special education internship handbook - college of education and
TRANSCRIPT
Updated 7/2018
1
George Mason University
College of Education and Human Development Division of Special Education and disAbility Research
Special Education
Internship Handbook
2018-19
A comprehensive guide for Teacher Candidates, University
Supervisors, and Mentor Teachers
Students with Disabilities who Access the General Curriculum
Updated 7/2018
2
Table of Contents Clinical Internship Experience: Students with Disabilities who Access the General Curriculum
Program .................................................................................................................................................... 3 Purpose of the Clinical Internship ......................................................................................................... 3 Licensure Requirements Related to the Clinical Internship ............................................................... 3 Types of Clinical Internships.................................................................................................................. 4
On-the-job (OTJ) Clinical Internships: Including cohorts and other on–the-job situations ................. 4 Traditional Clinical Internships: Clinical Internships requiring placement by George Mason
University .............................................................................................................................................. 5 General Clinical Internship Information .............................................................................................. 7
Attendance ............................................................................................................................................ 7 Personal Appearance and Professional Conduct ................................................................................... 7 Holidays and Vacations ........................................................................................................................ 7 Teacher Candidates and Substitute Teachers ........................................................................................ 7 Important Considerations ...................................................................................................................... 7 Duration of the Clinical Internship ....................................................................................................... 8 Grades ................................................................................................................................................... 8 Problem Solving Process ...................................................................................................................... 9 Special Assistance for Teacher Candidates ........................................................................................ 10
On-the-Job Clinical Internship Teacher Candidates ......................................................................... 11 Responsibilities ................................................................................................................................... 12
Traditional Clinical Internship Teacher Candidates ......................................................................... 13 Responsibilities ................................................................................................................................... 14
University Supervisors .......................................................................................................................... 16 Role of University Supervisor............................................................................................................. 17 Unsatisfactory Progress....................................................................................................................... 17 Logistics .............................................................................................................................................. 17 Responsibilities ................................................................................................................................... 18
Mentor Teachers.................................................................................................................................... 20 Role of Mentor Teacher ...................................................................................................................... 21 Trajectory for Traditional Teacher Candidates ................................................................................... 21 Logistics .............................................................................................................................................. 21 Instructions for Stipend Payment ........................................................................................................ 21 Responsibilities ................................................................................................................................... 22
Special Education Clinical Internship Forms ..................................................................................... 23 Instructions for Log of Hours.............................................................................................................. 24 Summary of Placement, Supervisors, Hours, and Final Grade ........................................................... 26 Internship Planning Guide .................................................................................................................. 27 Progress Report ................................................................................................................................... 37
Special Education Clinical Internship Assessments ........................................................................... 38 Internship Rubric................................................................................................................................. 39 Critical Incident Analysis: Impact on Student Learning Assessment Task ........................................ 76 Teacher Candidate Dispositions Rating .............................................................................................. 82 Technology Standards in the Special Education Clinical Internship .................................................. 85 Internship Evaluation by the Teacher Candidate ................................................................................ 97
Supplemental Materials ........................................................................................................................ 99 University Supervisors Tech Tips ..................................................................................................... 100 The Active Teaching Model: Lesson Plan Format A ....................................................................... 104 The Active Teaching Model: Lesson Plan Format B ........................................................................ 105
Updated 7/2018
3
Clinical Internship Experience: Students with Disabilities who Access the General
Curriculum Program
The College of Education and Human Development’s clinical internship program aligns
with our core values: Collaboration, Ethical Leadership, Innovation, Research-Based Practice,
and Social Justice. It is our goal to prepare Teacher Candidates to become reflective practitioners
and effective professionals who use research-based practices and integrate technology into their
teaching practices. The clinical internship is the culminating experience in our state-approved
teacher licensure programs. It provides opportunities for extended teaching practice under the
guidance of experienced professionals from the school and university. It is an integral part of a
Teacher Candidate’s coursework and provides the most significant opportunity to apply new
knowledge, skills and dispositions in a classroom setting.
This manual addresses the roles and responsibilities of University Supervisors, Mentor
Teachers and Teacher Candidates. It also includes forms, assessments, and supplemental
materials.
Purpose of the Clinical Internship
The clinical internship in special education provides the opportunity for the Teacher
Candidate to apply what he/she has learned in coursework and field experiences. It is expected
that Candidates will integrate, apply, and refine those competencies that will help them evolve
into an independent special educator who can effectively serve students with disabilities in a
variety of settings.
Candidates are expected to demonstrate competencies in the following areas: human
relations, organization and preparation for instruction, assessment, self-monitoring,
communication skills, classroom management, content knowledge, and instruction for
individuals and groups. Details are found in the Internship Rubric, which is closely aligned with
the Council for Exceptional Children (CEC) standards and InTASC standards. Be aware that
expected competencies vary according to (a) specific area of study, (b) licensure requirements,
and (c) individual professional goals. The clinical internship should be viewed as the final
opportunity for Teacher Candidates to receive supportive feedback and guidance from program
faculty before they either begin new positions or continue in their current positions as fully
licensed special educators.
One of the chief objectives of the clinical internship is to help Candidates become their
own best critics and to teach a method of self-monitoring which will endure beyond the clinical
internship experience. For this reason, evaluation should be looked upon as a helping process so
that the Candidate will develop and maintain a reflective attitude as a teacher of children and
youth with disabilities. By the same token, internship feedback is vital to the process of ongoing
program evaluation and the development of excellence. Candidates should expect to be a critical
part of the evaluation process.
Licensure Requirements Related to the Clinical Internship
In order to meet the regulations of the Virginia Department of Education, the Special
Education-General Curriculum program requires:
1. Two, successful university-supervised clinical internship experiences, one at the
elementary level and the other at the secondary level in a middle or high school.
Each experience is 3 credit hours for a total of 6 credit hours of clinical internship.
The number of weeks on site may vary but all requirements of the clinical internship
must be completed successfully.
Updated 7/2018
4
2. The clinical internship experiences must be with students in the area of disability for
which Teacher Candidates are seeking endorsement. For example, to achieve
licensure to work with Students with Disabilities Accessing the General Curriculum,
Teacher Candidates must work with students with mild/moderate disabilities who
receive special education services through individualized education programs (IEPs),
pursuing a standard or advanced studies diploma and participating in the standard
assessment program (i.e., access the general curriculum through VA Standards of
Learning [SOLs] and participate in SOL assessments).
3. Teacher Candidates must complete a minimum of 300 hours of clinical internship across
six credits; 150 hours of indirect teaching (e.g., planning, meeting, various
administrative duties) and 150 hours of direct teaching.
Types of Clinical Internships
There are two types of clinical internships: (a) On-the-job (OTJ) internships and (b)
Traditional internships.
On-the-job (OTJ) Clinical Internships: Including cohorts and other on–the-job situations
Candidates with provisional licenses who are teaching full time in schools may fulfill
their clinical internship requirements at their job sites if they have support from their school and
are working in a setting with students in the area of disability for which they are seeking
endorsement. For the Students with Disabilities Accessing the General Curriculum program, the
OTJ internship must be completed in K-12 special education settings: (a) that include students
with disabilities who access the general curriculum (as defined in the Licensure Requirements
section above), (b) in which the Teacher Candidate directly teaches students with disabilities
who access the general curriculum in at least one core academic area of the general curriculum,
and (c) allow the Teacher Candidate opportunities to accrue the required internship hours and
complete the internship requirements outlined in this Handbook with students with disabilities
who access the general curriculum. The OTJ internship placement must be approved by program
faculty/advisors upon application to internship. The clinical internship is monitored on-site by a
Mentor Teacher appointed by the school’s principal and by a University Supervisor from George
Mason. Teacher Candidates must contact their school’s principal to arrange this clinical
internship and Mentor Teacher appointment. The University Supervisor will be assigned by
George Mason. Teacher Candidates teaching in the Mason LIFE program may not apply for an
OTJ clinical internship in Special Education-General Curriculum.
Important reminders for OTJ internships:
• Although an OTJ placement may be approved for internship, the Teacher Candidate is
responsible for any changes that occur in the setting (e.g., Mentor Teacher changes,
changes in instructional access to students with disabilities who access the general
curriculum) after its approval and throughout the internship.
• The Teacher Candidate is responsible for immediately reporting any changes in the OTJ
internship placement to the Academic Program Coordinator and the Teacher Candidate’s
advisor.
• At any point in the internship process that changes occur, the OTJ internship placement
must be re-evaluated and approved by program faculty/advisors before the internship
may continue.
Updated 7/2018
5
• George Mason University and the Division of Special Education are not responsible for
any changes in OTJ internship placements after the placement has been approved.
Note: VDOE does not allow employees in substitute positions to complete on-the-job clinical
internships.
Traditional Clinical Internships: Clinical Internships requiring placement by George
Mason University
Traditional clinical internships requiring placements through George Mason University
are conducted in approved clinics, private and public schools, and institutions educating students
with disabilities in the Candidate’s area of specialization. Faculty at George Mason assign the
Mentor Teacher and University Supervisor.
Note: In the event that a traditional Teacher Candidate is offered a full-time, contracted position
with a local school division while in his/her clinical internship, he/she may not immediately
switch into an on-the-job (OTJ) clinical internship. The Candidate must withdraw from the
traditional clinical internship and may apply for an OTJ clinical internship in a future semester.
Updated 7/2018
6
On the Job Traditional
Internship Progression
Teacher Candidateapplies and is accepted
to internship*
Teacher Candidate registersfor EDSE 783, 784, or 785
Teacher Candidatecontacts Principal to
verify internship and tosecure Mentor Teacher
Teacher Candidate iscontacted by George
Mason with internshipplacement
George Mason assignsUniversity Supervisor
University Supervisorcontacts Teacher
Candidate
Teacher Candidate andUniversity Supervisorattend George Mason
orientation
Internshipbegins
Following successful completionof internship, Teacher Candidate,Mentor Teacher, and University
Supervisor completedocumentation in Tk20 and
Clinical Practice Office
*Gray boxesrequire Teacher
Candidateaction
Updated 7/2018
7
General Clinical Internship Information
Attendance
Teacher Candidates completing Traditional clinical internships are required to follow the
Mentor Teacher’s daily schedule. Candidates must be punctual, arrive when the Mentor Teacher
arrives, and leave when the Mentor Teacher leaves. When an absence is unavoidable, the
Candidate must notify the school office personnel, Mentor Teacher, and University Supervisor as
far in advance as possible. If the Teacher Candidate is absent on a day when he/she is expected
to teach, lesson plans and materials must be delivered to the Mentor Teacher before class begins.
Candidates who are completing OTJ clinical internships are expected to adhere to their regular
work schedule and responsibilities.
Personal Appearance and Professional Conduct
Teacher Candidates must dress professionally and exhibit professional behavior in their
assigned school at all times. Candidates must read their assigned school’s faculty handbook and
conform to the professional expectations of that school. If a Candidate cannot find a copy of the
faculty handbook, he/she should contact the Mentor Teacher. Candidates should also note that
Mentor Teachers and University Supervisors evaluate a Candidate’s teaching dispositions and
professionalism during the internship. See Assessment C.
Holidays and Vacations
Teacher Candidates must follow the calendar of their assigned school for their clinical
internship. The school’s calendar may be different from George Mason’s calendar during the
semester of the clinical internship. The Teacher Candidate always follows the calendar of the
assigned school during the clinical internship. This applies to Thanksgiving and spring break
holidays as well.
Teacher Candidates and Substitute Teachers
Traditional Teacher Candidates may NOT act as substitute teachers under any
circumstance. A school division-designated substitute teacher must be provided when a Mentor
Teacher is absent.
Important Considerations
If Teacher Candidates do not comply with on-site school expectations, school divisions
have the right to request the Candidate be removed from the assigned school. There is no
guarantee that a Teacher Candidate will be approved for an alternate assignment or location.
Candidates who do not uphold the professional behaviors and dispositions promoted by CEHD
may be removed from the clinical internship and/or referred to the Office of Student and
Academic Affairs as needed. On-site school expectations include the social media presence of
Teacher Candidates. Assessment C includes the expectations for teaching dispositions. Each
school site has faculty expectations outlined in a faculty handbook.
Teacher Candidates are strongly encouraged to purchase professional liability insurance
through membership in the Student Virginia Education Association, the Council for Exceptional
Children, or through a private carrier in case of civil legal action. Candidates employed by a
school division are encouraged to purchase additional coverage to supplement what is provided.
Updated 7/2018
8
Duration of the Clinical Internship
Traditional, 3-credit clinical internships shall run approximately 8 weeks. OTJ internships
shall run for between 8 and 12 weeks. Both may vary according to program requirements,
program changes, and Teacher Candidate readiness. The clinical internship usually includes an
introductory visit and a minimum of three, evaluative observations from the University
Supervisor. These observations will be arranged by the University Supervisor with the Teacher
Candidate and Mentor Teacher.
Clinical internships may be extended in order to: 1. address make-ups due to inclement weather or illness,
2. accumulate more teaching hours for the Candidate,
3. provide enough time to develop, present, or demonstrate evidence for the competencies included
in the Internship Rubric, OR
4. address performance-based concerns. There must be documented evidence to warrant approval
for performance-related issues. See the Problem Solving process on page 8.
Extensions must be approved by the Mentor Teacher, Academic Program Coordinator (Kelley
Regan) and clinical practice specialist (Stacy Wilson).
Grades
Grades for the internship are:
• S Satisfactory: Teacher Candidate successfully meets the clinical internship
requirements and can be recommended for teacher licensure.
• NC No Credit: Teacher Candidate will not be recommended for teacher licensure unless
he/she repeats all or part of the internship with satisfactory performance. This may
require enrolling and paying tuition for additional credit hours in a subsequent semester
or paying a fee for extended supervision. In some cases, a grade of NC may be
accompanied by a recommendation that the Teacher Candidate not be allowed to repeat
the internship. In such cases, the Candidate may be counseled out of the licensure
program although not necessarily out of the degree program.
• IP In Progress: The Teacher Candidate’s performance cannot be evaluated at the end of
the grading period due to extenuating circumstances (medical or family emergency, etc.).
IP grade can be changed to S or NC upon completion of requirements.
It is the responsibility of the Teacher Candidate to provide evidence to the University
Supervisor and Mentor Teacher for the specific competencies that will be evaluated during the
internship. Showing written documentation and/or an observable demonstration of competencies
is the responsibility of the Teacher Candidate. The Teacher Candidate should thoroughly review
the Internship Rubric (Assessment A) and discuss it with the University Supervisor and Mentor
Teacher.
The final grade for the clinical internship will be determined by the University Supervisor
and Mentor Teacher. Teacher Candidates will be evaluated on the course objectives and
requirements as listed in this handbook AND in the course syllabus. Grades will be determined
by the following:
1. Ratings on the following documents by the University Supervisor and Mentor Teacher:
a. Internship Rubric (Assessment A),
Updated 7/2018
9
b. Dispositions rubric (Assessment C), and
c. Critical Incident Analysis rubric (Assessment B).
2. Satisfactory submission of all requirements and exit materials, including submission of
documentation to Tk20.
Problem Solving Process
When issues or problems arise within the internship, the University Supervisor, Mentor
Teacher, and Teacher Candidate (i.e., the Triad) need to have a procedure to follow. The
following process is to be followed by all members of the Triad:
Problem resolved
contacts contacts contacts
Problem notresolved
Problem Solving Process
University Supervisor ORMentor Teacher OR Teacher
Candidate has concern orproblem related to the
internship
Discuss with other membersof the Triad (include SchoolAdministration as necessary)
Document meeting;Develop a plan of actionand how progress will be
tracked
Continue withInternship
Contact PamBaker
APC Jeff Davis EPOSchool
Personnel
Issues related toimpropriety, safety,ethics, or violations
of law
Plan developed.
Outcome of unresolved issuemay be extension ofinternship, change ofpersonnel, change of
placement, termination ofinternship
Updated 7/2018
10
Special Assistance for Teacher Candidates
Occasionally, Teacher Candidates need special assistance and extraordinary
arrangements to successfully complete their licensure programs. In such cases, the University
Supervisor and the Mentor Teacher will collaboratively develop an individualized plan. The
Educator Preparation Office must be involved in order to approve the plan and advise
accordingly.
Some of the ways to provide special support for a Teacher Candidate are:
1. Arranging for observation of another Candidate or a teacher who models the skills that
the Candidate lacks and then conferencing about it.
2. Changing a placement within the school (on rare occasions) to provide a better match of
Candidate and Mentor Teacher.
3. Changing a placement to another school (on rare occasions) if a suitable alternative
placement is not available in the same school.
4. Modifying the schedule for independent teaching to begin more gradually and/or to add
days.
5. Providing special experiences during the period after independent teaching in order to
address areas needing improvement.
6. Facilitating conferences with the Candidate’s academic advisor and/or course instructors.
7. Sending the Candidate to the Mason Counseling Center for personal or therapeutic
support.
8. Sending the Candidate to the Mason Financial Planning and Assistance office for advice
on financial aid.
9. Sending the Candidate to the Mason Student Health Center or other source of medical
assistance.
