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TEACHING INTERNSHIP
HANDBOOK FALL 2021
UNIVERSITY SUPERVISORS
Office of Clinical/
Field-Based
Instruction, Licensure,
and Outreach
Fall 2021 Revised June 2021
2
General Information
Teaching internship, which is the culminating field experience of the teacher education program, requires each
teacher intern to work full time for an entire semester in a placement with one classroom mentor teacher or full
time for an entire semester in two placements with different age groups and classroom mentor teachers. During
this time, the teacher intern observes, assists, and gradually assumes full responsibility for classroom instruction
under the direction of the classroom mentor teacher and university supervisor.
Teaching internship, which is considered to be one of the most important phases of the teacher intern's
professional preparation program, requires the teacher intern to apply and test the principles, theories, and
methods learned in the teacher education program. Teaching internship allows the teacher intern to experience
the many facets of a professional educator's role and gain a deeper understanding of teaching, students, and
schools.
OCFBI Staff
We encourage and welcome communication with staff members in the Office of Clinical/Field-Based
Instruction, Licensure, and Outreach (OCFBI).
Dr. Donna Shea,
Director 662-325-7684
Tiffany Middleton,
Coordinator 662-325-0028 [email protected]
Denise Richardson,
Administrative Assistant I 662-325-2206 [email protected]
3
Table of Contents University Supervisor Training 4
Teaching Internship Assignments/Assessments Overview 7
Weekly Lesson Plans 8
Statewide Impact on Student Learning Assignment 13
Statewide Impact on Student Learning Assignment Rubric 24
Family Involvement Documentation Log 34
Classroom Management Observation Assignment 35
English Language Learners (ELL) Observation Assignment 41
Video Self-Reflection Assignment 43
Family Engagement Analysis/Reflection 46
Teacher Intern Assessment Instrument (TIAI) 48
MSU Professional Dispositions 55
Statewide Common Dispositions Instrument 62
Teacher Growth Rubric (TGR) 64
Watermark Overview 68
How to Complete an Evaluation in Watermark 69
Internship Handbook: Policies & Procedures 73
Standards and Objectives 74
InTASC Core Teaching Standards 74
Council for the Accreditation of Education Preparation (CAEP) Standards 75
Objectives for the Teaching Internship 77
Code of Ethics of the Education Profession 77
Policy and Procedures 81
Grading Policies 81
Absences and Tardiness 81
Additional Coursework or Employment 81
Discipline 82
Professional Dress 82
School Policies 82
Professional Liability Insurance 83
CPR/First Aid Certification 83
Child Protection Policies 83
Official MSU Child Protection Policy 83
Change of Placements, Withdrawals, and Non-Completion 84
If Difficulties Occur 85
Professional Disposition Infraction 86
Professional Roles 88
Assessment Information 93
Directions for Assessing Professional Dispositions 93
Directions for Completing the Teacher Intern Assessment Instrument 96
Reflection on Teaching and Learning 97
4
University Supervisor Training
To complete the training, follow the steps below:
Step 1: OCFBI Website
A. Go to the OCFBI website, https://www.ocfbi.msstate.edu and select Internship/Training/University
Supervisor Training. The username is supervisor and the password is cowbell3.
B. Select the hyperlink (in the first paragraph) and watch the Prezi presentation that introduces you to the MSU
teaching internship.
Step 2: Videos
Watch the videos under this section. (Policies & Procedures and Professionalism).
Step 3: Mississippi Common Assessments Training
The Mississippi Common Assessments Training is required for all mentor teachers and university supervisors in
the state of Mississippi. A Certificate of Completion is issued upon successful completion of each training and
will be retained in the OCFBI office. MDE mandates for certificates to be renewed every 3 years. The website
is contained outside of MSU so please select the hyperlink to complete the training or go to
http://training.education.olemiss.edu/. New US must complete all 3 training modules. Returning US can view
the purple form (in the packet that was mailed) to know the training/s that are needed for renewal certificates.
5
A. Login: Complete the Mississippi Common Assessments Training by selecting the hyperlink. This training
focuses on the Teacher Intern Assessment Instrument (TIAI), Statewide (Professional) Dispositions
Instrument that you will use to evaluate the intern, and the Impact on Student Learning Assignment. You
must register for an account and check your email for a link. (Create your own username and password
for this website).
B. TIAI: Complete the presentation for each of the five domains and answer the questions at the end of each
section. Upon completion of all five sections, you will see a certificate of completion.
C. Professional Dispositions: After completing the TIAI Training, follow the same steps for completing the
Professional Dispositions Training.
D. Impact on Student Learning: After completing the TIAI Training, follow the same steps for completing
the Professional Dispositions Training.
Step 4: Certificates of Completion
6
Please email or mail your certificates of completion to the OCFBI office. All US will also collect certificates
from the CMT and submit to the OCFBI office in the provided self-addressed, stamped envelope (or email to
Once you’ve completed Steps 1-4, your training is complete. You will not have access to the Watermark
program until internship begins.
University Supervisor Training Checklist
Completed Step 1:
A. Logged in the OCFBI website (username: supervisor & password: cowbell3)
B. Watched the presentation (Prezi)
Completed Step 2:
A. Watched the videos on the OCFBI website
Completed Step 3:
A. Created an account at the MS Common Assessments Website B. Completed the TIAI Training C. Completed the Professional Dispositions Training D. Completed the Impact on Student Learning Training
Completed Step 4:
A. Submit certificates of completion to OCFBI. The US will also submit the
CMT’s certificates to the OCFBI office when applicable.
Teaching Internship Assignments/Assessments Overview:
1st Placement 2nd Placement
Assignment/Assessment Maximum Points Assignment/Assessment Maximum Points
Canvas Orientation 0 Intern Self-Assessment on Dispositions 0
Introductory Letter & CMT’s Class Schedule 0 CMT’s Class Schedule 0
Phase III Form 0 CAEP Family Engagement Assignment 50
MS Common Assessment Trainings (3) 0 Video Self-Reflection 50
Intern Self-Assessment on Dispositions 0 Classroom Management Observation 50
Weekly Lesson Plans for Week 2 Formative (no points) ELL Observation 50
Weekly Lesson Plans for Week 3 Formative (no points) Weekly Lesson Plans for Week 2/10 Formative (no points)
Weekly Lesson Plans for Week 4 50 Weekly Lesson Plans for Week 3/11 Formative (no points)
Weekly Lesson Plans for Week 5 50 Weekly Lesson Plans for Week 4/12 50
Weekly Lesson Plans for Week 6 50 Weekly Lesson Plans for Week 5/13 50
Weekly Lesson Plans for Week 7 50 Weekly Lesson Plans for Week 6/14 50
Weekly Lesson Plans for Week 8 0 Weekly Lesson Plans for Week 7/15 50
Impact on Student Learning (IoSL) 200 Weekly Lesson Plans for Week 8/16 0
MSU Dispositions (CMT) 75 MSU Dispositions (CMT) 75
MSU Dispositions (US) 75 MSU Dispositions (US) 75
Statewide Professional Dispositions (CMT) 25 Statewide Professional Dispositions (CMT) 25
Statewide Professional Dispositions (US) 25 Statewide Professional Dispositions (US) 25
Content Area Performance Assessment 0 Content Area Performance Assessment 0
TIAI Formative Observation (CMT) Formative (no points) TIAI Formative Observation (CMT) Formative (no points)
TIAI Formative Observation (US) Formative (no points) TIAI Formative Observation (US) Formative (no points)
TIAI Summative Observation (CMT) 200 TIAI Summative Observation (CMT) 200
TIAI Summative Observation (US) 200 TIAI Summative Observation (US) 200
Teacher Growth Rubric (TGR) 0
TOTAL: 1,000 TOTAL: 1,000
Grade Scale:
A: 900-1,000 Points B: 800-899 Points C: 700-799 Points D: 600-699 Points F: 599 Points or Less
Grading scale: Each teacher intern receives two grades for the teaching internship, one for each 8-week placement. The points in Watermark
determine the final grade; refer to the grading scale below to determine the letter grade.
Completion of assignments: All internship assignments are mandatory, and regardless of point value, must be completed in order for interns to
pass each placement of the internship. Late work. Any assignment that is submitted after midnight on the date due will receive no credit, but
the assignment must still be completed.
7
8
Office of Clinical/Field-Based Instruction,
Licensure, and Outreach (OCFBI)
WEEKLY LESSON PLANS
Weekly lesson plans are an integral part of the Teacher Intern Assessment Instrument (TIAI). Key items from the TIAI are listed below as a reminder when developing your weekly plans. The TIAI requires evaluators to review teacher intern written plans when scoring all items included in Domains I, II, III, and V.
DOMAIN I: PLANNING AND PREPARATION DOMAIN II: ASSESSMENT DOMAIN III: INSTRUCTION DOMAIN V: PROFESSIONAL RESPONSIBILITIES
OBJECTIVES Objectives for the weekly plans should be written in measurable and observable grade and subject level terms with specific learning outcomes and aligned with appropriate state curricular frameworks and assessments.
TIAI – 1 Develops measurable and observable grade and subject level objectives that are aligned with appropriate state curricula frameworks.
TIAI – 2 Develops meaningful and authentic learning experiences that accommodate developmental and individual needs of each learner in the group.*
*Examples include developing learning experiences (remediation, enrichment, accommodations) planned for students with disabilities or exceptionalities, students who are gifted, and students who represent diversity based on ethnicity, race, socioeconomic status, gender, language, religion, sexual identification, and/or geographic origin.
PROCEDURES Procedures should explain what the teacher and the students will do to meet the objectives in the weekly plans. Explain pre-assessment measures used prior to planning.
TIAI – 3 Integrates core content knowledge across and within subject areas in lessons when appropriate.
TIAI – 4 Plans appropriate and sequential teaching procedures that include innovative introductions and closures. Teaching procedures incorporate different teaching strategies that positively impact student learning and development. * *Examples include but are not limited to the following: cooperative learning, discovery learning, demonstration, discussion, inquiry, simulation, etc.
9
TIAI – 5 Plans indicate use of appropriate assessments that effectively evaluate student learning and development.*
*Examples include assessments aligned with standards and objectives such as pre/post assessments, quizzes, unit tests, rubrics, and/or checklists
TIAI – 6 Plans include technology that will engage students in analysis, creativity, and deeper learning experiences to improve student growth, development, and understanding.*
*Examples of technology include the implementation of digital leaning programs using iPad, Chromebooks, PowerPoints, Smart Boards, Promethean Boards, cell phones, etc.
TIAI – 15 Uses a variety of appropriate teaching strategies, including technology, to impact student learning and development.*
*Examples include use of teaching strategies such as cooperative learning, discovery learning, demonstration, discussion, inquiry, simulation, etc.
TIAI – 16 Planned learning experiences are implemented that accommodate differences in developmental and individual needs of each learner in the group.*
*Examples include students with disabilities or exceptionalities, students who are gifted, and students who represent diversity based on ethnicity, race, socioeconomic status, gender, language, religion, sexual identification, and/or geographic origin).
TIAI – 17 Engages all students in critical thinking through higher-order questioning.*
*Guiding questions need to be listed in lesson plans.
MATERIALS Include various types of materials, technology, and resources that will be used to enhance lessons. Materials should show initiative and creativity.
TIAI – 6 Plans include technology that will engage students in analysis, creativity, and deeper learning experiences to improve student growth, development, and understanding.*
TIAI – 19 Uses family and/or community resources in instruction to impact student learning and development. *
*Examples include special guests, materials, extracurricular activities, etc.
ASSESSMENT Informal and formal assessments should be aligned with objectives and defined in weekly plans. Assessments should accommodate developmental and/or educational needs of students.
TIAI – 5 Plans indicate use of appropriate assessments that effectively evaluate student learning and development.*
*Examples include assessments aligned with standards and objectives such as pre/post assessments, quizzes, unit tests, rubrics, and/or checklists
TIAI – 7 Communicates assessment criteria and performance standards to the students and provides feedback to students about academic performance.
TIAI – 8 Uses formative and summative assessments to differentiate learning experiences that accommodate the learning and development of each learner in the group.*
*Examples of assessments include pretests, quizzes, unit tests, checklists, rating scales, rubrics, and
remediation and enrichment activities.
10
DIFFERENTIATED INSTRUCTION Plans should include differentiated learning experiences that accommodate learning and development of each learner in the group. The learning experiences should clearly connect the content and the needs of the learner(s) in the group. (Documenting differentiated instruction in weekly lesson plans will significantly benefit the intern’s completion of the Differentiated Instruction Assignment.)
TIAI – 5 Plans indicate use of appropriate assessments that effectively evaluate student learning and development.*
*Examples include assessments aligned with standards and objectives such as pre/post assessments, quizzes, unit tests, rubrics, and/or checklists
TIAI – 6 Plans include technology that will engage students in analysis, creativity, and deeper learning experiences to improve student growth, development, and understanding.*
TIAI – 8 Uses formative and summative assessments to differentiate learning experiences that accommodate the learning and development of each learner in the group.*
*Examples of assessments include pretests, quizzes, unit tests, checklists, rating scales, rubrics, and
remediation and enrichment activities.
TIAI – 13 Provides opportunities for all students to cooperate, communicate, and interact with each other to enhance learning.
TIAI – 16 Planned learning experiences are implemented that accommodate differences in developmental and individual needs of each learner in the group.*
*Examples include students with disabilities or exceptionalities, students who are gifted, and students who represent diversity based on ethnicity, race, socioeconomic status, gender, language, religion, sexual identification, and/or geographic origin).
TIAI ITEMS TO KEEP IN MIND WHEN CREATING WEEKLY PLANS:
TIAI – 9 Uses standard written, oral, and nonverbal communication in instruction.
TIAI – 10 Provides explicit written and oral directions for instructional activities.
TIAI – 11 Communicates positive expectations for learning for all students.
TIAI – 12 Conveys enthusiasm for teaching and learning for all students.
TIAI – 14 Demonstrates content knowledge and an understanding of how to teach the content.
TIAI – 25 Collaborates with professional colleagues (classroom mentor teacher and/or university supervisor) to communicate with families about student learning and development.
*Examples include documented evidence such as PLCs, data meetings, newsletters, positive notes,
extracurricular activities, professional development opportunities, conferences, etc.
Rubric: Weekly Plans
CAEP InTASC
TGR CRITERIA
Unacceptable
(1)
Needs Improvement
(2)
Meets Standard (3)
Exceeds Standard (4)
CAEP 1.2/R1.3 InTASC 7 TGR 1.1
All objectives are written in measurable and observable terms, based on state frameworks, and are developmentally appropriate for students. All objectives are aligned with assessments and all learning outcomes are clearly specified.
All or most objectives are not written in measurable and observable terms and are not aligned with assessments. Learning outcomes are not specified.
All objectives are not consistently written in measurable and observable terms and/or are not consistently aligned with assessments. Most learning outcomes are specified.
All objectives are written in measurable and observable terms, based on state frameworks, and are developmentally appropriate for students. All objectives are aligned with assessments and all learning outcomes are clearly specified.
In addition to meets standard, the pre-assessments were implemented and the results support the planned objectives and learning goals.
CAEP 1.5/R1.3 InTASC 8 TGR 1.2
Plans appropriate and sequential teaching procedures that include innovative introductions and closures. Teaching procedures incorporate different teaching strategies that positively impact student learning and development.
Does not plan appropriate or sequential teaching procedures that include innovative introductions and closures. Different teaching strategies are not utilized.
Plans lack logical sequence and different teaching strategies.
Plans appropriate and sequential teaching procedures that include innovative introductions and closures. Teaching procedures incorporate different teaching strategies that positively impact student learning and development.
In addition to meets standard, multiple lesson plans cited research-based evidence.
CAEP 1.1/R1.1 InTASC 2 TGR 2.3
Differentiated instruction is included as plans include meaningful and authentic learning experiences that accommodate developmental and
Does not include differentiated instruction in plans that include meaningful nor authentic learning experiences to accommodate developmental and individual needs of
Develops meaningful and authentic learning experiences, but does not differentiate instruction to accommodate individual needs of each learner in the group.
Differentiated instruction is included as plans include meaningful and authentic learning experiences that accommodate developmental and individual needs of
In addition to meets standard, provides evidence-based strategies that accommodate developmental and individual needs of each learner in the group.
11
individual needs of each learner in the group.
each learner in the group.
each learner in the group.
CAEP 1.5/R1.3 InTASC 7 TGR 3.6
Plans include resources and/or technology that will engage students in analysis, creativity, and deeper learning experiences to improve student growth, development, and understanding.
Plans do not include resources or technology that will engage students.
Plans lack logical use of resources and technology.
Plans include resources and/or technology that will engage students in analysis, creativity, and deeper learning experiences to improve student growth, development, and understanding.
In addition to meets standard, multiple lesson plans utilize resources and technology to enhance learning opportunities.
CAEP 1.3/R1.2 InTASC 6 TGR 2.3
Plans indicate use of appropriate informal and formal assessments that effectively evaluate student learning and development.
Plans do not indicate use of informal and formal assessments that effectively evaluate student learning and development.
Plans indicate use informal and formal of assessments but not all are appropriate.
Plans indicate use of informal and formal appropriate assessments that effectively evaluate student learning and development.
In addition to meets standard, assessments are performance-based to enhance critical thinking and problem solving.
CAEP 1.1/R1.1 InTASC 5 TGR 4.9
Overall assignment is free with no more than one spelling, punctuation, capitalization, grammar, and paragraphing error. Writing exemplifies professionalism and effective writing skills.
Overall assignment includes four or more spelling, punctuation, capitalization, grammar, and paragraphing errors.
Overall assignment is free with most spelling, punctuation, capitalization, grammar, and paragraphing errors. Submission may include no more than three errors.
Overall assignment is free from no more than one spelling, punctuation, capitalization, grammar, and paragraphing error.
Overall assignment is free with all spelling, punctuation, capitalization, grammar, and paragraphing errors. Writing exemplifies professionalism and effective writing skills.
12
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STATEWIDE IMPACT ON STUDENT LEARNING ASSIGNMENT
Purpose
The Impact on Student Learning assignment gives the teacher candidate the opportunity to:
• Determine the impact of instruction on all students’ learning,
• Use assessments to make research-based informed decisions about instruction,
• Analyze and communicate students’ performance results, and
• Reflect on teaching performance.
Overview of the Method – Impact on Student Learning
The teacher candidate will use the assigned internship placement class and/or a group of students to determine
the impact of his/her teaching on student learning. The teacher candidate will use multiple assessments and
teaching strategies aligned with learning objectives in a unit and/or group of lessons. After collecting data from
multiple assessments, the teacher candidate will analyze the data to determine the impact on student learning.
Assessment Information
• Pre-assessments measure students’ understanding and performance on a set of skills and objectives.
Results from pre-assessments are used to inform, plan, and guide instruction. The assignment must
include the pre-assessment and data results.
• Formative assessments focus on students’ understanding and performance of the skill(s) during
instruction. Data from formative assessments influence instruction. The assignment must include a
minimum of 3 formative assessments and data results.
• Post-assessments (summative) evaluate students’ understanding and performance of a set of skills or
objectives at the conclusion of the unit and/or lessons. Post-assessments can include a variety of formats.
The assignment must include a summative assessment and data results.
Unit/Lesson Plans
Prior to planning the unit and/or lessons, the teacher candidate will conduct a pre-assessment. After conducting
the pre-assessment, the teacher candidate will record the pre-assessment data in a spreadsheet and analyze this
data to inform the planning of the unit/or lessons.
Contextual Factors
The teacher candidate will collect contextual factors about students, the school, and the learning community.
The teacher candidate will analyze the contextual factors to inform the unit and/or lesson planning.
Adjusting Instruction to Meet Student Needs
During instruction, administer 3 or more formative assessments and evaluate the data from the assessments to
adapt instruction throughout the unit and/or lessons. Document how data from formative assessments were used
to effectively plan, implement, and change instruction when necessary.
After implementing the unit and/or lessons, the teacher candidate will administer a post-assessment
(summative) to determine the impact of instruction on student learning. The teacher candidate will record the
post-assessment (summative) data in a spreadsheet and analyze the data to determine areas taught effectively,
areas for improvement, and to determine if all students in the class were provided with equitable learning
experiences.
The teacher candidate will analyze data from pre-assessments, formative assessments, and post- assessment
(summative) to determine the impact on student learning for the unit and/or lessons.
14
Assignment Components
Contextual Factors
Purpose for Step 1:
Consider the learning environment and contextual factors that may have an impact on the teaching-learning
process. Discuss characteristics about the school, classroom, and individual student needs that should be
considered as instructional plans are developed. List accommodations/modifications that will be made to
instructional planning and implementation based on contextual information of the assigned classroom.
Task:
Discuss the relevant contextual factors including community and school information, classroom information,
student characteristics, and accommodations/modifications for planning, instruction, and assessment/s. Include
any supports and challenges that impact instruction and student learning. Discuss any implications and
accommodation/modifications needed for instruction based on contextual factors.
Prompt:
In the discussion on contextual factors, include the following:
1.1. Community and school information
▪ Discuss the community and school information:
o geographic location
o community/school population (diversity, race, ethnicity, culture, gender, etc.)
o socio-economic status (SES; ex: free/reduced lunch, Title I school, etc.)
o type of school (locale, grade levels, and any other pertinent characteristics)
Consider additional areas for discussion, which could include community support for education and
other factors in the environment that impact education.
• 1.2. Classroom information
▪ Discuss the classroom information:
o physical features and arrangement of the classroom
o availability of technology, equipment, and resources
o extent of parental/guardian involvement
o grouping practices (whole group, small group, pairs, etc.)
▪ Consider additional areas for discussion, which could include but are not limited to how groups
were determined, classroom rules and routines, scheduling, and additional teachers/students that
enter or leave the room on a regular basis.
1.3. Student characteristics – Related to the Students and Learning Environment
▪ Discuss the following required areas for student characteristics:
o grade/age level
o gender
o race/ethnicity/culture
o special needs
o achievement/developmental/skill levels
o language (English, ESL, ELL)
o interests, learning differences, and any other pertinent information
▪ Consider additional areas for discussion, which could include but are not limited to background
information and/or characteristics of specific students that should be considered when planning
and implementing instruction.
Learning Goals and Objectives for Unit and/or Group of Lessons
15
Purpose for Step 2:
Plan appropriate and challenging learning purposes/goals and develop measurable and observable objectives for
the unit of study or group of lessons. Consider different levels of Bloom’s Taxonomy and Depth of Knowledge
(DOK) when planning measurable objectives.
Task:
Using the Mississippi College- and Career-Readiness Standards (MCCRS), establish a topic for the unit or
group of lessons and an overall learning purpose/goal. Once the unit or group of lessons learning purpose/goal
is established, determine daily learning purposes/goals for each day in the unit or group of lessons.
Note: Develop measurable and observable objectives for each day. Ensure that all objectives are measurable,
student-oriented, developmentally appropriate, and written in clear and understandable terms. Daily objectives
should be written at different levels of Bloom’s Taxonomy/DOK. Example: A unit or lessons should not have
daily objectives all written on the Knowledge level of Bloom’s Taxonomy or DOK 1. Vary the levels of
Bloom’s Taxonomy/DOK used in the unit or lessons to challenge students on different levels.
Prompt:
In your discussion, include the following:
2.1. MCCRS chosen standard(s) and unit and/or group of lessons topic and learning goals
▪ List the chosen standard(s) from the MCCRS content area of study.
▪ List the topic for the unit or group of lessons. If the unit or group of lessons addresses only part
of the MCCRS standard(s), explain what part of the standard(s) is to be addressed and the
rationale for addressing only part of the standard(s) in the unit topic.
▪ Describe the unit and/or group of lesson plans purposes/goals and how it relates to the MCCRS
standard/s.
▪ Justify your reasoning for choosing the overall unit and/or group of lesson plans purpose/goal.
▪ Consider additional areas of discussion, which could include but are not limited to how the
overall learning goal supports previous goals and/or will support future learning goals.
▪ Consider using a chart/table for Step 2. An example is provided after section 2.2.
2.2. Appropriateness of objectives ▪ Describe how objectives are aligned with MCCRS and connect to and help students make sense
of the real world.
▪ Discuss why the objectives are appropriate in terms of the students’ development, pre-requisite
knowledge, skills, experiences, and other needs of students as indicated in the Contextual
Factors.
▪ Consider additional areas of discussion, which could include but are not limited to the use of
instructional strategies to promote learning through the students’ cognitive, linguistic, social,
emotional, and physical developments.
