve both the teacher and various students; the primary focus is on my instruction, not on the students in the class. In the course of recording my teaching, your child may appear on the video. Also, I will collect samples of student work as evidence of my teaching practice, and that work may include some of your child’s work.
No student’s name will appear on any materials that are submitted and materials will be kept confidential at all times. The video recordings and student work I submit will not be made public in any way. Materials I submit may be reviewed by faculty and staff in my program at Frostburg State University. My assessment materials may also be used by Stanford University and Pearson under secure conditions for edTPA program development and implementation. The form below will be used to document your permission for these activities.
Sincerely,
Frostburg State University Intern
Student Name: ________________________________________________________________
I am the parent/legal guardian of the child named above. I have read and understand the project description given in the letter provided with this form, and agree to the following:
(Please check the appropriate box below.)
� I DO give permission to you to include my child’s student work and/or image on video recordings as part of video(s) showing your classroom performance, to be used for the sole purpose of participating in edTPA. I understand that my child’s name and any other personally identifiable information about my child will not appear on any of the submitted materials.
� I DO NOT give permission to you to include my child’s student work and/or image on video recordings as part of video(s) showing your classroom performance, to be used for the purpose of participating in edTPA.
Signature of Parent or Guardian:_____________________________________ Date: ___________
page 43
EPP
ASS
ESSM
ENT
OF
UN
IT
C
andi
date
: M
ento
r Tea
cher
: ___
____
____
____
____
____
____
____
____
Uni
vers
ity S
uper
viso
r:
Uni
t Titl
e:
D
ate:
St
anda
rd
Mat
ch
UIL
G
INTA
SC
NA
SM
Evid
ence
Lo
catio
n w
ithin
U
nit
Inef
fect
ive
(1)
Dev
elop
ing
(2)
Effe
ctiv
e (3
) H
ighl
y ef
fect
ive
(4)
Scor
e
Stag
e 1:
Pre
para
tion
Kno
wle
dge
of th
e st
uden
ts 3 2
IX.O
.3.d
.2
IX.O
.3.d
.3
Con
text
ual
Stat
emen
t In
terv
iew
The
cand
idat
e do
es
not d
emon
strat
e kn
owle
dge
of th
e m
ajor
con
cept
s, th
eorie
s, an
d/or
re
sear
ch re
late
d to
de
velo
pmen
t of
stud
ents
.
The
cand
idat
e de
mon
stra
tes l
imite
d kn
owle
dge
of th
e m
ajor
con
cept
s, th
eorie
s, an
d re
sear
ch re
late
d to
de
velo
pmen
t of
stud
ents
.
The
cand
idat
e de
mon
stra
tes
adeq
uate
kno
wle
dge
of th
e m
ajor
co
ncep
ts, t
heor
ies,
and
rese
arch
rela
ted
to d
evel
opm
ent o
f st
uden
ts.
The
cand
idat
e de
mon
stra
tes d
epth
of
kno
wle
dge
of
the
maj
or c
once
pts,
theo
ries,
and
rese
arch
rela
ted
to
deve
lopm
ent o
f st
uden
ts.
Kno
wle
dge
of th
e m
usic
con
tent
3 4
IX.O
.3.c
.1-
5
Uni
t O
verv
iew
: W
ritte
n an
d or
al
Less
on
Plan
s
The
cand
idat
e do
es
not d
emon
strat
e kn
owle
dge
and
unde
rsta
ndin
g of
the
cent
ral c
once
pts,
tool
s of i
nqui
ry, a
nd
stru
ctur
e of
uni
t co
nten
t rel
ativ
e to
m
usic
.
The
cand
idat
e de
mon
stra
tes l
imite
d kn
owle
dge
and
unde
rsta
ndin
g of
the
cent
ral c
once
pts,
tool
s of i
nqui
ry, a
nd
stru
ctur
e of
uni
t co
nten
t rel
ativ
e to
m
usic
.
The
cand
idat
e de
mon
stra
tes
adeq
uate
kno
wle
dge
and
unde
rsta
ndin
g of
th
e ce
ntra
l con
cept
s, to
ols o
f inq
uiry
, and
st
ruct
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of u
nit
cont
ent r
elat
ive
to
mus
ic.
The
cand
idat
e de
mon
stra
tes d
epth
of
kno
wle
dge
and
unde
rsta
ndin
g of
th
e ce
ntra
l co
ncep
ts, t
ools
of
inqu
iry, a
nd
stru
ctur
e of
uni
t co
nten
t rel
ativ
e to
m
usic
.
Kno
wle
dge
of
Mar
ylan
d M
usic
Fi
ne A
rts S
tand
ards
O
r N
CC
AS
Mus
ic
Stan
dard
s
3 7 IX
.O.3
.a.4
Uni
t O
verv
iew
: w
ritte
n an
d or
al
The
cand
idat
e do
es
not d
emon
strat
e kn
owle
dge
of M
D
Mus
ic F
ine
Arts
St
anda
rds o
r N
CC
AS
Mus
ic
Stan
dard
s.
The
cand
idat
e de
mon
stra
tes l
imite
d kn
owle
dge
of M
D
Mus
ic F
ine
Arts
St
anda
rds o
r N
CC
AS
Mus
ic
Stan
dard
s.
The
cand
idat
e de
mon
stra
tes
adeq
uate
kno
wle
dge
of M
D M
usic
Fin
e A
rts S
tand
ards
or
NC
CA
S M
usic
St
anda
rds.
The
cand
idat
e de
mon
stra
tes d
epth
of
kno
wle
dge
of
MD
Mus
ic F
ine
Arts
Sta
ndar
ds o
r N
CC
AS
Mus
ic
Stan
dard
s.
page 44
Inst
ruct
iona
l R
esou
rces
3 7 IX
.O.3
.c.5
Uni
t O
verv
iew
: w
ritte
n
The
cand
idat
e do
es
not s
elec
t m
ater
ials
/reso
urce
s w
hich
are
suita
ble
for t
he st
uden
ts,
supp
ortiv
e of
the
lear
ning
obj
ectiv
es,
and
enga
ging
to
stud
ents
. Mat
eria
ls
are
not p
repa
red
for
inst
ruct
ion.
Tea
cher
re
sour
ces a
re
mis
sing
or
inco
mpl
ete.
The
cand
idat
e se
lect
s few
ap
prop
riate
m
ater
ials
/reso
urce
s w
hich
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ble
for t
he st
uden
ts,
supp
ortiv
e of
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ectiv
es,
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gned
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ge st
uden
ts in
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eani
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l lea
rnin
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Mat
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ls a
re
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ared
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ion.
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cher
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sour
ces a
re
iden
tifie
d.
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idat
e se
lect
s ap
prop
riate
m
ater
ials
/reso
urce
s w
hich
are
suita
ble
for
the
stud
ents,
su
ppor
tive
of th
e le
arni
ng o
bjec
tives
, an
d ar
e de
sign
ed to
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gage
stud
ents
in
mea
ning
ful l
earn
ing;
M
ater
ials
are
pr
epar
ed fo
r in
stru
ctio
n in
ad
vanc
ed. T
each
er
reso
urce
s are
re
leva
nt, a
ppro
pria
te
and
clea
rly id
entif
ied
with
UR
L or
reso
urce
ci
ted.
The
cand
idat
e se
lect
s hig
h-qu
ality
, app
ropr
iate
m
ater
ials
/reso
urce
s w
hich
are
suita
ble
for t
he st
uden
ts,
supp
ortiv
e of
the
lear
ning
obj
ectiv
es,
and
are
desi
gned
to
enga
ge st
uden
ts in
m
eani
ngfu
l le
arni
ng; M
ater
ials
ar
e pr
epar
ed fo
r use
by
stud
ents
in
adva
nce
for
inst
ruct
ion.
A
varie
ty o
f tea
cher
re
sour
ces a
re
rele
vant
, ap
prop
riate
and
cl
early
iden
tifie
d w
ith U
RL
or
reso
urce
cite
d.
Pre-
asse
ssm
ent d
ata
and
anal
ysis
3 8 IX
.O.3
.d.3
Pre-
asse
ss
docu
men
t Th
e ca
ndid
ate
does
no
t sel
ect o
r dev
elop
a
pre-
asse
ssm
ent
tool
. The
can
dida
te
does
not
ana
lyze
da
ta a
nd d
oes n
ot
appl
y th
e re
sults
to
the
desi
gn o
f in
stru
ctio
n.
The
cand
idat
e se
lect
s or d
evel
ops
an in
appr
opria
te p
re-
asse
ssm
ent t
ool.
The
cand
idat
e pr
ovid
es
parti
al a
naly
sis o
f th
e da
ta a
nd p
artia
lly
appl
ies t
he re
sults
to
the
desi
gn o
f in
stru
ctio
n.
The
cand
idat
e is
abl
e to
sele
ct o
r dev
elop
an
app
ropr
iate
pre
-as
sess
men
t too
l. Th
e ca
ndid
ate
adeq
uate
ly
anal
yzes
the
data
and
ap
plie
s the
resu
lts to
th
e de
sign
of
inst
ruct
ion.
The
cand
idat
e is
ab
le to
sele
ct o
r de
velo
p an
ef
fect
ive,
ap
prop
riate
pre
-as
sess
men
t too
l.
The
cand
idat
e an
alyz
es th
e da
ta
and
appl
ies t
he
inte
rpre
ted
resu
lts
to th
e de
sign
of
inst
ruct
ion.
page 45
Stag
e 2:
Im
plem
enta
tion
Dev
elop
ing
lear
ning
op
portu
nitie
s:
Usi
ng k
now
ledg
e of
ch
ildre
n an
d le
arni
ng th
eory
3 2
IX.O
.3.d
.1-4
Less
on
Plan
s Th
e ca
ndid
ate
deve
lops
lear
ning
op
portu
nitie
s tha
t do
not d
emon
strat
e kn
owle
dge
abou
t the
st
uden
ts, l
earn
ing
theo
ry a
nd b
est
teac
hing
pra
ctic
es fo
r a
mus
ic c
lass
room
.
The
cand
idat
e de
velo
ps le
arni
ng
oppo
rtuni
ties t
hat
dem
onst
rate
lim
ited
know
ledg
e ab
out t
he st
uden
ts,
lear
ning
theo
ry a
nd
best
teac
hing
pr
actic
es fo
r a
mus
ic c
lass
room
.
The
cand
idat
e de
velo
ps le
arni
ng
oppo
rtuni
ties t
hat
dem
onst
rate
ade
quat
e kn
owle
dge
abou
t the
st
uden
ts, l
earn
ing
theo
ry a
nd b
est
teac
hing
pra
ctic
es fo
r a
mus
ic c
lass
room
.