Updated 7/2018
12
Responsibilities
OTJ clinical internship Teacher Candidates are working full time in schools and are
expected to work with their Principals to designate (and have approved) their Mentor Teacher.
OTJ Teacher Candidates must show evidence of successful completion of tasks related to the
Internship Rubric (Assessment A) in their teaching position. The Teacher Candidate is
responsible for understanding and completing the required tasks of the clinical internship.
Requirement Related Document
1. Attend an initial clinical internship orientation meeting
at Mason (You will be notified by the Special Education
program of this date and time.)
none
2. Login to Blackboard course.
3. Read the Special Education Clinical Internship
Handbook, syllabus you receive, and the Internship
Rubric to understand all aspects of the clinical internship
that must be documented.
Complete “Important Documents
to Read” assignment on
Blackboard
4. Meet with Mentor Teacher to plan the clinical
internship and ways you will document all aspects of the
Internship Rubric.
Form 3-Internship Planning Guide
5. Schedule observation visits with University Supervisor.
Complete a lesson plan for each observed lesson.
Participate in a pre- and/or post- observation conference.
Lesson plan form agreed upon by
Teacher Candidate and University
Supervisor
6. Document all direct and indirect teaching hours during
the internship.
Form 1-Log of Hours
7. Document all meetings with Mentor Teacher. Form 5-Progress report
8. Complete Critical Incident Analysis Assessment task.
Upload paper to Tk20.
Assessment B-Critical Incident
Analysis (directions & rubric)
9. Complete Technology Standards Evidence Table.
Upload to Tk20.
Assessment D-Technology
Standards Evidence Table
10. Participate in initial, midpoint, and final conference
with University Supervisor and Mentor Teacher.
University Supervisor will
document
11. Complete online evaluation of the clinical internship
(link sent by Educator Preparation Office)
None
12. AT FINAL CONFERENCE, TURN IN SIGNED PAPER
COPY OF: (A) FORM 1—LOG OF HOURS; (B) FORM 2—
SUMMARY OF PLACEMENT, SUPERVISORS, HOURS,
AND FINAL GRADE; (C) ASSESSMENT A—INTERNSHIP
RUBRIC; (D) FORM 4–SUMMARY OBSERVATION
REPORTS (3 TOTAL), (E) ASSESSMENT E–INTERNSHIP
EVALUATION AND (F) CONFIRMATION FROM ONLINE
SURVEY TO UNIVERSITY SUPERVISOR.
Form 1
Form 2
Assessment A
Form 4
Assessment E
13. Following final conference, upload signed/final
Internship Rubric to Tk20.
Assessment A-Internship Rubric
14. Following final conference, upload signed/final
Summary of Placement, Supervisors, Hours, and Final
Grade document to Blackboard assignment page.
Form 2-Summary of Placement,
Supervisors, Hours, and Final
Grade
Updated 7/2018
14
Responsibilities
Traditional clinical internship Teacher Candidates are placed in schools with a Mentor
Teacher by the George Mason Special Education program. Over the span of the eight-week
internship, traditional clinical internship Teacher Candidates are expected to gradually assume all
of the responsibilities of the Mentor Teacher, including instruction, collaboration with other
professionals and families, and other duties as assigned. Teacher Candidates should plan this
gradual assumption of responsibility with their Mentor Teachers at the earliest date possible (see
Item 5 below). The Teacher Candidate is responsible for understanding and completing the
required tasks of the clinical internship. For traditional Teacher Candidates who are completing
TWO internships, these requirements are repeated for EACH clinical internship.
Requirement Related Document
1. Attend an initial clinical internship orientation meeting at
Mason. (You will be notified by the Special Education
program of this date and time.)
none
2. Login to Blackboard course. none
3. Read the Special Education Clinical Internship Handbook,
syllabus you receive, and the Internship Rubric to understand
all aspects of the clinical internship that must be documented.
Complete “Important
Documents to Read”
assignment on Blackboard
4. When placements are confirmed, arrange an introductory
conference with the Mentor Teacher.
none
5. Meet with Mentor Teacher to plan internship (gradual
assumption of individual, small group, and whole group
instruction) and ways you will document all aspects of the
Internship Rubric.
Form 3-Internship Planning
Guide
6. Maintain same hours and assist with all duties of the Mentor
Teacher.
none
7. Become familiar with school facility, staff and
administrators, classroom routines and management processes,
services provided to students with disabilities in the special
and general education setting, student records, and IEPs.
none
8. Schedule observation visits with University Supervisor.
Complete a lesson plan for each observed lesson. Participate in
a pre- and/or post- observation conference.
Lesson plan form agreed upon
by Teacher Candidate, Mentor
Teacher, and University
Supervisor
(University Supervisor will
document observations)
9. Document all direct and indirect teaching hours during the
clinical internship.
Form 1-Log of Hours
10. Document all meetings with Mentor Teacher Form 5-Progress Report
11. Complete Critical Incident Analysis Assessment task.
Upload paper to Tk20.
Assessment B-Critical Incident
Analysis
12. Complete Technology Standards Evidence Table. Upload
to Tk20.
Assessment D-Technology
Standards Evidence Table
13. Participate in initial, midpoint, and final conference with University Supervisor will
Updated 7/2018
15
Requirement Related Document
University Supervisor and Mentor Teacher. document
14. Complete online evaluation of the clinical internship (link
sent by Educator Preparation Office)
None
15. AT FINAL CONFERENCE, TURN IN SIGNED PAPER
COPY OF: (A) FORM 1—LOG OF HOURS; (B) FORM 2—
SUMMARY OF PLACEMENT, SUPERVISORS, HOURS, AND
FINAL GRADE; (C) ASSESSMENT A—INTERNSHIP RUBRIC;
(D) FORM 4–SUMMARY OBSERVATION REPORTS (3
TOTAL), (E) ASSESSMENT E–INTERNSHIP EVALUATION
AND (F) CONFIRMATION FROM ONLINE SURVEY TO
UNIVERSITY SUPERVISOR.
Form 1
Form 2
Assessment A
Form 4
Assessment E
16. Following final conference, upload signed/final Internship
Rubric to Tk20
Assessment A-Internship
Rubric
17. Following final conference, upload signed/final Summary
of Placement, Supervisors, Hours, and Final Grade document
to Blackboard assignment page.
Form 2-Summary of
Placement, Supervisors,
Hours, and Final Grade
Updated 7/2018
17
Role of University Supervisor
As a University Supervisor, you play an important role in the preparation of Teacher
Candidates for careers in special education. You serve not only as a role model for the Teacher
Candidate, but also as an ambassador for George Mason University. University Supervisors and
Mentor Teachers collaborate to ensure that the Candidate is fully prepared to take on the
responsibilities of a full time special education teacher in a variety of settings.
University Supervisors are classified as GMU adjunct instructors and are afforded all the
benefits thereof. University Supervisors are hired by semester on a contractual basis via contracts
generated by the clinical practice specialist (CPS).
University Supervisors serve as liaisons between the school and George Mason
University. They provide support and guidance to the Teacher Candidate and the Mentor Teacher
via feedback, reassurance and evaluations. They facilitate communication among all parties
(note: University Supervisors are required to use their Mason email accounts when
communicating electronically with Teacher Candidates). It is the University Supervisor’s
responsibility to initiate contact with the Mentor Teacher and ensure the Mentor Teacher has
received the Mentor Teacher Handbook from the CPS.
Unsatisfactory Progress
It is the responsibility of the University Supervisor, in collaboration with the Mentor
Teacher, to determine satisfactory progress of the Teacher Candidate during the clinical
internship. If either the Mentor Teacher or the University Supervisor documents that the Teacher
Candidate is NOT making satisfactory progress, the University Supervisor or Mentor Teacher
need to take action immediately. The University Supervisor should thoroughly document
everything observed during the internship. In rare cases, when a candidate is not doing well,
documentation is the only support a supervisor has to justify a failing or “No Credit” grade. If a
candidate is struggling, the US must convey this feedback to a candidate, and have
documentation that this feedback has occurred. Finally, for the steps in addressing unsatisfactory
progress, see the flowchart of the Problem Solving Process on page 8.
Logistics
Once contracts are in order, University Supervisors are paid bi-weekly on the 1st and 16th
of the month. Payment is according to the number of credit hours of each internship supervised
and the highest degree held by the University Supervisor. Note that the pay scale is subject to
change by semester. The current pay scale is as follows:
• University Supervisors holding a Master’s degree: $412 per 3-credit teacher candidate
and $824 per 6-credit teacher candidate.
• University Supervisors holding a doctoral degree: $463.50 per 3-credit teacher candidate
and $927 per 6-credit teacher candidate.
For trips of 25 miles or more (not including those to the GMU campus), the University
Supervisor may request mileage reimbursement monthly during the semester for accumulated
travel. Reimbursement rates may vary. Contact the CPS (Stacy Wilson, [email protected]) for
reimbursement directions.
Updated 7/2018
18
Credits
Direct/Indirect Teaching
Hours
(teaching log)
Length of internship Minimum # of observations
3
75/75
8-12 weeks
3
6 150/150 16 weeks 6
The TOTAL 300 hours of direct/indirect teaching needed for state licensure is a
combination of TWO, 8-week internships that the General Curriculum program requires for the
Teacher Candidate to complete for licensure. These placements must be at two different levels -
elementary and secondary.
If a Teacher Candidate is on-the-job and they are only completing ONE internship, they
will then work with Mason advisors to complete paperwork to determine if they meet the
requirements to “waive” their SECOND internship. On-the-job Candidates and Traditional
Candidates have the SAME requirements and number of hours for each internship experience.
Responsibilities
Requirement Related Document
1. When you receive the course syllabus from Sigrid
Nuckolls, complete and return it immediately.
Course Syllabus
2. Create Blackboard site for course (from shell),
including posting syllabus. Make site available for
students. (Tk20 links will be available as the semester
progresses.)
Blackboard tutorials (as necessary;
see Supplemental Materials)
3. Attend an initial clinical internship orientation
meeting at George Mason (You will be notified by the
Special Education program of this date and time.)
None
4. Review Internship Rubric to understand all aspects
of internship that must be documented.
Assessment A-Internship Rubric
5. When placements are confirmed, arrange an
introductory meeting with the Mentor Teacher and
Teacher Candidate at the school. Collect contact
information for all (if not already secured).
6. Ensure the MT receives the Mentor Teacher
Handbook from the EPO. Remind MT to submit pay
form as required in the Mentor Teacher Handbook.
7. Verify that Mentor Teacher and Teacher Candidate
have planned the clinical internship and ways they will
document all aspects of the Internship Rubric.
Review Candidate’s Form 3-
Internship Planning Guide
8. Schedule observation visits with Teacher Candidate.
Complete a Summary Observation Report (Form 4)
for each observation (minimum of 3). Conduct a pre-
and/or post-observation conference with the Teacher
Candidate.
Form 4- Summary Observation
Report
Updated 7/2018
19
9. Verify that Teacher Candidate documents all direct
and indirect teaching hours during the clinical
internship.
Form 1-Log of Hours
10. Verify that Teacher Candidate documents all
meetings with Mentor Teacher
Form 5-Progress Report
11. Conduct initial, midpoint, and final conference
with Teacher Candidate and Mentor Teacher (can
coincide with observation conferences).
12. Complete Internship Rubric and Dispositions
Rubric with assistance of Mentor Teacher. Sign and
provide paper copy to Teacher Candidate at final
conference.
Assessment A-Internship Rubric
Assessment C-Teacher Candidate
Dispositions Rating
13. Complete and sign Summary of Placement,
Supervisors, Hours, and Final Grade at final
conference.
Form 2-Summary of Placement,
Supervisors, Hours, and Final Grade
14. Complete online evaluation of internship (link sent
by Educator Preparation Office)
None
15. AT FINAL CONFERENCE, COLLECT THE
FOLLOWING SIGNED/COMPLETED DOCUMENTS
FROM THE TEACHER CANDIDATE AND TURN IN
TO THE EDUCATOR PREPARATION OFFICE: (A)
FORM 1—LOG OF HOURS; (B) FORM 2—SUMMARY
OF PLACEMENT, SUPERVISORS, HOURS, AND
FINAL GRADE; (C) ASSESSMENT A—INTERNSHIP
RUBRIC; (D) FORM 4–SUMMARY OBSERVATION
REPORTS (3 TOTAL), (E) ASSESSMENT E–
INTERNSHIP EVALUATION AND (F)
CONFIRMATION FROM ONLINE SURVEY.
Form 1
Form 2
Assessment A
Form 4
Assessment E
16. Evaluate Teacher Candidate’s Critical Incident
Analysis Assessment Task in Tk20.
Assessment B-Critical Incident
Analysis Assessment Task
17. Verify Teacher Candidate has uploaded the
completed Technology Standards Evidence Table to
Tk20.
Assessment D-Technology Standards
Evidence Table
18. Within 48 hours of completion of internship, post
grade to PatriotWeb.
Supplemental materials
19. Evaluate the Internship Rubric in Tk20 (after
Teacher Candidate uploads all pages of
signed/completed rubric) within 10 days of internship
completion.
Assessment A-Internship Rubric
20. Evaluate Dispositions Rubric in Tk20 within 10
days of internship completion.
Assessment C-Dispositions Rating
Updated 7/2018
21
Role of Mentor Teacher
As a Mentor Teacher for George Mason University’s teacher licensure program, your
knowledge of content and expertise in classroom management, instruction and assessment will
provide a guide and model for your Teacher Candidate. Mentor Teachers are role models and
advocates for the Teacher Candidate.
This clinical internship is the culminating experience of the Teacher Candidate’s
program. With the University Supervisor, you will ensure that the Candidate is fully prepared to
take on the responsibilities of a full-time teacher of students with disabilities (or continue them
effectively).
Note: Teacher Candidates completing on-the-job (OTJ) clinical internships select Mentor
Teachers. Candidates who are placed are assigned a Mentor Teacher by George Mason in
conjunction with the assigned site.
Trajectory for Traditional Teacher Candidates
Traditional Teacher Candidates must log at least 75 hours of direct teaching with students
and 75 hours of indirect teaching over an 8-week period in each of two clinical internships. It is
important for them to move into the role of instructor quickly. Mentor Teachers should orient
Traditional Candidates to materials, processes and procedures quickly. Traditional Candidates
are expected to observe and assist their Mentor Teacher, move to co-teaching and finally to solo
teaching with students in whatever setting they receive special education services.
Logistics Mentor Teachers are paid according to the credit hours the Teacher Candidate is completing
and the length of the clinical internship. Most Candidates will be registered for 3 credit hours in a
semester. It is anticipated that 3 credit hour internships run from 8-12 weeks and the stipend is
$125.00. During summer semesters in which internships are less than 6 weeks, the stipend is $100.
Instructions for Stipend Payment
Please note that payment will take a minimum of 6 weeks and that forms must be turned
in no later than 30 days after the last day of the clinical internship. Questions: Contact Beth
Rooney [email protected], 703-993-4507 (office), 703-993-5701 (fax). To ensure efficient
compensation for your services, follow these procedures.
Send to Beth Rooney:
• The Mentor Teacher Pay form (https://cehd.gmu.edu/assets/docs/forms/mentor-teacher-
pay-form.pdf)
• A completed W-9 (https://cehd.gmu.edu/assets/docs/forms/cehd/fw9.pdf)
o Note: We require the Virginia W-9 and not federal.
• Beth’s mailing information:
Beth Rooney
College of Education and Human Development
Accreditation and External Reporting Office (AERO)
Educator Preparation Office (EPO)
4400 University Drive – MSN 6C13/Thompson Hall, Suite 1700
Fairfax, VA 22030
Updated 7/2018
22
Responsibilities
Requirement Related Document
1. Review Special Education Clinical Internship
handbook when received.
2. Meet with Teacher Candidate to plan internship and
documentation of activities related to Internship
Rubric.
Form 3-Internship Planning Guide
3. Attend an introductory meeting with the University
Supervisor and Teacher Candidate at the school.
Collect contact information for all (if not already
secured).
4. Schedule observations of Teacher Candidate to
address areas in Internship Rubric not visible by
University Supervisor. Complete a Summary
Observation form for each observation. Conduct a pre-
and/or post-observation conference with the Teacher
Candidate.
Form 4-Summary Observation Report
5. Verify that Teacher Candidate documents all direct
and indirect teaching hours during the internship.
Form 1-Log of Hours
6. Meet with Teacher Candidate at regular intervals to
discuss progress. Document the meetings on Form 5.
Form 5-Progress Report
7. Conduct initial, midpoint, and final conference with
Teacher Candidate and University Supervisor (can
coincide with observation conferences; University
Supervisor will document).
none
8. In conjunction with the University Supervisor,
complete and sign final Internship Rubric and
Dispositions Rating.
Assessment A-Internship Rubric
Assessment C-Dispositions rating
9. In conjunction with the University Supervisor,
complete the Summary of Placement, Supervisors,
Hours, and Final Grade document.