For Step 2 of the Assignment for Impact on Student Learning, provide a chart/table to illustrate the relationship
between each daily objective and Bloom’s Taxonomy Level/DOK. You may choose to use a table such as the
one below for this step of the assignment.
Unit or Lesson Plans Overview
16
Grade and Subject
Area
MSCCRS Standard
Unit or Lesson Topic
Unit or Group of
Lessons
Purpose/Goal
Day Objective/s Bloom’s/DOK Level Assessment (Will be
completed in Step 3)
1
2
3
Assessment
Purpose for Step 3:
Plan assessments that align with the chosen MCCRS standard, unit or group of lessons, and daily objectives that
will be used to monitor student progress toward the purposes/goals and objectives.
Task:
Design an assessment plan to monitor student progress toward mastering objectives. Plan a pre-assessment, 3 or
more formative assessments, and a post-assessment (summative). Discuss how students’ progress was
monitored and how assessment results were communicated to students.
Prompt:
In your discussion, include the following:
• 3.1. Assessment plan overview ▪ Provide an overview of the assessment plan. The purpose of this overview is to depict the
alignment between purposes/goals, objectives, and assessments to meet the individual needs of
students based on contextual factors as identified in Step 1.
▪ Provide a chart/table to illustrate the relationship between each purpose/goal, daily objective, and
daily assessment. You may continue the table that you used for Step 2 of assignment (example
below).
17
Assessment Plan Overview
▪ Vary assessments by type. Instead of giving a quiz or the same type of assessment every day, use
a variety of assessments.
▪ Make sure each daily assessment assesses the objective for that day. Example: If your daily
objective asks students to list and describe each stage of the water cycle, then your assessment
should be something that requires them to do exactly that.
▪ Describe the need for the accommodations/modifications based on individual needs of students
based on contextual factors, for each accommodation/modification to an assessment listed. If no
accommodation/modification is necessary for an assignment, state that.
▪ Include accommodations/modifications that may be made to the pre- and post-assessments
(summative) to meet the needs of individual students based on the contextual factors.
▪ Consider additional areas of discussion, which could include but are not limited to alignment to
objectives and includes a rationale for each accommodation/modification based on individual
needs of students or contextual factors.
Example: The following daily assessment DOES assess the daily objective.
Daily Purpose Daily Objective Daily Assessment
Physical characteristics
of cats
The student will (TSW) compare and
contrast physical characteristics of 2
different species of cats.
Create a Venn diagram of 2 different species of cats
from around the world comparing and contrasting
physical attributes. (Graded for accuracy)
Example: The following daily assessment DOES NOT assess the daily objective.
Daily Purpose Daily Objective Daily Assessment
Physical characteristics
of cats
TSW compare and contrast physical
characteristics of 2 different species of
cats.
Draw a picture of one species of cat and include in
your picture physical features for that species of cat.
• 3.2. Pre-assessment and post-assessment (summative assessment) ▪ Include copies of the pre-assessment and post-assessment (summative) and scoring guides
(example: scoring rubric, answer key, etc.). Include any prompts, and/or student directions that
may be needed.
▪ Provide descriptions of the pre- and post-assessments (summative), how they are aligned with
daily objectives, and when they will be administered.
Objective Bloom’s /DOK Level Assessment Accommodations/Modifications (if needed)
Pre-assessment
Formative Assessments •
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Post-assessment
(Summative)
18
▪ Establish criteria that will be used to determine mastery for pre- and post-assessments
(summative) that indicate high expectations (example: mastery = 75% or higher on the
assessment).
▪ Describes how the assessments are constructed to both minimize bias and to ensure valid
conclusions are drawn based on student performance on assessments.
• 3.3. Daily assessments (formative assessments) ▪ Include evidence of the daily assessments (formative assessments) that will be used each day
(examples: quizzes, journal prompts, exit tickets, observation checklists, etc.) and scoring guides
(answer key, checklist, rubric, etc.).
▪ Use multiple methods of assessments by type (example: Avoid using a journal prompt each
day.).
▪ Describe how student progress using daily assessments will be tracked during the unit.
▪ Explain the reasoning for selecting the daily assessments that will be used during the unit or
lessons.
▪ Consider additional areas of discussion, which could include but are not limited to describing
how specific assessments address individual differences.
3.4. Assessment data
▪ Create a student assessment data table for tracking individual student progress on the pre-
assessment, 3 or more formative (daily) assessments, and the post-assessment (summative) in an
organized and easy to read format.
▪ Establish criteria for determining mastery or non-mastery on the assessment for each assessment
in your data table. (Example: mastery = 75% or higher on the assessment). Describe this after
your table.
▪ Ensure that each daily assessment reflects mastery or non-mastery of the daily objective and is
recorded on the table. An example of a table is provided below, but your data might be presented
in a different format.
▪ Consider additional areas of discussion, which could include but are not limited to how students
will be given opportunities to review and communicate about their own progress and learning.
The type of data you collect will determine the best format for presenting it.
Example of a Student Assessment Data Table
Student
Names
Pre-
Assessment
Formative/Daily
Assessment #1
(Lesson 1
Objective)
Formative/Daily
Assessment #2
(Lesson 2 Objective)
Formative/Daily
Assessment #3
(Lesson 3
Objective)
Post-
Assessment
Learning
Gains from
Pre- to Post-
Assessment % Mastery or
Non-Mastery
% Mastery or Non-
Mastery
% Mastery or Non-
Mastery
Mastery or
Non-
Mastery
% Mastery or Non-
Mastery
Student 1
Student 2
Class
Percentages
3.5 Communication of assessment results
▪ Discuss a plan for communicating individual assessment expectations to the students.
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▪ Discuss a plan for communicating individual assessment results and feedback to students.
Include how students will know they are progressing throughout the unit and upon completion of
the unit.
▪ Describe a plan for encouraging students to monitor their own progression throughout the unit or
lesson and take responsibility for their own learning.
▪ Consider additional areas of discussion, which could include but are not limited to a variety of
strategies for communicating feedback to all students.
Instructional Design
Purpose for Step 4:
Consider the contextual factors, characteristics of the classroom, individual students, and design appropriate
instruction that utilizes research-based strategies and technology to help students master objectives throughout
the lessons.
Task:
Provide the instructional unit or group of lessons or an overview of the unit or group of lessons. Describe the
pre-assessment results and implications based on the pre-assessment results. Describe instructional strategies
that engage students in critical thinking, problem solving, and provide differentiated instruction to meet the
needs of diverse students as outlined in Step 1 (contextual factors). Describe research-based strategies and
technology that will be used throughout the lesson. Describe a plan for communicating individual student
progress to parent/guardians.
Prompt:
In your discussion, include the following:
4.1. Accommodations/modifications to instruction based on pre-assessment data analysis
▪ Analyze student performance relative to the learning goals and objectives, after administering
and evaluating the pre-assessment.
▪ Create a table to help analyze the data. In the table, record students’ responses (correct or
incorrect) or scores to individual questions on the pre-assessment or to groups of questions based
on the objective assessed.
▪ Determine patterns in the data that will show implications for making
accommodations/modifications to instruction once student responses are recorded.
▪ Describe any pattern found that will guide instruction. Examples of patterns that may be shown
in the data may include:
o Fewer than half of the students correctly answered a certain question or cluster of
questions assessing a specific objective.
o Most students correctly answered a question or cluster of questions assessing a specific
objective.
o A particular subgroup of students performed in a certain way (list it) that
would require certain accommodations/modifications (remediation or
enrichment).
o Consider including research-based findings/contextual information for the instructional
accommodations/modifications for whole group, for subgroups, and individual students.
4.2. Differentiation
▪ Describe at least one example from your unit or group of lessons plans where you developed a
meaningful and authentic learning experience that includes differentiation. Describe how you
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differentiated the instruction to accommodate developmental and individual needs of each
learner in the group.
▪ Ensure that the activity is learner-centered and provides differentiation to meet the specific needs
of individual students as described in the contextual factors (e.g. ELL, inclusivism, cultural
relevance, special needs. . .).
▪ Consider providing citations of research-based strategies/procedures (citation for a source of a
peer-reviewed journal article, textbook, etc.) that describes the instructional strategy used in the
unit or group of lessons.
4.3. Technology – teacher candidate
▪ Describe how technology is used to facilitate and analyze student learning (learning management
systems, interactive websites, virtual learning, videoconferencing, digital learning, interactive
tutorials, mentoring, and collaboration including the use of networks in instruction).
▪ Describe how the use of technology will facilitate higher level skills such as analyzing,
synthesizing, and evaluating and not just by playing games online.
▪ Consider additional areas of discussion, which could include but are not limited to how multiple
forms of current technology are used by the TC to research, learn, create, communicate, and
track student learning.
4.4. Technology – student use
▪ Describe how students use technology for learning and understanding. Students should use
technology to research, create, communicate, and present. Students should use technology to
facilitate higher level skills such as analyzing, synthesizing, and evaluating and not just by
playing games online.
▪ Consider additional areas of discussion, which could include but are not limited to how multiple
forms of current technology are used by the students to research, learn, create, and communicate.
▪ 4.5. Plan for parent/guardian communication
▪ Describe the plan for disseminating general information about the unit or group of lessons and
how specific information about individual student progress was provided to
parents/guardians.(Include what information was provided to parents/guardians and how it was
shared with them (i.e. technology, phone-app, paper copy).
▪ Provide copies of any parent/guardian communication (such as a newsletter) created for the unit
or group of lessons.
▪ Consider providing examples of communication with parents and/or guardians that fosters a
sense of trust that acknowledges their contributions to the students’ education.
Instructional Decision-Making
Purpose for Step 5:
Reflect on professional practices including differentiating instruction, modifying instruction, and
communicating with students.
Task:
Describe how teaching strategies were modified during instruction based on student behavior, questions,
responses, and/or performance. Describe how learning experiences were differentiated or modified based on
formative assessment data analysis. Describe communication with students regarding their progress.
Prompt:
In your discussion, include the following:
5.1. Instructional modifications based on needs of students
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▪ Describe and provide an example of how teaching and/or learning strategies were modified from
the original plan to meet the needs of students based on student performance during instruction.
(Examples: changing from groups of 4 to pairs, modifying an activity from the original lesson
plan, deleting something from the lesson plan or adding something to the lesson plan, etc.)
▪ Justify your reasoning for making this accommodation/modification and give specific student
behaviors, questions, and/or responses that prompted you to make the
accommodation/modification.
▪ Describe how the accommodation/modification led students toward meeting objectives.
▪ Provide specific examples of student behaviors, questions AND consider providing responses
that justify the instructional modification(s).
5.2. Instructional differentiation or modifications based on formative assessments
▪ Describe how formative assessment data were analyzed.
▪ Provide at least one example of how assessment data analysis led to differentiate or modify a
specific learning experience of a previously planned activity to accommodate differences in
developmental and/or educational needs of students.
▪ Consider including multiple examples of research-based modifications of instruction to
accommodate individual needs of students.
Analysis of Student Learning
Purpose for Step 6:
Use assessment results to analyze student learning.
Task:
Use assessment data to analyze student learning. Analyze student learning gains for the whole class, subgroups,
and individual students. Provide evidence of impact on student learning and draw conclusions on overall student
learning gains.
Prompt:
In your discussion, include the following:
• 6.1. Data Analysis -Student Assessment Data
Record student scores/progress on all assessments using your student assessment data table created in
Step 3. Calculate the percentage (out of 100) for each assessment (where applicable) AND calculate the
percentage of mastery for the entire class. Describe the data results based on the following categories:
whole class, subgroups (ex: gender, performance/ability level, language, age range, etc.), and
individuals.
▪ Whole Class - Consider the following:
o Analyze the degree to which mastery was attained by the entire class.
o What did your analysis of the students’ learning gains tell you about the degree of
mastery of each objective?
o What did the analysis of the learning gains tell you about the degree to which your
overall purpose was achieved?
o Discuss specific evidence from pre- and post-assessment (summative) data to support
your response.
▪ Subgroups – Consider the following:
o Select a group characteristic (ex: performance/ ability level, language, age-range, etc.).
Provide a rationale for the selection of this characteristic.
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o Compare pre- and post-assessment (summative) results for the subgroup chosen.
Summarize what the data show about student learning gains and include specific
evidence used to support your response.
▪ Individual Students – Consider the following:
o Select two students who demonstrated different levels of performance and explain why it
is important to understand and analyze the learning of these students.
o Use pre-assessment, formative, and post-assessment (summative)
data with examples of the student’ work to draw conclusions about
the extent of these students’ learning gains.
▪ Include samples of student work. Copies of pre-assessments, formative assessments, and post-
assessments (summative) should be included.
▪ Consider additional areas of discussion, which could include but are not limited to reflections on
how the overall learning experiences were monitored throughout the unit or group of lessons.
6.2. Evidence and interpretation of impact on student learning
▪ Describe evidence of impact on student learning gains in terms of numbers of students who
achieved, made progress, or failed to master objectives using pre- and post-assessment
(summative) data.
▪ Include evidence of specific instruction/activities during the unit that may have led to that impact
on student learning gains noted in pre- and post-assessment data.
▪ Draw conclusions on overall student learning gains using all assessment data.
▪ Provide evidence that includes details and reasoning for conclusions drawn.
▪ Consider additional areas of discussion, which could include but are not limited to multiple
hypotheses for why students did or did not achieve mastery on the post-assessment.
Reflection
Purpose for Step 7:
Reflect on student success/levels of mastery. Discuss implications for future instructional design, teaching, and
professional development.
Task:
Reflect on student learning and possible reasons for high or low success/levels of mastery. Discuss implications
for future instructional design, teaching, and professional development you engaged in or plan to seek to engage
in to improve your performance as a teacher.
Prompt:
In your discussion, include the following:
7.1. Reflection on high success/levels of mastery
▪ Select the objective(s) for which students were most successful. Provide two or more possible
reasons for student success.
▪ Reflect on factors that might have had an impact on student learning (including the purposes,
objectives, instruction, and assessments along with student characteristics and other contextual
factors) in your discussion.
▪ Discuss how planning and implementation of instruction could have led to student success.
▪ Consider next steps for progression/next steps for instructional design and teaching for the
targeted students with high student success.
7.2. Reflection on low success/levels of mastery
▪ Select the objective(s) for which students were least successful. Provide two or more possible
reasons for the lack of student success.
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▪ Reflect on factors that might have had an impact on student learning (including the purposes,
objectives, instruction, and assessments along with student characteristics and other contextual
factors) in your discussion.
▪ Consider additional areas of discussion, which could include but are not limited to research-
based methods for planning and instructional strategies to continue to enhance student learning
in the future to positively impact student learning.
7.3. Implications for future instructional design and teaching
▪ Provide ideas for redesigning purposes/goals, objectives, instruction, and/or assessments in
future teaching, and provide a rationale explaining why these ideas for modifications would
improve student learning.
▪ Include implications for redesigning the current unit or group of lessons and explain any
implications that can be generalized to planning and teaching overall.
▪ Consider providing research-based evidence to support your claims.
7.4. Implications for professional development
▪ Describe at least two professional learning goals that emerged from your implementation and
review of the unit or group of lessons.
▪ Identify two specific steps to meet these learning goals, including professional development, to
improve your teaching, planning, and assessing in the area(s) identified.
▪ Consider identifying research based professional development to improve practice.
STATEWIDE IMPACT ON STUDENT LEARNING RUBRIC
Indicator Unacceptable
0
Needs Improvement 1
Meets Standard
2
Exceeds Standard
3
Contextual Factors
1.1. Community and school information
The teacher candidate (TC) discusses the following information about the community and school: Geographic location; Community/school population; Socio-economic status; and
Type of school (locale, grade levels, and other pertinent characteristics).
CAEP R1.1; INTASC 2; TGR 7
The TC does not discuss information for any of the areas about the community and school and/or the provided information is inaccurate.
The TC provides an incomplete or inaccurate description of characteristics of the community and school for any of the following areas: Geographic location; Community/school population; Socio-economic status; and Type of school (locale, grade levels, and other pertinent characteristics).
The TC provides an accurate and comprehensive description for each of the following: information about the community and school: Geographic location; Community/school population; Socio-economic status; and Type of school (locale, grade levels, and other pertinent characteristics).
The TC provides an accurate and comprehensive description for each of the following information about the community and school: Geographic location; Community/school population; Socio-economic status; and Type of school (locale, grade levels, and other pertinent characteristics).
The TC also discusses the following: Community support for education and Other factors in the environment that impact education.
1.2. Classroom Information
The teacher candidate (TC) describes classroom factors including physical features, technology resources, parental/guardian involvement, and grouping practices (whole group, small group, pairs, etc.)
CAEP R1.1,R1.3; INTASC 3; TGR 7
The TC describes inaccurate classroom factors related to the following: physical features, technology resources, parental/guardian involvement, and grouping practices (whole group, small group, pairs, etc.).
The TC provides an accurate but incomplete description of the following classroom factors or the TC provides a narrow scope of descriptions for the following classroom factors: physical features, technology resources, parental/guardian involvement, and grouping practices (whole group, small group, pairs, etc.).
The TC provides an accurate and comprehensive description for each of the following factors: physical features, technology resources, parental/guardian involvement, and grouping practices (whole group, small group, pairs, etc.).
The TC provides an accurate and comprehensive description for each of the following factors: physical features, technology resources, parental/guardian involvement, and grouping practices (whole group, small group, pairs, etc.).
The TC also describes how groups were determined, classroom rules and routines, scheduling, and additional teachers/students that enter or leave the classroom on a regular basis.
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1.3. Student Characteristics
The teacher candidate (TC) describes each of the following student characteristics that impact students and the learning environment including grade/age level, gender, race/ethnicity/ culture, special needs, achievement levels, language, interests, and learning differences
CAEP R1.1; INTASC 1, 2; TGR 2
The TC describes inaccurate or incomplete classroom and student characteristics that impact students and the learning environment including grade/age level, gender, race/ethnicity/ culture, special needs, achievement levels, language, interests, and learning differences.
The TC provides an accurate but incomplete description of the following student characteristics that impact students and the learning environment including grade/age level, gender, race/ethnicity/ culture, special needs, achievement levels, language, and interests, and learning differences.
The TC provides an accurate and comprehensive description for each of the student characteristics that impact students and the learning environment including grade/age level, gender, race/ethnicity/ culture, special needs, achievement levels, language, interests and learning differences.
The TC provides an accurate and comprehensive description for each of the student characteristics that impact students and the learning environment including grade/age level, gender, race/ethnicity/ culture, special needs, achievement levels, language, and interests, and learning differences.
The TC also includes background information from parents/guardians and/or teachers that is helpful in better understanding student characteristics.
Learning Goals and Objectives for Unit and/or Group of Lessons
2.1. MCCRS and Unit or Group of Lessons Topic and Learning Goals
The teacher candidate (TC) identifies MCCRS/s that correlate with the unit or group of lessons topic and overall unit purposes/goals and describes and justifies the lesson plans learning purposes/goals. *MCCRS refers to the Mississippi College- and Career-Readiness Standards
CAEP R1.3; INTASC 7; TGR 1
The TC does not identify MCCRS/s that correlate with the unit or group of lessons topic and overall unit purposes/goals and does not describe the lesson plans learning purposes/goals
The TC identifies MCCRS/s that correlate with the unit or group of lessons topic and overall unit purposes/goals but does not describe the lesson plans learning purposes/goals.
The TC identifies MCCRS/s that correlate with the unit or group of lessons topic and overall unit purposes/goals and describes the lesson plans learning purposes/goals.
The TC identifies MCCRS/s that correlate with the unit or group of lessons topic and overall unit purposes/goals and describes the lesson plans learning purposes/goals.
The TC also includes a chart/table that clarifies the standards and topics and describes how the overall learning goal supports previous goals and/or will support future learning goals.
2.2. Appropriateness of Objectives
Daily objectives, aligned with MCCRS, connect to the real world
Daily learning goals and objectives are not aligned with MCCRS and do not reflect a connection to the real world or to the TC’s
Daily learning goals and objectives, aligned with MCCRS, reflect a connection to the real world and the TC’s research on community,
Daily learning goals and objectives, aligned with MCCRS, reflect a connection to the real world and to the TC’s
Daily learning goals and objectives, aligned with MCCRS, reflect a connection to the real world and to the TC’s contextual information/findings on factors
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and are appropriate for the students’ development, prerequisite knowledge, skills, experiences, and/or other needs of students as indicated in the Contextual Factors.
CAEP R1.1, R1.3; INTASC 1; TGR 2
research on community, school, or classroom factors. The objectives do not consider students’ development, characteristics, experiences, skills, or prior learning.
school, and classroom factors but does not take into consideration knowledge of students’ development, characteristics, experiences, skills, or prior learning.
contextual information/findings on factors including, but not limited to, knowledge of student’ development, characteristics, experiences, skills, and prior learning.
including, but not limited to, knowledge of students’ development, characteristics, experiences, skills, and prior learning.
The TC also includes objectives that demonstrate differentiation using Bloom’s/DOK levels.
Assessment Plan
3.1. Assessment Plan Overview
The teacher candidate (TC) provides an Assessment Plan Overview Table that includes varying daily assessments with Bloom’s/DOK levels that match objectives and includes accommodations/modifications based on individual needs of student or contextual factors. CAEP R1.3; INTASC 6; TGR 3
The TC does not include an Assessment Plan Overview Table or assessments do not align with the daily objectives or accommodations/ modifications are not included or are not based on individual student needs or contextual factors.
The TC provides an Assessment Plan Overview Table that is incomplete and does not include all daily assessments that match daily objectives AND/OR accommodations/modifications are not included based on individual student needs or contextual factors.
The TC provides an Assessment Plan Overview Table that includes varying daily assessments with Bloom’s/DOK levels that match objectives and includes accommodations/ modifications based on individual needs of student or contextual factors/findings.
The TC provides an Assessment Plan Overview Table that includes varying daily assessments with Bloom’s/DOK levels that match objectives and includes accommodations/ modifications based on individual needs of student or contextual factors/findings.
The TC also discusses the alignment of assessments to objectives and includes a rationale for each modification based on individual needs of students or contextual factors/findings.
3.2. Pre-Assessment and Summative Assessment
The teacher candidate (TC) provides descriptions of the pre- and post-assessments, noting when assessments will be administered, and criteria used to establish mastery.
CAEP R1.3; INTASC 6; TGR 3
The TC does not describe how the pre-assessment and summative assessment are administered, or how the assessments are aligned with daily objectives, or the criteria used to establish mastery, or the TC does not include copies of these assessments and scoring guides (rubrics, answer keys, etc.),
The TC provides incomplete descriptions of how the pre-assessment and summative assessment are administered, how the assessments are aligned with daily objectives, or the criteria used to establish mastery. Copies of the pre- and post-assessments and scoring
The TC describes how the pre-assessment and summative assessment are administered, how the assessments are aligned with daily objectives, and the criteria used to establish mastery. The TC includes copies of these assessments and scoring guides (rubrics, answer keys, etc.), and descriptions
The TC describes how the pre-assessment and summative assessment are administered and the criteria used to establish mastery. The TC includes copies of these assessments and scoring guides (rubrics, answer keys, etc.), and descriptions of when assessments will be administered.
The TC also describes how the assessments are constructed to
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guides (rubrics, answer keys, etc.) are included.
of when assessments will be administered.
both minimize bias and to ensure valid conclusions are drawn based on student performance on assessments.
3.3. Daily Assessments
(Formative Assessments)
The teacher candidate (TC) describes the use of multiple methods and approaches for assessing student learning and provides a rationale for each assessment and an explanation of progress monitoring.
CAEP R1.3; INTASC 6; TGR 3
The TC does not provide a description of the use of multiple methods and approaches for assessing student learning, the rationale for each assessment, or explanation of progress monitoring. Copies of formative assessments are not included.
The TC provides an incomplete or inaccurate description of the use of multiple methods and approaches for assessing student learning, the rationale for each assessment, or explanation of progress monitoring. Copies of formative assessments (include scoring guides if applicable) are not all included or do not vary in type.
The TC describes the use of multiple methods and approaches for assessing student learning and provides a rationale for each assessment and an explanation of progress monitoring. Copies of formative assessments (include scoring guides if applicable) are included.
The TC describes the use of multiple methods and approaches for assessing student learning and provides a rationale for each assessment and an explanation of progress monitoring. Copies of formative assessments (include scoring guides if applicable) are included. The TC also describes how specific assessments address individual differences. (INTASC 6k)
3.4. Assessment Data
The teacher candidate (TC) provides an assessment data table that documents individual performance on a pre-assessment, formative assessments, and a summative assessment. Mastery criteria for each assessment is included for all students.