The
cand
idat
e de
velo
ps le
arni
ng
oppo
rtuni
ties t
hat
are
inno
vativ
e, a
nd
cons
iste
ntly
de
mon
stra
tes a
de
pth
of k
now
ledg
e ab
out t
he st
uden
ts,
lear
ning
theo
ry a
nd
best
teac
hing
pr
actic
es fo
r a
mus
ic c
lass
room
.
Dev
elop
ing
lear
ning
op
portu
nitie
s:
Usi
ng k
now
ledg
e of
cu
rricu
lum
and
co
nten
t
3
1
IX
.O.3
.a.4
Less
on
Plan
s Th
e ca
ndid
ate
deve
lops
lear
ning
op
portu
nitie
s tha
t do
not d
emon
strat
e kn
owle
dge
abou
t the
m
usic
cur
ricul
um
and/
or c
onte
nt to
be
taug
ht; t
he le
arni
ng
oppo
rtuni
ties
gene
rally
are
in
appr
opria
te fo
r m
eetin
g th
e st
ated
m
usic
al o
bjec
tive(
s).
The
cand
idat
e de
velo
ps le
arni
ng
oppo
rtuni
ties t
hat
dem
onst
rate
lim
ited
know
ledg
e ab
out t
he m
usic
cu
rricu
lum
to b
e ta
ught
, con
tent
to
be ta
ught
, and
ap
prop
riate
ness
for
mee
ting
the
stat
ed
mus
ical
ob
ject
ive(
s).
The
cand
idat
e de
velo
ps le
arni
ng
oppo
rtuni
ties t
hat
dem
onst
rate
ade
quat
e kn
owle
dge
abou
t the
m
usic
cur
ricul
um to
be
taug
ht, c
onte
nt to
be
taug
ht, a
nd
appr
opria
tene
ss fo
r m
eetin
g th
e st
ated
m
usic
al o
bjec
tive(
s).
The
cand
idat
e de
velo
ps le
arni
ng
oppo
rtuni
ties t
hat
cons
iste
ntly
de
mon
stra
te a
de
pth
of k
now
ledg
e ab
out t
he m
usic
cu
rricu
lum
to b
e ta
ught
, con
tent
to
be ta
ught
, and
ap
prop
riate
ness
for
mee
ting
the
stat
ed
mus
ical
ob
ject
ive(
s).
Dev
elop
ing
lear
ning
op
portu
nitie
s:
Prov
idin
g su
ppor
t fo
r stu
dent
lear
ning
3 5
IX.O.3.a.2
IX.O.3.a.6
IX.O.3.c.1.a-
bIX.O.3.c.2.a
-b
IX.O.3.c.3.a
-b
IX.O.3.c.4.a-
bIX.O.3.c.5.a-
bIX.O.3.d
.4
Less
on
Plan
s Th
e ca
ndid
ate
does
no
t dev
elop
lear
ning
op
portu
nitie
s tha
t are
ac
hiev
able
. Th
e le
arni
ng o
ppor
tuni
ties
do n
ot su
ppor
t stu
dent
le
arni
ng.
The
cand
idat
e de
velo
ps le
arni
ng
oppo
rtuni
ties t
hat
are
achi
evab
le b
ut
unsu
stai
nabl
e to
su
ppor
t stu
dent
le
arni
ng.
The
cand
idat
e de
velo
ps le
arni
ng
oppo
rtuni
ties t
hat a
re
achi
evab
le fo
r all
stud
ents
and
pro
vide
su
ppor
t for
stud
ent
lear
ning
.
The
cand
idat
e de
velo
ps le
arni
ng
oppo
rtuni
ties t
hat
are
achi
evab
le b
ut
chal
leng
ing
for a
ll st
uden
ts a
nd
prov
ides
stro
ng
supp
ort f
or st
uden
t le
arni
ng.
page 46
Usi
ng m
ultip
le
teac
hing
stra
tegi
es
3 4
IX.O.3.a.2
IX.O.3.a.6
IX.O.3.c.1.a-
bIX.O.3.c.2.a
-b
IX.O.3.c.3.a
-b
IX.O.3.c.4.a-
bIX.O.3.c.5.a-
bIX.O.3.d
.4
Less
on
Plan
s Th
e ca
ndid
ate
uses
fe
w te
achi
ng
stra
tegi
es o
r stra
tegi
es
that
are
not
ap
prop
riate
to a
ge,
mus
ical
abi
lity,
and
le
arni
ng st
yle,
to th
e un
it co
nten
t, an
d to
th
e le
arni
ng g
oals.
The
cand
idat
e us
es
mul
tiple
teac
hing
st
rate
gies
that
are
pa
rtial
ly
appr
opria
te to
age
, m
usic
al a
bilit
y,
and
lear
ning
styl
e,
to th
e un
it co
nten
t, an
d to
the
lear
ning
go
als.
The
cand
idat
e us
es
mul
tiple
teac
hing
st
rate
gies
that
are
ad
equa
tely
ap
prop
riate
to a
ge,
mus
ical
abi
lity,
and
le
arni
ng st
yle,
to th
e un
it co
nten
t, an
d to
th
e le
arni
ng g
oals.
The
cand
idat
e us
es
mul
tiple
teac
hing
st
rate
gies
that
are
co
nsis
tent
ly
appr
opria
te to
age
, m
usic
al a
bilit
y, a
nd
lear
ning
styl
e, to
th
e un
it co
nten
t, an
d to
the
lear
ning
go
als.
Enco
urag
ing
criti
cal
thin
king
, pro
blem
-so
lvin
g, a
nd
crea
tivity
3 4
IX.O.3.a.2
IX.O.3.a.6
IX.O.3.c.1.a-
bIX.O.3.c.2.a
-b
IX.O.3.c.3.a
-b
IX.O.3.c.4.a-
bIX.O.3.c.5.a-
bIX.O.3.d
.4
Less
on
Plan
s Th
e ca
ndid
ate
fails
to
enga
ge st
uden
ts in
cr
itica
l thi
nkin
g,
prob
lem
-sol
ving
and
cr
eativ
ity.
The
cand
idat
e
min
imal
ly
enga
ges s
tude
nts i
n
criti
cal t
hink
ing,
pr
oble
m-s
olvi
ng
and
prom
otes
cr
eativ
ity.
The
cand
idat
e
adeq
uate
ly e
ngag
es
stud
ents
in c
ritic
al
thin
king
, pro
blem
-so
lvin
g, a
nd
prom
otes
cre
ativ
ity.
The
cand
idat
e co
nsis
tent
ly
enga
ges s
tude
nts i
n cr
itica
l thi
nkin
g,
prob
lem
-sol
ving
an
d pr
omot
es
crea
tivity
.
Ada
ptin
g fo
r di
vers
e st
uden
ts
3 3 IX.O.3.
d.1-3
Less
on
Plan
s Th
e ca
ndid
ate
does
no
t dev
elop
lear
ning
op
portu
nitie
s tha
t di
ffere
ntia
te fo
r sp
ecia
l nee
ds,
lear
ning
styl
es, E
LL,
gifte
d/ta
lent
ed a
nd
cultu
rally
div
erse
le
arne
rs b
ased
on
clas
sroo
m
dem
ogra
phic
s.
The
cand
idat
e
min
imal
ly
deve
lops
lear
ning
op
portu
nitie
s tha
t di
ffere
ntia
te fo
r sp
ecia
l nee
ds,
lear
ning
styl
es,
ELL,
gi
fted/
tale
nted
and
cu
ltura
lly d
iver
se
lear
ners
bas
ed o
n cl
assr
oom
de
mog
raph
ics.
The
cand
idat
e
adeq
uate
ly
deve
lops
lear
ning
op
portu
nitie
s tha
t di
ffere
ntia
te fo
r sp
ecia
l nee
ds,
lear
ning
styl
es, E
LL,
gifte
d/ta
lent
ed a
nd
cultu
rally
div
erse
le
arne
rs b
ased
on
clas
sroo
m
dem
ogra
phic
s.
The
cand
idat
e co
nsis
tent
ly
deve
lops
lear
ning
op
portu
nitie
s tha
t di
ffere
ntia
te fo
r sp
ecia
l nee
ds
lear
ning
styl
es,
ELL,
gi
fted/
tale
nted
, and
cu
ltura
lly d
iver
se
lear
ners
bas
ed o
n cl
assr
oom
de
mog
raph
ics.
page 47
Usi
ng m
ultip
le
asse
ssm
ents
3 8
IX.O.3.
a.6
IX.O.3.
d.3
IX.O.3.
d.6
Less
on
Plan
s Th
e ca
ndid
ate
does
no
t use
a v
arie
ty o
f as
sess
men
ts to
gui
de
and
stre
ngth
en m
usic
in
stru
ctio
n. N
o ev
iden
ce e
xist
s of
alig
nmen
t bet
wee
n st
anda
rds,
obje
ctiv
es,
deve
lopm
enta
l lev
el
and
asse
ssm
ent.
The
cand
idat
e ra
rely
use
s a
varie
ty o
f as
sess
men
ts to
gu
ide
and
stre
ngth
en m
usic
in
stru
ctio
n an
d ev
alua
te st
uden
t le
arni
ng.
Ther
e is
so
me
evid
ence
of
alig
nmen
t bet
wee
n st
anda
rds,
obje
ctiv
es,
deve
lopm
enta
l le
vels
and
as
sess
men
t.
The
cand
idat
e ad
equa
tely
use
s a
varie
ty o
f as
sess
men
ts to
gui
de
and
stre
ngth
en m
usic
in
stru
ctio
n an
d ev
alua
te st
uden
t le
arni
ng.
Ther
e is
ev
iden
ce o
f al
ignm
ent b
etw
een
stan
dard
s, ob
ject
ives
, de
velo
pmen
tal l
evel
s an
d as
sess
men
t.
The
cand
idat
e co
nsis
tent
ly u
ses a
va
riety
of
asse
ssm
ents
to
guid
e an
d st
reng
then
mus
ic
inst
ruct
ion
and
to
eval
uate
stud
ent
lear
ning
. The
re is
ev
iden
ce o
f co
mpl
ete
alig
nmen
t be
twee
n st
anda
rds,
obje
ctiv
es,
deve
lopm
enta
l le
vels
and
as
sess
men
t.
page 48
Stag
e 3:
Ref
lect
ion
Post
asse
ssm
ent
data
3 8
IX.O.3.
d.5
IX.O.3.
d.6
Post
as
sess
do
cum
ent
The
cand
idat
e do
es
not a
naly
ze th
e po
st
asse
ssm
ent d
ata
and
is
unab
le to
det
erm
ine
the
impa
ct o
n stu
dent
le
arni
ng to
mak
e fu
ture
inst
ruct
iona
l de
cisi
ons.
The
cand
idat
e pa
rtial
ly a
naly
zes
post
ass
essm
ent
data
and
de
term
ines
the
impa
ct o
n st
uden
t le
arni
ng to
mak
e fu
ture
inst
ruct
iona
l de
cisi
ons.