Form 2-Summary of Placement,
Supervisors, Hours, and Final Grade
10. Complete online evaluation of internship (link sent
by Educator Preparation Office)
None
Updated 7/2018
24
Form 1 Instructions for Log of Hours
In Virginia, the application for teacher licensure requires reporting the amount of time spent in
certain activities during the clinical internship. The state mandates a minimum of 300 hours in
such activities, of which 150 hours must be independent or direct teaching. A total of 150 hours
is required for each 3-credit section of EDSE 783 (clinical internship experience). This includes
at least 75 hours of direct teaching and at least 75 hours for consultation/planning (i.e., indirect
teaching). All Teacher Candidates enrolled in EDSE 783 have these same expectations.
Teacher Candidates are encouraged to record times daily, which will improve accuracy. A
separate log should be kept for each Mentor Teacher, and verified by them before being
submitted to the University Supervisor.
Conferences include discussion with the Mentor Teacher, the University Supervisor, the
principal, and other faculty; attendance at seminars and professional meetings. (indirect
teaching)
Teaching includes full responsibility for instructing or supervising an entire class, specific
individuals or small groups. (direct teaching)
Preparation includes time spent during or outside the instructional day in planning,
preparation, and evaluation of students’ work. (indirect teaching)
Observation includes all other activities such as observations in classrooms, cafeteria,
hall or bus duty, or time spent in the office or library. (indirect teaching)
Hours are to be totaled by the Teacher Candidate, and each page of the log verified by the
Mentor Teacher and reviewed by the University Supervisor. A separate log sheet should be
started when working with a second (or third) Mentor Teacher. During the last visit of the
clinical internship, the Teacher Candidate submits the summary log of hours (Form 2) to the
University Supervisor, which may require estimating for the final days.
Updated 7/2018
25
Form 1 (cont.)
Log of Hours
(Make sufficient copies for the student teaching/internship period)
Teacher Candidate: ___ ___ ____________ Log Sheet # of ____
Verified by Mentor Teacher (Signature)
Reviewed by University Supervisor (Signature)
Date Hours in
Conference
Hours in
Teaching
Hours in
Preparation
Hours in
Observation
Hours
Per Day
Total Hours
Updated 7/2018
26
Form 2
Summary of Placement, Supervisors, Hours, and Final Grade
Teacher Candidate: Spring Fall Yr
License: Endorsement:
Site (1) School Division:
Site (2)
Mentor Teacher (1) Grade/Subject(s)
Taught by Intern
Mentor Teacher (2) Grade/Subject(s)
Taught by Intern
University Supervisor
Signature
Totals from Log Sheets
Summary of Hours Spent in: Page
#1
Page
#2
Page
#3
Page
#4
Page
#5
Page
#6
Grand
Total
Conference:
Teaching:
Preparation:
Observation:
Totals from Log Sheets:
Final Grade_________
Grading Scale: S (Satisfactory), NC (No Credit), IP (In Progress)
Updated 7/2018
27
Form 3
Internship Planning Guide
InTASC Key Element CEC Key Element Evidence Source/Activities Week
1.1 The candidate applies appropriate
learning theories recognizing that patterns of
learning and development vary individually
within and across the cognitive, linguistic,
social, emotional, and physical areas.
1.2 The candidate designs and implements
developmentally appropriate and challenging
learning experiences that include the use of
technology.
2.1 Candidate creates an environment that
values individual differences and diverse
cultures, and communities.
2c. Organizes, develops, and sustains a safe,
equitable, positive and supportive learning
environment in which diversities are valued.
2.2 Candidate ensures inclusive learning by
addressing the needs of diverse learners.
3.1 Candidate organizes and manages create
face-to-face and virtual environments that
support individual and collaborative learning.
2d. Designs learning environments that
encourage active participation in individual and
group activities and encourage student
independence.
3.2 Teacher Candidate encourages positive
social interaction, active engagement in
learning, and self- motivation.
2a. Creates an orderly and supportive
environment by designing and managing
routines.
2b. Teaches individuals with exceptionalities to
give and receive meaningful feedback from
peers and adults.
Updated 7/2018
28
2e. Modifies the learning environment to
manage behaviors, time, space, and materials to
keep students with mild to moderate
exceptionalities productively involved in
learning.
2f. Demonstrates the ability to manage two or
more classroom activities simultaneously, with
evidence of attention to each.
2g. Uses effective and varied behavior
management strategies and handles disruptive or
destructive behavior firmly and fairly.
2h. Promotes appropriate behavior through clear
communication of realistic expectations while
respecting and valuing individual differences
and cultural diversity.
2i. Uses the least intensive behavior
management strategy consistent with the needs
of the individual with exceptionalities.
2j. Establishes and maintains rapport with
individuals with and without exceptional
learning needs.
4.1 Candidate understands the tools of inquiry
and structures of the discipline. (NOTE: Tools
of inquiry and structures of the discipline are
content specific strategies for instruction, e. g.
manipulatives in math, inquiry in science,
primary sources in social studies, and personal
narrative to English.)
4.2 Candidate creates learning experiences that
make content accessible and meaningful for
learners to ensure content mastery.
5.1 Candidate connects concepts and uses
different perspectives and digital resources to
engage learners in critical thinking, creativity,
and collaborative problem solving.
5.2 Candidate plans rigorous, sequenced
instruction related to authentic local and global
issues.
Updated 7/2018
29
6.1 Candidate uses multiple methods of
assessment, including digital tools, to engage
learners in their own growth, to monitor
learner progress, and to guide teacher and
learner decision making.
4a. Develops or modifies individualized
assessment strategies.
4c. Conducts formal and informal assessments
using appropriate technologies as supports.
4d. Keeps records of students’ progress and
problems and uses data from multiple sources to
assess student learning.
6.2 Candidate uses formative assessment to
monitor and adjust instruction and to guide the
learner decision making.
4b. Regularly monitors student progress and
assesses for understanding and mastery through
observation of students’ performance and
evaluation of their work.
4e. Analyzes, evaluates and reflects on student
assessment data and instruction to make
eligibility, program, and placement decisions.
7.1 Candidate plans instruction to support every
learner in meeting rigorous learning goals by
drawing upon knowledge of digital age
technology, content areas, curriculum, cross-
disciplinary skills, and pedagogy. (NOTE:
Planning must include evidence of use of
Virginia's Standards of Learning and College-
and Career-Ready standards, and technology)
5a. Selects and implements a variety of research-
supported methods for academic and
nonacademic instruction.
5d. Identifies and teaches essential concepts,
vocabulary, and content across the general
curriculum.
5j. Prepares lesson plans to meet learning
objectives and organizes material to implement
these lesson plans.
Updated 7/2018
30
5k. Plans a sequence of activities, which are
focused on achievement of the instructional
objective(s).
7.2 Candidates effectively plans instruction
based on knowledge of learners and the
community context.
5b. Candidate is responsive to student needs by
selecting, adapting, and using instructional
strategies and materials according to
characteristics of individuals with
exceptionalities.
5i. Uses task analysis to sequence, implement,
and evaluate individualized learning objectives.
5n. Provides opportunities for learners with mild
to moderate exceptionalities to participate
actively and successfully in classroom
environment.
8.1 The candidate understands and uses a
variety of instructional strategies to encourage
learners to develop deep understanding of
content areas and their connections.
5c. Uses responses and errors to guide
instructional decisions and provide feedback to
learners.
5e. Demonstrates competence in using
technology to achieve instructional objectives.
5f. Implements systematic instruction to teach
accuracy, fluency, and comprehension in content
area reading and written language.
5g. Uses specialized instructional strategies.
5h. Uses communication strategies and resources
to facilitate understanding of subject matter for
individuals with exceptional learning needs
whose primary language is not the dominant
language.
5m. Presents content accurately and instructions
clearly.
Updated 7/2018
31
5l. Makes responsive adjustments to instruction
based on continual observations and ongoing
assessment data.
8.2 Candidates build skills to apply knowledge
in contemporary meaningful ways. (NOTE:
“Contemporary meaningful ways” is evidenced
in making connections to content of current
interest to the learners and includes the use of
current, appropriate technologies.)
9.1 Candidate engages in ongoing professional
learning.
6h. Engages in professional activities that
benefit individuals with exceptionalities, their
families, and his/her colleagues.
9.2 Candidate uses evidence to continually
evaluate his or her practice, particularly the
effects of teacher choices and actions on others
(learners, families, other professionals, and the
community).
6c. Reflects on his/her professional practice.
6g. Demonstrates commitment to engage in
research-supported practices.
9.3 Candidate adapts practice to meet the needs
of each learner in an ethical and responsible
manner.
6a. Exhibits a commitment to practice within the
CEC Code of Ethics.
6b. Demonstrates commitment to developing
educational and quality of life potential of
individuals with exceptionalities.
6d. Observes school policies and procedures.
6e. Demonstrates effective oral communication
skills.
6f. Demonstrates effective written
communication skills.
10.1 Candidates seeks
appropriate leadership roles and opportunities
to take responsibility for learning.
Updated 7/2018
32
10. 2 Candidate collaborates with learners,
families, colleagues, other school professionals,
and community members (using digital tools and
resources) to ensure learner growth and to
advance the profession.
7a. Communicates regularly with parents and
involves them in problem solving and learning
activities.
7b. Engages in productive relationships with
other educators, service providers, and personnel
from community agencies.
7c. Maintains confidential communication about
students with mild to moderate exceptional
learning needs.
7d. Fosters respectful and beneficial
relationships between families and professionals.
7e. Collaborates with school personnel and
community members in integrating individuals
with exceptional learning needs into various
settings.
7f. Observes, evaluates, and provides feedback
to paraeducators.
7g. Communicates effectively with school
personnel and families about the characteristics
and needs of individuals with exceptionalities.
Updated 7/2018
33
Form 4
Summary Observation Report
The purpose of this report is to document observations completed by the University Supervisor
or Mentor Teacher in areas directly related to the Internship Rubric and CEC standards. Please
use this report form to provide a summary of the observation after the signatures and specific
statements related to the identified CEC standards on this page. This documentation will provide
evidence for outcomes on the Internship Rubric at the end of the internship.
Teacher Candidate Observation Date
Observer School
_____Mentor Teacher or _____University Supervisor
Activities Observed Grade/Subject(s)
INSTRUCTIONAL PLANNING (CEC Standard 5):
Elements of CEC Standards were noted for the following:
Standard 5: Instructional Planning and Strategies
5a. Selects and implements a variety of research-supported methods for academic and
nonacademic instruction.
___ 5b. Candidate is responsive to student needs by selecting, adapting, and using instructional
strategies and materials according to characteristics of individuals with exceptionalities.
___ 5c. Uses responses and errors to guide instructional decisions and provide feedback to learners.
___ 5d. Identifies and teaches essential concepts, vocabulary, and content across the general
curriculum.
___ 5e. Demonstrates competence in using technology to achieve instructional objectives.
___ 5i. Uses task analysis to sequence, implement, and evaluate individualized learning objectives.
___ 5j. Prepares lesson plans to meet learning objectives and organizes material to implement these
lesson plans.
___ 5k. Plans a sequence of activities, which are focused on achievement of the instructional
objective(s).
___ 5l. Makes responsive adjustments to instruction based on continual observations and ongoing
assessment data.
___ 5m. Presents content accurately and instructions clearly.
___ 5n. Provides opportunities for learners with mild to moderate exceptionalities to participate
actively and successfully in classroom environment.
INSTRUCTIONAL STRATEGIES (CEC Standard 5):
Elements of the CEC Standards were noted for the following:
Standard 5: Instructional Planning and Strategies
Updated 7/2018
34
___ 5a. Selects and implements a variety of research-supported methods for academic and
nonacademic instruction.
___ 5b. Candidate is responsive to student needs by selecting, adapting, and using instructional
strategies and materials according to characteristics of individuals with exceptionalities.
___ 5c. Uses responses and errors to guide instructional decisions and provide feedback to learners.
___ 5d. Identifies and teaches essential concepts, vocabulary, and content across the general
curriculum.
___ 5e. Demonstrates competence in using technology to achieve instructional objectives.
___ 5f. Implements systematic instruction to teach accuracy, fluency, and comprehension in content
area reading and written language.
___ 5g. Uses specialized instructional strategies.
___ 5h. Uses communication strategies and resources to facilitate understanding of subject matter for
individuals with exceptional learning needs whose primary language is not the dominant
language.
___ 5i. Uses task analysis to sequence, implement, and evaluate individualized learning objectives.
___ 5l. Makes responsive adjustments to instruction based on continual observations and ongoing
assessment data.
___ 5m. Presents content accurately and instructions clearly.
___ 5n. Provides opportunities for learners with mild to moderate exceptionalities to participate
actively and successfully in classroom environment.
CLASSROOM MANAGEMENT/CLIMATE (CEC Standard 2):
Elements of the CEC Standards were noted for the following:
CEC Standard 2: Learning Environments
___ 2a. Creates an orderly and supportive environment by designing and managing routines.
___ 2b. Teaches individuals with exceptionalities to give and receive meaningful feedback from
peers and adults.
___ 2c. Organizes, develops, and sustains a safe, equitable, positive and supportive learning
environment in which diversities are valued.
___ 2d. Designs learning environments that encourage active participation in individual and group
activities and encourage student independence.
___ 2e. Modifies the learning environment to manage behaviors, time, space, and materials to keep
students with mild to moderate exceptionalities productively involved in learning.
___ 2f. Demonstrates the ability to manage two or more classroom activities simultaneously, with
evidence of attention to each.
___ 2g. Uses effective and varied behavior management strategies and handles disruptive or
destructive behavior firmly and fairly.
___ 2h. Promotes appropriate behavior through clear communication of realistic expectations while
respecting and valuing individual differences and cultural diversity.
___ 2i. Uses the least intensive behavior management strategy consistent with the needs of the
individual with exceptionalities.
___ 2j. Establishes and maintains rapport with individuals with and without exceptional learning
needs.
ASSESSMENT (CEC Standard 4)
Elements of the CEC Standards were noted for the following:
Updated 7/2018
35
Standard 4: Assessment
___ 4a. Develops or modifies individualized assessment strategies.
___ 4b. Regularly monitors student progress and assesses for understanding and mastery through
observation of students’ performance and evaluation of their work.
___ 4c. Conducts formal and informal assessments using appropriate technologies as supports.
___ 4d. Keeps records of students’ progress and problems and uses data from multiple sources to
assess student learning.
___ 4e. Analyzes, evaluates and reflects on student assessment data and instruction to make
eligibility, program, and placement decisions.
PROFESSIONAL LEARNING AND ETHICAL PRACTICE (CEC Standard 6)
Elements of the CEC Standards were noted for the following:
Standard 6: Professional Learning & Ethical Practice
___ 6a. Exhibits a commitment to practice within the CEC Code of Ethics.
___ 6b. Demonstrates commitment to developing educational and quality of life potential of
individuals with exceptionalities.
___ 6c. Reflects on his/her professional practice.
___ 6d. Observes school policies and procedures.
___ 6e. Demonstrates effective oral communication skills.
___ 6f. Demonstrates effective written communication skills.
___ 6g. Demonstrates commitment to engage in research-supported practices.
___ 6h. Engages in professional activities that benefit individuals with exceptionalities, their
families, and his/her colleagues.
COLLABORATION (CEC Standard 7)
Elements of the CEC Standards were noted for the following:
Standard 7: Collaboration
___ 7a. Communicates regularly with parents and involves them in problem solving and learning
activities.
___ 7b. Engages in productive relationships with other educators, service providers, and personnel
from community agencies.
___ 7c. Maintains confidential communication about students with mild to moderate exceptional
learning needs.
___ 7d. Fosters respectful and beneficial relationships between families and professionals.
___ 7e. Collaborates with school personnel and community members in integrating individuals with
exceptional learning needs into various settings.
___ 7f. Observes, evaluates, and provides feedback to paraeducators.
___ 7g. Communicates effectively with school personnel and families about the characteristics and
needs of individuals with exceptionalities.
RECOMMENDATIONS:
Updated 7/2018
36
Observation Summary
Candidate’s Signature Date _______________
University Supervisor’s Signature Date _______________
Updated 7/2018
37
Form 5
Progress Report
Candidate Date
Mentor Teacher
Type of Meeting: ___ Planning ___ IEP ___ Eligibility ___ Problem Solving ___ Other
NOTE: The Teacher Candidate (TC) completes #1, the Mentor Teacher (MT) completes #2, and
the Mentor Teacher develops #3. A copy is provided for the University Supervisor.
(TC) 1. Briefly describe the purpose of this meeting.
(MT) 2. Briefly describe the content of the discussion.
(MT) 3. What are the action items from this meeting?