CAEP R1.3; INTASC 6; TGR 3
The TC does not provide an assessment data table for keeping track of student performance on a pre-assessment, formative assessments, and a summative assessment.
The TC provides an incomplete or unorganized assessment data table for keeping track of student performance on a pre-assessment, formative assessments, and a summative assessment.
The TC provides an assessment data table that documents individual student’s performance on a pre-assessment, formative assessments, and a summative assessment. Mastery criteria for each assessment is included for all students.
The TC provides an assessment data table that documents individual student’s performance on a pre-assessment, formative assessments, and a summative assessment. Mastery criteria for each assessment is included for all students.
The TC also discusses how students will be given opportunities to review and communicate about their own progress and learning. (INTASC 6q)
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3.5. Communication of Assessment Results
The teacher candidate (TC) describes a plan for communicating assessment expectations, results, and descriptive feedback that is timely and effective to all students. The plan submitted includes a method for learners to monitor their own progression through the unit.
CAEP R1.3; INTASC 6; TGR 3
The TC does not provide a plan for communicating assessment expectations, results, or feedback.
The TC provides a plan for communicating assessment expectations, results, and feedback to all students, but the plan lacks a method for students to monitor their own progression through the unit.
The TC describes a plan for communicating assessment expectations, results, and descriptive feedback that is timely and effective to all students. The plan submitted includes a method for students to monitor their own progression through the unit.
The TC describes a plan for communicating assessment expectations, results, and descriptive feedback that is timely and effective to all students. The plan submitted includes a method for students to monitor their own progression through the unit.
The TC also includes a variety of strategies for communicating feedback to all students.
Instructional Design
4.1. Accommodations/modifications to Instruction Based on Pre-Assessment Data Analysis
The teacher candidate (TC)
analyzes pre-assessment data to
determine
accommodations/modifications to
instruction with descriptions of the
accommodations/
modifications for the whole group,
subgroups of students, or for
individual students.
CAEP R1.3; INTASC 7; TGR 2
The TC does not analyze pre-assessment data or use the results to identify patterns of student performance relative to learning goals and objectives and does not describe instructional modifications for the whole group, subgroups of students, or for individual students
The TC analyzes pre-assessment data and uses the results to identify patterns of student performance relative to learning goals and objectives but does not describe instructional modifications for the whole group, subgroups of students, or for individual students.
The TC analyzes pre-assessment data and uses the results to identify patterns of student performance relative to learning goals and objectives and describes instructional modifications for the whole group, subgroups of students, or for individual students.
The TC analyzes pre-assessment data and uses results to identify patterns of student performance relative to learning goals and objectives and describes instructional modifications for the whole group, subgroups of students, or for individual students. The TC also provides a research-based findings/contextual information for the instructional accommodations/ modifications for whole group, for subgroups, and individual students.
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4.2. Differentiation
The teacher candidate (TC) provides evidence of research-based strategies or procedures to differentiate learning for all students.
CAEP R1.1; INTASC 2; TGR 4
The TC does not include evidence of research-based strategies or procedures to differentiate learning for all students.
The teacher candidate (TC) provides evidence of research-based strategies or procedures to differentiate learning for all students based on students’ skill levels, learning differences, multiple intelligences, and does not reference specific individual student characteristics as described in the contextual factors’ sections.
The teacher candidate (TC) provides evidence of research-based strategies or procedures to differentiate learning for all students based on students’ skill levels, learning differences, multiple intelligences, and references specific individual student characteristics as described in the contextual factors’ sections.
The teacher candidate (TC) provides evidence of research-based strategies or procedures to differentiate learning for all students based on students’ skill levels, learning differences, multiple intelligences, and references specific individual student characteristics as described in the contextual factors’ sections. The TC also provides citations that the instructional strategies are research-based.
4.3. Technology – Teacher Candidate
The teacher candidate (TC) describes how technology is used to facilitate, create, track, analyze, and communicate student learning (learning management systems, interactive websites, virtual learning, videoconferencing, digital learning, interactive tutorials, collaboration including the use of networks in instruction, etc.). The TC describes how the use of technology will facilitate higher level skills such as analyzing, synthesizing, and evaluating.
CAEP R1.3, R2.3; INTASC 8; TGR 6; ISTE 5, 6, 7
The TC did not use technology in the lesson plans to facilitate, create, track, analyze, and communicate student learning. The TC does not describe how the use of technology will facilitate higher level skills such as analyzing, synthesizing, and evaluating.
The TC describes how technology and learning management systems are used to facilitate, create, track, analyze, and communicate student learning student learning but does not describe how the use of technology will facilitate higher level skills such as analyzing, synthesizing, and evaluating.
The TC describes how technology and learning management systems are used to facilitate, create, track, analyze, and communicate student learning.
The TC describes how the use of technology will facilitate higher level skills such as analyzing, synthesizing, and evaluating.
The TC describes how technology and learning management systems are used to facilitate, create, track, analyze, and communicate student learning. The TC describes how the use of technology will facilitate higher level skills such as analyzing, synthesizing, and evaluating.
The TC also describes how multiple forms of current technology are used to research, learn, create, communicate, and track student learning.
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4.4 Technology –Student Use
The teacher candidate (TC) describes how technology is used by students to research, create, communicate, and present. The TC explains how students used technology to analyze, synthesize, and evaluate.
CAEP R1.3, R2.3; INTASC 8; TGR 6; ISTE 6
The TC does not describe how technology is used by students to research, create, communicate, and present and does not explain how students used technology to analyze, synthesize, and evaluate.
The TC describes how technology is used by students to research, create, communicate, and present but does not explain how students used technology to analyze, synthesize, and evaluate.
The TC describes how technology is used by students to research, create, communicate, and present. The TC explains how students used technology to analyze, synthesize, and evaluate.
The TC describes how technology is used by students to research, create, communicate, and present. The TC explains how students used technology to analyze, synthesize, and evaluate. The TC also describes how students used multiple forms of current technology to research, learn, create, communicate, and track student learning.
4.5. Plan for Parent/Guardian Communication
The teacher candidate (TC) describes the plan for communicating with parents/ guardians about unit/lesson information, explains how individual student progress was shared with parents/guardians, and provides evidence of parent/guardian communication.
CAEP R1.1, R1.4; INTASC 9, 10; TGR 9; ISTE 7
The TC describes an incomplete plan for disseminating unit information and explaining how individual student progress was shared with parents/ guardians. The TC does not provide evidence of communication with parents or guardians.
The TC describes an incomplete plan for disseminating unit/lesson information or explaining how individual student progress was shared with parents/guardians but does provide evidence of some communication with parents/ or guardians.
The TC describes the plan for disseminating unit/lesson information, explains how individual student progress was shared with parents/ guardians, and provides evidence of parent/guardian communication.
The TC describes a plan for disseminating unit/lesson information and communicating student progress to parents and/or guardians. The TC provides multiple pieces of evidence of consistent communication with parents or guardians. The TC also provides examples of communication with parents and/or guardians that fosters a sense of trust that acknowledges their contributions to their students’ education.
Instructional Decision-Making
5.1. Instructional Modifications Based on Needs of Students
The teacher candidate (TC) describes and provides specific examples of student behaviors, questions, and/or responses that
The TC does not describe modifications to instruction that are congruent with learning objectives or does not provide a complete rationale for those modifications based on student performance; or
The TC describes modifications to instruction that are congruent with learning objectives but does not provide a complete rationale for those modifications based on student performance. The TC
The teacher candidate (TC) describes and provides specific examples of student behaviors, questions, OR responses that justifies the instructional modification/s.
The teacher candidate (TC) describes and provides specific examples of student behaviors, questions, AND responses that justifies the instructional modification/s.
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justifies the instructional modification/s.
CAEP R1.3; INTASC 6; TGR 2
the TC does not provide a description of how the modification led students toward meeting objectives.
provides an incomplete description of how the modification led students toward meeting objectives.
5.2. Instructional Differentiation or Modifications Based on Formative Assessments
The teacher candidate (TC) describes how formative assessment data are analyzed and used to make modifications to differentiate instruction to accommodate differences in developmental and/or educational needs of students.
CAEP R1.3; INTASC 6; TGR 3
The TC does not describe the use of formative assessment data or does not include examples of data-based modifications to instruction.
The TC gives an incomplete description of the use of formative assessment data and includes an example of modifications to instruction to accommodate individual differences in developmental and/or educational needs of students but does not cite student data as the basis for the modification.
The TC describes how formative assessment data are analyzed and used to make modifications to differentiate instruction to accommodate differences in developmental and/or educational needs of students.
The TC describes how formative assessment data are analyzed and used to make modifications to differentiate instruction to accommodate differences in developmental and/or educational needs of students. The TC also includes multiple examples of research-based modifications of instruction to accommodate individual needs of students.
Analysis of Student Learning
6.1. Data Analysis
The teacher candidate (TC) analyzes student data from the assessment data table and provides an analysis of the data as to mastery attained for the whole class, group characteristic of subgroups with a rationale for the selection of this characteristic, and at least two students who demonstrated different levels of performance with samples of student work.
CAEP R1.3; INTASC 6; TGR 3
The TC does not provide analyses for either whole class, subgroups, or individuals. Student work samples from each category are missing.
The TC provides an incomplete analysis. The TC provides analyses for either whole class, subgroups, or individuals. Student work samples from each category are provided.
The TC analyzes student data from the assessment data table and provides an analysis of the data as to mastery attained for the whole class, group characteristic of subgroups with a rationale for the selection of this characteristic, and two students who demonstrated different levels of performance with samples of student work.
The TC analyzes student data from the assessment data table and provides an analysis of the data as to mastery attained for the whole class, group characteristic of subgroups with a rationale for the selection of this characteristic, and two students who demonstrated different levels of performance with samples of student work. The TC also reflects on how the overall learning experiences were monitored throughout the unit or group of lessons.
6.2. Evidence and Interpretation of Impact on Student Learning
The TC does not use pre- and post-assessment data to
The TC uses pre- and post-assessment data to describe
The TC uses pre- and post-assessment data to
The TC uses pre- and post-assessment data to describe and
31
The teacher candidate (TC) uses pre- and post-assessment data to describe and draw conclusions about the impact on student learning including student learning gains in terms of numbers of students who achieved, made progress, or failed to master objectives. CAEP R1.3; INTASC 6; TGR 3
describe and draw conclusions about the impact on student learning including student learning gains in terms of numbers of students who achieved, made progress, or failed to master objectives
impact on student learning including student learning gains in terms of numbers of students who achieved, made progress, or failed to master objectives but does not draw conclusions about the impact on student learning.
describe and draw conclusions about the impact on student learning including student learning gains in terms of numbers of students who achieved, made progress, or failed to master objectives.
draw conclusions about the impact on student learning including student learning gains in terms of numbers of students who achieved, made progress, or failed to master objectives. The TC also provides multiple hypotheses for why students did or did not achieve mastery on the post-assessment.
Reflection
7.1. Reflection on High Success/ Levels of Mastery
The teacher candidate (TC) selects objective/s for which students were most successful and discusses factors including the purpose/s, objectives, instruction, assessments, student characteristics, and other contextual factors during the planning and implementation that might have successfully impacted student learning.
CAEP R1.4; INTASC 9; TGR 8
The TC selects objective/s for which students were most successful but does not discuss factors that might have successfully impacted student learning (including purposes, objectives, instruction, and assessments along with student characteristics and other contextual factors).
The TC selects objective/s for which students were most successful and provides limited discussion of the factors that might have successfully impacted student learning (including purposes, objectives, instruction, and assessments along with student characteristics and other contextual factors).
The TC selects objective/s for which students were most successful and provides a thorough discussion on the factors that might have successfully impacted student learning (including purposes, objectives, instruction, and assessments along with student characteristics and other contextual factors).
The TC selects objective/s for which students were most successful and provides a thorough discussion on the factors that might have successfully impacted student learning (including purposes, objectives, instruction, and assessments along with student characteristics and other contextual factors). The TC also includes the
progression/next steps for
instructional design and teaching
for the targeted students with high
student success.
7.2. Reflection on Low Success/ Levels of Mastery The teacher candidate (TC) selects objective/s for which students were the least successful and discusses factors that might have had an impact on student learning.
The TC selects objective/s for which students were the least successful but does not provide a discussion of factors that might have had an impact on student learning (including the purposes, objectives,
The TC selects objective/s for which students were the least successful and provides a limited discussion of factors that might have had an impact on student learning (including the purposes, objectives,
The TC selects objective/s for which students were the least successful and provides a thorough discussion on the factors that might have had an impact on student learning (including the
The TC selects objective/s for which students were the least successful and provides a thorough discussion on the factors that might have had an impact on student learning (including the purposes, objectives, instruction, and assessments along
32
CAEP R1.4; INTASC 9; TGR 8
instruction, and assessments along with student characteristics and other contextual factors).
instruction, and assessments along with student characteristics and other contextual factors).
purposes, objectives, instruction, and assessments along with student characteristics and other contextual factors).
with student characteristics and other contextual factors). The TC also cites and describes research-based methods for planning or instructional strategies that could be utilized in future to positively impact student learning.
7.3. Implications for Future Instructional Design and Teaching
The teacher candidate (TC) discusses ideas for redesigning learning goals, objectives, instruction, and/or assessments in future teaching AND provides a rationale explaining why the modifications will improve student learning.
CAEP R1.4; INTASC 9; TGR 8
The TC does not discuss ideas for redesigning purposes, objectives, instruction, and assessments in future teaching.
The TC discusses ideas for redesigning purposes, objectives, instruction, and assessments in future teaching BUT they are inappropriate or there is no rationale provided explaining why these modifications would improve student learning.
The TC discusses ideas for redesigning learning goals, objectives, instruction, and/or assessments in future teaching AND provides a rationale explaining why the modifications will improve student learning.
The TC discusses ideas for redesigning learning goals, objectives, instruction, and/or assessments in future teaching AND provides a rationale explaining why the modifications will improve student learning.
The TC also cites and describes research-based evidence that supports these ideas.
7.4. Implications for Professional Development The teacher candidate (TC) discusses two professional learning goals that emerged from the implementation and review of the unit/group of lessons and identified specific steps including professional development to improve teaching and planning in these areas. CAEP R1.4; INTASC 9; TGR 8
The TC does not discuss professional learning goals or ideas for professional development to improve teaching.
The TC discusses one professional learning goal to improve teaching that emerged from insights learned from teaching the unit.
The TC discusses two professional learning goals that emerged from the implementation and review of the unit/group of lessons and identified specific steps including professional development to improve teaching and planning in these areas.
The TC discusses two professional learning goals that emerged from the implementation and review of the unit/group of lessons and identified specific steps including professional development to improve teaching and planning in these areas. The TC also identifies research based professional development to improve practice.
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34
35
Office of Clinical/Field-Based Instruction,
Licensure, and Outreach (OCFBI)
CLASSROOM MANAGEMENT OBSERVATION:
PROCEDURES & CLASSROOM MANAGEMENT
REFLECTION PAPER
1. This assignment focuses on Classroom Management. Ask the classroom mentor teacher (CMT) to assist with scheduling an observation. You cannot observe your CMT.
2. Prior to the observation, conduct a brief interview session with the classroom teacher being observed. Focus on the objectives/goals in this interview and observation of the following: lesson introductions and closures, instructional strategies, materials, assessments, feedback, differentiated instruction, resources, and higher order thinking skills.
3. Explain the purpose of the observation to the classroom teacher. (This is not an evaluation of the teacher's performance. It is an opportunity for beginning teachers to learn from professional educators.)
4. Focus on the procedures and classroom management of the class. Use the provided checklist of common procedures used in classrooms. The completed checklist must be submitted with your paper.
5. The paper submitted in Watermark should address Part I: Classroom Observation and Part II: Analysis/Reflection (requirements explained in the directions below). This assignment must be submitted as an attachment in Watermark. The rubric used to assess the assignment should be a guide for your paper. Interns should use the observed teacher’s initials in the paper.
36
PART I: Interview (See Rubric Indicator 1)
Use the following questions to complete the interview part of the observation. Complete the interview
prior to the observation to provide additional insight into the teacher’s planning practices. Discuss
interview results in the interview component of the paper. Ask the teacher the following questions.
1. How do you plan lessons? What advice would you give a first year teacher about planning? 2. What type of activities do you provide students who complete their work ahead of schedule? 3. How do you plan for students who need remediation and/or enrichment? 4. What types of resource materials/technology do you use? 5. How do you encourage critical thinking and writing in your classroom? 6. How does the teacher use assessment results to plan for re-teaching the content or for moving
on in the curriculum?
PART II: Classroom Observation
Address the following from Observation 2: Classroom Management in the classroom
observation component of the paper.
1. Is it evident the classroom procedures have been clearly conveyed to the students? Explain. 2. Is the classroom management plan clear to the students? Are rules/consequences visible in
the classroom? 3. What is the classroom arrangement? Are students in groups or rows? Desks or tables? How
is this arrangement conducive to learning? 4. Are different instructional strategies used to create an environment that promotes a deeper
understanding of lesson content? (e.g., whole group instruction, cooperative groups, centers, etc.)
5. What type of classroom management techniques are used by the teacher?
PART III: Analysis/Reflection
Address the following from Observation 2: Classroom Management in the analysis/reflection
component of the paper.
1. How did the classroom procedures (or lack of procedures) affect the learning environment? 2. How did the management strategies impact student learning? 3. Was the management plan used effectively? What management strategies should or could be
changed to enhance the learning environment? Why? Explain. 4. Was teacher feedback to students constructive in managing the learning environment?
Explain. 5. What aspects of this observation will be helpful to you in future teaching situations?
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PROCEDURES & CLASSROOM MANAGEMENT
Reflection Checklist for Procedures
Use the checklist to confirm if indicators below were observed. The questions below each indicator
should be used to guide your thoughts during the observation.
Indicators and Questions to Guide Observation: Observed:
Yes or No
Attendance & Class Dismissal
(Is there a procedure for taking attendance? What is the procedure for collecting
work upon student return? What is the procedure for dismissing class?)
Homework Procedures
(Turning in work, checking work, etc.)
Early Finishers
(What is the procedure for students that finish early?)
Work Submissions
(What is the procedure for submitting work? Is there a procedure for unfinished
work? Is there a specific procedure for paper headings?)
Classroom Environment
Is the classroom environment student-centered? How is the classroom decorated?
How does the arrangement meet the needs of the students? How is the classroom
and resources arranged?
Notes & Forms
(What is the procedure for submitting notes and forms?)
Classroom Jobs (If applicable)
(What procedures are in place for classroom jobs?)
Transitions (Halls, Bathroom, Special Subjects, Lunch, etc.)
(What are the procedures during these times?)
Student Engagement during instruction
(What procedures are in place to keep students engaged? Does the teacher have a
procedure for calling on students?)
Special Needs/Accommodating Individual Needs
(What procedures help address individual needs?)
Classroom Management Plan
(What procedures execute the management plan? How are consequences
addressed?)
Parent/Guardian Communication & Collaboration
(What procedures promote teacher/guardian communication and collaboration?)
RUBRIC – CLASSROOM MANAGEMENT OBSERVATION CAEP, InTASC, & TGR Standards
CRITERIA
Unacceptable (1)
Needs Improvement
(2)
Meets Standard (3)
Exceeds Standard
(4) CAEP R1.4 InTASC 7 TGR 4.8 ISTE 1, 2
Part I: INTERVIEW Discussion of the interview includes all of the following: planning of the lesson to be observed, how to plan for remediation and enrichment plans, instructional strategies, resources (materials and technology), and opinion concerning critical thinking and writing in the classroom, and how to use assessment results to plan for re-teaching or progressing in the curriculum.
Minimal or no discussion of the interview which does not include information from the interview questions.
Discussion of the interview includes most but not all of the following: planning of the lesson to be observed, how to plan for remediation and enrichment plans, instructional strategies, resources (materials and technology), opinion concerning critical thinking and writing in the classroom, and how to use assessment results to plan for re-teaching or progressing in the curriculum.
Discussion of the interview includes all of the following: planning of the lesson to be observed, how to plan for remediation and enrichment plans, instructional strategies, resources (materials and technology), opinion concerning critical thinking and writing in the classroom, and how to use assessment results to plan for re-teaching or progressing in the curriculum.
In addition to meets standard, the discussion includes how the observed teacher plans for re-teaching or progressing in the curriculum.
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CAEP R1.1 InTASC 8 TGR 3.6
OBSERVATION Discussion of the observed lesson includes all of the following: discussion of procedures, the classroom management plan’s clarity to the students and visibility in the classroom; description of classroom arrangement and changes made (if any) to arrangement during lesson; and identification of the teacher's various management techniques.
Minimal or no discussion of the observed lesson and includes very little focus on observation of procedures and classroom management.
Discussion of the observed lesson includes most but not all of the following: discussion of procedures, its clarity to the students, and visibility in the classroom; description of classroom arrangement and changes made (if any) to arrangement during lesson; and identification of the teacher's various management techniques.
Discussion of the observed lesson includes all of the following: discussion of procedures and plan, its clarity to the students, and visibility in the classroom; description of classroom arrangement and changes made (if any) to arrangement during lesson; and identification of the teacher's various management techniques.
In addition to meets standard, the discussion includes the impact of student learning as a result of the teacher’s various management techniques.
CAEP R1.1 InTASC 8 TGR 3.6
Discussion of the observed procedures from the checklist are thoroughly discussed.
Discussion of the observed procedures from the checklist are minimally discussed.
Discussion of the observed procedures from the checklist are discussed.
Discussion of the observed procedures from the checklist are thoroughly discussed.
In addition to meets standard, the discussion includes procedures or management techniques that could be applied for the class observed.
CAEP R1.1 InTASC 9 TGR 4.8
REFLECTION/ ANALYSIS Reflection/analysis of the observed lesson includes all of the following: explanation of how procedures and
Minimal or no reflection/ analysis of the observed lesson which does not include information from
Reflection/analysis of the observed lesson includes most but not all of the following: explanation of procedures and how the classroom
Reflection/analysis of the observed lesson includes all of the following: explanation of how procedures and management
In addition to meets standard, the reflection/analysis of the observed lesson includes aspects that
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management strategies impacted student learning; discussion of how the teacher's constructive feedback aided the management of the learning environment; and a summary of what was learned about classroom management.
reflection/analysis questions.
management strategies impacted student learning; discussion of how the teacher's constructive feedback aided the management of the learning environment; and a summary of what was learned about classroom management.
strategies impacted student learning; discussion of how the teacher's constructive feedback aided the management of the learning environment; and a summary of what was learned about classroom management.
could/should be changed and an explanation of how this observation will be helpful in future teaching situations.
CAEP R1.1 InTASC 5 TGR 4.9
CONVENTIONS: GRAMMAR, PUNCTUATION, AND MECHANICS Overall assignment is free with no more than one spelling, punctuation, capitalization, grammar, and paragraphing error. Writing exemplifies professionalism and effective writing skills.
Overall assignment includes four or more spelling, punctuation, capitalization, grammar, and paragraphing errors.
Overall assignment is free with most spelling, punctuation, capitalization, grammar, and paragraphing errors. Submission may include no more than three errors.
Overall assignment is free with no more than one spelling, punctuation, capitalization, grammar, and paragraphing error. Writing exemplifies professionalism and effective writing skills.
In addition to meets standard, the assignment is free with no spelling, punctuation, capitalization, grammar, and paragraphing errors. Writing exemplifies professionalism and effective writing skills.
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ENGLISH LANGUAGE LEARNERS (ELL) OBSERVATION
Students who are English Language Learners are classified as Limited English Proficient
(LEP) or Immigrant Children and Youth. Source: MDE Guidelines for English Language Learners
1. Observation focus: Teacher interns will view multiple videos involving ELL instruction to develop their knowledge, skills, and professional dispositions for working with ELL students. There is no interview component for this assignment.
2. Focus on the instruction, classroom management comparison, and native language during this observation. How is the teacher’s instruction and the student interactions similar and different in comparison to non-ELL students?
3. The paper submitted in Watermark should address Part I: Observation and Part II: Analysis/Reflection (requirements explained in the directions below). The rubric used to assess the assignment should be a guide for your paper.
PART I: Observation
Be aware of the following components while viewing the videos and address the components
in your paper.
1. When possible, discuss the schools, teachers, grades, and content areas. 2. What language/s were the student/s fluent in apart from English? (native language/s)? 3. How did the classrooms/lessons observed promote authentic learning experiences for ELL
students? 4. How did the teachers gather prior knowledge? (Pre-assessments, discussion, graphic
organizers, etc.) 5. How did the teachers accommodate individual needs of ELL students? 6. In comparison to a traditional classroom, how did the teachers teach the content to promote
a deeper understanding for the ELL students? 7. Are the communication lines open and encouraged among ELL students/teacher and ELL
students/other students in the class?