The
cand
idat
e ad
equa
tely
ana
lyze
s po
st a
sses
smen
t dat
a an
d de
term
ines
the
impa
ct o
n st
uden
t le
arni
ng to
mak
e fu
ture
inst
ruct
iona
l de
cisi
ons.
The
cand
idat
e co
mpl
etel
y an
alyz
es p
ost
asse
ssm
ent d
ata
and
dete
rmin
es th
e im
pact
on
stud
ent
lear
ning
to m
ake
futu
re in
stru
ctio
nal
deci
sion
s.
Ref
lect
ion
3 9 IX.O.3.
a.1
Ref
lect
ion
docu
men
t : W
ritte
n an
d or
al
The
cand
idat
e us
es
the
ques
tions
su
gges
ted
to g
uide
re
flect
ion
but t
he
refle
ctio
n is
su
perfi
cial
and
de
mon
stra
tes l
ack
of
unde
rsta
ndin
g.
The
cand
idat
e us
es
the
ques
tions
su
gges
ted
to g
uide
a
limite
d re
flect
ion.
The
cand
idat
e us
es
the
ques
tions
su
gges
ted
to g
uide
an
adeq
uate
, tho
ught
ful
and
logi
cal r
efle
ctio
n.
The
cand
idat
e us
es
the
ques
tions
su
gges
ted
to g
uide
an
intro
spec
tive,
co
mpr
ehen
sive
and
lo
gica
l ref
lect
ion.
Scor
e: _
____
____
____
___
out o
f pos
sibl
e 56
poi
nts P
assi
ng sc
ore
is 3
9 (7
0%) w
ith n
o ‘I
neff
ectiv
e’ ra
tings
. C
andi
date
s may
revi
se w
ork
unde
r the
su
perv
isio
n of
the
univ
ersi
ty su
perv
isor
and
the
men
tor t
each
er in
ord
er to
rece
ive
pass
ing
scor
e.
Sign
atur
es:
Uni
vers
ity S
uper
viso
r: __
____
____
____
____
____
____
____
____
Men
tor T
each
er: _
____
____
____
____
____
____
____
____
____
__
Can
dida
te: _
____
____
____
____
____
____
____
____
____
____
____
___
D
ate:
___
____
____
____
____
_ R
evis
ed Ja
nuar
y 20
18
page 49
EPP
Ass
essm
ent o
f Int
erns
hip
I Uni
t: In
stru
ctio
nal M
anag
emen
t Add
endu
m
In
effe
ctiv
e (1
) D
evel
opin
g (2
) E
ffect
ive
(3)
Hig
hly
effe
ctiv
e (4
) D
evel
opm
ent o
f inc
lusi
ve le
arni
ng
envi
ronm
ents
, bas
ed o
n kn
owle
dge
of
stud
ents
(1.b
)
Can
dida
te fa
ils to
pro
vide
ev
iden
ce o
f the
abi
lity
to
deve
lop
a su
ppor
tive
lear
ning
env
ironm
ent
base
d on
the
clas
s pro
file.
Can
dida
te p
rovi
des
parti
al e
vide
nce
of th
e ab
ility
to d
evel
op a
su
ppor
tive
lear
ning
en
viro
nmen
t bas
ed o
n th
e cl
ass p
rofil
e
Can
dida
tes p
rovi
des
acce
ptab
le e
vide
nce
of th
e ab
ility
to d
evel
op a
su
ppor
tive
lear
ning
en
viro
nmen
t bas
ed o
n th
e cl
ass p
rofil
e
Can
dida
te p
rovi
des t
horo
ugh
evid
ence
of t
he a
bilit
y to
de
velo
p a
supp
ortiv
e le
arni
ng
envi
ronm
ent b
ased
on
the
clas
s pro
file
Diff
eren
tiatio
n in
ord
er to
mee
t nee
ds o
f di
vers
e st
uden
ts (3
.d)
Can
dida
te fa
ils to
pro
vide
ev
iden
ce o
f the
abi
lity
to
diffe
rent
iate
con
tent
, pr
oces
s and
pro
duct
s to
impr
ove
stud
ent l
earn
ing.
Can
dida
te p
rovi
des
parti
al e
vide
nce
of th
e ab
ility
to d
iffer
entia
te
cont
ent,
proc
ess a
nd
prod
ucts
to im
prov
e st
uden
t lea
rnin
g.
Can
dida
te p
rovi
des
acce
ptab
le e
vide
nce
of th
e ab
ility
to d
iffer
entia
te
cont
ent,
proc
ess a
nd p
rodu
cts
to im
prov
e st
uden
t lea
rnin
g.
Can
dida
te p
rovi
des t
horo
ugh
evid
ence
of t
he a
bilit
y to
di
ffere
ntia
te c
onte
nt, p
roce
ss
and
prod
ucts
to im
prov
e st
uden
t lea
rnin
g.
Dev
elop
men
t of a
pos
itive
cla
ssro
om
lear
ning
env
ironm
ent (
3.e)
Can
dida
te fa
ils to
pro
vide
ev
iden
ce o
f the
abi
lity
to
use
a va
riety
of m
etho
ds,
prac
tices
and
rout
ines
to
man
age
the
clas
sroo
m
effe
ctiv
ely
durin
g in
stru
ctio
n
Can
dida
te p
rovi
des
parti
al e
vide
nce
of th
e ab
ility
to u
se a
var
iety
of
met
hods
, pra
ctic
es
and
rout
ines
to m
anag
e th
e cl
assr
oom
ef
fect
ivel
y du
ring
inst
ruct
ion
Can
dida
te p
rovi
des
acce
ptab
le e
vide
nce
of th
e ab
ility
to u
se a
var
iety
of
met
hods
, pra
ctic
es a
nd
rout
ines
to m
anag
e th
e cl
assr
oom
effe
ctiv
ely
durin
g in
stru
ctio
n
Can
dida
te p
rovi
des t
horo
ugh
evid
ence
of t
he a
bilit
y to
use
a
varie
ty o
f met
hods
, pr
actic
es a
nd ro
utin
es to
m
anag
e th
e cl
assr
oom
ef
fect
ivel
y du
ring
inst
ruct
ion
Abi
lity
mot
ivat
e an
d en
gage
div
erse
st
uden
ts (3
.f)
Can
dida
te fa
ils to
pro
vide
ev
iden
ce o
f the
abi
lity
to
use
a va
riety
of w
ays
mot
ivat
e an
d en
gage
all
stud
ents
in le
arni
ng
Can
dida
te p
rovi
des
parti
al e
vide
nce
of th
e ab
ility
to u
se a
var
iety
of
way
s mot
ivat
e an
d en
gage
all
stud
ents
in
lear
ning
Can
dida
te p
rovi
des
acce
ptab
le e
vide
nce
of th
e ab
ility
to u
se a
var
iety
of
way
s mot
ivat
e an
d en
gage
all
stud
ents
in le
arni
ng
Can
dida
te p
rovi
des t
horo
ugh
evid
ence
of t
he a
bilit
y to
use
a
varie
ty o
f way
s mot
ivat
e an
d en
gage
all
stud
ents
in
lear
ning
Use
of f
eedb
ack
to m
otiv
ate
and
enga
ge
stud
ents
(4.d
)
Can
dida
te fa
ils to
pr
ovid
es e
vide
nce
of th
e ab
ility
to p
rovi
de
feed
back
eff
ectiv
ely,
in
orde
r to
mot
ivat
e an
d en
gage
the
who
le c
lass
an
d in
divi
dual
stud
ents
.
Can
dida
te p
rovi
des
parti
al e
vide
nce
of th
e ab
ility
to p
rovi
de
feed
back
eff
ectiv
ely,
in
orde
r to
mot
ivat
e an
d en
gage
the
who
le c
lass
an
d in
divi
dual
stud
ents
.
Can
dida
te p
rovi
des
acce
ptab
le e
vide
nce
of th
e ab
ility
to p
rovi
de fe
edba
ck
effe
ctiv
ely,
in o
rder
to
mot
ivat
e an
d en
gage
the
who
le c
lass
and
indi
vidu
al
stud
ents
.
Can
dida
te p
rovi
des t
horo
ugh
evid
ence
of t
he a
bilit
y to
pr
ovid
e fe
edba
ck e
ffect
ivel
y,
in o
rder
to m
otiv
ate
and
enga
ge th
e w
hole
cla
ss a
nd
indi
vidu
al st
uden
ts.
page 50
Use
s who
le c
lass
dis
cuss
ion
and
inst
ruct
ion
to e
nsur
e le
arni
ng a
nd
parti
cipa
tion
for a
ll st
uden
ts (4
.e)
Can
dida
te fa
ils to
pro
vide
ev
iden
ce o
f the
abi
lity
to
ensu
re st
uden
t lea
rnin
g an
d pa
rtici
patio
n th
roug
h w
hole
cla
ss in
stru
ctio
n an
d di
scus
sion
.
Can
dida
te p
rovi
des
parti
al e
vide
nce
of th
e ab
ility
to e
nsur
e stu
dent
le
arni
ng a
nd
parti
cipa
tion
thro
ugh
who
le c
lass
inst
ruct
ion
and
disc
ussi
on.
Can
dida
te p
rovi
des
acce
ptab
le e
vide
nce
of th
e ab
ility
to e
nsur
e stu
dent
le
arni
ng a
nd p
artic
ipat
ion
thro
ugh
who
le c
lass
in
stru
ctio
n an
d di
scus
sion
.
Can
dida
te p
rovi
des t
horo
ugh
evid
ence
of t
he a
bilit
y to
en
sure
stud
ent l
earn
ing
and
parti
cipa
tion
thro
ugh
who
le
clas
s ins
truct
ion
and
disc
ussi
on.
Use
s sm
all g
roup
inst
ruct
ion
to
diffe
rent
iate
lear
ning
to m
eet t
he n
eeds
of
eac
h st
uden
t (4.
f)
Can
dida
te fa
ils to
pro
vide
ev
iden
ce o
f the
abi
lity
to
utili
ze sm
all g
roup
in
stru
ctio
n ef
fect
ivel
y fo
r st
uden
t lea
rnin
g
Can
dida
te p
rovi
des
parti
al e
vide
nce
of th
e ab
ility
to u
tiliz
e sm
all
grou
p in
stru
ctio
n ef
fect
ivel
y fo
r stu
dent
le
arni
ng
Can
dida
te p
rovi
des
acce
ptab
le e
vide
nce
of th
e ab
ility
to u
tiliz
e sm
all g
roup
in
stru
ctio
n ef
fect
ivel
y fo
r st
uden
t lea
rnin
g
Can
dida
te p
rovi
des t
horo
ugh
evid
ence
of t
he a
bilit
y to
ut
ilize
smal
l gro
up in
struc
tion
effe
ctiv
ely
for s
tude
nt
lear
ning
.