Updated 7/2018
39
Assessment A
Internship Rubric for Candidates in Initial Individualized General Curriculum Licensure Program
Candidate’s Name
Mentor Teacher
University Supervisor
School
School Division
Subject Area
Grade Level
Year
Semester
Date of Observations
Date of Conference
Mid-Point _____ Final _____
Signature Indicating Participation in Review/Conference Process:
_________________________________________________________
Mentor Teacher Date
_________________________________________________________
University Supervisor Date
_________________________________________________________
Candidate Date
Updated 7/2018
40
Purpose and Instructions
Consistent with the College of Education and Human Development’s conceptual framework, the purpose of the Internship Rubric is to
prepare candidates to reflect on their practice and to provide a system for Candidates, Mentor Teachers, and University Supervisors to assess a
candidate’s growth over time. The Rubric is designed to assess a candidate’s growth during the internship. The Rubric consists of Interstate
Teacher Assessment and Support Consortium (InTASC) and Council for Exceptional Children (CEC) standards, each with a series of key
elements. The first column indicates key elements of the InTASC standards, and the second column indicates key elements of the CEC
standards (i.e., the Specialized Professional Association [SPA] for special education programs). The candidate is assessed on each element
across the rubric.
The University Supervisor and Mentor Teacher will complete the Rubric with the Candidate at the end of each internship. The
University Supervisor and Mentor Teacher should evaluate every item on the Rubric, whether by observation or by other documentation. The
University Supervisor submits the final, completed Rubric to the Educator Preparation Office (EPO) and the Candidate uploads a copy of the
Rubric (including signature page and all rubric pages) to Tk20.
Scoring Guidelines
4-Exceeds Standard: Candidates receive a score of 4 if they perform beyond the expectations of candidates at this point in their programs.
There is evidence that candidates have done additional research, identified additional resources, and/or demonstrate exceptional understanding
and application of the standard.
3-Meets Standard: This is the TARGET score. This score reflects that candidates have met the standard at the level expected at this point in
their program. Candidates who receive a 3 have successfully met the standard.
2-Approaching Standard: Candidates receive this score when their understanding and effort does not meet the Target but shows basic
understanding of the content being assessed. Do not score CEC Key Element items as a 2.
1-Does not meet standard: Candidates who do not submit work, and/or who submit work that is clearly below the expectations for a candidate
at this point in their program. For CEC Key Element items, a 1 is used to score any item in which the candidate does not meet the Target.
Note: CEC Key Element items are only scored as a 1, 3, or 4; do not rate any CEC Key Element items as a 2.
Updated 7/2018
41
InTASC 1 Learner Development
The candidate understands how learners grow 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 that include the use of technology.
InTASC Key
Element
CEC Key
Element
1
Does Not Meet
2
Approaching
3
Meets
4
Exceeds
Evidence
1.1 The candidate
applies appropriate
learning theories
recognizing that
patterns of learning
and development
vary individually
within and across
the cognitive,
linguistic, social,
emotional, and
physical areas.
VDOE 1
Candidate displays
little or no
knowledge of the
developmental
characteristics of
the age group.
Candidate displays
partial knowledge
of the broad
developmental
characteristics of
the age group.
Candidate displays
accurate
understanding of
the typical
developmental
characteristics of
the age group, as
well as exceptions
to the general
patterns across the
cognitive,
linguistic, social,
emotional, and
physical areas.
In addition to accurate
knowledge of the typical
developmental
characteristics of the age
group and exceptions to
the general patterns, the
candidate displays
knowledge that
individual learner
development varies
within and across the
cognitive, linguistic,
social, emotional, and
physical areas.
Updated 7/2018
42
InTASC 1 Learner Development
The candidate understands how learners grow 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 that include the use of technology.
InTASC Key
Element
CEC Key
Element
1
Does Not Meet
2
Approaching
3
Meets
4
Exceeds
Evidence
1.2 The candidate
designs and
implements
developmentally
appropriate and
challenging
learning
experiences that
include the use of
technology.
VDOE 2
Technology
Diversity
Candidate lacks
understanding how
learners learn and
does not seek
information about
developmentally
appropriate
learning
experiences nor
uses technology as
an instructional
tool.
Candidate
recognizes the
value of
understanding how
learners learn, but
their knowledge is
limited or outdated.
Technology is not
used as an
instructional tool or
the technology used
is not appropriate
for the task or
developmental
characteristics of
the age group.
Candidate’s
knowledge of how
learners learn is
accurate and
current. Candidate
designs and
implements
technology enhanced,
developmentally
appropriate and
challenging
learning
experiences for
both the class as a
whole and
individual learner.
Candidate demonstrates
extensive and subtle
understanding of how
learners learn and applies
this knowledge to the
classroom community.
The candidate
implements a range of
developmentally
appropriate and
challenging learning
experiences for the class
as a whole, small groups,
and individual learners.
Appropriate technologies
are used to enhance
learning, collaboration,
and high order thinking.
Updated 7/2018
43
InTASC 2 Learning Differences
The candidate uses understanding of individual differences, diverse cultures, and communities to ensure inclusive learning environments that enable
each learner to meet high standards.
InTASC Key
Element
CEC Key
Element
1
Does Not Meet
2
Approaching
3
Meets
4
Exceeds
Evidence
2.1 Candidate
creates an
environment that
values individual
differences and
diverse cultures,
and communities.
VDOE 1
Diversity
The candidate’s
plans and practice
display little
understanding of
the relevance of
individual
differences to
learning. The
candidate provides
minimal
information to
families about
individual learners,
or the
communication is
inappropriate to the
cultures of the
families. Candidate
does not respond,
or responds
insensitively, to
family or
community
concerns about
learners.
Candidate’s plans
and practice
indicate some
awareness of how
to address
individual
differences to
learning, although
such knowledge
may be inaccurate
or incomplete.
Candidate adheres
to required school
procedures for
communicating
with families.
Responses to
family concerns are
minimal or may
reflect occasional
insensitivity to
cultural norms.
Candidate’s plans
and practice
address individual
learning
differences.
Candidate
communicates with
families about
learners’ progress
on a regular basis,
respecting cultural
norms, and is
available as needed
to respond to
family concerns.
Candidate’s plans
and practice
consistently exhibit
a variety of ways to
meet individual
differences to
learning. Candidate
frequently provides
information to
families related to
learner progress,
with learners
contributing to the
design of the
system. Response
to family concerns
is handled with
professional and
cultural sensitivity.
Updated 7/2018
44
InTASC 2 Learning Differences
The candidate uses understanding of individual differences, diverse cultures, and communities to ensure inclusive learning environments that enable
each learner to meet high standards.
InTASC Key
Element
CEC Key
Element
1
Does Not Meet
2
Approaching
3
Meets
4
Exceeds
Evidence
2c. Organizes,
develops, and
sustains a safe,
equitable,
positive and
supportive
learning
environment in
which diversities
are valued.
Candidate organizes,
develops, and
sustains a safe,
equitable, positive
and supportive
learning environment
but fails to
demonstrate that
diversities are valued.
DO NOT USE Candidate organizes,
develops, and
sustains a safe,
equitable, positive
and supportive
learning environment
in which diversities
are valued.
Candidate solicits
student input and
provides
opportunities for
choice making in
order to organize,
develop and sustain a
safe, equitable,
positive and
supportive learning
environment.
Candidate analyzes
students’ linguistic
and cultural
background and
considers the class
diversity while
establishing the
learning
environment.
2.2 Candidate
ensures inclusive
learning by
addressing the needs
of diverse learners.
VDOE 1
Diversity
Candidate does not
monitor learning.
Instructional
outcomes, activities
and assignments,
and classroom
interactions convey
low expectations
for at least some
learners.
Candidate monitors
the progress of the
class as a whole but
elicits no diagnostic
information.
Instructional
outcomes, activities
and assignments,
and classroom
interactions convey
only modest
expectations for
learning and
achievement.
Candidate monitors
the progress of
groups of learners
in the curriculum,
making use of
diagnostic prompts
to elicit
information.
Instructional
outcomes, activities
and assignments,
and classroom
interactions convey
high expectations
for learners.
Candidate actively
and systematically
gathers and uses
diagnostic
information from
individual learners
and monitors their
progress,
Instructional
outcomes, activities
and assignments,
and classroom
interactions convey
high expectations
for all learners.
Updated 7/2018
45
InTASC 3. Learning Environments
The candidate works with others to create face-to-face and virtual environments that support individual and collaborative learning, encourage positive
social interaction, active engagement in learning, and self- motivation.
InTASC Key
Element
CEC Key
Element
1
Does Not Meet
2
Approaching
3
Meets
4
Exceeds
Evidence
3.1 Candidate
organizes and
manages create
face-to-face and
virtual environments
that support
individual and
collaborative
learning.
VDOE 5
Technology
College-and-
Career-
Ready
There is little, if
any, evidence of
routines,
procedures, or
proactive actions to
establish a climate
for learning.
Candidate
recognizes the
value of a learner-
centered classroom
but the application
of these tenets are
not applied in all
management
situations.
The classroom is a
learner-centered
environment that is
a safe and positive
environment for
learning. The
classroom
environment
supports individual
and collaborative
learning.
The classroom
conveys a safe,
positive, and
inclusive
environment that is
learner-centered,
supports individual
and collaborative
learning and meets
the needs of both
the group and
individual learners.
2d. Designs
learning
environments
that encourage
active
participation in
individual and
group activities
and encourage
student
independence.
Candidate fails to
design learning
environments that
encourage
participation in
individual and group
activities or to
encourage student
independence.
DO NOT USE Candidate designs
learning
environments that
encourage active
participation in
individual and group
activities and
encourage increased
independence.
Candidate integrates
social skills
instruction and
strategies for
enhancing motivation
for each individual
student and the group
as a whole as they
design learning
environments that
encourage active
participation in
individual and group
activities and
encourage student
independence.
Updated 7/2018
46
InTASC 3. Learning Environments
The candidate works with others to create face-to-face and virtual environments that support individual and collaborative learning, encourage positive
social interaction, active engagement in learning, and self- motivation.
InTASC Key
Element
CEC Key
Element
1
Does Not Meet
2
Approaching
3
Meets
4
Exceeds
Evidence
3.2 Teacher
Candidate
encourages positive
social interaction,
active engagement
in learning, and
self- motivation.
VDOE 5
College-and-
Career-
Ready
The classroom is a
teacher-centered
environment.
Activities and
assignments are
inappropriate for
learners’ age or
background.
Learners are not
engaged in
learning.
The classroom is a
teacher-centered
environment.
Candidate attempts
to accommodate
learners’ questions
or interests.
Activities and
assignments are
appropriate to some
learners and engage
them mentally, but
other learners are
not engaged or self-
motivated.
The classroom is a
learner-centered
environment.
Candidate
successfully
accommodates
learners’ questions
or interests.
Activities and
assignments are
appropriate to
learners, and
learners are
cognitively
engaged in
exploring content.
Learners are self-
motivated.
Candidate seizes
every opportunity
to enhance
learning, building
on learner interests
or a spontaneous
event.
All learners are
cognitively
engaged in the
activities and
assignments in their
exploration of
content. Learners
initiate or adapt
activities and
projects to enhance
their understanding.
2a. Creates an
orderly and
supportive
environment by
designing and
managing
routines.
Candidate fails to
design and manage
classroom routines
thereby fails to create
an orderly and
supportive
environment.
DO NOT USE Candidate creates an
orderly and
supportive
environment by
establishing
consistent classroom
routines.
Candidate actively
analyzes the needs of
the learners with
exceptionalities in
order to create an
orderly and
supportive
environment.
Candidate manages
classroom routines
and is responsive to
the changing needs of
an individual with an
exceptionality.
Updated 7/2018
47
InTASC 3. Learning Environments
The candidate works with others to create face-to-face and virtual environments that support individual and collaborative learning, encourage positive
social interaction, active engagement in learning, and self- motivation.
InTASC Key
Element
CEC Key
Element
1
Does Not Meet
2
Approaching
3
Meets
4
Exceeds
Evidence
2b. Teaches
individuals with
exceptionalities
to give and
receive
meaningful
feedback from
peers and adults.
Candidate allows
students to give
inappropriate
feedback to peers and
adults OR candidate
fails to provide
instruction in how to
appropriately receive
meaningful feedback
from peers and
adults.
DO NOT USE Candidate explicitly
teaches individuals
with exceptionalities
to give and receive
meaningful feedback
from peers and
adults.
Candidate explicitly
teaches individuals
with exceptionalities
to give and receive
meaningful feedback
from peers and
adults. Candidate
provides multiple
opportunities for
practice of these
skills.
2e. Modifies the
learning
environment to
manage
behaviors, time,
space, and
materials to
keep students
with mild to
moderate
exceptionalities
productively
involved in
learning.
Candidate fails to
modify the learning
environment to
manage behaviors to
keep learners with
exceptionalities
productively involved
in learning.
DO NOT USE Candidate modifies
the learning
environment to
manage behaviors,
time, and space to
keep learners with
exceptionalities
productively involved
in learning.
Candidate establishes
clear classroom
procedures.
Candidate modifies
the learning
environment to
manage behaviors,
time, space, and
materials to keep
learners with
exceptionalities
productively involved
in learning.
Candidate establishes
clear classroom
procedures,
discourages
disruptions, and
promotes interaction
with learners with
exceptionalities.
Updated 7/2018
48
InTASC 3. Learning Environments
The candidate works with others to create face-to-face and virtual environments that support individual and collaborative learning, encourage positive
social interaction, active engagement in learning, and self- motivation.
InTASC Key
Element
CEC Key
Element
1
Does Not Meet
2
Approaching
3
Meets
4
Exceeds
Evidence
2f.
Demonstrates
the ability to
manage two or
more classroom
activities
simultaneously,
with evidence of
attention to
each.
Candidate
demonstrates the
ability to manage two
or more classroom
activities
simultaneously but
fails to provide
attention to each.
DO NOT USE Candidate
demonstrates the
ability to manage two
or more classroom
activities
simultaneously, with
evidence of attention
to each.
Candidate
demonstrates the
ability to manage two
or more classroom
activities
simultaneously, with
evidence of attention
to each. Candidate
moves efficiently
between and among
activities, making
adaptations as
necessary to promote
student success.
2g. Uses
effective and
varied behavior
management
strategies and
handles
disruptive or
destructive
behavior firmly
and fairly.
Candidate is
ineffective in using
behavior
management
strategies to handle
disruptive or
destructive behavior.
DO NOT USE Candidate uses
effective and varied
behavior
management
strategies and handles
disruptive or
destructive behavior
firmly and fairly.
Candidate plans and
implements
individualized
behavior plans, which
include effective and
varied behavior
management
strategies and handles
disruptive or
destructive behavior
firmly and fairly.
Updated 7/2018
49
InTASC 3. Learning Environments
The candidate works with others to create face-to-face and virtual environments that support individual and collaborative learning, encourage positive
social interaction, active engagement in learning, and self- motivation.
InTASC Key
Element
CEC Key
Element
1
Does Not Meet
2
Approaching
3
Meets
4
Exceeds
Evidence
2h. Promotes
appropriate
behavior
through clear
communication
of realistic
expectations
while respecting
and valuing
individual
differences and
cultural
diversity.
Candidate fails to
communicate high
expectations for all
learners with
exceptionalities.
DO NOT USE Candidate promotes
appropriate student
behavior through
clear communication
of realistic
expectations for
personal and social
behavior.
Candidate promotes
appropriate student
behavior through
clear communication
of realistic
expectations for
personal and social
behavior. Candidate
describes an
awareness of student
behavior within the
context of student
background and
cultural diversity.
2i. Uses the least
intensive
behavior
management
strategy
consistent with
the needs of the
individual with
exceptionalities.
Candidate uses
behavior
management
strategies that do not
meet the needs of the
individual with
exceptionalities.
DO NOT USE Candidate uses the
least intensive
behavior
management strategy
consistent with the
needs of the
individual with
exceptionalities and
implements the
strategy with fidelity.
Candidate gathers
background
information on the
individual with
exceptionalities and
uses this information
in order to determine
the most appropriate
least intensive
behavior
management strategy.
Candidate
implements this
strategy with fidelity,
makes modifications
as needed, and
examines the efficacy
of the strategy
following the
intervention.
Updated 7/2018
50
InTASC 3. Learning Environments
The candidate works with others to create face-to-face and virtual environments that support individual and collaborative learning, encourage positive
social interaction, active engagement in learning, and self- motivation.
InTASC Key
Element
CEC Key
Element
1
Does Not Meet
2
Approaching
3
Meets
4
Exceeds
Evidence
2j. Establishes
and maintains
rapport with
individuals with
and without
exceptional
learning needs.
Candidate fails to
establish caring,
friendly interactions
or a rapport with
individuals with and
without
exceptionalities.
DO NOT USE Candidate establishes
and maintains rapport
with individuals with
and without
exceptionalities.
Candidate
consistently
establishes caring,
friendly interactions
and a positive rapport
with individuals with
and without
exceptionalities.
Comments/Goals:
Updated 7/2018
51
InTASC 4. Content Knowledge
The candidate 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 accessible and meaningful for learners to ensure content mastery.
InTASC Key
Element
CEC Key
Element
1
Does Not Meet
2
Approaching
3
Meets
4
Exceeds
Evidence
4.1 Candidate
understands the
tools of inquiry and
structures of the
discipline,
(NOTE: Tools of
inquiry ad
structures of the
discipline are
content specific
strategies for
instruction, e. g.
manipulatives in
math, inquiry in
science, primary
sources in social
studies, and
personal narrative
to English.)
VDOE 1
In planning and
practice, candidate
makes content
errors or does not
correct errors made
by learners.