PART II: Analysis/Reflection
Address the following components in the analysis/reflection components in your paper:
1. What were the characteristics of the ELL students? a. Did they participate in the lesson? b. Did they seem to understand the objectives of the lesson? c. Were they able to apply concepts taught within the lesson? d. How did they communicate with the teacher and other peers?
2. What qualities did the teacher demonstrate that were successful? 3. What evidence in the videos reflect the impact on student learning for ELL students? How do
you know the students gained a better understanding of the content being delivered? 4. What could be done differently by the teacher/s to improve learning outcomes? 5. How did the teacher foster learning and address learning needs? How were those techniques
same/different from a traditional classroom without ELL students? 6. Explain how your observation will be helpful in future teaching situations.
Videos are located in via Prezi at https://prezi.com/view/1T3Bn4Ju9aZbdmbfNsUN/.
RUBRIC – ENGLISH LANGUAGE LEARNERS (ELL) OBSERVATION
CAEP,
InTASC,
& TGR
Standards
CRITERIA
Unacceptable
(1)
Needs
Improvement
(2)
Meets Standard
(3)
Exceeds Standard
(4)
CAEP
R1.3
InTASC 7
TGR 1.1
OBSERVATION:
Clear and thorough
discussion of how the
observed lesson was/wasn’t
a meaningful and authentic
learning experience that
accommodated individual
needs of each learner in the
group. The discussion
addresses all seven of the
observation components
from Part I: Observation.
Minimal or no
discussion of how the
observed lesson
was/wasn’t a meaningful
and authentic learning
experience that
accommodated
individual needs of each
learner in the group. The
discussion attempts to
address the seven
observation components
from Part I:
Observation.
Discussion of the
observed lesson included
meaningful and authentic
learning experiences, but
lacks discussion about the
accommodations used to
meet individual needs of
each learner in the group.
The discussion addresses
most of the seven, but not
all of the observation
components from Part I:
Observation.
Clear and thorough
discussion of how the
observed lesson
was/wasn’t a meaningful
and authentic learning
experience that
accommodated individual
needs of each learner in
the group. The discussion
addresses all seven of the
observation components
from Part I: Observation.
In addition to meets
standard, provides
evidence of research-based
strategies that
accommodated
developmental and
individual needs of each
learner in the group. The
discussion thoroughly
addresses the seven
observation components
from Part I: Observation.
CAEP
R1.1
InTASC 9
TGR 4.9
REFLECTION/
ANALYSIS:
Clear and thorough
reflection/analysis of the
observed lesson, which
includes all components,
listed Part II:
Analysis/Reflection.
The discussion attempts
to address the
components from Part
II: Analysis/Reflection.
The discussion addresses
most of the components
from Part II:
Analysis/Reflection.
Clear and thorough
reflection/analysis of the
observed lesson, which
includes all components,
listed Part II:
Analysis/Reflection.
In addition to meets
standard, the discussion
includes research-based
strategies to implement in
future situations.
CAEP
R1.1
InTASC 5
TGR 4.9
Overall assignment is free
with all or no more than
one spelling, punctuation,
capitalization, grammar,
and paragraphing error.
Writing exemplifies
professionalism and
effective writing skills.
Overall assignment
includes four or more
spelling, punctuation,
capitalization, grammar,
and paragraphing errors.
Overall assignment is
free with most spelling,
punctuation,
capitalization, grammar,
and paragraphing errors.
Submission may include
no more than three
errors.
Overall assignment is free
with all or no more than
one spelling, punctuation,
capitalization, grammar,
and paragraphing error.
Writing exemplifies
professionalism and
effective writing skills.
In addition to meets
standard, the assignment
is free with with no
spelling, punctuation,
capitalization, grammar,
and paragraphing errors.
Writing exemplifies
professionalism and
effective writing skills.
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43
Office of Clinical/Field-Based Instruction,
Licensure, and Outreach (OCFBI)
VIDEO SELF–REFLECTION ASSIGNMENT
1. Before recording the lesson, interns will upload the signed parent/guardian consent forms in Watermark. A signed form must be uploaded for every child that will be in the video. English and Spanish versions of the Parent/Guardian Consent Forms are available on the OCFBI website. Teacher interns must complete the Teacher Intern Consent Form that is located in Watermark. Interns will video themselves teaching a lesson at least 30 minutes in length.
2. Interns will watch the video and complete the self-reflection assignment. The reflection document should be written independently.
3. Refer to the assignment rubric for evaluation expectations. Use the questions below to complete a self-reflection paper about the videoed lesson. The double-spaced paper should be typed in 12-point Times New Roman font. The self-reflection paper should be 2-3 pages in length and written in narrative format. The video/Loom video link and paper must be uploaded in Watermark.
4. Respond to the following reflection questions after viewing video:
• Did I provide explicit written and oral directions for instructional activities?
• Did I have innovative introductions and closures that promoted student engagement?
• Was my content knowledge appropriate and evident for this lesson? Explain.
• Did I challenge the students? How?
• Was my lesson appropriately adapted for all learners? How did I differentiate instruction to meet the needs of all students during this lesson?
• Did I engage all students in higher-order thinking?
• How did the students demonstrate understanding of the concepts presented?
• Did I use multiple instructional strategies and adjust instruction as needed, based on student input, cues, and individual/group responses?
• Were my procedures and assessments effective in helping the students master the learning objectives?
• Did I set clear expectations (academic and behavioral) so that the students knew what was expected of them? If not, how can I make my expectations clearer?
• Did I find it necessary to make adjustments while teaching the lesson? If so, what were the adjustments, and were these adjustments effective?
• Were there any classroom behavior issues? How did I handle them? Did my method work?
• What would I change about this lesson if I taught it again?
“Follow effective action with quiet reflection. From the quiet reflection will come even more effective action.” Peter F. Drucker, American Educator and Writer, 1909
Rubric: Video Self-Reflection
CAEP,
InTASC,
& TGR
Standards
CRITERIA
Unacceptable
(1)
Needs Improvement
(2)
Meets Standard
(3)
Exceeds Standard
(4)
CAEP
R1.1
InTASC 5
TGR 4.9
Reflection includes
discussion to indicate
explicit written and oral
directions were given for
instructional activities.
Reflection does not
include discussion to
indicate that explicit
written and oral
directions were given
for instructional
activities.
Reflection includes
minimal discussion to
indicate that explicit
written and oral
directions were given for
instructional activities.
Reflection includes
discussion to indicate that
explicit written and oral
directions were given for
instructional activities.
In addition to meets standard,
reflection includes evidence that
the intern enriches conversation
with expressive language and
vocabulary to engage students
and uses concrete examples to
model and to clarify tasks and
concepts. CAEP
R1.2
InTASC 4
TGR 4.8
Reflection includes
adequate discussion of
the intern’s level of
content knowledge and
how the intern extended
student learning.
Reflection includes no
discussion of the
intern’s level of content
knowledge and how the
intern extended student
learning.
Reflection includes
minimal discussion of
the intern’s level of
content knowledge and
how the intern extended
student learning.
Reflection includes
adequate discussion of
the intern’s level of
content knowledge and
how the intern extended
student learning.
In addition to meets standard,
reflection includes using a
variety of instructional methods
to ensure an understanding of
content.
CAEP
R1.3
InTASC 5
TGR 1.2
Reflection includes
adequate discussion of
the intern’s ability to
effectively challenge
students along with
examples from this
lesson with references to
DOK levels and state
curricula frameworks.
Reflection includes no
discussion of the
intern’s ability to
effectively challenge
students along with
examples from this
lesson with references
to DOK levels and state
curricula frameworks.
Reflection includes
minimal discussion of
the intern’s ability to
effectively challenge
students along with
examples from this
lesson with references to
DOK levels and state
curricula frameworks.
Reflection includes
adequate discussion of
the intern’s ability to
effectively challenge
students along with
examples from this
lesson with references to
DOK levels and state
curricula frameworks.
In addition to meets standard,
reflection includes opportunities
for students to apply concepts in
problem-solving and critical
thinking.
CAEP
R1.1
InTASC 1
TGR 1.2
The reflection shows
adequate evidence that
planned learning
experiences are
implemented that
accommodate
differences in
developmental and
individual needs of each
learner in the group.
The reflection does not
show evidence of
implementing planned
learning experiences
that accommodate
differences in
developmental and
individual needs of
each learner in the
group.
The reflection shows
minimal evidence of
implemented learning
experiences, but fails to
accommodate the
differences in
developmental needs of
each learner in the
group.
The reflection shows
adequate evidence that
planned learning
experiences are
implemented that
accommodate differences
in developmental and
individual needs of each
learner in the group.
In addition to meets standard,
reflection cites research to
support the planned learning
experiences.
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CAEP
R1.1
InTASC 3
TGR 3.5
Reflection includes
adequate discussion of
evidence of multiple
strategies to foster
appropriate student
behavior according to
individual and
situational needs.
Reflection includes no
discussion of evidence
of multiple strategies to
foster appropriate
student behavior
according to individual
and situational needs.
Reflection includes
minimal discussion of
evidence of multiple
strategies to foster
appropriate student
behavior according to
individual and situation
needs.
Reflection includes
adequate discussion of
evidence of multiple
strategies to foster
appropriate student
behavior according to
individual and situational
needs.
In addition to meets standard,
the reflection includes future
changes to implement related to
student behavior according to
individual and situational needs.
CAEP
R1.1
InTASC 2
TGR 1.2
The reflection shows
adequate evidence of
how the intern centered
instruction on high
expectations for student
achievement.
The reflection does not
show evidence of how
the intern centered
instruction on high
expectations for student
achievement.
The reflection paper
shows minimal evidence
of how the intern
centered instruction on
high expectations for
student achievement.
The reflection shows
adequate evidence of
how the intern centered
instruction on high
expectations for student
achievement.
In addition to meets standard,
the reflection includes future
changes to implement related to
student behavior according to
individual and situational needs.
CAEP
R1.3
InTASC 8
TGR 2.4
Reflection includes
adequate discussion of
how the intern adjusts
instruction as needed
based on student input,
cues, and
individual/group
responses.
Reflection does not
include discussion of
how the intern adjusts
instruction as needed
based on student input,
cues, and
individual/group
responses.
Reflection includes
minimal discussion of
how the intern adjusts
instruction as needed
based on student input,
cues, and
individual/group
responses.
Reflection includes
adequate discussion of
how the intern adjusts
instruction as needed
based on student input,
cues, and
individual/group
responses.
In addition to meets standard,
reflection includes evidence that
intern constructs appropriate
prompts to encourage student
responses that expand and justify
their reasoning. Revises
instruction based on student
responses.
CAEP
R1.1
InTASC 5
TGR 2.4
Reflection has no more
than one spelling,
punctuation,
capitalization, grammar,
and paragraphing error.
Writing exemplifies
professionalism and
effective writing skills.
Reflection has four or
more spelling,
punctuation,
capitalization,
grammar, and
paragraphing errors.
Reflection has no more
than three spelling,
punctuation,
capitalization, grammar,
and paragraphing errors.
Reflection has no more
than one spelling,
punctuation,
capitalization, grammar,
and paragraphing error.
Writing exemplifies
professionalism and
effective writing skills.
In addition to meets standard,
reflection has no spelling,
punctuation, capitalization,
grammar, and paragraphing
errors. Writing exemplifies
professionalism and effective
writing skills.
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46
FAMILY ENGAGEMENT ANALYSIS/REFLECTION
Purpose: This assignment is to provide the teacher candidate (TC) an opportunity to enhance their
communication skills with parents/guardians to impact the student learning environment.
The Council for Accreditation of Educator Preparation (CAEP), with W.K. Kellogg Foundation support, has created three free modules to assist with the improvement of communication between families and teachers and to encourage future teachers to engage families as integral partners in students’ education. The course is designed around three modules: the importance of family engagement; making an initial contact with a parent through a phone call home, including making a live phone call to a “practice parent”; and conducting an initial parent-teacher conference.
1. FAMILY ENGAGEMENT MODULES
View the three CAEP Family Engagement modules at http://www.caepfamilyengagement.org/. As you
view the modules, note how CAEP’s 7 Elements of Effective Parent Teacher Communication build
partnerships with families through proactive positive communication.
CAEP’s 7 Elements of Effective Parent Teacher Communication:
1. Warm welcome 2. Share information 3. Gather information 4. Create an action plan 5. Maintain positive expectations 6. Be empathetic 7. Manage flow
2. Analysis/Reflection
After watching the videos, write an analysis/reflection paper that addresses the following.
• Discuss how CAEP’s 7 Elements of Effective Parent Teacher Communication build partnerships to engage families.
• Why is it important to engage families in students’ learning? Discuss the benefits.
• What are strategies you can use to involve families? Include what you learned from the parent phone call videos and the parent teacher conference videos.
Note: The reflection/analysis paper should be 1-2 pages.
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Family Engagement Analysis/Reflection Rubric Purpose: This assignment is to provide the teacher candidate (TC) an opportunity to enhance their communication skills with parents/guardians to impact the
student learning environment. Administration: It will be administered by the university supervisor during internship. Success Indicator: The TC is expected to
perform at the Meets Standard.
CRITERIA
Unacceptable
(1)
Needs Improvement
(2)
Meets Standard
(3)
Exceeds Standard
(4)
1. Analysis/reflection has a clear and
thorough discussion of how the 7
elements of parent teacher
communication build partnerships to
engage families through proactive
positive communication:
1. Warm welcome
2. Share information
3. Gather information
4. Create an action plan
5. Maintain positive expectations
6. Be empathetic
7. Manage flow
(CAEP R1.4; InTASC 10; TGR 9)
The analysis/
reflection attempts to
address some of the
components of CAEP’s 7
elements of effective
parent teacher
communication.
The analysis
/reflection addresses most
of the components of
CAEP’s 7 elements of
effective parent teacher
communication.
Clear and thorough
analysis/reflection of how
each of the 7 elements of
parent teacher communication
build partnerships to engage
families through proactive
positive communication:
1.Warm welcome
2. Share information
3. Gather information
4. Create an action plan
5. Maintain positive
expectations
6. Be empathetic
7. Manage flow
In addition to meets standard,
the analysis/reflection
incorporates an additional
element that would serve to
strengthen parent teacher
communication (i.e. suggesting
additional resources that may
benefit the student, or resources
for parents, etc.)
2. Clear and thorough
analysis/reflection about involving
families in students’ learning.
Descriptive details are included to
support the responses. (CAEP R1.4;
InTASC 10; TGR 9)
Analysis/reflection does
not address the benefits of
involving families in
students’ learning.
Analysis/reflection
includes involving
families but does not
discuss the impact on
students’ learning.
Clear and thorough
analysis/reflection of
involving families in students’
learning. Descriptive details
are included to support the
responses.
In addition to meets standard,
responses also include how the
community members and others
can be included to support
student learning.
3. Discusses strategies that can be
implemented to involve families
(include information from the parent
phone calls and parent teacher
conferences videos). (CAEP R1.4;
InTASC 10; TGR 9)
Does not discuss how
these strategies will be
implemented to involve
families. Does not include
information from the
parent phone call and
parent teacher
conferences videos.
Discusses strategies but
does not discuss how they
will be implemented with
families. Includes little
information from parent
phone call and parent
teacher conferences
videos.
Discusses strategies that can
be implemented to involve
families. Includes information
from the parent phone call and
parent teacher conferences
videos.
In addition to meets standard,
ideas include research-based
evidence for future
implementation of strategies.
4. Analysis/reflection exemplifies
professionalism and effective writing
skills. (CAEP R1.1; InTASC 5; TGR 9)
Analysis/reflection does
not exemplify
professionalism and
effective writing skills.
Analysis/reflection is
professional but writing
skills are weak.
Analysis/reflection
exemplifies professionalism
and effective writing skills.
In addition to meets standard,
the analysis/reflection includes
research-based evidence to
support communication with
families.
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TEACHER INTERN ASSESSMENT INSTRUMENT (TIAI)
Purpose: To provide a comprehensive assessment (both formative and summative) of the teaching practice of teacher candidates.
Administration: This instrument is administered by mentor teachers and/or University Supervisors, formative and summative, during each field experience placement.
Success Indicator: Items rated at the “Meets Standard” level represent successful teaching practice by the teacher candidate. Anything below “Meets Standard” can be seen as
an area in need of improvement.
DOMAIN I: PLANNING AND PREPARATION
*Items 1-6 should be assessed from written lesson plans, unit plans, classroom observations, and other artifacts (pretests, inventories, surveys, etc.)
CAEP InTASC TGR Indicators Unacceptable
(0)
Needs Improvement
(1)
Meets Standard
(2)
Exceeds Standard
(3)
R1.3 7 1 1. Develops measurable
and observable grade and
subject level objectives
that are aligned with
appropriate state curricula
frameworks.
Objectives are not
measurable, observable, or
aligned with appropriate
state curricula frameworks.
Objectives are aligned
with appropriate state
curricula frameworks, but
they are not measurable
or observable.
Objectives are
measurable, observable,
and aligned with
appropriate state curricula
frameworks.
In addition to meets standard,
objectives are stated at different
instructional levels based on
individual needs of students (DOK
Levels and/or Bloom’s
Taxonomy).
R1.1 2 2 2. Develops meaningful
and authentic learning
experiences that
accommodate
developmental and
individual needs of each
learner in the group.*
Does not develop
meaningful nor authentic
learning experiences that
accommodate
developmental and
individual needs of each
learner in the group.
Develops meaningful and
authentic learning
experiences, but
accommodations are not
made to meet individual
needs of each learner in
the group.
Develops meaningful and
authentic learning
experiences that
accommodate
developmental and
individual needs of each
learner in the group.
In addition to meets standard,
provides evidence of research-
based strategies that
accommodate developmental
and individual needs of each
learner in the group.
*Examples include developing learning experiences (remediation, enrichment, accommodations) planned for students with disabilities or exceptionalities, students who are gifted, and
students who represent diversity based on ethnicity, race, socioeconomic status, gender, language, religion, sexual identification, and/or geographic origin.
CAEP InTASC TGR Indicators Unacceptable
(0)
Needs Improvement
(1)
Meets Standard
(2)
Exceeds Standard
(3)
R1.2 7 4 3. Integrates core content
knowledge across and within
subject areas in lessons when
appropriate.
Instructional plans
never integrate core
content knowledge
across and within
subject areas.
Instructional plans
integrate irrelevant core
content knowledge
across and within
subject areas (does not
make connections).
Instructional plans integrate
core content knowledge
across and within subject
areas in lessons when
appropriate.
In addition to meets standard, instructional plans include connections of content across disciplines.*
*To Exceed Standard, the instructional plans include integrating content connections across disciplines throughout the internship experience.
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CAEP InTASC TGR Indicators Unacceptable
(0)
Needs Improvement
(1)
Meets Standard
(2)
Exceeds Standard
(3)
R1.3 8 2 4. Plans appropriate
and sequential teaching
procedures that include
innovative introductions and
closures. Teaching procedures
incorporate different teaching
strategies that positively impact
student learning and
development.*
Does not plan
appropriate or
sequential teaching
procedures that
include innovative
introductions and
closures. Different
teaching strategies are
not utilized.
Plans lack logical
sequence and different
teaching strategies.
Plans appropriate and
sequential teaching
procedures that include
innovative introductions and
closures. Teaching
procedures incorporate
different teaching strategies
that positively impact
student learning and
development.
In addition to meets
standard, multiple lesson
plans cited research-based
evidence.
*Examples include but are not limited to the following: cooperative learning, discovery learning, demonstration, discussion, inquiry, simulation, etc.
CAEP InTASC TGR Indicators Unacceptable
(0)
Needs Improvement (1) Meets Standard
(2)
Exceeds Standard
(3)
R1.3 6 3 5. Plans indicate use of
appropriate assessments that
effectively evaluate student
learning and development.*
Plans do not indicate
use of assessments
that effectively evaluate
student learning and
development.
Plans indicate use of
assessments but not all
are appropriate.
Plans indicate use of
appropriate assessments
that effectively evaluate
student learning and
development.
In addition to meets
standard, assessments are
performance-based to
enhance critical thinking and
problem solving.
*Examples include assessments aligned with standards and objectives such as pre/post assessments, quizzes, unit tests, rubrics, and/or checklists.
CAEP InTASC TGR ISTE Indicators Unacceptable
(0)
Needs Improvement
(1)
Meets Standard
(2)
Exceeds Standard
(3)
R1.3 7 6 5 6. Plans include technology
that will engage students in
analysis, creativity, and
deeper learning experiences
to improve student growth,
development, and understanding.*
Plans do not include
technology that will
engage students.
Plans lack logical use
of technology.
Plans include technology that
will engage students in
analysis, creativity, and
deeper learning experiences
to improve student growth,
development, and
understanding.
In addition to meets
standard, multiple
lesson plans utilize
technology to
enhance learning
opportunities.
*Examples of technology include the implementation of digital learning programs using Ipads, Chromebooks, PowerPoints, Smart Boards, Promethean Boards, cell phones, etc.
50
DOMAIN II: ASSESSMENT
*Items 7 – 8 should reflect the teacher intern’s ability to effectively communicate assessment information to the students, provide feedback, and incorporate informal and formal assessments.
Items should be assessed from written lesson plans, unit plans, classroom observations, and other artifacts (pretests, inventories, surveys, etc.)
CAEP InTASC TGR Indicators Unacceptable
(0)
Needs Improvement
(1)
Meets Standard
(2)
Exceeds Standard
(3)
R1.3 6 3 7. Communicates
assessment criteria and
performance standards
to the students and
provides feedback to
students about academic
performance.
Does not communicate
assessment criteria or
performance standards to
the students or provide
feedback to students about
academic performance.
Communicates
assessment criteria and
performance standards to
the students. Fails to
provide students with
feedback.
Communicates assessment
criteria and performance
standards to the students
and provides feedback to
students about their
academic performance.
Student input is sought in
developing assessment
criteria.
Provides clear and
actionable feedback that
helps the student
understand what s/he did
well and provides guidance
for improvement.*
*To meet the Exceeds Standard, intern must complete both stated requirements.
R1.3 6 3 8. Uses formative and
summative assessments
to differentiate learning
experiences that
accommodate the
learning and
development of each
learner in the group.*
Does not use formative and
summative assessments to
differentiate learning
experiences that
accommodate the learning
and development of each
learner in the group.
Uses formative and
summative assessments
but fails to differentiate
learning experiences that
accommodate differences
in learning and
development of each
learner in the group.
Uses formative and
summative assessments to
differentiate learning
experiences that
accommodate the learning
and development of each
learner in the group.
In addition to meets
standard, conferences with
individual students to assist
with monitoring progress.
*Examples of assessments include pretests, quizzes, unit tests, checklists, rating scales, rubrics, and remediation and enrichment activities.
DOMAIN III: INSTRUCTION
*Items 9 – 19 should reflect the teacher intern’s overall ability to effectively communicate with students and implement innovative lessons using a variety of teaching strategies
that meet the needs of all students. Items should be assessed from written lesson plans, unit plans and classroom observations.
CAEP InTASC TGR Indicators Unacceptable
(0)
Needs Improvement
(1)
Meets Standard
(2)
Exceeds Standard
(3)
R1.1 5 4 9. Uses standard written,
oral, and nonverbal
communication in
instruction.
Does not use standard
written, oral, and nonverbal
communication in
instruction.
Standard written, oral, and
nonverbal communication
is difficult to follow for
students.
Uses standard written,
oral, and nonverbal
communication in
instruction to engage
students.
In addition to meets
standard, enriches
conversation with expressive
language and vocabulary to
engage students.
51
CAEP InTASC TGR Indicators Unacceptable
(0)
Needs Improvement (1) Meets Standard
(2)
Exceeds Standard
(3)
R1.1 5 4 10. Provides explicit
written and oral directions
for instructional activities.
Does not provide explicit
written and oral directions
for instructional activities.
Provides written and oral
directions for instructional
activities that are not
explicit.
Provides explicit written
and oral directions for
instructional activities.
In addition to meets
standard, uses concrete
examples to model and to
clarify tasks and concepts.
R1.1 2 2 11. Communicates positive
expectations for learning
for all students.
Does not communicate
positive expectations for
learning for all students.
Has difficulty communicating
positive expectations for
learning for all students.
Communicates positive
expectations for learning
for all students.
In addition to meets
standard, encourages all
students to set positive
expectations for themselves
and peers.
R1.1 3 7 12. Conveys enthusiasm for teaching and learning for all students.