Use
s ind
ivid
ual i
nstru
ctio
n to
enh
ance
th
e le
arni
ng o
f spe
cific
stud
ents
(4.g
)
Can
dida
te fa
ils to
pro
vide
ev
iden
ce o
f the
abi
lity
to
deliv
er in
tens
ive
inst
ruct
ion
spec
ific
to
indi
vidu
al st
uden
ts.
Can
dida
te p
rovi
des
parti
al e
vide
nce
of th
e ab
ility
to d
eliv
er
inte
nsiv
e in
stru
ctio
n sp
ecifi
c to
indi
vidu
al
stud
ents
.
Can
dida
te p
rovi
des
acce
ptab
le e
vide
nce
of th
e ab
ility
to d
eliv
er in
tens
ive
inst
ruct
ion
spec
ific
to
indi
vidu
al st
uden
ts.
Can
dida
te p
rovi
des t
horo
ugh
evid
ence
of t
he a
bilit
y to
de
liver
inte
nsiv
e in
stru
ctio
n sp
ecifi
c to
indi
vidu
al
stud
ents
.
Scor
e: _
____
____
____
___/
page 51
Prof
essi
onal
Edu
catio
n U
nit –
Inte
rn P
erfo
rman
ce R
atin
g Fo
rm
Adap
ted
from
Enh
anci
ng P
rofe
ssio
nal P
ract
ice
A F
ram
ewor
k fo
r Tea
chin
g, 1
st an
d 2nd
Editi
ons,
Cha
rlotte
Dan
iels
on, a
utho
r, AS
CD
pub
licat
ion
Rev
ised
Jun
e 20
16
1
Ind
icat
e In
tern
ship
/Pra
ctic
um
Exp
erie
nce
: ___
____
____
____
____
____
____
_
Mid
-Poi
nt
Fin
al
ELED
494
E
LED
495
E
DU
C 4
97
HPE
D 4
977
ED
UC
391
S
CED
496
E
DU
C 6
96
ED
UC
697
S
CE
D 6
96
SC
ED 6
97
Can
dida
te N
ame
Stud
ent I
D N
umbe
r
Maj
or/S
peci
aliz
atio
n
Sc
hool
Men
tor
G
rade
(Sub
ject
s)
Prac
ticum
Dat
es
H
ours
of T
each
ing
Obs
erva
tion
Oth
er
To
tal h
ours
Supe
rvis
or
D
ates
of S
uper
viso
r O
bser
vatio
ns
Dat
e of
Mid
poin
t Con
fere
nce
Dat
e of
Fin
al C
onfe
renc
e
R
EC
OM
ME
ND
ED
FIN
AL
GR
AD
E (P
AS
S/F
AIL
)
(If
ap
plic
able
)
This
per
form
ance
ratin
g ha
s be
en m
utua
lly a
gree
d up
on b
y (si
gnat
ures
):
Can
dida
te
Men
tor T
each
er
Uni
vers
ity S
uper
viso
r C
linic
al F
acul
ty
Dire
ctio
ns: R
ate
the
cand
idat
e’s
leve
l of p
rogr
essi
on o
n ea
ch c
ompe
tenc
y us
ing
the
scal
e be
low
. In
the
final
eva
luat
ion
for I
nter
nshi
p II/
Prac
ticum
II, t
he c
andi
date
mus
t be
eval
uate
d as
dev
elop
ing
or b
ette
r on
eac
h co
mpe
tenc
y to
rec
eive
a fi
nal g
rade
of P
ass.
The
mid
poin
t and
fina
l eva
luat
ions
will
be fi
naliz
ed c
olla
bora
tivel
y in
a th
ree-
way
eva
luat
ion
conf
eren
ce. T
he c
andi
date
will
eval
uate
him
/her
self
on e
ach
com
pete
ncy
prio
r to
the
thre
e-w
ay c
onfe
renc
e w
ith th
e m
ento
r tea
cher
and
the
univ
ersi
ty s
uper
viso
r.
RatingScale:
H
– H
ighl
y Ef
fect
ive:
Can
dida
te p
erfo
rmed
at a
leve
l wel
l bey
ond
that
exp
ecte
d of
a p
rese
rvic
e ca
ndid
ate;
refle
ctiv
e of
exc
eptio
nal s
treng
ths
only
E
–
Effe
ctiv
e: C
andi
date
per
form
ed c
omm
enda
bly;
refle
ctiv
e of
suc
cess
ful e
fforts
D
–
Dev
elop
ing:
Can
dida
te p
erfo
rmed
ade
quat
ely
and
show
s pr
ogre
ss to
war
d m
aste
ry; r
efle
ctiv
e of
acc
epta
ble
effo
rts
I –
Inef
fect
ive:
Can
dida
te p
erfo
rmed
at a
leve
l les
s th
an d
evel
opin
g le
vel d
urin
g pr
actic
um e
xper
ienc
e; re
flect
ive
of th
e ne
ed to
stre
ngth
en a
nd/o
r dev
elop
com
pete
ncy
to p
ass
the
prac
ticum
expe
rienc
e N
O
– N
ot O
bser
ved:
Can
dida
te p
erfo
rmed
at a
leve
l ins
uffic
ient
for a
ppro
pria
te ju
dgm
ent
Evaluators:
EC
– E
valu
atio
n C
ounc
il in
clud
es th
e co
nsen
sus
of th
e M
ento
r’s ra
ting
(M)
and
Sup
ervi
sor’s
ratin
g (S
), w
ith a
sep
arat
e co
lum
n fo
r the
inte
rn/p
ract
icum
stu
dent
’s s
elf-a
sses
smen
t (I/P
)
INTE
RN P
ERFO
RMAN
CE R
ATIN
G F
ORM
-Mus
ic
page 52
Prof
essi
onal
Edu
catio
n U
nit –
Inte
rn P
erfo
rman
ce R
atin
g Fo
rm
Adap
ted
from
Enh
anci
ng P
rofe
ssio
nal P
ract
ice
A F
ram
ewor
k fo
r Tea
chin
g, 1
st an
d 2nd
Editi
ons,
Cha
rlotte
Dan
iels
on, a
utho
r, AS
CD
pub
licat
ion
Rev
ised
Jun
e 20
16
2
Dom
ain
1: D
esig
ning
Coh
eren
t Ins
truc
tion
Th
e te
ache
r ca
ndid
ate
desi
gns
and
orga
nize
s in
stru
ctio
n an
d as
sess
men
t pro
cedu
res
for
all s
tude
nts
base
d up
on a
thor
ough
kno
wle
dge
of s
ubje
ct m
atte
r, p
edag
ogy,
an
d st
uden
ts.
Com
pete
ncy
Stan
dard
Inef
fect
ive
1 D
evel
opin
g 2
Eff
ectiv
e 3
Hig
hly
Eff
ectiv
e 4
Not
O
bs
Mid
P
oint
I/P
Mid
P
oint
M/S
E
C
Mid
P
oint
Not
O
bs
Fina
l
I/P
Fina
l
M
/S
EC
Fi
nal
INTA
SC
Inst
itutio
nal
Lear
ning
G
oal
NAS
M
Know
ledg
e of
St
uden
ts
1 In
tern
dem
onst
rate
s a
lack
of k
now
ledg
e re
gard
ing
maj
or
conc
epts
, the
orie
s an
d re
sear
ch re
late
d to
the
deve
lopm
ent
of s
tude
nts.
Inte
rn d
emon
stra
tes
parti
al k
now
ledg
e of
th
e m
ajor
con
cept
s,
theo
ries
and
rese
arch
rela
ted
to
the
deve
lopm
ent o
f st
uden
ts.
Inte
rn d
emon
stra
tes
adeq
uate
kno
wle
dge
of th
e m
ajor
co
ncep
ts, t
heor
ies
and
rese
arch
rela
ted
to th
e de
velo
pmen
t of
stu
dent
s.
Inte
rn d
emon
stra
tes
com
preh
ensi
ve
know
ledg
e of
the
maj
or c
once
pts,
th
eorie
s an
d re
sear
ch re
late
d to
th
e de
velo
pmen
t of
stud
ents
.
3
IX.O
.3.d
.2
IX.O
.3.d
.3
Con
tent
kn
owle
dge
4 In
tern
dem
onst
rate
s la
ck o
f kno
wle
dge
and
unde
rsta
ndin
g of
ce
ntra
l con
cept
s,
tool
s of
inqu
iry a
nd
the
abilit
y to
im
plem
ent m
usic
co
nten
t.
Inte
rn d
emon
stra
tes
parti
al k
now
ledg
e an
d un
ders
tand
ing
of
cent
ral c
once
pts,
to
ols
of in
quiry
and
th
e ab
ility
to
impl
emen
t mus
ic
cont
ent.
Inte
rn d
emon
stra
tes
adeq
uate
kno
wle
dge
and
unde
rsta
ndin
g of
ce
ntra
l con
cept
s,
tool
s of
inqu
iry a
nd
the
abilit
y to
im
plem
ent m
usic
cont
ent.
Inte
rn d
emon
stra
tes
com
preh
ensi
ve
know
ledg
e an
d un
ders
tand
ing
of
cent
ral c
once
pts,
to
ols
of in
quiry
and
th
e ab
ility
to
impl
emen
t mus
ic co
nten
t.
3
IX.O
.3.c
.1-
5
Know
ledg
e of
C
urric
ulum
an
d O
bjec
tives
7
Inte
rn d
emon
stra
tes
lack
of k
now
ledg
e of
M
aryl
and
Con
tent
St
anda
rds
for M
usic
; St
anda
rds
are
parti
ally
alig
ned
to
obje
ctiv
es/le
arni
ng
outc
omes
.
Inte
rn d
emon
stra
tes
parti
al k
now
ledg
e of
M
aryl
and
Con
tent
St
anda
rds
for M
usic
; St
anda
rds
are
parti
ally
alig
ned
to
obje
ctiv
es/le
arni
ng
outc
omes
.
Inte
rn d
emon
stra
tes
adeq
uate
kno
wle
dge
of M
aryl
and
Con
tent
St
anda
rds
for M
usic
; St
anda
rds
are
parti
ally
alig
ned
to
obje
ctiv
es/le
arni
ng
outc
omes
.
Inte
rn d
emon
stra
tes
com
preh
ensi
ve
know
ledg
e of
M
aryl
and
Con
tent
St
anda
rds
for M
usic
; St
anda
rds
are
parti
ally
alig
ned
to
obje
ctiv
es/le
arni
ng
outc
omes
.