Candidate’s plans
and practice display
little understanding
of the tools of
inquiry and
structures of the
discipline.
Candidate is
familiar with the
important concepts
in the discipline but
may display lack of
awareness of how
these concepts
relate to one
another.
Candidate’s plans
and practice
indicate some
awareness of
prerequisite
relationships,
although such
knowledge may be
inaccurate or
incomplete.
Candidate displays
solid knowledge of
the important
concepts in the
discipline and how
concepts relate to
one another.
Candidate’s plans
and practice reflect
accurate
understanding of
prerequisite
relationships
among topics and
concepts.
Candidate displays
extensive
knowledge of the
important concepts
in the discipline
and how concepts
relate both to one
another and to
other disciplines.
Candidate’s plans
and practices
reflect
understanding of
prerequisite
relationships
among topics and
concepts and a link
to necessary
cognitive structures
by learners to
ensure
understanding.
Updated 7/2018
52
InTASC 4. Content Knowledge
The candidate 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 accessible and meaningful for learners to ensure content mastery.
InTASC Key
Element
CEC Key
Element
1
Does Not Meet
2
Approaching
3
Meets
4
Exceeds
Evidence
4.2 Candidate
creates learning
experiences that
make content
accessible and
meaningful for
learners to ensure
content mastery.
VDOE 3
Diversity
Candidate conveys
a negative attitude
toward the content
and suggests that
the content is not
important or was
mandated by
others.
Candidate
communicates
importance of the
work but with little
conviction and only
minimal apparent
buy-in by the
learners.
Candidate accepts
responsibility for
the success of
learning but has
only a limited
repertoire of
instructional
strategies.
Candidate conveys
enthusiasm for the
content, and
learners
demonstrate
commitment to its
value. Candidate
accepts
responsibility for
the success of all
learners through a
repertoire of
instructional
strategies.
Candidate conveys
genuine enthusiasm
for the content, and
learners
demonstrate
consistent
commitment to its
value. Learners
demonstrate
through their active
participation,
curiosity, and
taking initiative
that they value the
importance of the
content.
Updated 7/2018
53
InTASC 5. Content Application
The candidate understands how to connect concepts and use different perspectives and digital resources to engage learners in critical thinking, creativity,
and collaborative problem solving related to authentic local and global issues.
InTASC Key
Element
CEC Key
Element
1
Does Not Meet
2
Approaching
3
Meets
4
Exceeds
Evidence
5.1 Candidate
connects concepts
and uses different
perspectives and
digital resources to
engage learners in
critical thinking,
creativity, and
collaborative
problem solving.
VDOE 2
College-and-
Career-
Ready
Candidate does
not connect
concepts, address
different
perspectives or
digital resources to
engage learners i n
h i g h e r - l e v e l
l e a r n i n g .
Candidate connect
concepts,
addresses
different
perspectives or
digital resources to
engage learners
b u t a t a b a s i c
l e v e l o f
l e a r n i n g a n d
r e ca l l .
Candidate
connects
concepts, addresses
different
perspectives and
digital resources to
engage learners h i g h e r - l e v e l
l e a r n i n g i n a t
l e a s t o n e o f
t h e s e h i g h e r –
o r d e r s k i l l s :
critical thinking,
creativity, and
collaborative
problem solving.
Candidate creates
multi-
disciplinary and
a range of
multiple
perspectives to
engage learners in
critical thinking,
creativity, and
collaborative
problem solving.
5.2 Candidate plans
rigorous, sequenced
instruction related
to authentic local
and global issues.
VDOE 5
Diversity
College-and-
Career-
Ready
Outcomes represent
low expectations
for learners and
lack of rigor.
Lesson plans do not
reflect a sequence
of learning and
have no connection
to authentic local
and global issues.
Outcomes represent
moderately high
expectations and
rigor. Some plans
reflect important
learning in the
discipline and at
least some
connection to a
sequence of
learning but have
little connection to
authentic local and
global issues.
Outcomes represent
high expectations
and rigor and
important learning
in the discipline.
Plans exhibit a
sequence of
learning with
connection to
authentic local and
global issues.
All outcomes
represent high
expectations and
rigor and important
learning in the
discipline. Plans
connect to a
consistent sequence
of learning both in
the discipline and in
related disciplines.
Connection to
authentic local and
global issues is
consistently found in
lessons.
Comments/Goals:
Updated 7/2018
54
InTASC 6. Assessment
The candidate understands and uses multiple methods of assessment, including digital tools, to engage learners in their own growth, to monitor learner
progress, and to guide teacher and learner decision making.
InTASC Key
Element
CEC Key
Element
1
Does Not Meet
2
Approaching
3
Meets
4
Exceeds
Evidence
6.1 Candidate uses
multiple methods
of assessment,
including digital
tools, to engage
learners in their
own growth, to
monitor learner
progress, and to
guide teacher and
learner decision
making.
VDOE 4
Technology
College-and-
Career-
Ready
Assessment
procedures are not
congruent with
instructional
outcomes.
Some instructional
outcomes are
assessed through
the planned lesson,
but many are not.
All the instructional
outcomes are
assessed through
multiple methods
of assessment.
Assessment
methodologies
monitor learner
progress, and
guide teacher and
learner decision
making.
The candidate’s
approach to
assessment is fully
aligned with the
instructional
outcomes for both
content and process
are assessed
through multiple
methods.
Assessment
methodologies
have been adapted
for individual
learners, and guide
teacher and learner
decision making.
4a. Develops or
modifies
individualized
assessment
strategies.
Candidate develops
assessment strategies
that are not
individualized.
DO NOT USE Candidate develops
or modifies
individualized
assessment strategies
and can articulate the
purpose of each
assessment.
Candidate develops
or modifies
individualized
assessment strategies,
can articulate the
purpose of each
assessment, and
states links to student
characteristics.
Updated 7/2018
55
InTASC 6. Assessment
The candidate understands and uses multiple methods of assessment, including digital tools, to engage learners in their own growth, to monitor learner
progress, and to guide teacher and learner decision making.
InTASC Key
Element
CEC Key
Element
1
Does Not Meet
2
Approaching
3
Meets
4
Exceeds
Evidence
4c. Conducts
formal and
informal
assessments
using
appropriate
technologies as
supports.
Candidate fails to
conduct formal and
informal assessments
using appropriate
technologies as
supports.
DO NOT USE Candidate
administers formal
and informal
assessments using
appropriate
technologies as
supports.
Candidate conducts
formal and informal
assessments using
appropriate
technologies as
supports. Candidate
demonstrates
understanding of
measurement theory
and practices for
addressing issues of
validity, reliability,
norms, bias, and
interpretation of
assessment results.
Candidate
demonstrates
understanding of the
appropriate use and
limitations of various
types of assessments.
4d. Keeps
records of
students’
progress and
problems and
uses data from
multiple sources
to assess student
learning.
Candidate fails to
keep records of
students’ progress or
does not use student
assessment data to
make instructional
decisions.
DO NOT USE Candidate creates and
maintains records of
students’ progress
and problems and
uses data from
multiple sources to
assess student
learning.
Candidate maintains
records of students’
progress and analyzes
assessment outcomes
for individual and
group learning to
determine
appropriateness of
methods, design of
assessment tools,
clarity of criteria,
and/or need for
additional data.
Updated 7/2018
56
InTASC 6. Assessment
The candidate understands and uses multiple methods of assessment, including digital tools, to engage learners in their own growth, to monitor learner
progress, and to guide teacher and learner decision making.
InTASC Key
Element
CEC Key
Element
1
Does Not Meet
2
Approaching
3
Meets
4
Exceeds
Evidence
6.2 Candidate uses
formative
assessment to
monitor and adjust
instruction and to
guide the learner
decision making.
VDOE 4
Candidate does not
incorporate
formative
assessment in the
lesson or unit.
The candidate’s
approach to the use
of formative
assessment is
rudimentary,
including only
some of the
instructional
outcomes and does
not involve the
learner in decision
making.
The candidate’s
approach to using
formative
assessment to
monitor and adjust
instruction and
includes a process
where the learner,
as well as teacher,
uses information
from the
assessments.
Candidate has a
well-developed
formative
assessment plan
that uses formative
assessment to
monitor and adjust
instruction. The
Teacher Candidate
has designed
particular
approaches to be
used and actively
involved the learner
in decision making.
4b. Regularly
monitors student
progress and
assesses for
understanding
and mastery
through
observation of
students’
performance and
evaluation of
their work.
Candidate fails to
monitor student
progress and assesses
for understanding and
mastery through
observation of
students’
performance and
evaluation of their
work.
DO NOT USE Candidate regularly
evaluates instruction
and monitors
progress of
individuals with
exceptionalities
through observation
and evaluation of
student work.
Candidate plans and
implements ongoing
assessments to check
for understanding and
mastery of concepts
through observation
of students’
performance and
evaluation of their
work and clearly
communicates their
assessment findings
to the individual with
exceptionalities and
other key
stakeholders.
Updated 7/2018
57
InTASC 6. Assessment
The candidate understands and uses multiple methods of assessment, including digital tools, to engage learners in their own growth, to monitor learner
progress, and to guide teacher and learner decision making.
InTASC Key
Element
CEC Key
Element
1
Does Not Meet
2
Approaching
3
Meets
4
Exceeds
Evidence
4e. Analyzes,
evaluates and
reflects on
student
assessment data
and instruction
to make
eligibility,
program, and
placement
decisions.
Candidate reviews
assessment data and
identifies links to
current instructional
plans but fails to
analyze student
assessment data or
use the data in
making eligibility,
program, and
placement decisions.
DO NOT USE Candidate analyzes,
evaluates and reflects
on student
assessment data in
making eligibility,
program, and
placement decisions
for individuals with
exceptionalities,
including those from
culturally and/or
linguistically diverse
backgrounds.
Candidate uses
individual and group
progress data to
identify specific
adjustments needed
to improve eligibility,
program, and
placement decisions
for individuals with
exceptionalities.
Updated 7/2018
58
InTASC 7. Planning for Instruction
The candidate plans instruction that supports every learner in meeting rigorous learning goals by drawing upon knowledge of digital age technology,
content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
InTASC Key
Element
CEC Key
Element
1
Does Not Meet
2
Approaching
3
Meets
4
Exceeds
Evidence
7.1 Candidate plans
instruction to
support every
learner in meeting
rigorous learning
goals by drawing
upon knowledge of
digital age
technology, content
areas, curriculum,
cross-disciplinary
skills, and
pedagogy. (NOTE: Planning must
include evidence of use
of Virginia's Standards
of Learning and
College- and Career-
Ready standards, and
technology)
VDOE 2
Technology
College-and-
Career-
Ready
Outcomes represent
low expectations
for learners and
lack of rigor.
Lesson plans do not
reflect important
learning in the
discipline or a
connection to a
sequence of
learning or
effective pedagogy.
Outcomes represent
limited levels of
expectations and
rigor. Some plans
reflect important
learning in the
discipline and at
least some
connection to a
sequence of
learning drawing
upon knowledge of
several of the
following areas:
digital age
technology, content
a r ea s , curriculum,
cross-disciplinary
skills, and
pedagogy, but the
application is
ineffective at
increasing learning.
Outcomes represent
high expectations
and rigor and
important learning
in the discipline.
Plans exhibit a
sequence of
learning with
strong connections
to digital age
technology, content
areas, curriculum,
cross-disciplinary
skills, and
pedagogy.
Instruction is
effective at
increasing learning.
All outcomes
represent high
expectations and
rigor and important
learning across
disciplines. Plans
connect to a
consistent sequence
of learning. There
is a strong
connection to
digital- age
technology, content
areas, curriculum,
cross-disciplinary
skills, and
pedagogy.
Instruction is
effective at
increasing learning
for all learners.
Updated 7/2018
59
InTASC 7. Planning for Instruction
The candidate plans instruction that supports every learner in meeting rigorous learning goals by drawing upon knowledge of digital age technology,
content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
InTASC Key
Element
CEC Key
Element
1
Does Not Meet
2
Approaching
3
Meets
4
Exceeds
Evidence
5a. Selects and
implements a
variety of
research-
supported
methods for
academic and
nonacademic
instruction.
Candidate selects and
implements a variety
of practices but fails
to use research-
supported methods.
DO NOT USE Candidate selects and
implements research-
supported methods
for academic and
nonacademic
instruction of
individuals with
exceptionalities.
Candidate
consistently selects,
adapts, and
implements a variety
of research-supported
practices, using
multiple methods,
and embedding
technology to
differentiate
academic and
nonacademic
instruction for
individuals with
exceptionalities.
5d. Identifies
and teaches
essential
concepts,
vocabulary, and
content across
the general
curriculum.
Candidate to identify
OR explicitly teach
essential concepts,
vocabulary, and
content across the
general curriculum.
DO NOT USE Candidate identifies
and teaches essential
concepts, vocabulary,
and content across
the general
curriculum.
Candidate
consistently identifies
and explicitly teaches
essential concepts,
vocabulary, and
content across the
general curriculum.
Updated 7/2018
60
InTASC 7. Planning for Instruction
The candidate plans instruction that supports every learner in meeting rigorous learning goals by drawing upon knowledge of digital age technology,
content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
InTASC Key
Element
CEC Key
Element
1
Does Not Meet
2
Approaching
3
Meets
4
Exceeds
Evidence
5j. Prepares
lesson plans to
meet learning
objectives and
organizes
material to
implement these
lesson plans.
Candidate develops
lesson plan that does
not meet specific
learning objectives
OR candidates fails
to develop a lesson
plan OR candidate
fails to organize
materials to
implement the lesson
plan.
DO NOT USE Candidate prepares
lesson plans to meet
specific learning
objectives and
organizes material to
implement these
lesson plans.
Candidate uses a
wide variety of
research-based
educational practices
and curriculum
guidelines to develop
lesson plans that meet
the learning objective
of learners with
exceptionalities.
Candidate organizes
materials to
implement these
lesson plans.
5k. Plans a
sequence of
activities, which
are focused on
achievement of
the instructional
objective(s).
Candidate plans a
sequence of activities
that is not focused on
the achievement of
the instructional
objective(s).
DO NOT USE Candidate plans a
sequence of
activities, which are
focused on
achievement of the
instructional
objective(s) and
which use
instructional time
effectively.
Candidate plans a
sequence of activities
that is focused on
achievement of the
instructional
objective(s) and
builds off of students’
prior knowledge, life
experiences and
interests.
Updated 7/2018
61
InTASC 7. Planning for Instruction
The candidate plans instruction that supports every learner in meeting rigorous learning goals by drawing upon knowledge of digital age technology,
content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
InTASC Key
Element
CEC Key
Element
1
Does Not Meet
2
Approaching
3
Meets
4
Exceeds
Evidence
7.2 Candidates
effectively plans
instruction based on
knowledge of
learners and the
community context.
VDOE 2
Diversity
Candidate lessons
do not reflect an
understanding of
learners, how they
learn, and the
context of the
community.
Candidate lessons
reflect a basic
understanding of
the learners, how
they learn, and the
context of the
community, but the
lesson addresses
only a limited
knowledge of
specific learners
and their
community.
Candidate lessons
reflect an
understanding of
their learners, how
they learn, and the
context of the
specific
communities
represented in the
classroom.
Candidate lessons
reflect a deep
understanding of
their learners, how
they learn, and the
context of the
specific
communities
represented in the
classroom. Lessons
are tailored to
represent the
context and needs
of learners and
their communities.
5b. Candidate is
responsive to
student needs by
selecting,
adapting, and
using
instructional
strategies and
materials
according to
characteristics of
individuals with
exceptionalities.
Candidate fails to
select and adapt the
teaching methods and
materials for
individuals with
exceptionalities.
DO NOT USE Candidate selects,
adapts, and uses
instructional
strategies and
materials according
to characteristics of
the individual with
exceptionalities.
Candidate
consistently responds
to student needs by
adapting the pace,
teaching methods,
materials, and uses
feedback (including
data) from
individuals with
exceptionalities.
Updated 7/2018
62
InTASC 7. Planning for Instruction
The candidate plans instruction that supports every learner in meeting rigorous learning goals by drawing upon knowledge of digital age technology,
content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
InTASC Key
Element
CEC Key
Element
1
Does Not Meet
2
Approaching
3
Meets
4
Exceeds
Evidence
5i. Uses task
analysis to
sequence,
implement, and
evaluate
individualized
learning
objectives.
Candidate develops
instructional plans for
learners with
exceptionalities
without the use of
task analysis.
DO NOT USE Candidate uses task
analysis to sequence,
implement, and
evaluate
individualized
learning objectives.
Candidate uses task
analysis to sequence,
implement, and
evaluate
individualized
learning objectives.
Candidate also uses
the task analysis to
communicate student
needs to other
professionals.
5n. Provides
opportunities for
learners with
mild to
moderate
exceptionalities
to participate
actively and
successfully in
classroom
environment.
Candidate provides
only one level of
instruction for the
entire class.
DO NOT USE Candidate provides
opportunities for
learners with
exceptionalities to
participate actively
and successfully in
classroom
environment.