Does not convey
enthusiasm for teaching
and learning for all
students.
Has difficulty conveying
enthusiasm for teaching and
learning for all students.
Conveys enthusiasm for
teaching and learning for
all students.
In addition to meets
standard, elicits enthusiasm
from students.
R1.1 3 5 13. Provides opportunities for all
students to cooperate,
communicate, and interact
with each other to enhance
learning.
Does not provide
opportunities for all
students to cooperate,
communicate, and interact
with each other to enhance
learning.
Provides opportunities for all
students to cooperate,
communicate, and interact
with each other but does not
enhance learning.
Provides opportunities for
the students to cooperate,
communicate, and interact
with each other to enhance
learning.
In addition to meets
standard, enhances the development of student
leadership and provides opportunities for students to
work cooperatively on projects/activities of their
choice.
R1.2 4 4 14. Demonstrates content
knowledge and an
understanding of how to
teach the content.
Does not demonstrate
content knowledge and
how to teach the content.
Has difficulty demonstrating
content and pedagogical
knowledge.
Demonstrates content
knowledge and an
understanding of how to
teach the content.
In addition to meets
standard, uses a variety of instructional methods to ensure
an understanding of the content.
CAEP InTASC TGR ISTE Indicators Unacceptable
(0)
Needs Improvement
(1)
Meets Standard
(2)
Exceeds Standard
(3)
R1.3 8 4 5, 6, 7 15. Uses a variety of
appropriate teaching
strategies, including
technology, to impact student
learning and development.*
Does not use a variety of
appropriate teaching
strategies, including
technology, to impact
student learning.
Has difficulty using a
variety of appropriate
teaching strategies,
including technology,
to impact student
learning and
development.
Uses a variety of
appropriate teaching
strategies, including
technology, to impact
student learning and
development.
In addition to meets standard,
uses a variety of appropriate
student-centered teaching
strategies to impact student
learning and development.
52
*Examples include use of teaching strategies such as cooperative learning, discovery learning, demonstration, discussion, inquiry, simulation, etc.
CAEP InTASC TGR Indicators Unacceptable
(0)
Needs Improvement
(1)
Meets Standard
(2)
Exceeds Standard
(3)
R1.1 1 2 16. Planned learning
experiences are
implemented that
accommodate differences
in developmental and
individual needs of each
learner in the group.*
Does not implement
planned learning
experiences that
accommodate differences
in developmental and
individual needs of each
learner in the group.
Implements learning
experiences, but fails to
accommodate the
differences in
developmental needs of
each learner in the group.
Implements planned learning
experiences that
accommodate differences in
developmental and individual
needs of each learner in the
group.
In addition to meets
standard, cites research to
support the planned learning
experiences.
*Examples include students with disabilities or exceptionalities, students who are gifted, and students who represent diversity based on ethnicity, race, socioeconomic status, gender, language,
religion, sexual identification, and/or geographic origin).
R1.2 5 4 17. Engages all students in
critical thinking through
higher-order questioning.*
Does not engage all
students in critical thinking
through higher-order
questioning.
Relies on lower level
questioning.
Engages all students in critical
thinking through higher-order
questioning.
In addition to meets
standard, provides
opportunities for students to
apply concepts in problem-
solving and critical thinking.
*Guiding questions need to be listed in lesson plans.
R1.3 8 4 18. Adjusts instruction as
needed based on student
input, cues, and
individual/group
responses.
Does not adjust instruction
as needed based on
student input, cues, and
individual/group
responses.
Elicits student input during
instruction and attempts are
made to adjust instruction
based on student responses.
Elicits student input and
adjusts instruction as needed
based on student input, cues,
and individual/group
responses.
In addition to meets
standard, constructs
appropriate prompts to
encourage student
responses that expand and
justify their reasoning.
Revises instruction based on
student responses.
R1.4 10 9 19. Uses family and/or
community resources in
instruction to impact
student learning and
development.*
Does not use family and/or
community resources in
instruction to impact
student learning and
development.
Attempts to use family
and/or community resources
to impact instruction but
meaningful connections are
not made.
Uses family and/or
community resources in
instruction to impact student
learning and development.
In addition to meets
standard, designs and
organizes instruction to
foster ongoing
communication and high
expectations for learners.
*Examples include special guests, materials, extracurricular activities, etc.
53
DOMAIN IV: LEARNING ENVIRONMENT
*Items 20 - 24 should reflect the teacher intern’s ability to manage the classroom environment in a way that is conducive to learning. Items should be assessed from classroom observations.
CAEP InTASC TGR Indicators Unacceptable
(0)
Needs Improvement
(1)
Meets Standard
(2)
Exceeds Standard
(3)
R1.1 3 5 20. Adjusts the classroom
environment to enhance
positive peer relationships,
motivation, and learning.
Does not adjust the
classroom environment to
enhance positive peer
relationships, motivation,
and learning.
Has difficulty adjusting
the classroom
environment to enhance
positive peer
relationships,
motivation, and learning.
Adjusts the classroom
environment and delivers
instruction to enhance
positive peer relationships,
motivation, and learning.
In addition to meets
standard, encourages
students to develop self-
monitoring skills.
R1.1 3 6 21. Attends to and
delegates routine tasks.
Does not attend to and
delegate routine tasks.
Attempts to attend to
and delegate routine
tasks but there is no
consistency or
established routine.
Attends to and delegates
routine tasks.
In addition to meets
standards, has a systematic
routine for attending to and
delegating tasks.
R1.1 3 5 22. Uses multiple strategies
to foster appropriate
student behavior according
to individual and
situational needs.
Does not manage student
behavior.
Has difficulty applying
appropriate strategies in
managing student
behavior.
Uses multiple strategies to
foster appropriate student
behavior according to
individual and situational
needs.
In addition to meeting the standard, students self-monitor their behavior.
R1.1 3 7 23. Creates a culturally
inclusive environment that
promotes fairness, safety,
respect, and support for all
students.
Does not create a culturally
inclusive environment.
Has difficulty
maintaining a culturally
inclusive environment.
Creates and maintains a
culturally inclusive
environment that promotes
fairness, safety, respect, and
support for all students.
In addition to meets
standard, cultural
inclusivity is evident
in student
interactions.
R1.3 7 6 24. Maximizes instructional
time.
Does not maximize
instructional time.
Has difficulty maximizing
instructional time.
Maximizes instructional time. In addition to meets
standard, transitions,
routines and procedures are
executed in an efficient
manner with minimal
teacher direction.
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DOMAIN V: PROFESSIONAL RESPONSIBILITIES
*Item 25 should reflect the teacher intern’s ability to collaborate with professional colleagues to involve parents and/or guardians in the student’s learning and development.
Items should be assessed from written lesson plans, unit plans, classroom observations, and other artifacts (inventories, surveys, and other documentation).
CAEP InTASC TGR ISTE Indicators Unacceptable
(0)
Needs Improvement
(1)
Meets Standard
(2)
Exceeds Standard
(3)
R1.4 10 9 4 25. Collaborates with professional
colleagues (classroom mentor teacher
and/or university supervisor) to
communicate with families about
student learning and development.
Does not collaborate
with professional
colleagues to
communicate with
families about student
learning and
development.
Has difficulty
collaborating with
professional colleagues
to communicate with
families about student
learning and
development.
Collaborates with
professional colleagues
to communicate with
families about student
learning and
development.
In addition to meets
standard, engages in
ongoing professional
learning opportunities
with professional
colleagues, and seeks
advice/information
from experienced
educators.
*Examples include documented evidence such as PLCs, data meetings, newsletters, positive notes, extracurricular activities, professional development opportunities, conferences, etc.
55
MSU Dispositions
Teacher Education Professional Dispositions
Purpose: The teacher education program addresses the knowledge, skills/performances, and dispositions
needed by beginning teachers.
What are dispositions? Dispositions are described as a person’s tendencies to act in a given manner reflecting
beliefs and values (Villegas, 2007). Dispositions have been defined as the values, commitments, and
professional ethics that influence behavior toward students, families, colleagues, and communities and affect
student learning, motivation, and development as well as the educator’s own professional growth.
Dispositions can also be described as attitudes and beliefs about learning and teaching (e.g., the belief that all
children can learn) and as professional conduct and behavior.
Aspects of professional behavior are assessed during classes and field experiences in school settings. Teacher
candidates (TCs) should aspire to conduct themselves in a manner that is consistent with the highest degree of
integrity and professionalism. The Statewide Common Dispositions (SCDI) and the Mississippi Code of Ethics
(MCoE) are identified in the Teacher Education Professional Dispositions along with the College of Education
Undergraduate Conceptual Framework Program Outcomes (CFPOs).
Administration: The Teacher Education Professional Dispositions will be administered during designated
courses in the program of study and/or during field experiences in P12 school settings. The dispositions of
each teacher candidate (TC) will be assessed by the instructor during designated courses and during teaching
internship by the University Supervisor and Classroom Mentor Teacher.
Success Indicator: The TC is expected to perform at the Acceptable level.
56
Indicator
Unacceptable
1
Acceptable
2
Target
3
Professional Responsibilities
(CFPO 1, 7, 10-Initial; CFPO 1, 7, 13-Advanced) SCDI-Domain I:3 & MCoE 6
1. Attendance/Punctuality -
The TC is present, punctual, and prepared for
classes and field experiences.
(CFPO 1, 7, 10-Initial; CFPO 1, 7, 13-
Advanced) SCDI-Domain I:3 & MCoE 6)
The TC is not present, punctual,
or prepared for classes and/or
field experiences.
The TC is present,
punctual, and prepared
for classes and field
experiences.
The TC is present, punctual, and
prepared for classes and field
experiences and always notifies and
makes appropriate arrangements
with the instructor/supervisor if an
absence is necessary. 2. Dependability -
The TC is dependable and cooperative; knows
and follows guidelines in course syllabi, and
university and school handbooks; is self-
directed and accepts responsibility; and
completes assignments in a timely manner.
(CFPO 1, 7, 10-Initial; CFPO 1, 7, 13-
Advanced) SCDI-Domain I:3 & MCoE 6)
The TC is not dependable or
cooperative; does not know
and/or does not follow
guidelines in course syllabi, or
university or school handbooks;
is not self-directed and/or does
not accept responsibility; or
does not complete assignments
in a timely manner.
The TC is dependable
and cooperative; knows
and follows guidelines in
course syllabi, and
university and school
handbooks; is self-
directed and accepts
responsibility; and
completes assignments in
a timely manner.
The TC is dependable and
cooperative; knows and follows
guidelines in course syllabi, and
university and school handbooks; is
self-directed and accepts
responsibility; completes assignments
in a timely manner; and is proactive
and encourages others.
3. Appropriate Dress, Grooming, and
Appearance-
The TC exhibits professional dress and
grooming appropriate for the setting.
(CFPO 1, 7, 10-Initial; CFPO 1, 7, 13-
Advanced) SCDI-Domain I:3 & MCoE 6)
The TC does not exhibit dress
and/or grooming appropriate for
the setting.
The TC exhibits
professional dress and
grooming appropriate for
the setting.
The TC exhibits professional dress
and grooming appropriate for all
settings.
Professional in Communication
(CFPO 5, 7-Initial; CFPO 5, 7-Advanced) SCDI-Domain II:5 & MCoE 1
4. Oral and Written Communication -
The TC uses appropriate communication
language and demonstrates ability to speak and
write with clarity. The TC demonstrates using
standard English in writing and speaking and
is a good listener.
The TC fails to use appropriate
language and lacks ability to
speak and write with clarity.
The TC uses limited standard
English in writing and speaking
and/or fails to demonstrate
being a good listener.
The TC uses appropriate
language and
demonstrates ability to
speak and write with
clarity. The TC uses
standard English in
writing and speaking and
is a good listener.
The TC uses appropriate
communication language and
demonstrates ability to speak and
write with clarity. The TC uses
standard English in writing and
speaking and is a good listener.
57
(CFPO 5, 7-Initial; CFPO 5, 7-Advanced)
SCDI-Domain II:5 & MCoE 1)
In addition, the TC demonstrates
professional communication skills in
all settings including contacting,
meeting with and/or presenting to
faculty, students, and families. 5. Sensitivity -
The TC shows sensitivity to the students’
cultural and ethnic needs as well as their social,
emotional, and cognitive needs; and is
committed to diversity and is open-minded,
supportive, and encouraging.
(CFPO 5, 7-Initial; CFPO 5, 7-Advanced)
SCDI-Domain II:5 & MCoE 1)
The TC does not show
sensitivity to the students’
cultural and ethnic needs as well
as their social, emotional, and
cognitive needs; and/or is not
committed to diversity; or is not
open-minded, supportive, or
encouraging.
The TC shows sensitivity
to the students’ cultural
and ethnic needs as well
as their social, emotional,
and cognitive needs; and
is committed to diversity
and is open-minded,
supportive, and
encouraging.
The TC shows sensitivity to the
students’ cultural and ethnic needs as
well as their social, emotional, and
cognitive needs; and is committed to
diversity and is open-minded,
supportive, and encouraging and
confronts use of negative language
in interactions with others to
promote pro-social behaviors. 6. Belief That All Students Can Learn -
The TC establishes a positive learning climate
that enhances the learning of all students in the
classroom.
(CFPO 5, 7-Initial; CFPO 5, 7-Advanced)
SCDI-Domain II:5 & MCoE 1)
The TC fails to establish a
positive learning climate that
enhances the learning of all
students in the classroom.
The TC establishes a
positive learning climate
that enhances the learning
of all students in the
classroom.
The TC establishes and contributes to
the positive learning climate of all
students in the classroom and
promotes the belief that all students
can learn and sets high
expectations.
7. Attitude -
The TC shows courtesy and respect for
students, staff, peers, parents, and members of
the community; and exhibits classroom
awareness and a caring attitude toward all
students.
(CFPO 5, 7-Initial; CFPO 5, 7-Advanced)
SCDI-Domain II:5 & MCoE 1)
The TC fails to show courtesy
and respect for students, staff,
peers, parents, and/or members
of the community; or does not
exhibit classroom awareness
and/or a caring attitude toward
all students.
The TC shows courtesy
and respect for students,
staff, peers, parents, and
members of the
community; and exhibits
classroom awareness and
a caring attitude toward
all students.
The TC shows courtesy and respect for
students, staff, peers, parents, and
members of the community; and
exhibits classroom awareness and a
caring attitude toward all students. In
addition, TC holds high expectations
for, and instructs, P12 students on
the importance of having respect for
self, teacher, and others. 8. Cooperates and Collaborates with
Colleagues -
The TC cooperates and collaborates with
colleagues and integrates their ideas.
(CFPO 5, 7-Initial; CFPO 5, 7-Advanced)
SCDI-Domain II:5 & MCoE 1)
The TC does not cooperate or
collaborate with colleagues. The TC cooperates and
collaborates with
colleagues and integrates
their ideas.
The TC seeks professional
experiences to improve cooperation
and collaboration, takes a leadership
position, and/or encourages the use
of ideas from colleagues to promote
a collegial environment.
58
9. Exhibits Understanding of How to Work
with Parents/Guardians -
The TC establishes positive rapport and
appropriate relationships with
parents/guardians.
(CFPO 5, 7-Initial; CFPO 5, 7-Advanced)
SCDI-Domain II:5 & MCoE 1)
The TC does not establish
positive rapport or appropriate
relationships with
parents/guardians.
The TC establishes
positive rapport and
appropriate relationships
with parents/guardians.
The TC establishes positive rapport
and appropriate relationships with
parents/guardians and facilitates
outreach opportunities to engage
parents/guardians.
Professional in Classroom Characteristics
(CFPO 2, 3, 4, 5, 6, 7, 10-Initial; CFPO 2, 3, 4, 5, 6, 7, 11, 12, 13, 14-Advanced) SCDI-Domain III:6 & MCoE 4
10. Poise and Confidence -
The TC demonstrates poise and confidence in
the classroom setting.
(CFPO 2, 3, 4, 5, 6, 7, 10-Initial; CFPO 2, 3, 4,
5, 6, 7, 11, 12, 13, 14-Advanced) SCDI-
Domain III:6 & MCoE 4)
The TC does not demonstrate
poise and confidence in the
classroom setting.
The TC demonstrates
poise and confidence in
the classroom setting.
The TC demonstrates poise and
confidence in the classroom setting
and provides opportunities that
build confidence in P12 students.
11. Enthusiasm/Initiative -
The TC is enthusiastic and shows initiative in
the classroom setting.
(CFPO 2, 3, 4, 5, 6, 7, 10-Initial; CFPO 2, 3, 4,
5, 6, 7, 11, 12, 13, 14-Advanced) SCDI-
Domain III:6 & MCoE 4)
The TC is not enthusiastic and
does not show initiative in the
classroom setting.
The TC is enthusiastic
and shows initiative in
the classroom setting.
The TC is enthusiastic and shows
initiative in the classroom setting. In
addition, the TC helps P12 students to
understand the importance of a positive
attitude and initiative.
12. Fairness -
The TC is optimistic, patient, fair, empathetic,
and inquisitive; places the needs of P12
students first; and respects individual
differences in the classroom setting.
(CFPO 2, 3, 4, 5, 6, 7, 10-Initial; CFPO 2, 3, 4,
5, 6, 7, 11, 12, 13, 14-Advanced) SCDI-
Domain III:6 & MCoE 4)
The TC is not optimistic,
patient, fair, empathetic, and
inquisitive; or does not place the
needs of P12 students first; or
does not respect individual
differences.
The TC is optimistic,
patient, fair, empathetic,
and inquisitive; places the
needs of P12 students
first; and respects
individual differences in
the classroom setting.
The TC is optimistic, patient, fair,
empathetic, and inquisitive; places the
needs of P12 students first; and
respects individual differences. In
addition, the TC creates an
atmosphere in which P12 students
exhibit the same aforementioned
characteristics towards one another.
13. Resourcefulness/Creativity -
The TC shows resourcefulness and creativity in
the classroom setting.
(CFPO 2, 3, 4, 5, 6, 7, 10-Initial; CFPO 2, 3, 4,
The TC does not show
resourcefulness and creativity in
the classroom setting.
The TC shows
resourcefulness and
creativity in the
classroom setting.
The TC shows resourcefulness and
creativity in the classroom setting. In
addition, the TC provides
opportunities for P12 students to
show resourcefulness and creativity.
59
5, 6, 7, 11, 12, 13, 14-Advanced) SCDI-
Domain III:6 & MCoE 4)
14. Shares and Seeks Professional Materials
and Ideas -
The TC shares and seeks professional materials
and ideas to help all students achieve success.
(CFPO 2, 3, 4, 5, 6, 7, 10-Initial; CFPO 2, 3, 4,
5, 6, 7, 11, 12, 13, 14-Advanced) SCDI-
Domain III:6 & MCoE 4)
The TC does not share and seek
professional materials and ideas
to help all students achieve
success.
The TC shares and seeks
professional materials and
ideas to help all students
achieve success.
The TC shares and seeks professional
materials and ideas to help all students
achieve success and has a plan for
professional growth.
15. Knows Safety Measures and How to Handle
Emergency Situations -
The TC knows safety measures and how to
handle emergency situations.
(CFPO 2, 3, 4, 5, 6, 7, 10-Initial; CFPO 2, 3, 4,
5, 6, 7, 11, 12, 13, 14-Advanced) SCDI-
Domain III:6 & MCoE 4)
The TC does not know safety
measures or how to handle
emergency situations.
The TC knows safety
measures and how to
handle emergency
situations.
The TC knows safety measures and
how to handle emergency situations.
In addition, the TC explains the
importance of safety and practices
drills.
16. Develops Cooperative Home-to-School
Partnerships in Support of Student
Learning and Well-Being -
The TC develops cooperative home-to-school
partnerships to support student learning and
well-being.
(CFPO 2, 3, 4, 5, 6, 7, 10-Initial; CFPO 2, 3, 4,
5, 6, 7, 11, 12, 13, 14-Advanced) SCDI-
Domain III:6 & MCoE 4)
The TC does not develop
cooperative home-to-school
partnerships to support student
learning and well-being.
The TC develops
cooperative home-to-
school partnerships to
support student learning
and well-being.
The TC develops cooperative home-
to-school partnerships to support
student learning and well-being. In
addition, the TC assists P12 students
in managing their data and
communicating their progress to
parents/guardians.
17. Participates in Professional Activities (Staff
Development, PTA, Parent-Teacher
Conference, etc.) -
The TC participates in professional activities
(staff development, PTA, parent-teacher
conference, etc.).
(CFPO 2, 3, 4, 5, 6, 7, 10-Initial; CFPO 2, 3, 4,
5, 6, 7, 11, 12, 13, 14-Advanced) SCDI-
Domain III:6 & MCoE 4)
The TC does not participate in
professional activities (staff
development, PTA, parent-
teacher conference, etc.).
The TC participates in
professional activities
(staff development, PTA,
parent-teacher
conference, etc.).
The TC participates in professional
activities (staff development, PTA,
parent-teacher conference, etc.). In
addition, the TC provides
professional development for
teachers and/or parents.
60
Professional in Judgment
(CFPO 2, 6, 7, 11-Initial; CFPO 2, 3, 6, 7, 10, 13-Advanced) SCDI-Domain I:2 & MCoE 5
18. Flexibility -
The TC is flexible and adapts to change.
(CFPO 2, 6, 7, 11-Initial; CFPO 2, 3, 6, 7, 10, 13-
Advanced) SCDI-Domain I:2 & MCoE 5)
The TC fails to be flexible
and does not adapt well to
change.
The TC is flexible and
adapts to change.
The TC is flexible and adapts to
change. In addition, the TC creates a
learning environment to encourage
P12 students with adapting to
change.
19. Maturity and Judgment - The TC is mature, exhibits self-control, reacts appropriately under stress; is able to accept and express different points of view in a professional manner; uses good judgment; and accepts responsibility for own actions.
(CFPO 2, 6, 7, 11-Initial; CFPO 2, 3, 6, 7, 10,
13-Advanced) SCDI-Domain I:2 & MCoE 5)
The TC is not mature, does not exhibit self-control, or does not react appropriately under stress; is not able to accept and express different points of view in a professional manner; does not use good judgment; and/or does not accept responsibility for own actions.
The TC is mature, exhibits self-control, reacts appropriately under stress; is able to accept and express different points of view in a professional manner; uses good judgment; and accepts responsibility for own actions.
The TC is mature, exhibits self-
control, reacts appropriately under
stress; is able to accept and express
different points of view in a
professional manner; uses good
judgment; and accepts responsibility
for own actions. In addition, the TC
assists P12 students in exhibiting
self-control, reacting appropriately
under stress, accepting and
expressing different points of view
in a professional manner, using
good judgment, and accepting
responsibility for his/her own
actions. Professional in Ethics
(CFPO 1, 4, 7-Initial; CFPO 1, 4, 13-Advanced) SCDI-Domain I:1 & Domain II:4 & MCoE 9 & 2
20. Follows School Policies and Procedures -
The TC respects intellectual property of others by
giving credit and avoiding plagiarism/cheating;
and adheres to ethics/policies of university,
schools, and profession. (CFPO 1, 4, 7-Initial; CFPO 1, 4, 13-Advanced) SCDI-Domain I:1 & Domain II:4 & MCoE 9 & 2)
The TC does not respect
intellectual property of
others by giving credit
and avoiding plagiarism
/cheating; and/or does
not adhere to
ethics/policies of
university, schools, and
profession.
The TC respects
intellectual property
of others by giving
credit and avoiding
plagiarism/cheating;
and adheres to
ethics/policies of
university, schools,
and profession.
The TC respects intellectual
property of others by giving credit
and avoiding plagiarism/cheating;
and adheres to ethics/policies of
university, schools, and
profession. In addition, the TC
stresses the importance of
respect for intellectual property
of others and giving credit to
avoid plagiarism/
cheating to P12 students.
21. Maintains Confidentiality, Demonstrates
Truthfulness and Honesty, and Maintains
Ethical and Legal Behaviors –
The TC does not maintain
confidentiality; does not
demonstrate truthfulness and
honesty; and/or does not
The TC maintains
confidentiality;
demonstrates truthfulness
and honesty; and
The TC maintains confidentiality;
demonstrates truthfulness and honesty;
and maintains ethical and legal
behaviors in interactions with others
61
The TC maintains confidentiality; demonstrates
truthfulness and honesty; and maintains ethical
and legal behaviors in interactions with others.
(CFPO 1, 4, 7-Initial; CFPO 1, 4, 13-Advanced)
SCDI-Domain I:1 & Domain II:4 & MCoE 9 & 2)
maintain ethical and legal
behaviors in interactions with
others.
maintains ethical and
legal behaviors in
interactions with others.
and promotes these behaviors in P12
students.