3
1X.0
.3.a
.4
Prer
equi
site
sk
ills a
nd
conc
epts
5
Inte
rn d
emon
stra
tes
a la
ck o
f kno
wle
dge
of p
rere
quis
ite s
kills
an
d co
ncep
ts
Inte
rn d
emon
stra
tes
parti
al k
now
ledg
e of
pr
ereq
uisi
te s
kills
an
d co
ncep
ts
Inte
rn d
emon
stra
tes
adeq
uate
kno
wle
dge
of p
rere
quis
ite s
kills
an
d co
ncep
ts
Inte
rn d
emon
stra
tes
com
preh
ensi
ve
know
ledg
e of
pr
ereq
uisi
te s
kills
3
page 53
Prof
essi
onal
Edu
catio
n U
nit –
Inte
rn P
erfo
rman
ce R
atin
g Fo
rm
Adap
ted
from
Enh
anci
ng P
rofe
ssio
nal P
ract
ice
A F
ram
ewor
k fo
r Tea
chin
g, 1
st an
d 2nd
Editi
ons,
Cha
rlotte
Dan
iels
on, a
utho
r, AS
CD
pub
licat
ion
Rev
ised
Jun
e 20
16
3
IX.O
.3.b
.1-4
IX
.O.3
.d.3
rele
vant
to
inst
ruct
iona
l pl
anni
ng.
rele
vant
to
inst
ruct
iona
l pl
anni
ng.
rele
vant
to
inst
ruct
iona
l pl
anni
ng.
and
conc
epts
re
leva
nt to
in
stru
ctio
nal
plan
ning
.
Com
pete
ncy
Stan
dard
Inef
fect
ive
1 D
evel
opin
g 2
Eff
ectiv
e 3
Hig
hly
Eff
ectiv
e 4
Not
O
bs
Mid
P
oint
I/P
Mid
P
oint
M
/S
EC
M
id
Poi
nt
N
ot
Obs
Fi
nal
I/P
Fina
l
M
/S
EC
Fi
nal
INTA
SC
Inst
itutio
nal
Lear
ning
G
oal
NAS
M
Asse
ssm
ent
6
Inte
rn la
cks
the
abilit
y to
alig
n as
sess
men
ts to
st
anda
rds,
ob
ject
ives
/lear
ning
ou
tcom
es,
deve
lopm
enta
l le
vels
and
in
stru
ctio
n;
mea
sure
s fa
il to
m
onito
r stu
dent
le
arni
ng d
urin
g in
stru
ctio
n.
Inte
rn p
artia
lly
dem
onst
rate
s th
e ab
ility
to a
lign
varie
d as
sess
men
ts to
st
anda
rds,
ob
ject
ives
/lear
ning
ou
tcom
es,
deve
lopm
enta
l lev
els
and
inst
ruct
ion;
thes
e m
easu
res
parti
ally
m
onito
r stu
dent
le
arni
ng d
urin
g in
stru
ctio
n.
Inte
rn a
dequ
atel
y de
mon
stra
tes
the
abilit
y to
alig
n va
ried
asse
ssm
ents
to
stan
dard
s,
obje
ctiv
es/le
arni
ng
outc
omes
, de
velo
pmen
tal
leve
ls a
nd
inst
ruct
ion;
thes
e m
easu
res
mon
itor
stud
ent l
earn
ing
at
mul
tiple
poi
nts
thro
ugho
ut
inst
ruct
ion.
Inte
rn d
emon
stra
tes
the
abilit
y to
alig
n m
ultip
le a
nd v
arie
d as
sess
men
ts to
st
anda
rds,
ob
ject
ives
/lear
ning
ou
tcom
es,
deve
lopm
enta
l le
vels
and
in
stru
ctio
n; th
ese
mea
sure
s m
onito
r st
uden
t lea
rnin
g at
m
ultip
le p
oint
s th
roug
hout
in
stru
ctio
n an
d ut
ilize
pre-
and
pos
t- as
sess
men
t an
alys
is.
3
IX.O
.3.a
.6
IX.O
.3.d
.6
Inst
ruct
iona
l st
rate
gies
8
Inte
rn d
emon
stra
tes
the
inab
ility
to
deve
lop
mul
tiple
te
achi
ng s
trate
gies
th
at re
flect
a w
ide
rang
e of
pe
dago
gica
l ap
proa
ches
for
mus
ic.
Inte
rn la
cks
the
abilit
y to
alig
n te
achi
ng s
trate
gies
Inte
rn p
artia
lly
dem
onst
rate
s th
e ab
ility
to d
evel
op
mul
tiple
teac
hing
st
rate
gies
that
refle
ct
a w
ide
rang
e of
pe
dago
gica
l ap
proa
ches
for
m
usic
. In
tern
par
tially
alig
ns
mul
tiple
teac
hing
st
rate
gies
to
Inte
rn a
dequ
atel
y de
mon
stra
tes
the
abilit
y to
dev
elop
m
ultip
le te
achi
ng
stra
tegi
es th
at re
flect
a
wid
e ra
nge
of
peda
gogi
cal
appr
oach
es fo
r m
usic
. In
tern
alig
ns m
ultip
le
teac
hing
stra
tegi
es
to s
tand
ards
,
Inte
rn d
emon
stra
tes
the
abilit
y to
dev
elop
va
ried
and
mul
tiple
te
achi
ng s
trate
gies
th
at re
flect
a w
ide
rang
e of
pe
dago
gica
l ap
proa
ches
for
mus
ic.
Inte
rn fu
lly a
ligns
va
ried
and
mul
tiple
te
achi
ng s
trate
gies
3
page 54
Prof
essi
onal
Edu
catio
n U
nit –
Inte
rn P
erfo
rman
ce R
atin
g Fo
rm
Adap
ted
from
Enh
anci
ng P
rofe
ssio
nal P
ract
ice
A F
ram
ewor
k fo
r Tea
chin
g, 1
st an
d 2nd
Editi
ons,
Cha
rlotte
Dan
iels
on, a
utho
r, AS
CD
pub
licat
ion
Rev
ised
Jun
e 20
16
4
IX.O
.3.a
.2
IX.O
.3.a
.6
IX.O
.3.c
.1.a
-b
IX.O
.3.c
.2.a
-b
IX.O
.3.c
.3.a
-b
IX.O
.3.c
.4.a
-b
IX.O
.3.c
.5.a
-b
IX.O
.3.d
.4
to s
tand
ards
, ob
ject
ives
, de
velo
pmen
tal
leve
ls a
nd
asse
ssm
ent.
In
tern
lack
s th
e ab
ility
to e
ngag
e st
uden
ts in
pr
omot
ing
criti
cal
thin
king
and
pr
oble
m-s
olvi
ng, a
nd
crea
tivity
.
stan
dard
s, o
bjec
tives
, de
velo
pmen
tal l
evel
s an
d as
sess
men
t.
Inte
rn p
artia
lly
enga
ges
stud
ents
in
criti
cal t
hink
ing
and
prob
lem
-sol
ving
, and
cr
eativ
ity.
obje
ctiv
es,
deve
lopm
enta
l le
vels
and
as
sess
men
t.
Inte
rn e
ngag
es
stud
ents
in
prom
otin
g cr
itica
l th
inki
ng a
nd
prob
lem
-sol
ving
, and
cr
eativ
ity.
to s
tand
ards
, ob
ject
ives
, de
velo
pmen
tal
leve
ls a
nd
asse
ssm
ent.
In
tern
fully
eng
ages
st
uden
ts in
pr
omot
ing
criti
cal
thin
king
and
pr
oble
m-s
olvi
ng, a
nd
crea
tivity
.
Com
pete
ncy
Stan
dard
Inef
fect
ive
1 D
evel
opin
g 2
Eff
ectiv
e 3
Hig
hly
Eff
ectiv
e 4
Not
O
bs.
Mid
P
oint
I/P
Mid
P
oint
M/S
E
C
Mid
P
oint
N
ot
Obs
Fi
nal
I/P
Fina
l
M
/S
EC
Fi
nal
INTA
SC
Inst
itutio
nal
Le
arni
ng
Goa
l N
ASM
Diff
eren
tiate
d in
stru
ctio
n
2 In
tern
doe
s no
t de
velo
p le
arni
ng
oppo
rtuni
ties
that
di
ffere
ntia
te fo
r sp
ecia
l nee
ds,
lear
ning
sty
les,
ELL
, gi
fted
and
tale
nted
, an
d cu
ltura
lly
dive
rse
lear
ners
.
Inte
rn p
artia
lly
deve
lops
lear
ning
op
portu
nitie
s th
at
diffe
rent
iate
for
spec
ial n
eeds
, le
arni
ng s
tyle
s, E
LL,
gifte
d an
d ta
lent
ed,
and
cultu
rally
div
erse
le
arne
rs.
Inte
rn a
dequ
atel
y de
velo
ps le
arni
ng
oppo
rtuni
ties
that
di
ffere
ntia
te fo
r sp
ecia
l nee
ds,
lear
ning
sty
les,
ELL
, gi
fted
and
tale
nted
, an
d cu
ltura
lly
dive
rse
lear
ners
.
Inte
rn d
evel
ops
mul
tiple
lear
ning
op
portu
nitie
s th
at
effe
ctiv
ely
diffe
rent
iate
for
spec
ial n
eeds
, le
arni
ng s
tyle
s, E
LL,
gifte
d an
d ta
lent
ed,
and
cultu
rally
di
vers
e le
arne
rs.
5
IX.O
.3.d
.1-3
Sele
ctio
n of
cu
rric
ulum
m
ater
ials
and
re
sour
ces
7 In
tern
sel
ects
ina
ppro
pria
te
mat
eria
ls/re
sour
ces
suita
ble
for t
he
stud
ents
, sup
porti
ng
the
lear
ning
ob
ject
ives
, and
de
sign
ed to
eng
age
stud
ents
in
mea
ning
ful le
arni
ng;
Mat
eria
ls a
re n
ot
Inte
rn s
elec
ts
mat
eria
ls/re
sour
ces
parti
ally
sui
tabl
e fo
r th
e st
uden
ts,
supp
ortin
g th
e le
arni
ng o
bjec
tives
, an
d de
sign
ed to
en
gage
stu
dent
s in
m
eani
ngfu
l lear
ning
; M
ater
ials
are
pr
epar
ed fo
r
Inte
rn s
elec
ts
appr
opria
te
mat
eria
ls/re
sour
ces
suita
ble
for t
he
stud
ents
, sup
porti
ng
the
lear
ning
ob
ject
ives
, and
de
sign
ed to
eng
age
stud
ents
in
mea
ning
ful le
arni
ng;
Mat
eria
ls a
re
Inte
rn s
elec
ts h
ighly
effe
ctive
mat
eria
ls/
reso
urce
s su
itabl
e fo
r the
stu
dent
s,
supp
ortin
g th
e le
arni
ng o
bjec
tives
, an
d de
sign
ed to
en
gage
stu
dent
s in
m
eani
ngfu
l lear
ning
; M
ater
ials
are
pr
epar
ed a
nd w
ell-
3
IX.O
.3.a
.6
IX.O
.3.c
.1.a
-b
page 55
Prof
essi
onal
Edu
catio
n U
nit –
Inte
rn P
erfo
rman
ce R
atin
g Fo
rm
Adap
ted
from
Enh
anci
ng P
rofe
ssio
nal P
ract
ice
A F
ram
ewor
k fo
r Tea
chin
g, 1
st an
d 2nd
Editi
ons,
Cha
rlotte
Dan
iels
on, a
utho
r, AS
CD
pub
licat
ion
Rev
ised
Jun
e 20
16
5
Com
men
ts/R
ecom
men
datio
ns:
D
omai
n 2:
Cre
atin
g a
Pow
erfu
l Lea
rnin
g E
nvir
onm
ent
The
teac
her
cand
idat
e us
es a
ppro
pria
te, e
ffec
tive
clas
sroo
m p
ract
ices
, pro
cedu
res,
and
ped
agog
ies
to c
reat
e an
d m
anag
e a
prod
uctiv
e le
arni
ng e
nvir
onm
ent.