Candidate evaluates
assessment data to
develop individual
and group profiles
that reflect progress
of all students with
exceptionalities and
uses these profiles to
design and provide
opportunities for
learners with
exceptionalities to
participate actively
and successfully at
different levels.
Updated 7/2018
63
InTASC 8. Instructional Strategies
The candidate 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 apply knowledge in contemporary meaningful ways.
InTASC Key
Element
CEC Key
Element
1
Does Not Meet
2
Approaching
3
Meets
4
Exceeds
Evidence
8.1 The candidate
understands and
uses a variety of
instructional
strategies to
encourage learners
to develop deep
understanding of
content areas and
their connections.
VDOE 3
Candidate displays
little or no
understanding of
the range of
pedagogical
approaches suitable
to address the
specific learning
needs related to the
content.
Candidate’s uses a
limited range of
instructional
strategies or
pedagogical
approaches that are
not suitable to the
discipline or to the
learners.
Candidate’s applies
a wide range of
effective
pedagogical
approaches in the
discipline that
encourage learners
to develop deep
understanding of
content areas and
their connections.
Candidate’s plans
and practice reflect
familiarity with a
wide range of
effective
pedagogical
approaches in the
discipline, The
candidate
encourages learners
to develop deep
understanding of
content areas and
anticipate learner
misconceptions.
5c. Uses
responses and
errors to guide
instructional
decisions and
provide
feedback to
learners.
Candidate fails to use
responses and errors
to guide instructional
decisions and does
not provide (or
provides limited)
feedback to learners.
DO NOT USE Candidate uses
responses and errors
to guide instructional
decisions and provide
feedback to learners.
Candidate uses
responses and errors
to guide instructional
decisions, provides
formative feedback to
learners with
exceptionalities, and
provides
opportunities for
student self-
assessment.
Updated 7/2018
64
InTASC 8. Instructional Strategies
The candidate 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 apply knowledge in contemporary meaningful ways.
InTASC Key
Element
CEC Key
Element
1
Does Not Meet
2
Approaching
3
Meets
4
Exceeds
Evidence
5e.
Demonstrates
competence in
using
technology to
achieve
instructional
objectives.
Candidate fails to
demonstrate
competence in using
technology that is
available to teach
students.
DO NOT USE Candidate
demonstrates
competence in
incorporating and
implementing
instructional and
assistive technology
into the educational
program.
Candidate
demonstrates an
exceptional level of
skill in using
technology to teach
students and seeks
out opportunities to
enhance his/her
technology
competence (e.g., PD
training, contacts
Assistive technology
support).
5f. Implements
systematic
instruction to
teach accuracy,
fluency, and
comprehension
in content area
reading and
written
language.
Candidate fails to
implement systematic
instruction OR fails
to teach accuracy OR
fluency OR
comprehension in
content area reading
and written language.
DO NOT USE Candidate
implements
systematic instruction
to teach accuracy,
fluency, and
comprehension in
content area reading
and written language.
Candidate uses
multiple
opportunities within a
lesson to
systematically teach
accuracy, fluency, or
comprehension in
content area reading
and written language.
5g. Uses
specialized
instructional
strategies.
Candidate uses
strategies that are not
specialized for
individuals with
exceptionalities.
DO NOT USE Candidate selects and
uses specialized
instructional
strategies appropriate
to the abilities and
needs of the
individual.
Candidate selects and
uses specialized
instructional
strategies appropriate
to the abilities and
needs of the
individual AND uses
these strategies to
facilitate integration
into various settings.
Updated 7/2018
65
InTASC 8. Instructional Strategies
The candidate 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 apply knowledge in contemporary meaningful ways.
InTASC Key
Element
CEC Key
Element
1
Does Not Meet
2
Approaching
3
Meets
4
Exceeds
Evidence
5h. Uses
communication
strategies and
resources to
facilitate
understanding of
subject matter
for individuals
with exceptional
learning needs
whose primary
language is not
the dominant
language.
Candidate uses
limited strategies to
individualize the
curriculum to
facilitate
understanding of
subject matter for
individuals with
exceptional learning
needs whose primary
language is not the
dominant language.
DO NOT USE Candidate uses
communication
strategies and
resources to facilitate
understanding of
subject matter for
individuals with
exceptional learning
needs whose primary
language is not the
dominant language.
Candidate uses
evidence based
communication
strategies,
appropriate
technology,
collaboration with
ELL teachers, and
resources to facilitate
understanding of
subject matter for
individuals with
exceptional learning
needs whose primary
language is not the
dominant language.
5m. Presents
content
accurately and
instructions
clearly.
Candidate presents
content inaccurately
and instructions in an
unclear manner.
DO NOT USE Candidate presents
content accurately
and instructions
clearly.
Candidate presents
content accurately
and instructions
clearly using a
variety of
presentation
modalities.
5l. Makes
responsive
adjustments to
instruction based
on continual
observations and
ongoing
assessment data.
Candidate carries out
lesson and unit plans
without making
adjustments based on
student performance.
DO NOT USE Candidate makes
responsive
adjustments to
instruction based on
continual
observations and
ongoing assessment
data.
Candidate analyzes
the effectiveness of
student interactions
and performance
during learning
experiences and
incorporates
immediate
instructional changes
as well as articulates
changes for future
instruction.
Updated 7/2018
66
InTASC 8. Instructional Strategies
The candidate 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 apply knowledge in contemporary meaningful ways.
InTASC Key
Element
CEC Key
Element
1
Does Not Meet
2
Approaching
3
Meets
4
Exceeds
Evidence
8. 2 Candidates
build skills to apply
knowledge in
contemporary
meaningful ways.
(NOTE:
“Contemporary
meaningful ways”
is evidenced in
making connections
to content of
current interest to
the learners and
includes the use of
current, appropriate
technologies.)
VDOE 3
Technology
College-and-
Career-
Ready
Candidate does not
apply
pedagogical
content
knowledge in
contemporary or
meaningful ways.
Candidate uses
knowledge of
instruction in ways
that are outdated or
ineffective.
Candidate applies
knowledge of
appropriate content
instruction in
contemporary
meaningful ways.
Candidate uses
contemporary
knowledge of
appropriate
instruction across a
range of content
areas to make
learning
meaningful.
Comments/Goals:
Updated 7/2018
67
InTASC 9. Professional Learning and Ethical Practice
The candidate engages in ongoing professional learning and uses evidence to continually evaluate his or her practice, particularly the effects of teacher
choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner in an
ethical and responsible manner.
InTASC Key
Element
CEC Key
Element
1
Does Not Meet
2
Approaching
3
Meets
4
Exceeds
Evidence
9.1 Candidate
engages in ongoing
professional
learning.
VDOE 6
The candidate
engages in no
professional
development
activities to
enhance knowledge
or skill.
The candidate
participates in
professional
activities to a
limited extent when
they are convenient
or required by
others.
The candidate
engages in ongoing
opportunities for
professional
development to
enhance content
knowledge and
pedagogical skill.
The candidate
seeks out
opportunities for
professional
development that
addresses personal
goals and a
systematic
approach to
continual learning.
6h. Engages in
professional
activities that
benefit
individuals with
exceptionalities,
their families,
and his/her
colleagues.
Candidate fails to
demonstrate concept
of oneself as a
lifelong learner OR
does not actively plan
and engage in
professional activities
that foster
professional growth
OR does not keep
current with
evidence-based best
practices.
DO NOT USE Candidate engages in
professional activities
that benefit
individuals with
exceptionalities, their
families, and one’s
colleagues. Candidate
actively plans and
engages in
professional activities
that foster
professional growth.
Candidate
demonstrates concept
of oneself as a
lifelong learner by
actively planning and
engaging in
professional activities
that benefit
individuals with
exceptionalities, their
families, and one’s
colleagues AND
keeps current with
evidence-based best
practices, AND
shares new
information with
colleagues in a
collaborative manner.
Updated 7/2018
68
InTASC 9. Professional Learning and Ethical Practice
The candidate engages in ongoing professional learning and uses evidence to continually evaluate his or her practice, particularly the effects of teacher
choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner in an
ethical and responsible manner.
InTASC Key
Element
CEC Key
Element
1
Does Not Meet
2
Approaching
3
Meets
4
Exceeds
Evidence
9.2 Candidate uses
evidence to
continually evaluate
his or her practice,
particularly the
effects of teacher
choices and actions
on others (learners,
families, other
professionals, and
the community).
VDOE 6
Diversity
Candidate has no
suggestions for
how a lesson could
be improved if
taught again.
Candidate makes
general suggestions
about how a lesson
could be improved
but does not
address how their
choices and actions
affect others.
The candidate
evaluates his/her
practice and
identifies revisions
to the lesson for
future use.
Evaluation includes
reflecting upon
how the learners,
families, other
professionals, and
the community
affect teacher
choices and
actions.
The candidate
evaluates his/her
practice and
identifies specific
revisions to the
lesson for future
use. Evaluation
draws upon an
extensive repertoire
of skills. The
candidate offers
specific alternative
actions that include
the probable
success of different
courses of action
and how the actions
affect learners,
families, other
professionals, and
the community.
Updated 7/2018
69
InTASC 9. Professional Learning and Ethical Practice
The candidate engages in ongoing professional learning and uses evidence to continually evaluate his or her practice, particularly the effects of teacher
choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner in an
ethical and responsible manner.
InTASC Key
Element
CEC Key
Element
1
Does Not Meet
2
Approaching
3
Meets
4
Exceeds
Evidence
6c. Reflects on
his/her
professional
practice.
Candidate displays
no evidence of the
ability or willingness
to reflect on
effectiveness, is
unaware of
effectiveness or
student learning.
DO NOT USE Candidate shows
evidence of reflecting
on his/her
professional practice.
Candidate reflects
upon, interprets, and
communicates
evidence of one's
own
effectiveness as a
teacher, including
evidence of success
in fostering student
progress in learning.
Candidate uses
evidence of
effectiveness in
planning for further
instruction.
6g. Demonstrates
commitment to
engage in
research-
supported
practices.
Candidate fails to use
research-supported
practices in
instruction.
DO NOT USE Candidate
demonstrates
commitment to the
use of research-
supported practices in
instruction.
Candidate
demonstrates a
commitment to the
use of research-
supported practices
AND can articulate a
clear rationale for
doing so.
9.3 Candidate
adapts practice to
meet the needs of
each learner in an
ethical and
responsible manner.
VDOE 6
Candidate is not
honest in
interactions with
colleagues,
learners, and the
public.
Candidate is honest
in interactions with
colleagues, and
classroom
instruction.
Candidate displays
high standards of
honesty, integrity,
and confidentiality
in instructional
planning and
interactions with
colleagues,
learners, and the
public.
Candidate
consistently
exhibits the highest
standards of
honesty, integrity,
and confidentiality
and takes a
leadership role with
colleagues to
uphold ethical
practices.
Updated 7/2018
70
InTASC 9. Professional Learning and Ethical Practice
The candidate engages in ongoing professional learning and uses evidence to continually evaluate his or her practice, particularly the effects of teacher
choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner in an
ethical and responsible manner.
InTASC Key
Element
CEC Key
Element
1
Does Not Meet
2
Approaching
3
Meets
4
Exceeds
Evidence
6a. Exhibits a
commitment to
practice within
the CEC Code of
Ethics.
Candidate provides
examples of how
his/her practice
adheres to CEC Code
of Ethics.
DO NOT USE Candidate can
describe and provide
examples of his/her
commitment to
practice within the
CEC Code of Ethics.
Candidate can
describe and provide
examples of his/her
commitment to
practice within the
CEC Code of Ethics.
Candidate can
describe the value of
adhering to
professional
standards.
6b. Demonstrates
commitment to
developing
educational and
quality of life
potential of
individuals with
exceptionalities.
Candidate fails to
articulate how his/her
instruction links to
the development of
educational and
quality life potential
of individuals with
exceptionalities.
DO NOT USE Candidate
demonstrates,
through instruction
and rapport with
students, a
commitment to
developing
educational and
quality of life
potential of
individuals with
exceptionalities.
Candidate
demonstrates,
through instruction
and rapport with
students, a
commitment to
developing
educational and
quality of life
potential of
individuals with
exceptionalities.
Candidate can
articulate accurate
ideas of link between
instruction and
education and quality
of life potential for
individuals with
exceptionalities.
6d. Observes
school policies
and procedures.
Candidate violates
school policies and
procedures.
DO NOT USE Candidate observes
school policies and
procedures.
Candidate
consistently observes
and enforces school
policies and
procedures.
Updated 7/2018
71
InTASC 9. Professional Learning and Ethical Practice
The candidate engages in ongoing professional learning and uses evidence to continually evaluate his or her practice, particularly the effects of teacher
choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner in an
ethical and responsible manner.
InTASC Key
Element
CEC Key
Element
1
Does Not Meet
2
Approaching
3
Meets
4
Exceeds
Evidence
6e. Demonstrates
effective oral
communication
skills.
Candidate’s oral
communication is
difficult to
understand or follow,
making it ineffective.
DO NOT USE Candidate
demonstrates
effective oral
communication
skills.
Candidate
demonstrates highly
effective oral
communication skills
making material
presented verbally
easy to understand
and follow.
6f. Demonstrates
effective written
communication
skills.
Candidate’s written
communication is
difficult to
understand or follow,
making it ineffective.
DO NOT USE Candidate
demonstrates
effective written
communication
skills.
Candidate
demonstrates highly
effective written
communication skills
making material
presented in writing
easy to understand
and follow.
Updated 7/2018
72
InTASC 10. Leadership and Collaboration
The candidate seeks appropriate leadership roles and opportunities to take responsibility for learning, to collaborate with learners, families, colleagues,
other school professionals, and community members using digital tools and resources, to ensure learner growth and to advance the profession.
InTASC Key
Element
CEC Key
Element
1
Does Not Meet
2
Approaching
3
Meets
4
Exceeds
Evidence
10.1 Candidates
seeks
appropriate
leadership roles and
opportunities to
take responsibility
for learning.
VDOE 6
Candidate engages
in no professional
development
activities to
enhance knowledge
or skill.
Candidate
participates in
leadership activities
to a limited extent
when they are
convenient.
Instructional
leadership may or
may not be focused
on learning.
Candidate accepts
leadership roles
that enhance
learning and focus
on meeting learner
needs.
Candidate seeks out
opportunities for
leadership roles
that enhance
content knowledge
and pedagogical
skill and focus on
meeting learning
needs.
Updated 7/2018
73
InTASC 10. Leadership and Collaboration
The candidate seeks appropriate leadership roles and opportunities to take responsibility for learning, to collaborate with learners, families, colleagues,
other school professionals, and community members using digital tools and resources, to ensure learner growth and to advance the profession.
InTASC Key
Element
CEC Key
Element
1
Does Not Meet
2
Approaching
3
Meets
4
Exceeds
Evidence
10. 2 Candidate
collaborates with
learners, families,
colleagues, other
school
professionals, and
community
members (using
digital tools and
resources) to
ensure learner
growth and to
advance the
profession.
VDOE 6
Technology
Diversity
College-and-
Career-
Ready
Candidate’s
relationships with
colleagues,
families, school
professionals and
the learner are
negative or self-
serving.
Candidate
maintains
relationships with
colleagues and the
community to
fulfill
responsibilities
required by the
school or district.
The candidate uses
digital tools and
resources to
collaborate with
learners, families,
colleagues, other
school
professionals, and
community
members to
ensure learner
growth and to
advance the
profession.
The candidate takes
initiative and
collaborates with
learners, families,
colleagues, other
school
professionals, and
the community.
Candidate takes
leadership among
faculty to support
the use of digital
tools and resources
to ensure learner
growth and to
advance the
profession.
7a.
Communicates
regularly with
parents and
involves them in
problem solving
and learning
activities.
Candidate fails to
provide evidence of
planning to
collaborate with
parents.
DO NOT USE Candidate
communicates
regularly with parents
and involves them in
problem solving and
learning activities.
Candidate
communicates
regularly with family
members and
collaborates in order
to increase student
learning through and
to engage additional
support when needed.
Updated 7/2018
74
InTASC 10. Leadership and Collaboration
The candidate seeks appropriate leadership roles and opportunities to take responsibility for learning, to collaborate with learners, families, colleagues,
other school professionals, and community members using digital tools and resources, to ensure learner growth and to advance the profession.
InTASC Key
Element
CEC Key
Element
1
Does Not Meet
2
Approaching
3
Meets
4
Exceeds
Evidence
7b. Engages in
productive
relationships
with other
educators,
service
providers, and
personnel from
community
agencies.
Candidate fails to
provide evidence of
engaging in
productive
relationships with
other educators,
service providers, and
personnel from
community agencies.
DO NOT USE Candidate engages in
productive
relationships with
other educators,
service providers, and
personnel from
community agencies.
Candidate examines,
interprets, and
communicates
evidence of one’s
own effectiveness as
a collaborator.
Candidate
demonstrates an
ability to work with
others as equals.
7c. Maintains
confidential
communication
about students
with mild to
moderate
exceptional
learning needs.
Candidate shares
confidential
information about
students with
exceptional learning
needs with outside
parties.