22. Knows How to Work with Community and
Social Service Agencies for the Benefit of
Individual Students and Families -
The TC knows how to work with community and
social service agencies for the benefit of
individual students and families.
(CFPO 1, 4, 7-Initial; CFPO 1, 4, 13-Advanced)
SCDI-Domain I:1 & Domain II:4 & MCoE 9 & 2)
The TC does not know how
to work with community and
social service agencies for
the benefit of individual
students and families.
The TC knows how to
work with community
and social service
agencies for the benefit of
individual students and
families.
The TC knows how to work with
community and social service
agencies for the benefit of individual
students and families and regularly
engages in professional dialogue
with community agencies
/organizations to cultivate new
partnerships.
Professional in Self-Reflection
(CFPO 8, 9, 11-Initial; CFPO 8, 9, 12, 13, 14-Advanced) SCDI-Domain II:5 & MCoE 1
23. Accepts Constructive Criticism in a Positive
Manner –
The TC accepts constructive criticism in a positive
manner.
(CFPO 8, 9, 11-Initial; CFPO 8, 9, 12, 13, 14-
Advanced) SCDI-Domain II:5 & MCoE 1)
The TC does not accept
constructive criticism in a
positive manner.
The TC accepts
constructive criticism in a
positive manner.
The TC accepts constructive criticism
in a positive manner and acts upon
these suggestions.
24. Engages in Self-Evaluation –
The TC engages in problem solving and self-
evaluation.
(CFPO 8, 9, 11-Initial; CFPO 8, 9, 12, 13, 14-
Advanced) SCDI-Domain II:5 & MCoE 1)
The TC does not engage in
problem solving and/or self-
evaluation.
The TC engages in
problem solving and self-
evaluation.
The TC engages in problem solving
and self-evaluation and strives for
personal and professional growth
by engaging in professional
development activities to support
improved practice. 25. Reflections on Decisions Made Concerning
Students, Teaching Methods, and Subject
Matter - The TC reflects on decisions made
concerning students, teaching methods, and
subject matter.
(CFPO 8, 9, 11-Initial; CFPO 8, 9, 12, 13, 14-
Advanced) SCDI-Domain II:5 & MCoE 1)
The TC does not reflect on
decisions made concerning
students, teaching methods,
and/or subject matter.
The TC reflects on
decisions made
concerning students,
teaching methods, and
subject matter.
The TC reflects on decisions made
concerning students, teaching
methods, and subject matter on a
regular basis and actively seeks
opportunities to enhance student
learning with additional
instructional strategies and learning
activities.
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63
64
Teacher Growth Rubric (TGR)
Source: Mississippi Department of Education https://www.mdek12.org/OEE/Teacher.
Teachers play a critical and important role in student learning. In their role, teachers need feedback and high-quality learning experiences to continuously improve
their practice and student learning. The purpose of the Teacher Growth Rubric is provide the following:
• Enhance the impact that teachers have on students and other school community stakeholders
• Highlights the teacher’s strengths and identifies areas of growth
• Serves as a guide for teachers as they reflect on their own practices
• Provides shared understanding regarding priorities, goals and expectations of quality practice
The US will use the TGR to evaluate the intern during the 2nd placement of internship.
Unacceptable Needs Improvement Meets Standard Exceeds Standard
1. LESSONS ARE
ALIGNED TO
STANDARDS AND
REPRESENT A
COHERENT
SEQUENCE OF
LEARNING
CAEP R1.1, R1.3
InTASC 7
TGR 1
Include student learning
outcomes and instructional
activities that
● are not aligned to current
Mississippi College- and
Career-Ready Standards or
Framework
● are not part of a coherent
sequence of learning with
meaningful connections
made to previous and future
learning
Include student learning
outcomes and instructional
activities that
● are partially aligned to
current Mississippi College-
and Career-Ready Standards
or Framework
● are part of an ineffective
sequence of learning with few
connections made to previous
and future learning
Include student learning
outcomes and instructional
activities that
● are fully aligned to current
Mississippi College- and Career-
Ready Standards or Framework
● are part of a coherent and
focused sequence of learning
with meaningful connections
made to previous and future
learning
Include student learning outcomes and
instructional activities that
● are fully aligned to current Mississippi
College- and Career- Ready Standards
or Framework
● are part of a coherent and focused
sequence of learning with meaningful
connections made to previous and future
learning
● reflect collaboration with other school
staff within and across disciplines to
enrich learning
2. LESSONS HAVE
HIGH LEVELS OF
LEARNING FOR ALL
STUDENTS
CAEP R1.1, R1.3
InTASC 1
TGR 2
Provide assignments and
activities that contain the
following components:
● no scaffolding that builds
student understanding
● little or no evidence that
the teacher knows each
student’s level
● little or no differentiation
based on students’ abilities
and learning styles
● little or no evidence of
student-centered learning
● few connections to
Provide assignments and
activities that contain the
following components:
● minimal scaffolding that
builds student understanding
● limited evidence that the
teacher knows each student’s
level and/or tracks each
student’s progress toward
mastery
● some differentiation based
on students’ abilities and
learning styles
● limited student-centered
learning
Provide assignments and
activities that contain the
following components:
● appropriate scaffolding that
effectively builds student
understanding
● ample evidence that the
teacher knows each student’s
level and tracks each student’s
progress toward mastery
● differentiation based on
students’ abilities and learning
styles
● student-centered learning
whenever appropriate
Provide assignments and activities that
contain the following components:
● appropriate scaffolding that
effectively builds student understanding
● ample evidence that the teacher knows
each student’s level and tracks each
student’s progress toward mastery
● differentiation based on students’
abilities and learning styles
● student-centered learning whenever
appropriate
● relevant connections to students’ prior
experiences or learning
● opportunities for students to choose
65
students’ prior experiences
or learning
● adequate connections to
students’ prior experiences
or learning
● relevant connections to
students’ prior experiences
or learning
challenging tasks and instructional
materials
3. ASSISTS STUDENTS
IN TAKING
RESPONSIBILITY FOR
LEARNING AND
MONITORS STUDENT
LEARNING
CAEP R1.1, R1.2
InTASC 6
TGR 3
● Communicates the lesson
goals and the content in a
way that is not accessible to
most students
● Inadequately monitors
student progress
● Provides inadequate
opportunities for students to
self-assess and correct their
own errors
● Provides students with
little or no feedback
● Communicates the lesson
goals and the content in a way
that is accessible for most
students
● Uses formative assessments
to adequately monitor student
progress
● Provides adequate
opportunities for students to
self-assess and correct their
own errors
● Provides students with
adequate feedback
● Communicates the lesson goals
and the content in a way that is
accessible for every student at
his/her level
● Uses formative assessments to
effectively monitor student
progress
● Provides effective
opportunities for students to self-
assess and correct their own
errors
● Provides students with clear,
specific, actionable, and timely
feedback
● Creates opportunities for
students to apply teacher and
peer feedback to improve
performance and accelerate
learning
● Communicates the lesson goals and
the content in a way that is accessible
for every student at his/her level
● Uses formative assessments to
effectively monitor student progress
● Provides ample and effective
opportunities for students to self-assess
and correct their own errors
● Provides students with clear, specific,
actionable, and timely feedback
● Creates opportunities for students to
apply teacher and peer feedback to
improve performance and accelerate
learning
● Provides opportunities for students to
demonstrate connections between what
they are learning and how it advances
their personal and professional
goals/interests
4. PROVIDES
MULTIPLE WAYS FOR
STUDENTS TO MAKE
MEANING OF
CONTENT
CAEP R1.1, R1.2
InTASC 5
TGR 4
ISTE 5, 6, 7
Does not move or moves
few students to deeper
understanding of content
through various techniques
including
● a variety of explanations
and multiple representations
of concepts
● extended productive
discussion
● effective questioning to
support students’ attainment
of the learning goals
● making connections to
other content across
disciplines
● independently connecting
lesson content to real-world
application
Moves most students to
deeper understanding of
content through various
techniques including
● a variety of explanations
and multiple representations
of concepts
● extended productive
discussion
● effective questioning to
support students’ attainment
of the learning goals
● making connections to
other content across
disciplines
● independently connecting
lesson content to real-world
application
Moves almost all students to
deeper understanding of content
through various techniques
including
● a variety of explanations and
multiple representations of
concepts
● extended productive discussion
● effective questioning to
support students’ attainment of
the learning goals
● making connections to other
content across disciplines
● independently connecting
lesson content to real-world
application
Moves all students to deeper
understanding of content through
various techniques including
● a variety of explanations and multiple
representations of concepts
● extended productive discussion
● effective questioning to support
students’ attainment of the learning
goals
● making connections to other content
across disciplines
● independently connecting lesson
content to real-world application
66
5. MANAGES A
LEARNING-FOCUSED
CLASSROOM
COMMUNITY
CAEP R1.1, R1.3
InTASC 8
TGR 5
● Creates inadequate and/or
inconsistent routines and
expectations for students to
voice opinions and ask and
answer questions
● Inadequately monitors
student behavior
● Provides inadequate
collaborative learning
opportunities for students
● Ensures some or few
students are active
participants in their learning
Creates adequate routines and
expectations for students to
safely voice opinions and ask
and answer questions
● Adequately monitors
student behavior
● Provides adequate
collaborative learning
opportunities for students
● Ensures most students are
active participants in their
learning
● Creates effective routines and
expectations for students to
safely voice opinions and ask
and answer questions
● Proactively monitors student
behavior and redirects when
necessary to maximize
instructional time
● Provides effective
collaborative learning
opportunities whenever
appropriate
● Ensures all or almost all
students are active participants in
their learning
● Creates effective routines and
expectations for students to safely voice
opinions and ask and answer questions
● Proactively monitors student behavior
and redirects when necessary to
maximize instructional time
● Provides effective collaborative
learning opportunities whenever
appropriate
● Ensures students take ownership of
their work and are active participants in
their learning
● Provides opportunities for students to
take on academic leadership roles that
promote learning
6. MANAGES
CLASSROOM SPACE,
TIME, AND
RESOURCES
(INCLUDING
TECHNOLOGY WHEN
APPROPRIATE)
EFFECTIVELY FOR
STUDENT LEARNING
CAEP R1.1, R1.3
InTASC 3
TGR 6
ISTE 5, 6
● Inadequately uses
physical space or resources
(including technology
whenever appropriate) in
support of student learning
● Allows significant periods
of time when students do
not have something
meaningful to do
● Creates an environment
where students do not
execute transitions, routines,
and procedures in an orderly
and efficient manner
Adequately uses physical
space or resources (including
technology whenever
appropriate) in support of
student learning
● Allows brief periods of
time when students do not
have something meaningful to
do
● Creates an environment
where students execute
transitions, routines, and
procedures in an orderly and
efficient
manner only some of the time
and require substantial
direction from the teacher
● Effectively maximizes use of
physical space and resources
(including technology whenever
appropriate) in support of
student learning
● Maximizes time such that
students always have something
meaningful to do
● Creates an environment where
students execute transitions,
routines, and procedures in an
orderly and efficient
manner most of the time, though
they may require some direction
from the teacher
● Effectively maximizes use of physical
space and resources (including
technology whenever appropriate) in
support
of student learning
● Maximizes time such that students
always have something meaningful to do
● Creates an environment where
students execute transitions, routines,
and procedures in an orderly and
efficient
manner with minimal direction or
narration from the teacher
● Provides opportunities for students to
share responsibility for leading
classroom routines and/or procedures
7. CREATES AND
MAINTAINS A
CLASSROOM OF
RESPECT FOR ALL
STUDENTS
CAEP R1.1
InTASC 2
TGR 7
● Often communicates
disrespectfully with students
● Does not foster respectful
relationships among
students
● Does not demonstrate a
strong positive relationship
with students
Communicates respectfully to
students with rare exceptions
● Fosters respectful
relationships among some
students but not others
● Demonstrates a strong
positive relationship with
some students but not others
● Communicates respectfully to
all students
● Effectively fosters respectful
relationships among all students
● Demonstrates a strong positive
relationship with all students
● Communicates respectfully to all
students
● Effectively fosters respectful
relationships among all students
● Demonstrates a strong positive
relationship with all students
● Fosters a classroom culture where
students give unsolicited praise or
encouragement to their peers
67
8. ENGAGES IN
PROFESSIONAL
LEARNING
CAEP R1.1, R1.4
InTASC 9
TGR 8
● Participates in required
professional learning
activities
● Does not apply
knowledge gained from
professional learning
● Applies little or no
observer feedback to
improve teaching practice
● Participates in required
professional learning
activities
● Applies knowledge gained
from professional learning but
does not fully integrate the
new information
● Applies some observer
feedback to improve teaching
practice
Proactively seeks out and
participates in professional
learning activities
● Fully integrates knowledge
gained in professional learning
communities, collaboration with
peers and leadership,
and focused professional
development
● Strengthens teaching practice
based on observer feedback and
other types of performance data
● Shares new information and
lessons learned with colleagues
Proactively seeks out and participates in
professional learning activities
● Fully integrates knowledge gained in
professional learning communities,
collaboration with peers and leadership,
and focused professional development
● Strengthens teaching practice based on
observer feedback and other types of
performance data
● Shares new information and lessons
learned with colleagues
● Serves as a critical friend for
colleagues, both providing and seeking
meaningful feedback on instruction
9. ESTABLISHES AND
MAINTAINS
EFFECTIVE
COMMUNICATION
WITH
FAMILIES/GUARDIANS
CAEP R1.1, R1.4
InTASC 10
TGR 9
● Rarely or never
communicates with
families/guardians
● Communicates with
families/guardians reactively
concerning student academic
progress and development,
and
outreach is mostly for
intervention or corrective
reasons
● Partners with
families/guardians to coordinate
learning between home and
school
● Establishes mutual
expectations for student learning
with families/guardians
● Partners with families/guardians to
coordinate learning between home and
school
● Establishes mutual expectations for
student learning with families/guardians
● Includes students and/or
families/guardians in the planning of
positive reinforcements for progress
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Watermark Overview
Watermark, formally known as Taskstream, is the database used for all evaluations,
assignments, and assessments during internship.
Accounts: If you previously served as a university supervisor and used Watermark/Taskstream,
you will use that same account. However, if you are new to Watermark/Taskstream, an account
has been created for you and you will find this information on the pink form in your US packet.
Please check your inbox for an email from Watermark with prompts to reset your password or
you can reset your password when you login.
Watermark programs typically become active a few days before internship so you will not see
the program in Watermark until then.
All questions regarding Watermark should be directed to Tiffany Middleton at 662-325-0028 or
by email at [email protected].
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How to Complete an Evaluation in Watermark
1- Login to your account at https://www.watermarkinsights.com/.
2- Click on the Program to Evaluate.
You can customize the display of how the programs are listed.
3- Select SHOW ALL AVAILABLE CATEGORIES.
4- Select ALL INDIVIDUALS (do not filter), Select ANY TIME PERIOD, & CONTINUE.
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5- Use the scroll bars to locate the item you want to evaluate.
6- Once you see the item you want to evaluate, click EVALUATE.
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7- Select SCORE WORK.
8- Evaluate/Score Work:
The criteria are listed on the left side and the performance levels are listed across the
top. Click the performance level box and the score box will auto-fill. You can click in
the comments box to leave comments.
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9- After you complete the evaluation, you will see the final score.
You can leave overall comments in the text box.
10- Select RECORD AS FINAL AND RELEASE EVALUTIONS TO AUTHOR NOW.
If you do not release to the author then the student cannot see the grade. Please
release the evaluation to the author/student.
11- Click SUBMIT EVALUTION NOW.
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Internship Handbook Policies & Procedures
The faculty in the College of Education at Mississippi State University appreciates the classroom mentor
teachers who give so freely of their time to assist teacher interns as they make the transition from college
student to professional educator. We could not adequately prepare the teacher interns who graduate from
Mississippi State University without the support and expertise of the classroom mentor teachers and the
assistance of the public schools that serve as teacher intern sites.
This handbook provides information that assists in the facilitation of an effective teacher intern program. The
handbook addresses objectives, policies and procedures, roles and responsibilities, activities, and evaluation.
We encourage you to read the handbook to become acquainted with the roles and responsibilities of all those
involved in the teacher intern program.
A successful teacher intern program is built through communication and a team effort. The collaboration of
classroom mentor teachers, university supervisors, school principals, and teacher interns is essential in
providing a quality teacher intern experience. Thank all of you for your contributions to the professional growth
of our new teachers.
Sincerely,
Donna Shea, Ph.D.
Director
Office of Clinical/Field-Based Instruction and Licensure
Mailstop 9710
318 Allen Hall
Mississippi State, MS 39762
Phone: 662-325-7684
Fax: 662-325-0615
www.ocfbi.msstate.edu
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Standards and Objectives
InTASC Core Teaching Standards The Interstate New Teacher Assessment and Support Consortium (InTASC) task force, which was established
under the umbrella of the Council of Chief State School Officers to strengthen the teaching profession, began
its work by articulating standards for a common core of teaching knowledge and skills that should be acquired
by all new teachers. The ten InTASC standards that resulted from the task force's work set forth the required
knowledge, dispositions, and performance skills for beginning teachers. These national standards have been
adopted by the Council for the Accreditation of Educator Preparation (CAEP) for use in pre-service teacher
education programs.
The InTASC task force based these standards on a number of beliefs: for example, all children have the
potential to learn rigorous content and achieve high standards; our educational system must guarantee a
learning environment in which all children can learn and achieve their own kind of individually configured
excellence; and the standards and opportunities should enable teachers to support the intellectual, social,
emotional, moral and physical development of students, respond with flexibility and professional judgment to
their different needs, and actively engage them in their own learning so that they can use and generate
knowledge in effective and powerful ways. Teaching and learning comprise a holistic process that connects
ideas and disciplines to each other and to the personal experiences, environments, and communities of
students. Consequently, the process of teaching must be dynamic and reciprocal, responding to the many
contexts in which students learn.
The InTASC standards are also based on the belief that professional teachers assume roles that extend
beyond the classroom and include responsibilities for connecting to parents and other professionals,
developing the school as a learning organization, and using community resources to foster the education and
welfare of students. The InTASC Standards are included below.
InTASC Core Teaching Standards
Standard # 1: Learner Development – The teacher understands how children learn and develop, recognizing
that patterns of learning and development vary individually within and across the cognitive, linguistic, social,
emotional, and physical areas, and designs and implements developmentally appropriate and challenging
learning experiences.
Standard # 2: Learning Differences – The teacher uses understanding of individual differences and diverse
communities to ensure inclusive learning environments that allow each learner to reach his/her full potential.
Standard # 3: Learning Environments – The teacher works with learners to create environments that support
individual and collaborative learning, encouraging positive social interaction, active engagement in learning,
and self-motivation.
Standard # 4: Content Knowledge – The teacher understands the central concepts, tools of inquiry, and
structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of
the discipline accessible and meaningful for learners.
Standard # 5: Innovative Applications of Content – The teacher understands how to connect concepts and
use differing perspectives to engage learners in critical/creative thinking and collaborative problem solving
related to authentic local and global issues.
Standard # 6: Assessment – The teacher understands and uses multiple methods of assessment to engage
learners in their own growth, to document learner progress, and to inform the teacher’s ongoing planning and
instruction.
Standard # 7: Planning for Instruction – The teacher draws upon knowledge of content areas, cross
disciplinary skills, learners, the community, and pedagogy to plan instruction that supports every student in
meeting rigorous learning goals.
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Standard # 8: Instructional Strategies – The teacher understands and uses a variety of instructional
strategies to encourage learners to develop deep understanding of content areas and their connections, and to
build skills to access and appropriately apply information.
Standard # 9: Reflection and Continuous Growth – The teacher is a reflective practitioner who uses
evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on
others (students, families, and other professionals in the learning community), and adapts practice to meet the
needs of each learner.
Standard # 10: Collaboration – The teacher collaborates with students, families, colleagues, other
professionals, and community members to share responsibility for student growth and development, learning,
and well-being.
Council for the Accreditation of Educator Preparation
(CAEP) Standards The College of Education at Mississippi State University has enjoyed long-standing accreditation on national,
regional, and state levels. On the national level, the College has been accredited continuously since 1961, by
the National Council for Accreditation of Teacher Education (NCATE) - now the Council for the Accreditation of
Educator Preparation (CAEP). Standards serve as the basis for any accreditor’s review. The CAEP
Standards and their components flow from two principles:
Solid evidence that the provider’s graduates are competent and caring educators, and
There must be solid evidence that the provider’s educator staff have the capacity to create a culture of
evidence and use it to maintain and enhance the quality of the professional programs they offer.
The five CAEP Standards flow from these principles and the standards of evidence that define them are the
backbone of the accreditation process. They define quality in terms of organizational performance and serve
as the basis for accreditation reviews and judgments. These drivers of accreditation spring from a broad
consensus across a very diverse group of stakeholders: providers, teachers, parents, critics, unions. They
were also widely circulated and reviewed. The CAEP Standards reflect the voice of the education field – on
what makes a quality educator.
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Objectives for the Teaching Internship 1. Assess personal/social suitability for teaching and evaluate choice of major/concentration and grade-level
interest.
2. Experience all roles of a professional teacher (instructional and non-instructional) through planned, sequenced activities in a 16-week program.
3. Apply principles and methods from the knowledge base of the professional program.
4. Use technology in communication, lesson planning, and instruction.
5. Gain experience working with special needs students.
6. Experiment with alternative strategies to increase student learning.
7. Gain experience working with students from different cultural and socioeconomic backgrounds.
8. Observe and practice classroom management strategies.
9. Communicate about and discuss all phases of experience with both the classroom mentor teacher and the university supervisor.
10. Receive feedback from structured observations, including conferencing and suggestions for improvement, from the classroom mentor teacher and university supervisor.
11. Practice the skills identified in the Teacher Intern Assessment Instrument.
12. Gain knowledge of classroom and school practices and policies.
13. Gain knowledge of parent involvement activities and practices.
14. Become a professional teacher through self-evaluation, problem solving, and reflection about teaching and learning.
Code of Ethics of the Education Profession Standard 1: Professional Conduct
An educator should demonstrate conduct that follows generally recognized professional standards.
1.1. Ethical conduct includes, but is not limited to, the following:
1. Encouraging and supporting colleagues in developing and maintaining high standards 2. Respecting fellow educators and participating in the development of a professional teaching
environment 3. Engaging in a variety of individual and collaborative learning experiences essential to professional
development designed to promote student learning 4. Providing professional education services in a nondiscriminatory manner 5. Maintaining competence regarding skills, knowledge, and dispositions relating to his/her organizational
position, subject matter and pedagogical practices 6. Maintaining a professional relationship with parents of students and establish appropriate
communication related to the welfare of their children 1.2. Unethical conduct includes, but is not limited to, the following:
1. Harassment of colleagues 2. Misuse or mismanagement of tests or test materials 3. Inappropriate language on school grounds or any school-related activity 4. Physical altercations 5. Failure to provide appropriate supervision of students and reasonable disciplinary actions
Standard 2. Trustworthiness
An educator should exemplify honesty and integrity in the course of professional practice and does not
knowingly engage in deceptive practices regarding official policies of the school district or educational
institution.
2.1. Ethical conduct includes, but is not limited to, the following:
1. Properly representing facts concerning an educational matter in direct or indirect public expression
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2. Advocating for fair and equitable opportunities for all children 3. Embodying for students the characteristics of honesty, diplomacy, tact, and fairness.
2.2. Unethical conduct includes, but is not limited to, the following:
1. Falsifying, misrepresenting, omitting, or erroneously reporting any of the following:
• employment history, professional qualifications, criminal history, certification/recertification
• information submitted to local, state, federal, and/or other governmental agencies
• information regarding the evaluation of students and/or personnel
• reasons for absences or leave
• information submitted in the course of an official inquiry or investigation
• falsifying records or directing or coercing others to do so
Standard 3. Unlawful Acts
An educator shall abide by federal, state, and local laws and statutes and local school board policies.
Unethical conduct includes, but is not limited to, the commission or conviction of a felony or sexual offense. As
used herein, conviction includes a finding or verdict of guilty, or a plea of nolo contendere, regardless of
whether an appeal of the conviction has been sought or situation where first offender treatment without
adjudication of guilt pursuant to the charge was granted.
Standard 4. Educator/Student Relationship
An educator should always maintain a professional relationship with all students, both in and outside the
classroom.