Com
pete
ncy
Stan
dard
Inef
fect
ive
1 D
evel
opin
g 2
Eff
ectiv
e 3
Hig
hly
Eff
ectiv
e 4
Not
O
bs.
Mid
P
oint
I/P
Mid
P
oint
M/S
E
C
Mid
P
oint
Not
O
bs.
Fina
l
M/S
E
C
Fina
l
I/P
Fina
l
INTA
SC
Inst
itutio
nal
Le
arni
ng
Goa
ls
NAS
M
Com
mun
icat
ion
of s
tude
nt
expe
ctat
ions
3 In
tern
doe
s no
t co
mm
unic
ate
high
ex
pect
atio
ns fo
r st
uden
t ac
hiev
emen
t and
Inte
rn in
cons
iste
ntly
co
mm
unic
ates
hig
h ex
pect
atio
ns fo
r st
uden
t ach
ieve
men
t an
d in
cons
iste
ntly
Inte
rn c
omm
unic
ates
hi
gh e
xpec
tatio
ns fo
r st
uden
t ach
ieve
men
t an
d ad
equa
tely
pr
ovid
es e
quita
ble
Inte
rn c
onst
antly
and
co
nsis
tent
ly
com
mun
icat
es h
igh
expe
ctat
ions
for
stud
ent a
chie
vem
ent
3
IX.O
.3.c
.2.a
-b
IX.O
.3.c
.3.a
-b
IX.O
.3.c
.4.a
-b
IX.O
.3.c
.5.a
-b
prep
ared
for
inst
ruct
ion
in
adva
nce.
inst
ruct
ion
in
adva
nce.
pr
epar
ed fo
r in
stru
ctio
n in
ad
vanc
e.
orga
nize
d fo
r in
stru
ctio
n in
ad
vanc
e.
Long
- and
sh
ort-
rang
e pl
anni
ng
7 Pl
anni
ng la
cks
orga
niza
tion
and
is
poor
ly s
eque
nced
to
impa
ct s
tude
nt
lear
ning
; pla
nnin
g la
cks
rela
tions
hips
am
ong
conc
epts
w
ithin
and
acr
oss
discip
lines
.
Plan
ning
is p
artia
lly
orga
nize
d an
d se
quen
ced
to im
pact
st
uden
t lea
rnin
g;
plan
ning
par
tially
sh
ows
rela
tions
hips
am
ong
conc
epts
w
ithin
and
acr
oss
discip
lines
.
Plan
ning
is
adeq
uate
ly
orga
nize
d an
d se
quen
ced
to im
pact
st
uden
t lea
rnin
g;
plan
ning
sho
ws
rela
tions
hips
am
ong
conc
epts
with
in a
nd
acro
ss d
iscip
lines
.
Plan
ning
is w
ell-
orga
nize
d an
d se
quen
ced
to
max
imiz
e st
uden
t le
arni
ng; p
lann
ing
show
s a
com
preh
ensi
ve
unde
rsta
ndin
g of
the
rela
tions
hips
am
ong
conc
epts
with
in a
nd
acro
ss d
iscip
lines
.
3
IX.O
.3.d
.3
IX.O
.3.d
.6
page 56
Prof
essi
onal
Edu
catio
n U
nit –
Inte
rn P
erfo
rman
ce R
atin
g Fo
rm
Adap
ted
from
Enh
anci
ng P
rofe
ssio
nal P
ract
ice
A F
ram
ewor
k fo
r Tea
chin
g, 1
st an
d 2nd
Editi
ons,
Cha
rlotte
Dan
iels
on, a
utho
r, AS
CD
pub
licat
ion
Rev
ised
Jun
e 20
16
6
IX.O
.3.a
.4
does
not
pro
vide
eq
uita
ble
oppo
rtuni
ties
for a
ll st
uden
ts to
lear
n an
d be
suc
cess
ful.
prov
ides
equ
itabl
e op
portu
nitie
s fo
r all
stud
ents
to le
arn
and
be s
ucce
ssfu
l.
oppo
rtuni
ties
for a
ll st
uden
ts to
lear
n an
d be
suc
cess
ful.
and
adeq
uate
ly
prov
ides
equ
itabl
e op
portu
nitie
s fo
r all
stud
ents
to le
arn
and
be s
ucce
ssfu
l.
Cla
ssro
om
clim
ate
3 In
tern
doe
s no
t pr
omot
e po
sitiv
e so
cial
inte
ract
ions
w
ith s
tude
nts
and
amon
g pe
ers.
Inte
rn
inco
nsis
tent
ly
prom
otes
pos
itive
so
cial
inte
ract
ions
w
ith s
tude
nts
and
amon
g pe
ers.
Inte
rn p
rom
otes
po
sitiv
e so
cial
in
tera
ctio
ns w
ith
stud
ents
and
am
ong
peer
s.
Inte
rn p
rom
otes
an
d m
odel
s po
sitiv
e so
cial
in
tera
ctio
ns w
ith
stud
ents
and
am
ong
peer
s.
3
IX.O
.3.a
.2-3
IX
.O.3
.d.1
Enth
usia
sm
for t
each
ing
and
lear
ning
3 In
tern
doe
s no
t co
nvey
en
thus
iasm
for
the
subj
ect
mat
ter a
nd d
oes
not p
rom
ote
activ
e en
gage
men
t to
influ
ence
stu
dent
pa
rtici
patio
n.
Inte
rn
inco
nsis
tent
ly
conv
eys
enth
usia
sm fo
r the
su
bjec
t mat
ter a
nd
inco
nsis
tent
ly
prom
otes
act
ive
enga
gem
ent t
o in
fluen
ce s
tude
nt
parti
cipa
tion.
Inte
rn c
onve
ys
enth
usia
sm fo
r the
su
bjec
t mat
ter a
nd
prom
otes
act
ive
enga
gem
ent t
o in
fluen
ce s
tude
nt
parti
cipa
tion.
Inte
rn c
onsi
sten
tly
and
cons
tant
ly
conv
eys
enth
usia
sm fo
r the
su
bjec
t mat
ter a
nd
prom
otes
act
ive
enga
gem
ent t
o hi
ghly
mot
ivat
e st
uden
ts to
pa
rtici
pate
.
3
IX.O
.3.a
.1-3
IX
.O.3
.d.1
Man
agin
g be
havi
or
3 In
tern
doe
s no
t re
spon
d to
st
uden
t beh
avio
r in
a c
onsi
sten
t, ap
prop
riate
an
d/or
resp
ectfu
l m
anne
r.
Inte
rn
inco
nsis
tent
ly
resp
onds
to
stud
ent b
ehav
ior i
n an
app
ropr
iate
and
re
spec
tful m
anne
r.
Inte
rn re
spon
ds to
st
uden
t beh
avio
r in
an a
ppro
pria
te a
nd
resp
ectfu
l man
ner.
Inte
rn p
roac
tivel
y an
d co
nsis
tent
ly
resp
onds
to
stud
ent b
ehav
ior i
n an
app
ropr
iate
and
re
spec
tful m
anne
r an
d sh
ows
sens
itivi
ty to
st
uden
t nee
ds.
3
IX.O
.3.d
.1
Com
pete
ncy
Stan
dard
Inef
fect
ive
1 D
evel
opin
g 2
Eff
ectiv
e 3
Hig
hly
Eff
ectiv
e 4
Not
O
bs.
Mid
P
oint
I/P
Mid
P
oint
M/S
E
C
Mid
P
oint
N
ot
Obs
Fi
nal
I/P
Fina
l
M
/S
EC
Fi
nal
INTA
SC
Inst
itutio
nal
Lear
ning
G
oal
NAS
M
3
page 57
Prof
essi
onal
Edu
catio
n U
nit –
Inte
rn P
erfo
rman
ce R
atin
g Fo
rm
Adap
ted
from
Enh
anci
ng P
rofe
ssio
nal P
ract
ice
A F
ram
ewor
k fo
r Tea
chin
g, 1
st an
d 2nd
Editi
ons,
Cha
rlotte
Dan
iels
on, a
utho
r, AS
CD
pub
licat
ion
Rev
ised
Jun
e 20
16
7
Mai
ntai
ning
cl
assr
oom
pr
oced
ures
3 In
tern
doe
s no
t m
aint
ain
esta
blis
hed
rout
ines
and
/or
use
prob
lem
-so
lvin
g st
rate
gies
to
pro
mot
e ef
ficie
nt,
prod
uctiv
e, s
afe,
an
d eq
ually
ac
cess
ible
le
arni
ng
envi
ronm
ent.
Inte
rn in
cons
iste
ntly
m
aint
ains
est
ablis
hed
rout
ines
and
in
cons
iste
ntly
use
s pr
oble
m-s
olvi
ng
stra
tegi
es to
pro
mot
e ef
ficie
nt, p
rodu
ctiv
e,
safe
, and
acc
essi
ble
lear
ning
env
ironm
ent.
Inte
rn m
aint
ains
es
tabl
ishe
d ro
utin
es a
nd u
ses
prob
lem
-sol
ving
st
rate
gies
to
prom
ote
effic
ient
, pr
oduc
tive,
saf
e,
and
an e
qual
ly
acce
ssib
le le
arni
ng
envi
ronm
ent.
Inte
rn c
onst
antly
an
d co
nsis
tent
ly
mai
ntai
ns
esta
blis
hed
rout
ines
an
d pr
oact
ivel
y us
es
prob
lem
-sol
ving
st
rate
gies
to
prom
ote
effic
ient
, pr
oduc
tive,
saf
e,
and
an e
qual
ly
acce
ssib
le le
arni
ng
envi
ronm
ent.