DO NOT USE Candidate maintains
confidential
communication about
students with
exceptional learning
needs.
Candidate maintains
confidential
communication about
students with
exceptional learning
needs and is observed
stressing the
importance of
confidentiality with
other stakeholders
including
paraprofessionals.
7d. Fosters
respectful and
beneficial
relationships
between families
and
professionals.
Candidate is
disrespectful when
dealing with families
and professionals.
DO NOT USE Candidate fosters
respectful and
beneficial
relationships between
families and
professionals.
Candidate fosters
respectful and
beneficial
relationships between
families and
professionals and
uses clinical
judgment in order to
continuously improve
communication and
collaboration efforts.
Updated 7/2018
75
InTASC 10. Leadership and Collaboration
The candidate seeks appropriate leadership roles and opportunities to take responsibility for learning, to collaborate with learners, families, colleagues,
other school professionals, and community members using digital tools and resources, to ensure learner growth and to advance the profession.
InTASC Key
Element
CEC Key
Element
1
Does Not Meet
2
Approaching
3
Meets
4
Exceeds
Evidence
7e. Collaborates
with school
personnel and
community
members in
integrating
individuals with
exceptional
learning needs
into various
settings.
Candidate shows no
evidence of
collaborating with
school personnel and
community members
in integrating
individuals with
exceptional learning
needs into various
settings.
DO NOT USE Candidate
collaborates with
school personnel and
community members
in integrating
individuals with
exceptional learning
needs into various
settings.
Candidate examines,
interprets, and
communicates
evidence of one’s
own effectiveness as
a collaborator.
Candidate
demonstrates the
ability to successfully
integrate individuals
with exceptional
learning needs into
various settings and
analyzes the efficacy
of these integration
approaches.
7f. Observes,
evaluates, and
provides
feedback to
paraeducators.
Candidate fails to
observe, evaluate and
provide feedback to
paraeducators.
DO NOT USE Candidate observes,
evaluates, and
provides feedback to
paraeducators.
Candidate observes,
evaluates, and
provides feedback to
paraeducators in a
proactive manner,
and works actively
for the betterment of
teaching and learning
in the classroom.
7g.
Communicates
effectively with
school personnel
and families
about the
characteristics
and needs of
individuals with
exceptionalities.
Candidate does not
communicate with
families OR
Candidate fails to
establish an
appropriate rapport
with families and/or
colleagues.
DO NOT USE Candidate
communicates
effectively with
school personnel and
families about the
characteristics and
needs of individuals
with exceptionalities.
Candidate
communicates
effectively with
school personnel,
families, and other
related stakeholders
about the
characteristics and
needs of individuals
with exceptionalities.
Comments/Goals:
Updated 7/2018
76
Assessment B
Critical Incident Analysis: Impact on Student Learning Assessment Task
Assessment Information:
This assessment is completed during the special education clinical internship (EDSE 783/784/785). In
the Special Education licensure programs, the Critical Incident Analysis Assessment Task is assessed
by the University Supervisor. The candidate must achieve a score of 3 to be successful on this
assignment. If a candidate does not earn a 3 on the assignment, they must meet with the University
Supervisor prior to resubmitting. The data from this assessment are used to identify gaps the
candidate’s ability to meet learning differences and to critically analyze and reflect upon an
instructional episode and connections between situations they encounter and the broader social,
political, and economic forces that can impact on student learning.
Standards addressed in this assessment:
InTASC Standards: 2 & 9
CAEP Standards: 1.1, 1.2, 1.3, 1.5
VDOE Standards: 2, 3, 4, 5
THEMES: Technology
Assessment Objectives • The candidate will use knowledge of learning differences and assessment to develop an
instructional plan including a plan for assessing the learner progress.
• The candidate will use all three levels of critical reflection (technical, practical, and critical) to
analyze an instructional episode to make connections between situations they encounter and the
broader social, political, and economic forces that influence those events.
• The candidate will critically reflect upon a “critical incident” from a lesson and propose
alternative ways of addressing the incident to affect future teaching.
Rationale
According to John Dewey (1933) reflection is an active, persistent, and careful consideration of any belief
or supposed form of knowledge in light of the grounds supporting it and future conclusions to which it
tends. Critical reflection delves even more deeply. Critical reflection allows candidates to make teaching
decisions based upon a conscious awareness and careful consideration of the assumptions on which the
decisions are based, and the technical, educational, and ethical consequences of those decisions.
For this assessment, you’ll apply Van Manen’s (1977) three hierarchical levels of reflection to your
holistic reflection, as explained in Yost, et.al (2000):
• Technical reflection – focuses on effective application of skills and knowledge in the classroom
so reflection focuses on analyzing the effects of strategies used. (Example: “Will using a timer
help Susan stay focused on her work?”)
• Practical reflection – focuses on the assumptions underlying a specific practice and the
consequences of that practice on learning. It implies the assessment of the educational
Updated 7/2018
77
implications of actions and beliefs. (Example: “Did using a ‘flipped classroom” design allow my
students to learn more, faster-than more traditional instruction?”)
• Critical reflection – includes emphases from technical and practical reflection and goes deeper.
It focuses on questioning moral and ethical dimensions of decisions related, directly or indirectly,
to the classroom. Candidates make connections between situations they encounter and the
broader social, political, and economic forces that influence those events. (Example: “I wonder if
creating structures that provide learners with more responsibility for their learning will make
them more independent and self-motivated learners. And will these skills carry over into the real
world?” )
For this assessment, you’ll also identify a “critical incident” from your own teaching. Brookfield
(1990) noted that a “critical incident” is a ‘vividly remembered event which is unplanned and
unanticipated’ (pg. 84). Reflecting upon a critical incident can affect change in: your thinking,
your practice, your attitudes, and your understanding. A critical incident might be an interaction
with a learner; it might be part of a teaching episode; it could be a parent interaction or just a
solitary “ah-ha” moment. For this assessment, your analysis will focus on what you learn
from reflecting on a critical incident identified from a lesson.
Directions: Critical Incident Analysis: Impact on Student Learning Assessment Task
This assignment requires you to reflect at all three levels of reflection. During field experience or your
internship, you will record yourself teaching a lesson for which you have developed a detailed lesson
plan. Prior to recording, be sure to obtain appropriate permissions from school system, school, and
families as needed in your specific context.
This assignment consists of two parts: (a) the holistic reflection, and (b) critical incident analysis.
To complete this assignment you must develop a lesson plan and record the lesson* while teaching
it. The lesson and the video will not be scored but will provide context during scoring the
assessment. *(A videotape of the lesson will help identify the critical incident; however, if you are unable
to videotape for any reason, completing this assessment for a lesson observed and transcribed or scripted
by a mentor or supervisor so an incident can be identified, is an acceptable option.)
Section 1: Holistic Reflection
Following the lesson presentation, write a reflective statement that includes technical, practical,
and critical reflections related to your lesson. (See above for additional information.)
Section 2: Identify, Analyze, and Critically Reflect on a Critical Incident
From your recorded lesson, select a segment (~5-10 minutes in length) that contains a critical incident, an incident that did not go as you anticipated, causing you to adjust and/or rethink your
instruction. Use the following to guide your description of and reflection on the critical incident
captured that occurred during your lesson.
a. Provide a brief description of what is happening in the selected clip. (A review of a
videotape of the lesson will help identify the critical incident; however, if you are unable to
videotape for any reason, completing this assessment for a lesson observed and transcribed
or scripted by a mentor or supervisor where an incident can be identified, is an acceptable
option.)
b. Explain why this particular segment was selected.
c. Analyze the critical incident using critical reflection strategies.
Updated 7/2018
78
-Propose alternative ways of handling the critical incident. You should draw upon your
readings, knowledge of best practice, observations, and course work for support.
-Summarize what was learned and how it will impact your future teaching.
Submit: (a) the lesson plan for the recorded lesson, (b) the holistic reflection, (c) the critical incident
video clip or a detailed description/transcript of the critical incident, and (d) critical reflection of the
critical incident.
References:
Brookfield, S.D. (1990). Using critical incidents to explore learners’ assumptions. J. Mezirow (Ed).
Fostering critical reflection in adulthood (pp. 177-193). San Fransisco: Jossey-Bass Publishers.
Dewey, J. (1933). How we think. A restatement of the relation of reflective thinking to the educative process (Revised ed.), Boston: D. C. Heath.
Van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6,
205-228. http://www.jstor.org/stable/1179579
Yost, D.S., Sentner, S.M., Forlenza-Bailey, A. (2000). An Examination of the Construct of
Critical Reflection: Implications for Teacher Education Programming in the 21st Century,
Journal of Teacher Education, 51:1, 39-49. DOI: https://doi.org/10.1177/002248710005100105
Updated 7/2018
79
Critical Incident Analysis: Impact on Student Learning Assessment Task Rubric
(rubric completed by University Supervisor in Tk20 ONLY)
Scoring Guidelines
4-Exceeds Standard: Candidates receive a score of 4 if they perform beyond the expectations of
candidates at this point in their programs. There is evidence that candidates have done additional
research, identified additional resources, and/or demonstrate exceptional understanding and
application of the standard.
3-Meets Standard: This is the TARGET score. This score reflects that candidates have met the
standard at the level expected at this point in their program. Candidates who receive a 3 have
successfully met the standard.
2-Approaching Standard: Candidates receive this score when their understanding and effort
does not meet the Target but shows basic understanding of the content being assessed.
1-Does not meet standard: Candidates who do not submit work, and/or who submit work that is
clearly below the expectations for a candidate at this point in their program.
CRITERIA Does Not Meet
Standard
1
Approaching
Standard
2
Meets Standard
3
Exceeds
Standard
4
Part 1 – Holistic Reflection
The candidate
uses a variety of
data to evaluate
the outcomes of
teaching and
learning to
adapt planning
and practice.
InTASC 9
VDOE 6
The candidate uses
either a single data
point to evaluate
the outcomes of
teaching and/or
does not address
their analysis and
insights to adapt
planning and
practice for
subsequent
learning.
The candidate uses
limited data points
to evaluate the
outcomes of the
learning
experience, and/or
provides limited
strategies and
insights to adapt
planning and
practice for
subsequent
learning
experiences.
The candidate uses
a variety of data
points to evaluate
the outcomes the
learning
experience and
also a variety of
learning strategies
and insights to
adapt planning and
practice for
subsequent
learning
experiences.
The candidate uses
a variety of data
points to evaluate
the outcomes the
learning
experience. The
candidate selects a
variety of learning
strategies and
insights to
adapt planning and
practice for
subsequent
learning
experiences.
The candidate
provides detailed
rationale for the
selection of
strategies and the
adaptation of
instructional
practice.
Updated 7/2018
80
The candidate
uses ongoing
analysis and
reflection to
improve planning
and practice.
InTASC 9
VDOE 6
There was no
evidence that the
candidate used
ongoing all three
levels of analysis
and/or reflection to
improve planning
and practice.
The candidate
used all three
levels of analysis.
However, the
analysis is
superficial and
reflection is not at
a critical level to
improve planning
and practice.
The candidate uses
all three levels of
analysis and
critical reflection
in an indepth
manner, to
improve planning
and practice.
The candidate
effectively used all
three levels of
analysis and
critical reflection
to improve
planning and
practice.
Additionally, the
candidate analyzed
and
anticipated/predict
ed the impact that
changes in
strategies and
practice would
have on learners in
subsequent
experiences.
Part 2-- Critical Incident Analysis and Critical Reflection
The candidate
critically reflects
on a critical
incident based on
the cause and
effect
relationship
between
underlying issues
and motivators
that impact
learning.
InTASC 9
VDOE 6
The candidate
does reflects at a
technical or
practical level.
The candidate
makes an
inaccurate or
incomplete critical
reflection of the
critical incident by
identifying poorly
matched
underlying issues
and motivators
impacting learners.
The candidate
makes a complete
critical reflection
of the critical
incident based on
the cause and
effect relationship
between
underlying issues
and motivators
impacting learners.
The candidate
makes a complete
critical reflection
of the critical
incident based on
the cause and
effect relationship
between
underlying issues
and motivators and
includes reflection,
and problem-
solving strategies
to improve
instruction.
The candidate
engages in
ongoing learning
opportunities to
develop
knowledge and
skills in order to
provide all
learners with
There was no
evidence that the
candidate engages
in ongoing
learning
opportunities to
plan to improve
teaching and
learning.
There was
minimal evidence
that the candidate
engages in
ongoing learning
opportunities to
plan to improve
teaching and
learning.
The candidate
identifies
examples of
possible options to
effectively engage
in ongoing
learning
opportunities to
plan to improve
The candidate
identifies specific
evidence of
strategies to
effectively engage
in ongoing
learning
opportunities to
plan to improve
Updated 7/2018
81
engaging
curriculum and
learning
experiences.
InTASC 9
VDOE 6
teaching and
learning.
teaching and
learning that
directly relate to
the critical
incident.
The candidate
reflects on his/her
personal biases
and accesses
resources to
deepen his/her
own
understanding of
instruction.
InTASC 9
VDOE 6
There is no
evidence that the
candidate reflects
on his/her personal
biases.
The candidate did
not access
resources to
deepen his/her
own
understanding of
individual
differences.
The candidate
provides evidence
that he/she reflects
at the technical
level on his/her
personal biases
and accesses
resources to
deepen his/her
own
understanding of
limited individual
differences.
The candidate
provides evidence
that he/she
critically reflects
on personal biases
and accesses
appropriate
resources to
deepen his/her
own
understanding of a
variety of
individual
differences.
The candidate
provides evidence
that he/she
critically reflects
on personal biases
and accesses
multiple resources
to deepen his/her
own
understanding of a
variety of specific
individual
differences.
The candidate
uses knowledge of
individual
differences to
build
relationships to
create more
relevant learning
experiences.
InTASC 2
VDOE 1
The candidate
does not build
relationships and
does not create
relevant learning
experiences for
learners.
The candidate
builds
relationships and
creates relevant
learning
experiences for
some learners.
The candidate
builds
relationships and
creates relevant
learning
experiences based
upon the
knowledge of
individual learner
differences.
The candidate
builds
relationships and
creates relevant
and authentic
learning
experiences based
upon the
knowledge of
specific individual
learner
differences.
Updated 7/2018
82
Assessment C
Teacher Candidate Dispositions Rating *Note: The disposition rubric should be completed on paper collaboratively by the University Supervisor and Mentor Teacher for the Candidate. The University
Supervisor will then enter the rubric ratings online in Tk20.
Candidate Name and G#:___________________________ Course with Section:_______________________________
Assessor:_______________________________ Date Assessed:_______________________________
Directions for assessors:
For each of the dimensions below, please rate the degree to which you observe the candidate behaving in a fashion consistent with each disposition, 4 being the
highest as “Consistently Evident,” 1 being the lowest as “Rarely Evident.” Assessors will base ratings upon multiple data points, observations, and/or incidents.
NOTE: A score of 4-Consistently Evident is a rating for candidates who exhibit behaviors beyond the expectations of candidates at this point in their programs.
A score of 3 (Often Evident) is the target score. If the candidate receives a score of 2-Occasionally Evident or 1-Rarely Evident from either the Mentor Teacher or
the University Supervisor on any item, please contact your Academic Program Coordinator (Kelley Regan, [email protected]).
Rating Guidelines:
4-Consistently Evident- Consistently Evident is a rating for candidates who exhibit behaviors beyond the expectations of candidates at this point in their
programs. Observers see candidates demonstrate behaviors consistent with professional dispositions in multiple situations/data points.
3-Often Evident-is the TARGET score. This score reflects that candidates have met the standard at the level expected at this point in their program. Behaviors are
observed that align with expectations for this specific dimension of the dispositions. Candidates who receive a 3 have successfully met the disposition.
2-Occasionally Evident- Candidates receive this score when their understanding and effort does not meet the Target but they exhibit some of the behaviors
associate with the disposition. A score of 2 requires a conversation with the candidate to clarify or educate him/her on the appropriate behaviors associate with the
disposition.
1-Rarely Evident- Candidates receive a 1 when his/her understanding and behaviors related to a disposition is not evident or rarely exhibited. A score of 1
requires a specific action plan to educate and/or remediate behaviors associate with the disposition.
Updated 7/2018
83
Descriptions of behaviors are provided for each dispositional dimension and are meant to be representative examples of observable behaviors. The examples
may pertain to your specific setting, but should not be viewed as encompassing all observable behaviors related to the disposition:
Openness to Feedback
- Is receptive to constructive criticism/growth-producing feedback
- Self-regulates and modifies professional behavior based on feedback
- Seeks opportunities for professional growth to improve practice
- Acts on feedback toward improvement
Consistently Often Occasionally Rarely Not
Evident Evident Evident Evident Applicable
4 3 2 1
Continuous Improvement/ Change Orientation
- Takes initiative appropriately
- Seeks opportunities for continual improvement and change
- Seeks evidence for use in decision making
- Is willing to take appropriate risks/try new things
4 3 2 1
High Expectations for Learning
- Takes appropriate responsibility for student learning
- Holds high expectations for all learners
- Monitors and assesses student learning to provide feedback and alter
instruction to improve learning
4 3 2 1
Advocacy
- Advocates on behalf of students and families
- Seeks to understand and address student issues and challenges
- Shows a genuine interest in others’ well-being
- Seeks to direct students and/or families to needed resources
4 3 2 1
Professionalism
- Is punctual and well prepared
- Exhibits professional demeanor (dress & appearance)
- Is reliable, responsible
- Demonstrates respect for students, families, colleagues, and/or property
- Uses technology & social media appropriately
4 3 2 1
Legal and Ethical Conduct
- Exhibits integrity and ethical behavior
- Maintains privacy and confidentiality of sensitive information
4 3 2 1
Updated 7/2018
84
- Demonstrates fairness and consistency in applying and enforcing rules, policies, and regulations
Is there a score of 2 on the assessment? Have you contacted the Academic Program Coordinator?