4.1. Ethical conduct includes, but is not limited to, the following:
1. Fulfilling the roles of mentor and advocate for students in a professional relationship. A professional relationship is one where the educator maintains a position of teacher/student authority while expressing concern, empathy, and encouragement for students
2. Nurturing the intellectual, physical, emotional, social and civic potential of all students 3. Providing an environment that does not needlessly expose students to unnecessary embarrassment or
disparagement 4. Creating, supporting, and maintaining a challenging learning environment for all students
4.2. Unethical conduct includes, but is not limited to the following:
1. Committing any act of child abuse 2. Committing any act of cruelty to children or any act of child endangerment 3. Committing or soliciting any unlawful sexual act 4. Engaging in harassing behavior on the basis of race, gender, national origin, religion or disability 5. Furnishing tobacco, alcohol, or illegal/unauthorized drugs to any student or allowing a student to
consume alcohol or illegal/unauthorized drugs 6. Soliciting, encouraging, participating or initiating inappropriate written, verbal, electronic, physical or
romantic relationship with a student. 7. Examples of these acts may include but not be limited to:
• sexual jokes
• sexual remarks
• sexual kidding or teasing
• sexual innuendo
• pressure for dates or sexual favors
• inappropriate touching, fondling, kissing or grabbing
• rape
• threats of physical harm
• sexual assault
• electronic communication such as texting
• invitation to social networking
• remarks about a student’s body
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• consensual sex
Standard 5. Educator Collegial Relationships
An educator should always maintain a professional relationship with colleagues, both in and outside the
classroom.
5. Unethical conduct includes but is not limited to the following:
1. Revealing confidential health or personnel information concerning colleagues unless disclosure serves lawful professional purposes or is required by law
2. Harming others by knowingly making false statements about a colleague or the school system 3. Interfering with a colleague’s exercise of political, professional, or citizenship rights and responsibilities 4. Discriminating against or coercing a colleague on the basis of race, religion, national origin, age, sex,
disability or family status 5. Using coercive means or promise of special treatment in order to influence professional decisions of
colleagues
Standard 6. Alcohol, Drug and Tobacco Use or Possession
An educator should refrain from the use of alcohol and/or tobacco during the course of professional practice
and should never use illegal or unauthorized drugs.
6.1. Ethical conduct includes, but is not limited to, the following:
• Factually representing the dangers of alcohol, tobacco and illegal drug use and abuse to students during the course of professional practice
6.2. Unethical conduct includes, but is not limited to, the following:
• Being under the influence of, possessing, using, or consuming illegal or unauthorized drugs.
• Being on school premises or at a school-related activity involving students while documented as being under the influence of, possessing, or consuming alcoholic beverages. A school-related activity includes but is not limited to, any activity that is sponsored by a school or a school system or any activity designed to enhance the school curriculum such as club trips, etc. which involve students.
• Being on school premises or at a school-related activity involving students while documented using tobacco.
Standard 7. Public Funds and Property
An educator shall not knowingly misappropriate, divert, or use funds, personnel, property, or equipment
committed to his or her charge for personal gain or advantage.
7.1. Ethical conduct includes, but is not limited to, the following:
• Maximizing the positive effect of school funds through judicious use of said funds
• Modeling for students and colleagues the responsible use of public property
7.2. Unethical conduct includes, but is not limited to, the following:
• Knowingly misappropriating, diverting or using funds, personnel, property or equipment committed to his or her charge for personal gain
• Failing to account for funds collected from students, parents or any school-related function
• Submitting fraudulent requests for reimbursement of expenses or for pay
• Co-mingling public or school-related funds with personal funds or checking accounts
• Using school property without the approval of the local board of education/governing body Standard 8. Remunerative Conduct
An educator should maintain integrity with students, colleagues, parents, patrons, or businesses when
accepting gifts, gratuities, favors, and additional compensation.
8.1. Ethical conduct includes, but is not limited to, the following:
• Insuring that institutional privileges are not used for personal gain
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• Insuring that school policies or procedures are not impacted by gifts or gratuities from any person or organization
8.2. Unethical conduct includes, but is not limited to, the following:
• Soliciting students or parents of students to purchase equipment, supplies, or services from the educator or to participate in activities that financially benefit the educator unless approved by the local governing body.
• Tutoring students assigned to the educator for remuneration unless approved by the local school board
• The educator shall neither accept nor offer gratuities, gifts, or favors that impair professional judgment or to obtain special advantage. (This standard shall not restrict the acceptance of gifts or tokens offered and accepted openly from students, parents, or other persons or organizations in recognition or appreciation of service)
Standard 9. Maintenance of Confidentiality
An educator shall comply with state and federal laws and local school board policies relating to confidentiality
of student and personnel records, standardized test material, and other information covered by confidentiality
agreements.
9.1. Ethical conduct includes, but is not limited to, the following:
• Keeping in confidence information about students that has been obtained in the course of professional service unless disclosure serves a legitimate purpose or is required by law
• Maintaining diligently the security of standardized test supplies and resources
9.2. Unethical conduct includes, but is not limited to, the following:
• Sharing confidential information concerning student academic and disciplinary records, health and medical information family status/income and assessment/testing results unless disclosure is required or permitted by law.
• Violating confidentiality agreements related to standardized testing including copying or teaching identified test items, publishing or distributing test items or answers, discussing test items, and violating local school board or state directions for the use of tests
• Violating other confidentiality agreements required by state or local policy
Standard 10. Breach of Contract or Abandonment of Employment
An educator should fulfill all of the terms and obligations detailed in the contract with the local school board or
educational agency for the duration of the contract.
10. Unethical conduct includes, but is not limited to, the following:
• Abandoning the contract for professional services without prior release from the contract by the school board
• Refusing to perform services required by the contract.
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Policies and Procedures
Grading Policies Grading scale. Each teacher intern receives two grades for the teaching internship, one for each 8-week
placement. The points in Watermark determine the final grade; refer to the grading scale below to determine
the letter grade.
A: 900 - 1,000 points
B: 800 - 899 points
C: 700 - 799 points
D: 600 - 699 points
F: 599 points or less
Please note that interns must earn a “C” or better in order to progress to the second placement of the teaching
internship. Interns must also earn a C or better in both placements of the internship as well as the classroom
management class/seminar in order to successfully complete graduation requirements.
Completion of assignments. All internship assignments are mandatory, and regardless of point value, must
be completed in order for interns to pass each placement of the internship.
Late work. Any assignment that is submitted after midnight on the date due will receive no credit, but the
assignment must still be completed.
Unacceptable work. Any assignment submitted with several grammatical, spelling, punctuation, or other
mechanical errors will not receive full credit. University supervisors may require that teacher interns utilize
services provided by the on campus Writing Center or their online services to make appropriate corrections
before re-submitting assignment (http://www.writingcenter.msstate.edu/). Re-submitted assignments will still
not receive full credit if re-submitted after the due date of the assignment.
Absences and Tardiness
• Teacher interns are to be at their assigned schools every day.
• Absences from teaching internship are acceptable only in the case of personal illness or death in the immediate family. In case of illness or a death in the family, the teacher intern must contact the classroom mentor teacher and university supervisor as early as possible, but no later than 7:00 a.m. the day of the absence.
• Absences are acceptable for interviews only with prior permission from university supervisor and only if intern has fewer than three absences. Intern should understand that all days missed above three must be made up, regardless of the reason for absence/s.
• Excessive absence for any reason may result in extension of the teacher intern experience or in withdrawal. Excessive absence is defined as over three days during the entire teaching internship.
• Tardiness is not acceptable. Tardiness is defined as being late for the established reporting time for teachers or for other assigned duties. Three tardies are equal to one absence.
University supervisors are to inform the OCFBI Director of absence problems. Extended time will be granted
only for emergencies not within the intern’s control that arise during the semester. Plans for extended time
must have written approval from the classroom mentor teacher, university supervisor, and the OCFBI Director.
Additional Coursework or Employment The teacher intern experience consists of the classroom management course/seminar (3 credit hours) and
teaching internship (12 credit hours). No coursework other than these 15 credit hours can be completed during
teaching internship.
In extreme situations, a teacher intern may request to take one course during the internship by completing a
request form and submitting it to the Office of Clinical/Field-Based Instruction, Licensure and Outreach. A
committee composed of the intern’s advisor, one other faculty member from the department, and the OCFBI
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director will meet to either approve or refuse the request. If approved, the request would then be sent to the
Dean of Education for consideration. The intern will only be allowed to register for the course upon approval of
the Dean.
The teaching internship is a full-time academic responsibility. Public schools have expectations for the
achievement and growth of their pupils. Therefore, teacher interns must be prepared to devote their time and
energy to teacher intern duties and providing the best possible instruction and learning environment for the
pupils. Outside employment during teaching internship may impede teaching performance and is discouraged.
Teacher interns may not accept paid teaching positions prior to completion of teaching internship semester.
Discipline A Mississippi State University teacher intern may not administer or serve as a witness for corporal punishment
under any circumstances, even in districts that allow this form of discipline.
Extreme measures used for disciplinary purposes should only be carried out by the classroom mentor teacher
or by the administrators.
Professional Dress Teacher interns as representatives of Mississippi State University and the teaching profession should maintain
an appropriate, professional appearance at all times. Interns should demonstrate respect for themselves and
the profession by dressing in clothing appropriate to the role of a professional educator.
Teacher interns must dress in a professional manner every day unless special attire is warranted due to an
activity (e.g., field day).
• Jeans of any type/color are not considered professional dress and are not to be worn throughout teaching internship during school hours and other scheduled school functions.
• Low-riding/tight pants or skirts, shorts, and sweats are not considered appropriate.
• Ear piercings are the only piercings allowed and tattoos should be covered.
• T-shirts are not to be worn except in instances of school t-shirts for spirit days or special occasions and then can only be worn with dress pants, slacks, or skirts.
These are the minimum expectations for professional dress. Teacher interns must also follow the dress code
for professionals at their school of placement. Professional dress, grooming, and appearance count towards
part of the summative assessment and dispositions requirements for teacher interns.
School Policies Teacher interns should follow the local school district rules, regulations, and school's policies as they apply to
regularly employed staff. Teacher interns should become thoroughly familiar with school policies, handbooks,
and emergency procedures.
School Schedule
The teacher intern is expected to follow the arrival and dismissal times established by the school for its regular
teaching staff and to follow the classroom mentor teacher's daily schedule, including any assigned lunch, bus,
or playground supervision. Attendance at all faculty meetings, staff development workshops, open houses,
parent-teacher conferences, and other professional activities is expected. Teacher interns follow the holiday
schedule of the school district to which they have been assigned, not the University calendar or holiday
schedule.
Substitute Teaching
Teacher interns are not allowed to be used as substitute teachers. Providing substitute teachers is the
responsibility of the school district. If an emergency arises and a substitute teacher is needed in another
classroom, the teacher intern can be allowed to assume responsibility for the mentor teacher’s classroom while
the classroom mentor teacher serves as substitute teacher in the other classroom. If the classroom mentor
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teacher is absent, the roles and responsibilities should be communicated to the teacher intern and the
substitute teacher.
It should also be noted that teacher interns may teach without the classroom mentor teacher being present in
the room. However, teacher interns should not be left alone in the classroom until they are familiar with school
procedures and experienced enough to assume responsibility for the class, or when the classroom mentor
teacher is out of the building.
Proctoring Tests
Teacher interns can proctor during testing in the school site if the assigned classroom mentor teacher and
class are involved in testing at that time. Removing interns from classroom placements to proctor in other
grade levels is not permitted.
Professional Liability Insurance Education candidates must show proof of liability insurance during orientation week or prior to entering a K-12 classroom for their teaching internship.
CPR/First Aid Certification Education candidates must show proof of CPR/First Aid certification during orientation week or prior to entering
a K-12 classroom for their teaching internship.
Child Protection Policies OCFBI and the university take the protection of children very seriously. There are several laws and policies
(included below) in place to ensure their safety and protection; please make sure you familiarize yourself with
them prior to internship. If you suspect a student suffers from any kind of abuse, you are legally
mandated to report it. Although you are not legally required, we highly encourage you to also notify your
mentor teacher and university supervisor.
Official MSU Child Protection Policy Revised November 2012
Purpose
Mississippi State University is committed to providing and maintaining a safe and secure environment for all
individuals, including children. Because additional measures may be required to ensure the safety and security
of children, the University has adopted this child protection policy. This policy applies to all programs and
activities hosted by or connected to the University in which children participate. It also applies to all programs
or activities located on campus or on property owned or leased by the University.
Reporting Abuse
No form of child abuse, whether physical, emotional, or sexual will be permitted or tolerated under any
circumstances whatsoever. Harm or threatened harm to a child’s health or welfare can occur through non-
accidental physical or mental injury, sexual misconduct or attempted sexual misconduct. It can also occur
through negligent treatment or maltreatment of a child, which would include the failure to provide adequate
nourishment, medical treatment, supervision, clothing, or shelter.
Any employee, volunteer, student, staff, faculty, or anyone else affiliated with the University having reasonable
cause to suspect that a child is neglected or abused must immediately report the activity to the Department of
Human Services (DHS). See Miss. Code Ann. § 43-21-353 (as amended 2012).
In addition to the legal requirement, the University requires anyone who has reasonable cause to suspect child
abuse or neglect to immediately report the suspected abuse or neglect to the University Police Department
either in person or by telephone at 662-325-2121. In addition, an individual suspecting child abuse or neglect
should either file an Ethics Point complaint or report the suspected child abuse or neglect to the Office of
Internal Audit, a Vice President, Human Resources Management, or the Dean of Students.
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In deciding whether or not to report an incident or situation of suspected abuse or neglect, it is not required that
you have proof that abuse or neglect has occurred. Any uncertainty in deciding to report suspected abuse or
neglect should be resolved in favor of making a good faith report.
Background Checks
The University has in effect a policy requiring background checks on all individuals who are hired to work at the
University. In addition, all individuals who have contact with minors, regardless of their date of employment,
should have a background check. This includes employees, student workers, graduate assistants, post
doctorial, and rehired retiree positions. For more information, please see OP Pre-Employment Criminal
Background Screens.
Volunteers who will work with children on a prolonged or reoccurring basis, should have a background check
on file with the department with which they are volunteering.
Camps, Programs, Activities, Locations Involving Minors
Multiple University units either operate programs, host programs, or permit third parties to use University
facilities for programs involving minors. All of these entities should carefully review all programs which include
participation by minors, or locations they control that are frequented by minors, to determine whether additional
training or protocols may be needed to help prevent child abuse. Procedures should be in place to ensure the
wellbeing of children. For example, in all instances, units should prohibit or strictly limit staff and volunteers
from being alone with children, especially in a place that is isolated or not easily visible to others.
Any unit sponsoring a program involving children or allowing the use of its facilities by minors should consider
whether further training on preventing abuse or additional procedures governing staffing patterns and
interactions between minors and adults is needed.
All contracts with non-University entities hosting events on campus should require such entities to properly
address such elements as criminal background checks, staffing patterns, training, and insurance/liability.
Change of Placements, Withdrawals, and Non-Completion Infrequently, a change of placement or withdrawal may be necessary. The school district or the university may
request removal of a teacher intern from the field setting. Reasons for withdrawal or removal of a teacher intern
from a school site may include, but are not limited to, the following situations:
• Unprofessional or unethical behavior in the school setting;
• Lack of completion of assignments or earning less than a “C” grade;
• Any evidence of a lack of sensitivity to multicultural situations by the teacher intern;
• Excessive absenteeism, tardiness, and/or failure by the teacher intern to comply with established rules and policies;
• Inappropriate interpersonal skills with students, staff, faculty, and administrators;
• Inappropriate attitude or hostility; and/or
• Breach of confidentiality concerning a student(s).
In the event of withdrawal or non-completion within the first placement of internship, the intern will be required
to repeat the entire semester. If the event of withdrawal or non-completion within the second placement, the
intern will be required to repeat eight weeks of internship another semester. Decisions concerning subsequent
placements are made by the Office of Clinical/Field-Based Instruction, Licensure, and Outreach.
If Difficulties Occur The teachers to whom interns are assigned are experienced, and many have worked with student teachers
before. You are the novice in the situation. Although you may have excellent ideas of your own, you should
avoid being presumptuous and playing the role of the expert. You might present your ideas to your mentor
teacher, get feedback, and ask to try them out. Value suggestions given by both the mentor teacher(s) and
university supervisor; try them out and give yourself sufficient time in such attempts. Trust your mentor
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teacher(s) and supervisor. Their primary job is to help you become the best teacher you can be during the time
they are with you. They want you to succeed. Your role as a teacher intern is not to change the school. You
are in the school to learn from experienced professionals. If you become aware of certain undesirable
practices, remember them as things to avoid when you have been given a contract to teach.
Occasionally, a difficulty or problem occurs during teaching internship. Minor problems are part of the growth
experience that the teacher intern may encounter while working in a school setting. Immediate, open, and
honest communication about any problem is essential.
Problems are best solved at the lowest possible level. The following is a guideline of the appropriate
procedures for resolving problems:
1. The teacher intern and classroom mentor teacher should discuss the problem first. The teacher is your "first line of defense."
2. If the problem is unresolved, the intern should contact the university supervisor.
3. If needed, the classroom mentor teacher and university supervisor will review the circumstances and collaboratively develop a plan.
4. If the problem is serious or a placement issue, the matter should be discussed with the OCFBI director.
If a classroom mentor teacher or university supervisor concludes that the teacher intern is having difficulties
assuming teaching responsibilities or is exhibiting unprofessional behavior, the steps described below should
be taken as early as possible in the placement. It should be noted that these procedures provide general
guidance; depending on the nature and severity of the problem, not all steps may be applicable to an individual
situation.
1. Immediately discuss the problem with the teacher intern, provide recommendations (or directives) and follow up to see if the problem has been resolved. If the problem is a disposition infraction immediately follow the steps in Professional Disposition Infraction process on page 90 of this handbook.
2. Document the problem in writing providing feedback given and the teacher intern’s response. The classroom mentor teacher and/or university supervisor and intern should sign and date the documentation. The university supervisor should place a copy in the intern’s file.
3. If the problem persists, the classroom mentor teacher and university supervisor should schedule a meeting with the teacher intern and develop a remediation or professional development plan to address the problem. The professional development plan should be signed by all parties and a copy sent to the OCFBI director.
4. The supervisory team should jointly monitor the progress of the teacher intern to determine whether the problem is resolved and keep the OCFBI Director informed. Depending on the problem, other procedures may include:
• Request another university supervisor to observe the teacher intern
• Provide faculty assistance in the teaching area
• Inform the intern’s department head
• Hold a group meeting with the intern, supervisor, OCFBI Director, and other university personnel or department head
5. As early as possible, the teacher intern must be notified in writing of performance areas not meeting expectations and the effects on the teacher intern’s evaluation or grade the teacher intern has earned as of that time. (Note: It is unfair to make a negative assessment of the teacher intern’s performance near the end of the placement if weaknesses have not been identified, discussed, documented, and assistance provided earlier in the placement).
6. If a serious problem is unresolved or involves unprofessional behavior, the teacher intern may withdraw from teaching internship or be removed from the placement by the school administrator or university.
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Professional Disposition Infraction All teacher education candidates must demonstrate appropriate skills and behaviors when completing
placements in the field. As a teacher education candidate in the College of Education at Mississippi State
University, you are expected to exhibit the dispositions listed below. Dispositions are defined by the Council for
the Accreditation of Educator Preparation (CAEP) as the habits of professional action and moral commitments
that underlie an educator’s performance. Dispositions are guided by beliefs and attitudes related to values
such as caring, fairness, honesty, responsibility and social justice. In the event that you receive two (2)
disposition infraction forms, a Disposition Committee will counsel with you and decide on your status in the
program. A meeting may be warranted based on the first disposition infraction.
1. Responsibilities:
• Is present, punctual, and prepared for classes and field experiences
• Completes assignments in a timely manner
• Is dependable; cooperative; self-directed; accepts responsibility
• Follows guidelines in course syllabi, university and school handbooks
• Exhibits dress and grooming appropriate for the setting (CFPO 1-Initial; CFPO 1-Advanced)
2. Communication:
• Uses appropriate language
• Demonstrates ability to speak and write with clarity
• Uses standard English in writing and speaking
• Is a good listener (CFPO 5-Initial; CFPO 5-Advanced)
3. Interpersonal Skills:
• Shows courtesy and respect for faculty, administrators, students, teachers, staff, peers, parents, and members of the community
• Works collaboratively with others
• Avoids disparaging or critical remarks
• Establishes positive rapport and appropriate relationships
• Shows sensitivity to all students
• Is committed to diversity, open-minded, supportive, and encouraging (CFPO 2, 8, 9, 12-Initial; CFPO 2, 5, 9-Advanced)
4. Classroom Characteristics:
• Is positive, enthusiastic, optimistic, patient, fair, empathetic, inquisitive, and resourceful
• Places needs of students first
• Respects individual differences
• Shows initiative and creativity
• Is dedicated to teaching and learning; demonstrates persistence in helping all children achieve success
• Exhibits classroom awareness and caring attitude toward all students (CFPO 2, 3, 4, 5, 6, 10-Initial; CFPO 2, 3, 4, 5, 6, 12, 14-Advanced)
5. Judgment:
• Is mature, exhibits self-control, reacts appropriately under stress
• Is flexible, adapts to change
• Is able to accept and express different points of view in a professional manner
• Uses good judgment
• Accepts responsibility for own actions (CFPO 2, 6, 11-Initial; CFPO 2, 6, 10-Advanced)
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6. Ethics:
• Demonstrates truthfulness and honesty
• Maintains ethical and legal behaviors in interactions with others
• Maintains confidentiality
• Respects intellectual property of others by giving credit and avoiding plagiarism/cheating
• Adheres to ethics/policies of university, schools, and profession (CFPO 1, 4-Initial; CFPO 1, 4-Advanced)
7. Self-Reflection:
• Engages in problem solving and self-evaluation
• Reflects on decisions made concerning students, teaching methods, and subject matter
• Accepts constructive criticism in a positive manner
• Uses feedback to make improvements
• Strives for personal and professional growth (CFPO 8, 9, 11-Initial; CFPO 8, 9, 12, 14-Advanced)
Disposition Infraction Process during Internship
If a COE university supervisor or Director of OCFBI recognizes disposition related infractions by a teacher
intern, the following procedures will be implemented:
1. The Director of OCFBI, or her designee, will complete a disposition infraction form on an intern. 2. An intern will receive in writing a notification of receipt of form by OCFBI and a meeting will be
scheduled to review the form and information. After review of the form(s) between intern and OCFBI, the intern will be asked to sign the form. The signature is not an agreement with or to the infractions but denotes that the candidate has reviewed the form. The form should be placed in the teacher intern’s file in OCFBI. An intern will have a right to submit a document outlining their side of the story and keep it in the file along with the form submitted.
3. The intern will be required to meet with the Director of OCFBI (or their designee) and at least one other COE staff member. The Director of OCFBI (or their designee) will explain the next steps if another disposition should be filed and/or if the school district should ask the intern to leave the placement. The intern will be allowed to bring an advisor of their choice for any meeting scheduled. The advisor is not allowed to speak or present the case on behalf of the student.
4. When a second disposition infraction form on a teacher intern is placed in the intern’s file, or when a district asks an intern to leave their placement, a disposition infraction committee will be formed by the Director of OCFBI (or their designee). A meeting could be warranted based on the first disposition infraction. The Director of OCFBI (or their designee) will coordinate the meeting with the committee, which will consist of at least three COE faculty/staff, and said meeting will be scheduled for a date that is within three (3) business days of submission of the disposition infraction form. The intern will be allowed to bring an advisor of their choice for any meeting scheduled. The advisor is not allowed to speak or present the case on behalf of the student.
5. If the Disposition Infraction Committee recommends dismissal from the internship, the teacher intern will be immediately dismissed from the internship. The intern will receive in writing what the violation was and the terms of the dismissal. To be considered for readmission the intern must show substantial growth in the areas of deficiency identified in the disposition infraction process (see #7 of the Disposition Infractions Process).
a. The decision may be appealed, but a petition for an appeal must be made in writing by the student to OCFBI within three (3) business days of the student’s receipt of the Dispositions Infraction Committee’s decision. A petition for appeal will be reviewed by the Dean of the College of Education or their designee to determine its merit and must be based on one or more of the following reasons:
i. An error in procedure, which prejudiced the process to the extent that the participant was denied a fundamentally fair hearing as a result of the error. Procedural flaws alone are not grounds for an appeal. Significant procedure errors that may have affected the verdict or sanction will be considered.
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ii. The emergence of new evidence that could not have been previously discovered and that, had it been represented at the initial committee meeting, would have substantially affected the original decision of the hearing body.