IX.O
.3.d
.1
Com
men
ts/R
ecom
men
datio
ns:
Dom
ain
3: Im
plem
entin
g E
ffec
tive
Teac
hing
for
Hig
h Q
ualit
y Le
arni
ng
The
teac
her
cand
idat
e de
mon
stra
tes
stro
ng c
omm
unic
atio
n sk
ills,
em
ploy
s ef
fect
ive
teac
hing
str
ateg
ies
and
met
hodo
logi
es, i
nteg
rate
s te
chno
logy
into
inst
ruct
ion,
and
us
es a
var
iety
of a
sses
smen
t mea
sure
s to
impa
ct s
tude
nt le
arni
ng.
Com
pete
ncy
Stan
dard
Inef
fect
ive
1 D
evel
opin
g 2
Eff
ectiv
e 3
Hig
hly
Eff
ectiv
e 4
Not
O
bs.
Mid
P
oint
I/P
Mid
P
oint
M/S
E
C
Mid
P
oint
Not
O
bs.
Fina
l
I/P
Fina
l
M/S
E
C
Fina
l
INTA
SC
Inst
itutio
nal
Lear
ning
G
oals
N
ASM
Com
mun
icat
ion
8 In
tern
use
s in
appr
opria
te
oral
and
writ
ten
com
mun
icat
ion;
di
rect
ion/
pr
oced
ures
are
no
t cle
arly
pr
esen
ted
and
appr
opria
te fo
r th
e st
uden
ts.
Inte
rn
inco
nsis
tent
ly u
ses
appr
opria
te o
ral
and
writ
ten
com
mun
icat
ion;
di
rect
ion/
proc
edur
es
are
inco
nsis
tent
ly
pres
ente
d in
a
clea
r and
ap
prop
riate
way
for
the
stud
ents
.
Inte
rn u
ses
appr
opria
te o
ral
and
writ
ten
com
mun
icat
ion;
di
rect
ion/
pr
oced
ures
are
cl
early
pre
sent
ed
and
appr
opria
te
for t
he s
tude
nts.
Inte
rn
cons
iste
ntly
m
odel
s an
d pr
omot
es
appr
opria
te o
ral
and
writ
ten
com
mun
icat
ion;
di
rect
ion/
pr
oced
ures
are
w
ell d
evel
oped
, cl
early
pr
esen
ted,
and
ap
prop
riate
for
all s
tude
nts.
2
IX.O
.3.a
.4-
5
page 58
Prof
essi
onal
Edu
catio
n U
nit –
Inte
rn P
erfo
rman
ce R
atin
g Fo
rm
Adap
ted
from
Enh
anci
ng P
rofe
ssio
nal P
ract
ice
A F
ram
ewor
k fo
r Tea
chin
g, 1
st an
d 2nd
Editi
ons,
Cha
rlotte
Dan
iels
on, a
utho
r, AS
CD
pub
licat
ion
Rev
ised
Jun
e 20
16
8
Activ
e le
arni
ng
8 Ac
tiviti
es a
nd
assi
gnm
ents
ar
e in
appr
opria
te
for s
tude
nts;
st
uden
ts a
re
not e
ngag
ed in
ex
plor
atio
n of
m
usic
con
tent
or
ski
lls.
Activ
ities
and
as
sign
men
ts a
re
inco
nsis
tent
ly
appr
opria
te fo
r st
uden
ts; f
ew
stud
ents
are
en
gage
d in
ex
plor
atio
n of
m
usic
con
tent
or
skills
.
Activ
ities
and
as
sign
men
ts a
re
appr
opria
te fo
r st
uden
ts; m
ost
stud
ents
are
en
gage
d in
ex
plor
atio
n of
m
usic
con
tent
or
skills
.
Activ
ities
and
as
sign
men
ts
are
appr
opria
te
for a
ll st
uden
ts;
all s
tude
nts
are
fully
eng
aged
in
exp
lora
tion
of m
usic
co
nten
t or
skills
.
3
IX.O
.3.d
.1-
4
Inst
ruct
iona
l de
cisi
ons
base
d on
as
sess
men
t re
sults
6 In
tern
doe
s no
t de
mon
stra
te
flexi
bilit
y an
d re
spon
sive
ness
in
ord
er to
m
ake
adju
stm
ents
to
inst
ruct
ion
base
d on
in
form
al,
form
al,
form
ativ
e an
d su
mm
ativ
e as
sess
men
t re
sults
.
Inte
rn
inco
nsis
tent
ly
dem
onst
rate
s fle
xibi
lity
and
resp
onsi
vene
ss in
or
der t
o m
ake
adju
stm
ents
to
inst
ruct
ion
base
d on
info
rmal
, for
mal
, fo
rmat
ive
and
sum
mat
ive
asse
ssm
ent
resu
lts.
Inte
rn
dem
onst
rate
s fle
xibi
lity
and
resp
onsi
vene
ss in
or
der t
o m
ake
adju
stm
ents
to
inst
ruct
ion
base
d on
info
rmal
, fo
rmal
, for
mat
ive
and
sum
mat
ive
asse
ssm
ent
resu
lts.
Inte
rn
cons
tant
ly
dem
onst
rate
s fle
xibi
lity
and
resp
onsi
vene
ss
in o
rder
to
mak
e ad
just
men
ts to
in
stru
ctio
n ba
sed
on
info
rmal
, fo
rmal
, fo
rmat
ive
and
sum
mat
ive
asse
ssm
ent
resu
lts a
nd
dem
onst
rate
s th
e us
e of
as
sess
men
t re
sults
to a
djus
t in
stru
ctio
n.
3
IX.O
.3.d
.3
IX.O
.3.d
.5-
6
Com
pete
ncy
Stan
dard
Inef
fect
ive
1 D
evel
opin
g 2
Eff
ectiv
e 3
Hig
hly
Eff
ectiv
e 4
Not
O
bs.
Mid
P
oint
I/P
Mid
P
oint
M/S
E
C
Mid
P
oint
Not
O
bs.
Fina
l
I/P
Fina
l M
/S
Fina
l
INTA
SC
Inst
itutio
nal
Le
arni
ng
Goa
l N
ASM
page 59
Prof
essi
onal
Edu
catio
n U
nit –
Inte
rn P
erfo
rman
ce R
atin
g Fo
rm
Adap
ted
from
Enh
anci
ng P
rofe
ssio
nal P
ract
ice
A F
ram
ewor
k fo
r Tea
chin
g, 1
st an
d 2nd
Editi
ons,
Cha
rlotte
Dan
iels
on, a
utho
r, AS
CD
pub
licat
ion
Rev
ised
Jun
e 20
16
9
Inst
ruct
iona
l st
rate
gies
8 In
tern
doe
s no
t use
te
achi
ng s
trate
gies
th
at a
re a
ppro
pria
te
to a
ge, a
bilit
y le
vel
and
lear
ning
sty
les.
Q
uest
ions
refle
ct th
e lo
wer
leve
ls o
f Bl
oom
’s ta
xono
my
and
do n
ot s
timul
ate
criti
cal t
hink
ing,
pr
oble
m-s
olvi
ng a
nd
activ
e in
quiry
for a
ll le
arne
rs.
Inte
rn u
ses
teac
hing
st
rate
gies
that
are
in
cons
iste
ntly
ap
prop
riate
to a
ge,
abilit
y le
vel a
nd
lear
ning
sty
les.
Q
uest
ions
refle
ct th
e di
ffere
nt le
vels
of
Bloo
m’s
taxo
nom
y an
d in
cons
iste
ntly
st
imul
ate
criti
cal
thin
king
, pro
blem
-so
lvin
g an
d ac
tive
inqu
iry fo
r all
lear
ners
.
Inte
rn u
ses
mul
tiple
te
achi
ng s
trate
gies
th
at a
re a
dequ
atel
y ap
prop
riate
to a
ge,
abilit
y le
vels
and
le
arni
ng s
tyle
s.
Que
stio
ns re
flect
the
diffe
rent
leve
ls o
f Bl
oom
’s ta
xono
my
and
stim
ulat
e cr
itica
l th
inki
ng, p
robl
em-
solv
ing
and
activ
e in
quiry
for a
ll le
arne
rs.
Inte
rn
cons
iste
ntly
use
s va
ried
and
mul
tiple
teac
hing
st
rate
gies
that
ar
e ap
prop
riate
to
age
, abi
lity
leve
ls a
nd
lear
ning
sty
les.
Q
uest
ions
refle
ct
the
use
of m
ostly
th
e hi
ghes
t lev
els
of B
loom
’s
taxo
nom
y an
d st
imul
ate
criti
cal
thin
king
, pr
oble
m-s
olvi
ng
and
activ
e in
quiry
fo
r all
lear
ners
.
3
IX.O
.3.a
.2
IX.O
.3.a
.6
IX.O
.3.c
.1.a
-b
IX.O
.3.c
.2.a
-b
IX.O
.3.c
.3.a
-b
IX.O
.3.c
.4.a
-b
IX.O
.3.c
.5.a
-b
IX.O
.3.d
.4
Diff
eren
tiate
d in
stru
ctio
n
2 In
tern
fails
to
dem
onst
rate
le
arni
ng
oppo
rtuni
ties
that
di
ffere
ntia
te fo
r sp
ecia
l nee
ds,
lear
ning
sty
les,
ELL
, gi
fted
and
tale
nted
, an
d cu
ltura
lly
dive
rse
lear
ners
.
Inte
rn in
cons
iste
ntly
de
mon
stra
tes
lear
ning
opp
ortu
nitie
s th
at d
iffer
entia
te fo
r sp
ecia
l nee
ds,
lear
ning
sty
les,
ELL
, gi
fted
and
tale
nted
, an
d cu
ltura
lly d
iver
se
lear
ners
.
Inte
rn a
dequ
atel
y de
mon
stra
tes
lear
ning
op
portu
nitie
s th
at
diffe
rent
iate
for
spec
ial n
eeds
, le
arni
ng s
tyle
s, E
LL,
gifte
d an
d ta
lent
ed,
and
cultu
rally
di
vers
e le
arne
rs.
Inte
rn
cons
iste
ntly
and
co
nsta
ntly
de
mon
stra
tes
lear
ning
op
portu
nitie
s th
at
diffe
rent
iate
for
spec
ial n
eeds
, le
arni
ng s
tyle
s,
ELL,
gift
ed a
nd
tale
nted
, and
cu
ltura
lly d
iver
se
lear
ners
.
5
IX.O
.3.d
.1-3
Tech
nolo
gy in
in
stru
ctio
n
8 In
tern
doe
s no
t use
te
chno
logy
ski
lls to
pr
omot
e le
arni
ng
and
mon
itor s
tude
nt
prog
ress
. Int
ern
does
not
use
te
chno
logy
to c
olle
ct,
Inte
rn in
cons
iste
ntly
ut
ilizes
tech
nolo
gy
skills
to p
rom
ote
lear
ning
and
mon
itor
stud
ent p
rogr
ess.
In
tern
par
tially
use
s te
chno
logy
to c
olle
ct,
Inte
rn u
tiliz
es
tech
nolo
gy s
kills
to
prom
ote
lear
ning
an
d m
onito
r stu
dent
pr
ogre
ss. I
nter
n us
es te
chno
logy
to
Inte
rn
cons
iste
ntly
ut
ilizes
te
chno
logy
ski
lls
to m
odel
lear
ning
an
d m
onito
r st
uden
t pro
gres
s.
3
page 60
Prof
essi
onal
Edu
catio
n U
nit –
Inte
rn P
erfo
rman
ce R
atin
g Fo
rm
Adap
ted
from
Enh
anci
ng P
rofe
ssio
nal P
ract
ice
A F
ram
ewor
k fo
r Tea
chin
g, 1
st an
d 2nd
Editi
ons,
Cha
rlotte
Dan
iels
on, a
utho
r, AS
CD
pub
licat
ion
Rev
ised
Jun
e 20
16
10
IX.O
.3.d
.1
IX.O
.3.d
.3-6
anal
yze,
and
repo
rt da
ta.
anal
yze,
and
repo
rt da
ta.
colle
ct, a
naly
ze, a
nd
repo
rt da
ta.
.
Inte
rn u
ses
a va
riety
of
tech
nolo
gy to
co
llect
, ana
lyze
, an
d re
port
data
an
d im
plem
ents
ch
ange
s ba
sed
on th
e re
sults
. C
omm
ents
/Rec
omm
enda
tions
:
Dom
ain
4: A
ssum
ing
Pro
fess
iona
l Res
pons
ibili
ties
The
teac
her
cand
idat
e en
gage
s in
pro
fess
iona
l dev
elop
men
t, de
mon
stra
tes
ethi
cal c
ondu
ct in
wor
king
wit
h al
l con
stitu
enci
es (
stud
ents
, col
leag
ues,
pa
rent
s/gu
ardi
ans,
and
com
mun
ity m
embe
rs),
and
refl
ects
upo
n in
stru
ctio
n an
d st
uden
t lea
rnin
g to
ass
ess
teac
hing
eff
ecti
vene
ss.
Com
pete
ncy
Stan
dard
Inef
fect
ive
1 D
evel
opin
g 2
Eff
ectiv
e 3
Hig
hly
Eff
ectiv
e 4
Not
O
bs.
Mid
P
oint
I/P
Mid
P
oint
M/S
E
C
Mid
P
oint
Not
O
bs.
Fina
l
I/P
Fina
l
M/S
E
C
Fina
l
INTA
SC
Inst
itutio
nal
Lrng
. Goa
l N
ASM
Ref
lect
ion
on o
ne’s
ow
n pr
actic
e
9 In
tern
doe
s no
t se
lf- e
valu
ate
and
act u
pon
reas
onab
le
criti
cal e
valu
atio
n to
impr
ove
inst
ruct
ion.
Inte
rn in
cons
iste
ntly
us
es s
elf-e
valu
atio
n an
d irr
egul
arly
act
s up
on re
ason
able
cr
itica
l eva
luat
ion
to
impr
ove
inst
ruct
ion.
Inte
rn c
ontin
uous
ly
uses
sel
f-eva
luat
ion
and
acts
upo
n re
ason
able
crit
ical
ev
alua
tion
to
impr
ove
inst
ruct
ion.
Inte
rn
cont
inuo
usly
us
es s
elf-
eval
uatio
n an
d se
eks
out
reas
onab
le
criti
cal e
valu
atio
n to
impr
ove
inst
ruct
ion;
se
arch
es fo
r ad
ditio
nal
reso
urce
s to
im
prov
e in
stru
ctio
n.
3
IX.O
.3.a
.1
Acce
ptin
g re
spon
sibilit
y 9
Inte
rn d
oes
not
acce
pt
Inte
rn in
cons
iste
ntly
ac
cept
s re
spon
sibi
lity
Inte
rn a
ccep
ts
resp
onsi
bilit
y fo
r In
tern
co
nsis
tent
ly a
nd
page 61
Prof
essi
onal
Edu
catio
n U
nit –
Inte
rn P
erfo
rman
ce R
atin
g Fo
rm
Adap
ted
from
Enh
anci
ng P
rofe
ssio
nal P
ract
ice
A F
ram
ewor
k fo
r Tea
chin
g, 1
st an
d 2nd
Editi
ons,
Cha
rlotte
Dan
iels
on, a
utho
r, AS
CD
pub
licat
ion
Rev
ised
Jun
e 20
16
11
4 re
spon
sibi
lity
for
own
actio
ns
rela
tive
to
stud
ents
and
le
arni
ng
com
mun
ity a
nd
does
not
see
k so
lutio
ns to
pr
oble
ms.
for o
wn
actio
ns
rela
tive
to s
tude
nts
and
lear
ning
co
mm
unity
and
to
som
e ex
tent
see
ks
solu
tions
to p
robl
ems.
own
actio
ns re
lativ
e to
stu
dent
s an
d le
arni
ng c
omm
unity
an
d se
eks
solu
tions
to
pro
blem
s.
cons
tant
ly
acce
pts
resp
onsi
bilit
y fo
r ow
n ac
tions
re
lativ
e to
st
uden
ts a
nd
lear
ning
co
mm
unity
and
de
mon
stra
tes
appl
icat
ion
of
prob
lem
-sol
ving
sk
ills.
IX.O
.3.d
.5
Partn
ersh
ips
10
Inte
rn d
oes
not
esta
blis
h a
partn
ersh
ip w
ith
scho
ol, h
ome,
or
com
mun
ity.
Inte
rn in
cons
iste
ntly
es
tabl
ishe
s a
partn
ersh
ip w
ith
scho
ol, h
ome,
or
com
mun
ity.
Inte
rn e
stab
lishe
s a
prod
uctiv
e pa
rtner
ship
with
sc
hool
, hom
e, o
r co
mm
unity
.
Inte
rn
cont
inuo
usly
es
tabl
ishe
s an
d pr
omot
es a
pr
oduc
tive
partn
ersh
ip w
ith
scho
ol, h
ome,
or
com
mun
ity.
4
IX.O
.3.a
.4
IX.O
.3.a
.5
Prof
essi
onal
de
velo
pmen
t
9 In
tern
doe
s no
t pu
rsue
op
portu
nitie
s to
gr
ow
prof
essi
onal
ly.
Inte
rn p
artic
ipat
es in
pr
ofes
sion
al a
ctiv
ities
w
hen
prov
ided
but
do
esn’
t act
ivel
y se
ek
out o
ppor
tuni
ties
to
grow
.
Inte
rn a
ctiv
ely
seek
s ou
t and
pur
sues
op
portu
nitie
s to
gro
w
prof
essi
onal
ly.
Inte
rn a
ctiv
ely
seek
s ou
t and
pu
rsue
s op
portu
nitie
s to
gr
ow
prof
essi
onal
ly
and
dem
onst
rate
s ap
plic
atio
n of
kn
owle
dge
and
skills
obt
aine
d.
3
IX.O
.3.a
.7
Com
men
ts/R
ecom
men
datio
ns:
page 62
Outline of Music Portfolio for edTPA Candidates Title Page
• Title includes candidate’s name • Brief self-statement • Recommended: professional picture of candidate
Introductory Materials
• Résumé • Philosophy of Education • Optional: Praxis scores, recommendation letters, copies of observation and/or evaluation forms,
certificates, awards/honors, other degrees, etc. Planning, Instruction, and Assessment
• edTPA • Additional Unit Plan 1 • Use of Instructional Technology (1-3 artifacts; Recommended: 1 artifact in which students used
technology) • Student Work Samples
Professional Responsibilities (Provide artifacts for at least 2 of the 4 sections)
• Communication (evidence of communication with members of school community) • Professional Development (evidence of professional development activities) • Participation in School Community (evidence of participating within the school community) • Advocacy (evidence of advocating for students and/or education)
page 63
THE ROAD TO CERTIFICATION
“AT A GLANCE”
For Completing a Degree in Teacher Education
FIRST YEAR (Completion of 30+ credit hours toward graduation by end of first year)
Check off the following as completed:
_________ Declare your Major/Specialization/Concentration and read through the catalog for your major
_________ My Education Advisor is ____________________________________________________
_________ My Program Coordinator is _________________________________________________
_________ Meet with Education Advisor to register, work towards completion of GEP, major / specialization /concentration courses, and Pre-Phase courses _________ Pass all Pre-Phase courses (as designated by program) with a grade of “C” or better
_________ Prepare for Praxis Core, if necessary (exempt with ACT =24 or SAT math and verbal or math and critical reading = 1100)
SECOND YEAR (Completion of 60+ credit hours toward graduation by end of second year)
Check off the following as completed:
_________ Register, take, and pass the Praxis Core, if SAT or ACT do not meet minimum score
_________ Meet with Education Advisor to register, work towards completion of GEP, major / specialization /concentration courses, and Pre-Phase courses
_________ Pass all Pre-Phase courses (as designated by program) with a grade of “C” or better
_________ Apply online (https://www.frostburg.edu/colleges/coe/candidate-resources/phase-
applications/phase-i/) for Phase 1 Admission (see requirements in catalog), submit current
page 64
TB test and 20 documented hours of working with diverse populations
THIRD YEAR (Completion of 90+ hours toward graduation by end of third year)
Check off the following as completed:
_________ Register for fingerprinting and background check – you will be contacted by the Office of Clinical and Field Experiences when you have been accepted into Phase I
_________ Meet with Education Advisor to register and plan program specific courses
_________ Achieve a grade of “C” or better (or P) in all Professional Education Sequence courses, as designated by program
_________ Apply online (https://www.frostburg.edu/colleges/coe/candidate-resources/phase- applications/phase-ii/) for Phase 2 Admission (see full list of requirements in catalog), submit
a specialization/concentration form (P-9 majors only)
_________ Successfully complete (Professional Development Schools) entrance interview/conference, as designated by program
_________ Prepare for required (by the Maryland State Department of Education) Praxis II
FOURTH YEAR (Completion of at least 120+ credit hours toward graduation)
Check off the following as completed:
_________ Register, take, and pass required Praxis II
_________ Apply online (https://www.frostburg.edu/colleges/coe/candidate-resources/phase- applications/phase-iii/) for Phase 3 Admission (see full list of requirements in catalog),
submit a current TB test and verification of completion or registration for required Praxis II
_________ Achieve a grade of “C” or better (or P) in all Professional Education Sequence courses, as designated by program
_________ Meet with Advisor to register and to be cleared for graduation
_________ Apply for graduation
_________ Successfully complete all field work and seminar
_________ Successfully submit EdTPA portfolio, and complete exit requirements as designated by
program
*Candidates apply for certification directly to the Maryland State Department of Education
(https://eisportal.msde.maryland.gov/)
page 65