6. Upon dismissal from the internship, the teacher intern will not be allowed to return to the course(s) that include a field experience component (1st placement, 2nd placement, or seminar). If the teacher intern appeals the dismissal, he/she will not be allowed to return to the placement until the appeals process is over. If the decision of the committee for dismissal is upheld following the appeals process, a grade of ”F” will be awarded for the placement and “W” for seminar and the intern will be administratively withdrawn from the 2nd placement if infraction occurred during first placement. The teacher intern may continue in any non-field-experience-based coursework already underway for the current semester. The teacher intern will not continue in Teacher Education coursework in the future semester at the university.
7. To reapply for admission to teaching internship, interns must submit the following information to the Director of OCFBI:
a. A 1-2 page letter justifying readmission to Phase III identifying how previous deficiencies have been rectified.
b. Three letters of recommendation to include one COE faculty member and one currently employed P-12 educator or administrator. Each letter must include contact information (email address and phone number).
c. A transcript indicating any coursework since being dismissed from internship. 8. Upon submission of the items set forth in a-c, the Director of OCFBI (or their designee) will convene a
Disposition Infraction Review Committee composed of at least three (3) COE faculty/staff to rule as whether to allow readmission to Phase III. The committee’s decision must be sent to the Dean for approval signature. The decision of the committee and/or the Dean can be appealed to the Provost, or their designee within five (5) business days of the signed decision by submitting a letter of appeal to the Provost.
Professional Roles
Professional Role of the Teacher Intern The primary role of the teacher intern is to successfully complete teaching internship. Teaching internship,
which provides the transition from the status of college student to the status of classroom teacher, is a privilege
and therefore carries with it certain responsibilities.
General Information
• Carefully review the teaching internship information provided on Watermark.
• Carefully read the roles and responsibilities of all persons involved in teaching internship.
• Be aware that teaching internship is a full-time responsibility.
• Be cognizant of school duties and responsibilities. Follow the school's rules, policies, and local standards of behavior.
• Become informed about the students and the classes you will teach.
• An intern’s role in an I.E.P. meeting is strictly observation only with permission from the I.E.P. team.
Professional Dispositions
• Be on time all the time. In the case of illness, contact the classroom mentor teacher and university supervisor as early as possible, but no later than 7:00 a.m.
• Maintain a mature, responsible, and professional manner and an appropriate personal appearance.
• Show courtesy and respect for students, faculty, staff, parents, and members of the community. Respect the judgment of the classroom mentor teacher.
• Cooperate at all times with teachers, other staff members, and administrators.
• Take the initiative. Get totally immersed in your classroom and the school. Support school and community events. Students will notice and appreciate it.
• Avoid partiality and favoritism toward students.
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• Prioritize the needs of the students first.
• Adjust to, rather than try to change, the situation in the classroom or school.
• Accept feedback and suggestions that will aid in personal and professional growth.
• Demonstrate effective self-management. Be patient and maintain self-control.
• Maintain confidentiality and avoid unfavorable criticism of the school, the classroom mentor teacher, other teachers, the students, the administration and the community.
Lesson Planning
• Plan lessons on a weekly and daily basis and submit the plans to the classroom mentor teacher weekly for review and recommendations prior to actual instruction. Plans should be kept in a binder and made available to the university supervisor during each visit. Lesson Plans for the following week are due in Watermark on Friday by 11:59 pm, unless your US gives a prior deadline.
• Be fully prepared for each class session. This will require considerable planning and development of materials outside regular school hours.
• If your lesson runs short, have something extra (e.g., interesting article from the newspaper, intellectual puzzle, etc.). Come to school “over-prepared” with activities.
Assignments
• Submit internship assignments via Watermark on the assigned due dates.
Professional Development
• Teacher interns should participate in all faculty and/or team planning meetings, open houses, parent/teacher conferences, school activities, and any other non-instructional duties scheduled before, during, or after school.
• Strive for personal and professional growth through continued study and effort. Become actively involved in activities directed at the improvement of teaching and learning, e.g., instructional team meetings, staff development workshops, and seminars.
• Become acquainted with professional organizations and resources available through information technologies. Journals, publications of professional organizations, and the Internet provide up-to-date information on teaching strategies and resources.
Performance Assessment
• Become thoroughly familiar with the Teacher Intern Assessment Instrument (TIAI) and Content Area Performance Assessment (CAPA).
• Become thoroughly familiar with dispositions instruments to understand the importance of a positive, professional attitude.
Assistance
If assistance is needed, meet with the classroom mentor teacher first. For additional help, contact the
university supervisor. If further assistance is required, contact the OCFBI Director.
Professional Role of the Classroom Mentor Teacher The classroom mentor teacher plays an important role in assuring that the teacher intern is successful during
the teaching internship. The teacher intern, under the supervision and guidance of the classroom mentor
teacher, experiences and participates in all of the duties of a professional teacher.
Classroom Mentor Teacher Criteria:
1. Be a regularly employed teacher.
2. Have a minimum of three years of successful teaching experience.
3. Possess at least a class "A" Standard License (Class "AA" or higher is preferred) in the teaching area.
4. Be willing to accept the responsibilities of a classroom mentor teacher.
5. Show evidence of genuine professional interest and have a positive attitude toward teaching and working with
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teacher interns.
6. Be willing to participate in a training workshop on the role of the classroom mentor teacher and the teacher
intern assessment process. The workshop for all classroom mentor teachers who have not been trained will
be held at the beginning of the semester.
Prior to the Arrival of the Teacher Intern
• Become familiar with the background of the teacher intern and let the students in your classroom know that the teacher intern will work with you this semester.
• Collect a set of textbooks for the teacher intern and provide school schedules, class rolls, handbooks, and curriculum guides.
• Provide a workspace in the classroom for the teacher intern.
When the Teacher Interns Arrives • Welcome the teacher intern by familiarizing him/her with the school building, introducing him/her to school
personnel, and providing time to visit and observe throughout the school.
• Make expectations clear to the teacher intern and define the extent of the intern's authority and responsibility.
• Explain the following to the teacher intern: Classroom routines
Instructional procedures
Student records Method of keeping attendance Grades
Report cards Cumulative folders and records
• Demonstrate a variety of effective teaching and assessment techniques and encourage the teacher intern to use effective techniques.
• Assist the teacher intern in effective lesson and unit planning.
• Provide the teacher intern with the opportunity to gradually assume responsibility for daily planning and instruction once the teacher intern demonstrates the competence to do so.
• Provide opportunities for the teacher intern to participate in all responsibilities of a professional teacher, including faculty meetings, professional meetings, staff development workshops, team planning, professional decision-making, parent-teacher conferences, open house, school activities, and non-instructional duties (before, during, and after school).
• Encourage the teacher intern to engage in problem solving, self-analysis, and reflection about teaching.
Classroom Management Interview and Observation Assist in arranging an opportunity for the teacher intern to observe another teacher at any grade level and any
subject. Teacher interns are required to complete an observation assignment that requires interns to interview
and observe another teacher that is strong in classroom management skills.
Performance Assessments • Provide ample opportunities for the teacher intern to practice and demonstrate the skills on the Teacher
Intern Assessment Instrument (TIAI) and Content Area Performance Assessment (CAPA).
• Hold regular conferences with the teacher intern. In addition, impromptu conferences should occur daily depending on the intern’s needs. Regularly refer to the Weekly Suggested Topics in the Teaching Internship Handbook in asking interns to reflect on lessons presented.
• Provide on-going encouragement, recognition of success, and constructive feedback.
• Meet with the university supervisor to assess the teacher intern's progress.
Assessments and Forms Completed by the Mentor Teacher
(All forms will be completed and submitted via Watermark.)
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• Formative observation using the Teacher Intern Assessment Instrument (TIAI), one per placement. The mentor teacher will also conference with the intern about his/her performance.
• Summative observation using the Teacher Intern Assessment Instrument (TIAI), one per placement. The mentor teacher will also conference with the intern about his/her performance.
• Statewide Professional Dispositions form and the MSU Dispositions form, both forms per placement. The mentor teacher will also conference with the intern about his/her professional dispositions.
• Content Area Performance Assessment (CAPA) form (not required for elementary education, social studies, and special education).
• Absences and tardiness at the end of each eight-week placement.
Professional Role of the University Supervisor The university supervisor represents Mississippi State University in helping make teaching internship as
meaningful as possible. The responsibilities of the university supervisor are as follows:
University Supervisor Criteria:
1. Have a minimum of five years of successful teaching experience.
3. Possess at least a class "AA" Standard License in the teaching area or class “AA” Standard License in
administration with experience as an administrator.
4. Be willing to accept the responsibilities of a university supervisor.
5. Show evidence of genuine professional interest and have a positive attitude toward teaching and working with
teacher interns.
6. Be willing to participate in a training workshop on the role of the university supervisor and the teacher intern
assessment process.
Meetings
• Hold an orientation meeting with assigned teacher interns to explain and discuss procedures, visits, and evaluations.
• Participate in meetings related to teaching internship and in the evaluation, development, and improvement of the teacher intern program.
Contact Information
• Provide your available hours, telephone number(s), and email address to teacher interns and classroom mentor teachers.
General Responsibilities
• Keep a copy of the calendar for teaching internship and the classroom management/seminar schedule for each teacher intern.
• Keep documentation of telephone calls/conferences, dates of visits and evaluations, and a record of absences for each teacher intern.
• Maintain open communication and good personal relationships with the teacher intern, the classroom mentor teacher, and the principal.
• Clarify university expectations for the roles of the teacher intern, the classroom mentor teacher, and the principal.
• Work with the teacher intern and classroom mentor teacher to solve problems. If serious problems arise, contact the OCFBI Director.
Professional Development of the Teacher Intern
• Encourage the teacher intern to engage in problem solving, self-analysis, and reflection about teaching.
• Serve as a resource person and source of information for the teacher intern and classroom mentor teacher.
• Support the growth and development of the teacher intern and assist the classroom mentor teacher in guiding the teacher intern.
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Performance Assessments and Visits
University Supervisors should adhere to the following guidelines when visiting school sites:
• One get-acquainted visit (virtually or in-person). Each teacher intern should be visited within the first week to become acquainted with the school, the classroom mentor teacher, and the principal. The first visit is to work out agreements concerning all individuals involved and make sure all parties have communicated roles and expectations. If a teacher intern changes placements, another get-acquainted visit will be necessary. If visits require long distance travel, the second placement get-acquainted visit should be done on the same day as the summative assessment for the first placement.
• Supervisors should have two structured visits to complete the Teacher Intern Assessment Instrument (TIAI) during each course/placement. University supervisors will use the TIAI to complete one formative assessment and one summative assessment in each course/placement.
• Supervisors may conduct additional visits, observations, or phone calls in situations when needed, but should contact OCFBI before extra visits are made to receive approval for travel.
• The following assessments and forms must be submitted in Watermark by the classroom mentor teacher and/or the university supervisor. The university supervisor is responsible for making sure that the classroom mentor teacher submits all assessments and absences in Watermark.
▪ Formative TIAI (Classroom Mentor Teacher and University Supervisor) ▪ Summative TIAI (Classroom Mentor Teacher and University Supervisor) ▪ Content Area Performance Assessment (Classroom Mentor Teacher or University Supervisor) (if
applicable) ▪ Dispositions (Classroom Mentor Teacher and University Supervisor) ▪ Record of Absences and Tardies (Classroom Mentor Teacher) ▪ Intern assignments (University Supervisor)
Conferences and Feedback
• Conferences should be held with the teacher intern immediately following each assessment. Review the completed Teacher Intern Assessment Instrument (TIAI) with the teacher intern.
• Conferences with the teacher intern should include discussion concerning criteria on the TIAI, special situations, problems, dispositions, and general progress of the intern.
• Conferences with the classroom mentor teacher should include discussion of strengths and weaknesses of the teacher intern. If the classroom mentor teacher is not available for a conference following an assessment, he/she should be contacted by phone or email.
• Consult with the classroom mentor teacher regarding the final evaluation of the teacher intern. Interns will receive a grade for each course/placement.
Grading
At the end of the semester, it is the university supervisor’s responsibility to work with the classroom mentor
teacher to be sure that all items are completed in Watermark. University supervisors should follow-up with
interns and classroom mentor teachers until all of their teacher intern/s’ materials are submitted and scored.
Please note: grades are not determined by the percentage in Watermark, but by the number of points each
intern receives. Refer to the grading scale noted in the “Policies and Procedures” section of this handbook for
details. If all items are not complete by the deadline on the calendar, it could postpone the teacher intern’s
graduation.
Travel Reimbursement
University supervisors must request travel reimbursement on a monthly basis using travel forms provided by
OCFBI. Reimbursement rates are determined by the MSU Travel office, and can be found at
http://www.travel.msstate.edu/.
Professional Role of the Principal The primary role of the principal is to ensure that the educational environment is one that encourages and
promotes a positive and successful experience for the teacher intern. In order to create such an environment,
suggestions for the principal are as follows:
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1. Assist in assigning teacher interns to the most competent teachers in the desired areas and levels of endorsement. Classroom mentor teachers should be good role models and interested and committed to assisting and supporting the intern in assuming the duties of a professional teacher. (See criteria for classroom mentor teachers).
2. Orient teacher interns to the school. Topics might include school background (description of community, history, enrollment, philosophy, goals), school policies (rules and regulations, discipline, safety, emergency procedures), faculty expectations (meetings, duties, professional development, etc.), and extra-curricular activities (PTA, open house, after-school activities, athletics). Provide or make available written policies and handbooks. Discuss important procedures with the interns at the beginning of the teaching internship experience.
3. Provide leadership in interpreting teaching internship to the staff, students, and community.
4. Assist the classroom mentor teacher in arranging observations for the teacher interns in classrooms other than the one in which the internship experience is taking place.
5. Communicate with the university supervisor about the progress of teacher interns and participate in conferences as needed.
6. Communicate with the OCFBI director concerning any problems or questions, which arise during teaching internship.
Assessment Information
Directions for Assessing Professional Dispositions Dispositions are defined by the Council for the Accreditation of Educator Preparation (CAEP) as the habits of
professional action and moral commitments that underlie an educator’s performance.
Dispositions can also be described as attitudes and beliefs about learning and teaching (e.g., the belief that all
children can learn) and as professional conduct and behavior. Not all dispositions can be directly assessed, but
aspects of professional behavior are assessed during classes and field experiences in school settings.
Teacher interns should aspire to conduct themselves in a manner that is consistent with the highest degree of
integrity and professionalism. University Supervisors and classroom mentor teachers will complete a
professional dispositions assessment for each teacher intern.
The university supervisor and the classroom mentor teacher will use the following criteria to complete the
professional dispositions rubric in Watermark. Refer to the following page for a more specific description of
personal characteristics that former classroom mentor teachers defined as important for a teacher to possess.
PROFESSIONAL RESPONSIBILITIES:
The TC is present, punctual, and prepared for classes and field experiences. The TC is dependable and cooperative; knows
and follows guidelines in course syllabi, and university and school handbooks; is self-directed and accepts responsibility;
and completes assignments in a timely manner. The TC exhibits professional dress and grooming appropriate for the
setting. (CFPO 1, 7, 10-Initial; CFPO 1, 7, 13-Advanced; SCDI-Domain I:3 & MCoE 6)
PROFESSIONAL in COMMUNICATION:
The TC uses appropriate communication language and demonstrates ability to speak and write with clarity. The TC
demonstrates using standard English in writing and speaking and is a good listener. The TC shows sensitivity to the
students’ cultural and ethnic needs as well as their social, emotional, and cognitive needs; and is committed to diversity and
is open-minded, supportive, and encouraging. The TC establishes a positive learning climate that enhances the learning of
all students in the classroom. The TC shows courtesy and respect for students, staff, peers, parents, and members of the
community; and exhibits classroom awareness and a caring attitude toward all students. The TC cooperates and
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collaborates with colleagues and integrates their ideas. The TC establishes positive rapport and appropriate relationships
with parents/guardians. (CFPO 5, 7-Initial; CFPO 5, 7-Advanced; SCDI-Domain II:5 & MCoE 1)
PROFESSIONAL in CLASSROOM CHARACTERISTICS:
The TC demonstrates poise and confidence in the classroom setting. The TC is enthusiastic and shows initiative in the
classroom setting. The TC is optimistic, patient, fair, empathetic, and inquisitive; places the needs of P12 students first; and
respects individual differences in the classroom setting. The TC shows resourcefulness and creativity in the classroom
setting. The TC shares and seeks professional materials and ideas to help all students achieve success. The TC knows safety
measures and how to handle emergency situations. The TC develops cooperative home-to-school partnerships to support
student learning and well-being. The TC participates in professional activities (staff development, PTA, parent-teacher
conference, etc.). (CFPO 2, 3, 4, 5, 6, 7, 10-Initial; CFPO 2, 3, 4, 5, 6, 7, 11, 12, 13, 14-Advanced; SCDI-Domain III:6 &
MCoE 4)
PROFESSIONAL in JUDGMENT:
The TC is flexible and adapts to change. The TC is mature, exhibits self-control, reacts appropriately under stress; is able
to accept and express different points of view in a professional manner; uses good judgment; and accepts responsibility for
own actions. (CFPO 2, 6, 7, 11-Initial; CFPO 2, 3, 6, 7, 10, 13-Advanced; SCDI-Domain I:2 & MCoE 5)
PROFESSIONAL in ETHICS:
The TC respects intellectual property of others by giving credit and avoiding plagiarism/cheating; and adheres to
ethics/policies of university, schools, and profession. The TC maintains confidentiality; demonstrates truthfulness and
honesty; and maintains ethical and legal behaviors in interactions with others. The TC knows how to work with community
and social service agencies for the benefit of individual students and families. (CFPO 1, 4, 7-Initial; CFPO 1, 4, 13-
Advanced; SCDI-Domain I:1 & Domain II:4 & MCoE 9 & 2)
PROFESSIONAL in SELF-REFLECTION:
The TC accepts constructive criticism in a positive manner. The TC engages in problem solving and self-evaluation. The
TC reflects on decisions made concerning students, teaching methods, and subject matter. (CFPO 8, 9, 11-Initial; CFPO
8, 9, 12, 13, 14-Advanced; SCDI-Domain II:5 & MCoE 1)
Personal Characteristics of Teacher Interns Classroom mentor teachers defined personal characteristics deemed important in a school setting. This list
provides a guide, but is not inclusive.
1. Flexibility
• Responsive to change; adaptable
• Willing to change teaching strategies or lesson plans
• Able to “switch gears” if the lesson seems to be going the wrong way
• Able to adapt when unexpected situations occur (tornado warnings, etc.)
• Ability to understand and adjust to the school setting, culture, and environment
2. Poise and Confidence
• Composure; dignity of manner; self-assurance
• Exhibits leadership qualities
• Presence commands respect from students as well as colleagues
• Shows professionalism
• Conveys confidence in addressing and teaching students
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• Exhibits calmness and composure
• Maintains self-control
3. Maturity and Judgment
• Ability to assume appropriate role in classroom
• Fair-minded; able to see other points of view
• Ability to choose battles and diffuse potentially volatile situations before they occur
• Establishes a clear line between teacher and student; being an under-standing adult but not a buddy
• Ability to prioritize
• Handles situations positively with appropriate action or response
• Acts/reacts professionally in a variety of situations
• Thinks before speaking and considers possible options before acting
• Consistently makes good decisions
4. Attendance
• Attends every day (absent only in case of emergency or illness)
• Meets university requirements
• Notifies teacher and university supervisor prior to any absence
5. Punctuality
• Arrives promptly at appointed time or earlier
• Leaves only after ALL duties have been completed
• On time for all activities (open house, meetings, conferences, etc.) and in the classroom prepared to begin teaching
• Turns in Weekly Plans on time
6. Dependability
• Trustworthy; reliable
• True to word, honest
• Plans well
• Meets deadlines and expectations
• Accepts responsibility
• Uses instructional time, planning time, and resources wisely
• Committed to the teaching experience (prompt, materials ready and well prepared for teaching, etc.)
7. Enthusiasm
• Expresses excitement for or interest in the subject or cause
• Shows passion for teaching and learning
• Tries to inspire students
• Uses voice inflection and body language to generate interest
• Shows initiative; wants to try new things
• Connects with students
• Enjoys students
• Becomes immersed in the age group
8. Appropriate Dress, Grooming and Appearance
• Dresses appropriate to the role of a professional educator
• Follows dress code of individual schools
• Nature of activity helps determine appropriate dress
• Appearance should command respect from students
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9. Attitude
• Positive/optimistic mindset toward all aspects of teaching and learning
• Character; dispositions
• Proactive way of thinking and acting
• Accepts suggestions/feedback positively
• Approaches tasks with enthusiasm and high energy level
• Being a team player 10. Initiative
• Ability to begin or follow through with a plan or task
• Self-starter
• Independent problem solver
• Sees something that needs to be done and does it
• Seeks out ways to go beyond just what the book tells them to do
Directions for Completing the Teacher Intern Assessment Instrument
The Teacher Intern Assessment Instrument (TIAI), an assessment of the teacher intern’s performance, is
based on ten standards developed by the Interstate New Teacher Assessment and Support Consortium
(INTASC). The classroom mentor teacher and university supervisor share responsibility for assessment of the
teacher intern. The classroom mentor teacher’s role is critical to the performance assessment of the teacher
intern.
The TIAI indicators are incorporated into five domains: 1) Planning and Preparation, 2) Assessment, 3)
Instruction, 4) Learning Environment, and 5) Professional Responsibilities.
The TIAI consists of 25 indicators with individualized rubrics for each indicator. Each rubric includes the
following four levels: Unacceptable, Needs Improvement, Meets Standard, and Exceeds Standard. Each
indicator on the TIAI will be assessed and scored using the rubric for that indicator.
The classroom mentor teacher and university supervisor will assess the teacher intern’s performance by
completing:
• One formative observation during weeks three to four of each course/placement
• One summative observation during weeks six to seven of each course/placement
Some indicators from the TIAI may be assessed through a review of weekly plans and others through
observation and discussion/conferencing with the teacher intern. Following each TIAI assessment, the
evaluator (classroom mentor teacher or university supervisor) should conference with the teacher intern to
review the results of the assessment.
The formative and summative observation scores and comments must be entered in Watermark. The scores
from the formative assessments will not count towards the intern’s grade. The formative observation should be
used to provide on-going feedback to the teacher intern and to inform them of their strengths and weaknesses
as an educator. The scores from the summative assessments, along with points from additional assignments,
will be used in calculating the teacher intern's final grade.
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Reflection on Teaching and Learning
An important objective of the teacher preparation program is to develop the preservice teacher's ability to think
systematically about practice, learn from experience, and revise practice when necessary. The teaching
internship provides the opportunity for the growth of the prospective teacher through experiences, self-
evaluation and reflection. The reflective teacher continually evaluates the effects of his/her choices and actions
on others (students, parents, and other professionals in the learning community) and actively seeks
opportunities to grow professionally. A reflective teacher also has been described as a problem solver, a self-
monitoring teacher, a hypothesis maker, a self-analytic teacher, an action researcher, an inquirer, and an
adaptive teacher.
MDE’s Professional Growth System includes the Teacher Growth Rubric (TGR) that focuses on four domains:
Lesson Design, Student Understanding, Culture and Learning Environment, and Professional Responsibilities.
Resources for using the TGR for reflection on teaching and learning can be located at
https://www.mdek12.org/OEE/Teacher.
How can reflection about teaching and learning be encouraged? Pultorak (1993) developed a taxonomy of
questions that he believes will lead to reflective thinking.
• What effect or impact did the lesson have on student learning?
• What were essential strengths of the lesson?
• What, if anything, would you change about the lesson?
• Do you think the lesson was successful? Why?
• Which conditions were important to the outcome?
• What, if any, unanticipated learning outcomes resulted from the lesson?
• Can you think of another way you might have taught this lesson?
• Can you think of other alternative approaches to teaching this lesson that might improve the learning process?
• Do you think the content covered was important to students?
• Did any moral or ethical concerns occur as a result of the lesson?
By using questions such as these during conferences, supervisors can help teacher interns analyze their
teaching, consider problems, look at issues in new ways, and consider alternatives that were not apparent prior
to the conference.
Teacher interns can develop their own ability to think about practice and learn from experience by asking
themselves the following questions:
• Did the students learn anything today? Why or why not?
• What did I learn today? How did I learn it?
• How will what I learned today help me in future teaching situations?
Pultorak, E. G. (1993). Facilitating Reflective Thought in Novice Teachers. Journal of Teacher Education, 44 (Sept.-Oct.): 288-295.