Is there a score of 1 on the assessment? Have you contacted the Academic Program Coordinator?
Please add any relevant comments to the ratings above:
Updated 7/2018
85
Assessment D
Technology Standards in the Special Education Clinical Internship
Directions for Teacher Candidates:
For each of the technology standards listed in the Evidence Table below (left-hand column), you will provide evidence (right-hand column) to
document how you have met each standard. You may use evidence completed before or during your internship. For standards that you have not yet
demonstrated, plan for ways to incorporate these during your internship and record the evidence collected during your internship in the table below.
Please note that the standards below refer to “available technology.” Thus, if your internship setting has limited technology, include a statement in
the evidence column to indicate that the technology was limited. Include evidence for the technology that is available in your setting.
For the sources of evidence, you do not have to provide the actual products. Instead, briefly list and describe the evidence that demonstrates how you
met the standard. For example, if your evidence for a standard is a lesson in which you incorporated technology, you do not have to include the
lesson plan; instead you can note something like the following: “I planned and delivered a 7th grade science lesson in which small groups of students
completed differentiated science experiments using laptops, which was observed by my University Supervisor on August 29, 2017.” Please note that
under each standard in the left-hand column, there are some examples of suggested evidence that can be used.
Throughout your internship, record sources of evidence in the table below. Before the Final Conference of your internship, upload your completed
table with the sources of evidence for each standard to Tk20 in your EDSE 783/784/785 Blackboard course site. The Tk20 link for the technology
standards upload will be found in the Assessments page of your Blackboard course site. Remember, it is your responsibility to complete the table
and upload it to Tk20 before the Final Conference for your internship. As with all Tk20 requirements, the uploads must be submitted on time to
complete your internship course.
Following the Evidence Table is the Rubric that will be used to assess your evidence in meeting the technology standards.
If you have any questions, please contact your University Supervisor or Dr. Kristen O’Brien at [email protected].
Updated 7/2018
86
Technology Standards: Evidence Table
Candidate:
University Supervisor:
Mentor Teacher:
School:
Technology
Candidates model and apply technology standards as they design, implement and assess learning experiences to engage students and
improve learning; and enrich professional practice. Candidates effectively use available technologies to provide opportunities for all
learners to use technology in a purposeful and developmentally appropriate way.
VDOE 1 Lifelong Learner
Candidates engage in ongoing professional learning related to content, pedagogy, and technology.
Technology College-and-Career-Ready
Candidate engaged in ongoing professional growth related to the use of
innovative instructional strategies that integrate digital technologies.
(Suggested evidence for documenting the identification of candidate’s
effort at professional learning to improve instruction using digital
technologies includes: workshops, webinars, web searches to improve
technology integration with content knowledge for a unit/lesson, one-to-
one coaching with technology specialists or peers AND how the new
knowledge was used to improve instruction.)
Evidence:
The candidate used digital tools to obtain feedback and to collaborate in
ways that allow for reflection on educational topics to improve teaching
and learning.
(Suggested evidence for documenting the use of digital tools for
feedback, collaboration, and reflection to improve teaching and learning
includes: examples of evaluation feedback using video reflection tools,
online evaluation discussions with university supervisor or mentor
teacher, lesson feedback from instructors, mentor, supervisors, and/or
Evidence:
Updated 7/2018
87
mentors.)
VDOE 2 Digital Leadership
Candidates model safe and ethical practices for their students.
Technology College-and-Career-Ready
The candidate promoted safe and ethical behavior with students through
collaborative online experiences, including the development of an
understanding of the rights and obligations of student privacy and
security when collecting and using student data and selecting digital
content, tools, and resources.
(Suggested evidence for the identification of candidate’s promotion of
safe and ethical behavior with students includes: examples of lessons on
safe and ethical behaviors (cyberbullying, internet safety, etc.),
completion of safe technology use training, example of ways candidate
protects privacy and security of student information and data during the
internship (photo releases, changing names in online posts.)
Evidence:
The candidate modeled the use of technology to communicate, created
appropriate digital content, (including tools and resources that meet local,
state and/or federal policies), collaborated, and solved problems.
(Suggested evidence for the identification of candidate’s use of
technology to communicate, create appropriate digital content,
collaborated, and solve problems includes: the use of virtual field trips,
blogs, teaching students to use digital tools to support content mastery
(web sites, online educational gaming and assessments, technology
enhanced student presentations, access to outside experts using
email/video conferencing, etc.)
Evidence:
The candidate cultivated and managed their digital identity and
reputation and displayed awareness of the permanence of his/her actions
in the digital world.
(Suggested evidence of a candidate’s awareness of his/her digital
identity and reputation, and the permanence of his/her actions in the
Evidence:
Updated 7/2018
88
digital world includes: a candidate’s reflection of how he/she handle the
digital identity and reputation, including the permanence of his/her
actions, examples of lessons or activities about appropriate online
behaviors to their students, etc.)
VDOE 3 Learning Facilitator
Candidates support student learning by harnessing the power of technology.
Technology Diversity College-and-Career-Ready
The candidate assisted students in selecting and using appropriate and
available digital tools for learning, creating, problem solving, and
communicating.
(Suggested evidence of a candidate’s ability to assist students in
selecting appropriate tools includes: lesson plans, learning stations,
simulations, and/or examples of student work on problem-solving
activities, and communication activities that include written, oral, or
presentation skills.)
Evidence:
The candidate incorporated learning strategies that used technology to
accommodate learner variability, personalize learning, and engender
student choice, self-direction and goal setting, including the use of data to
effectively respond to students’ needs and communicate findings to
various stakeholders.
(Suggested evidence of a candidate’s ability to use technology tools and
learning/assessment strategies to communicate findings to stakeholders
includes: lesson plans that integrate technology to make accommodations
to meet student needs, evidence of data collection and review that uses
technology, emails, virtual meetings that communicate data findings to
stakeholders, assessment tasks/assignments that use technology to
communicate results, etc.)
Evidence:
The candidate used a variety of formative and summative assessments
that leveraged the power of technology to provide immediate and specific
feedback, and offer alternative learning paths to students including
competency-based approaches.
Evidence:
Updated 7/2018
89
(Suggested evidence of a candidate’s ability to use a variety of
technology-powered formative and summative assessments to provide
immediate feedback and inform instruction that meets student needs
includes: assessment projects that use technology, homework/assessment
feedback given in electronic form, use technology to evaluate learner
success, and plan options for learning based upon assessment data,
alternative learning paths are identified and lessons designed based upon
data, etc.)
VDOE 4 Skilled Technology User Understand the fundamental concepts of technology operations and troubleshooting as well as basic uses of
technology in instruction.
Technology
The candidate demonstrated the ability to choose and use digital
technologies including hardware, software and web-based resources to
support classroom instruction, including basic computing operations such as
accessing accounts, select appropriate applications to perform tasks, file
management and web navigation.
(Suggested evidence of a candidate’s ability to use digital technologies to
support instruction includes: lesson plans that reference hardware, software
and web-based resources that support instructional technologies, evidence
of using school-based file management and the use of storage and
communication operations, mentor verification that this standard was met,
etc.)
Evidence:
The candidate demonstrated the ability to troubleshoot typical classroom
technologies.
(Suggested evidence of a candidate’s ability to demonstrate the ability to
troubleshoot typical classroom technologies includes:
reflections/journal/post-observation discussion notes about troubleshooting
skills, lesson plans/activities where basic troubleshooting skills are taught to
students, mentor verification that this standard was met, etc.)
Evidence:
Updated 7/2018
90
Technology Standards: Rubric
**NOTE: The following rubric is used to assess the evidence table submitted by the candidate in the special education clinical
internship. You do NOT need to complete the following rubric or upload it to Tk20 (only upload the completed evidence table).
TECHNOLOGY STANDARDS
Virginia’s Department of Education (VDOE) has identified technology standards for instructional personnel. Virginia teachers take on four roles related to the
effective use of appropriate technologies (Lifelong Learner, Digital Leadership, Learning Facilitator, Skilled Technology User). The following roles are
assessed below.
• Lifelong Learner
• Digital Leadership
• Learning Facilitator
• Skilled Technology User
Additionally, CAEP identifies the following technology standards that apply to field-based experiences and instruction of P-12 students:
1.5 Providers ensure that candidates model and apply technology standards as they design, implement and assess learning experiences to engage
students and improve learning; and enrich professional practice.
2.3 The provider works with partners to design clinical experiences of sufficient depth, breadth, diversity, coherence, and duration to ensure that
candidates demonstrate their developing effectiveness and positive impact on all students’ learning and development. Clinical experiences, including
technology-enhanced learning opportunities, are structured to have multiple performance-based assessments at key points within the program to
demonstrate candidates’ development of the knowledge, skills, and professional dispositions, as delineated in Standard 1, that are associated with a
positive impact on the learning and development of all P-12 students.
3.4 The provider creates criteria for program progression and monitors candidates’ advancement from admissions through completion. All candidates
demonstrate the ability to teach to college- and career-ready standards. Providers present multiple forms of evidence to indicate candidates’
developing content knowledge, pedagogical content knowledge, pedagogical skills, and the integration of technology in all of these domains.
Technology
Candidates model and apply technology standards as they design, implement and assess learning experiences to engage students and improve learning; and enrich
professional practice. Candidates effectively use available technologies to provide opportunities for all learners to use technology in a purposeful and developmentally
appropriate way.
VDOE 1 Lifelong Learner
Candidates engage in ongoing professional learning related to content, pedagogy, and technology.
Technology College-and-Career-Ready
VDOE Performance Standards SPA
Alignment
1
Does Not Meet
Standard
2
Approaching
Standard
3
Meets
Standard
4
Exceeds
Standards
Evidence/Comments
Candidates provide
evidence on meeting the
standards prior to final
Updated 7/2018
91 evaluation conference.
Candidate engaged in ongoing professional
growth related to the use of innovative
instructional strategies that integrate digital
technologies.
(Suggested evidence for documenting the
identification of candidate’s effort at
professional learning to improve instruction
using digital technologies includes:
workshops, webinars, web searches to
improve technology integration with
content knowledge for a unit/lesson, one-to-
one coaching with technology specialists or
peers AND how the new knowledge was
used to improve instruction.)
The candidate did
not attend or
pursue
professional
learning unless it
was required. If
the candidate did
engage in
professional
learning, the
selection of
learning
experiences was
not well aligned
nor related to
content, pedagogy
and technology.
The candidates
attended or
pursued
professional
learning only
when required.
When the
candidate engaged
in professional
learning, the
selection of
learning
experiences was
related to content
or pedagogy
and/or technology
including a
minimal use of
digital tools.
The candidate
planned for
purposeful
professional learning
that fill learning gaps
related to classroom-
specific content and
explored innovative
pedagogy and
technology This
included organized or
informal professional
development
opportunities, that
resulted in the use of
digital tools to
collaborate improve
instruction.
The candidate
sought out
purposeful
professional
learning that filled
specific learning
gaps related to
classroom content
and explored
innovative
pedagogy and
technology. This
included organized,
division-sponsored
professional
development
opportunities,
university
workshops,
through informal
learning
opportunities at the
placement school
and used digital
tools to collaborate
with a global
learning community
on educational
topics and learning
opportunities.
The candidate used digital tools to obtain
feedback and to collaborate in ways that
allow for reflection on educational topics to
improve teaching and learning.
(Suggested evidence for documenting the
The candidate did
not use digital
technology to
reflect on
feedback to
improve teaching
The candidate may
or may not have
used digital
technology to
reflect on
feedback.
The candidate used
digital technology to
reflect on feedback
and collaborated on
educational topics to
improve teaching and
The candidate used
digital technologies
to reflect-in-action
related to feedback
and collaborated to
strategically
Updated 7/2018
92 use of digital tools for feedback,
collaboration, and reflection to improve
teaching and learning includes: examples of
evaluation feedback using video reflection
tools, online evaluation discussions with
university supervisor or mentor teacher,
lesson feedback from instructors, mentor,
supervisors, and/or mentors.)
and learning, nor
to collaborate on
educational topics
to improve
teaching and
learning.
Evidence may or
may not have
included
collaboration on
educational topics
to improve
teaching and
learning.
learning. improve teaching
and learning.
VDOE 2 Digital Leadership
Candidates model safe and ethical practices for their students.
Technology College-and-Career-Ready
The candidate promoted safe and ethical
behavior with students through
collaborative online experiences, including
the development of an understanding of the
rights and obligations of student privacy
and security when collecting and using
student data and selecting digital content,
tools, and resources.
(Suggested evidence for the identification
of candidate’s promotion of safe and ethical
behavior with students includes: examples
of lessons on safe and ethical behaviors
(cyberbullying, internet safety, etc.),
completion of safe technology use training,
example of ways candidate protects privacy
and security of student information and data
during the internship (photo releases,
changing names in online posts.)
The candidate did
not take
purposeful actions
to promote safe
and ethical
behavior with
students through
collaborative
online
experiences. The
candidate did not
effectively use
digital
communication
and collaboration
tools and
resources.
The candidate took
actions to promote
safe and ethical
behavior with
students through
collaborative
experiences, but
actions were not
consistently
observed. The
technology used
was often
ineffective or not
well aligned to
digital safety and
security best
practices.
The candidate taught
safe and ethical
behavior to students
through collaborative
online experiences.
The candidate applies
strategies to protect
the rights and
obligations of student
privacy and security
when collecting and
using student data
and selecting digital
content, tools, and
resources.
The candidate
taught safe and
ethical behavior to
students through
collaborative online
experiences.
The candidate
consistently applies
strategies to protect
the rights and
obligations of
student privacy and
security when
collecting and using
student data and
selecting a variety
of digital content,
tools, and resources
in all technology
tasks.
Updated 7/2018
93 The candidate modeled the use of
technology to communicate, created
appropriate digital content, (including tools
and resources that meet local, state and/or
federal policies), collaborated, and solved
problems.
(Suggested evidence for the identification
of candidate’s use of technology to
communicate, create appropriate digital
content, collaborated, and solve problems
includes: the use of virtual field trips, blogs,
teaching students to use digital tools to
support content mastery (web sites, online
educational gaming and assessments,
technology enhanced student presentations,
access to outside experts using email/video
conferencing, etc.)
The candidate did
not use available
technology to
communicate,
create appropriate
digital content,
(including tools
and resources that
meet local, state
and/or federal
policies). There is
no evidence of
collaboration or
problem solving.
The candidate
occasionally used
available
technology to
make responsible
instructional
decisions—
grounded in
knowledge of
digital safety and
security best
practices—that
pertain to various
digital
communication
and collaboration
tools and methods.
The candidate used
available technology
to make responsible
instructional
decisions—grounded
in knowledge of
digital safety and
security best
practices—that
pertain to various
digital
communication and
collaboration tools
and methods.
The candidate
effectively used
available and
appropriate
technology, as well
as additional
technology to make
purposeful
instructional
decisions. The
candidate
consistently used
digital
communication and
collaboration tools
and methods in
their own classroom
to enhance student
learning.
The candidate cultivated and managed their
digital identity and reputation and displayed
awareness of the permanence of his/her
actions in the digital world.
(Suggested evidence of a candidate’s
awareness of his/her digital identity and
reputation, and the permanence of his/her
actions in the digital world includes: a
candidate’s reflection of how he/she handle
the digital identity and reputation, including
the permanence of his/her actions, examples
of lessons or activities about appropriate
online behaviors to their students, etc.)
The candidate
made multiple
choices (personal
and instructional)
that were evidence
he/she was
unaware of the
permanence of
his/her actions in
the digital world.
The candidate
made personal and
instructional
decisions that were
evidence he/she
was unaware of
the permanence of
his/her actions in
the digital world.
The candidate made
appropriate personal
and instructional
decisions that were
evidence he/she was
clearly aware of the
permanence of
his/her actions in the
digital world.
The candidate made
appropriate
personal and
instructional
decisions that were
evidence he/she
was clearly aware
of the permanence
of his/her actions in
the digital world.
The candidate
extends instruction
and models for
students the
permanence of the
students’ actions in
the digital world.
VDOE 3 Learning Facilitator
Candidates support student learning by harnessing the power of technology.
Updated 7/2018
94
Technology Diversity College-and-Career-Ready
The candidate assisted students in selecting
and using appropriate and available digital
tools for learning, creating, problem
solving, and communicating.
(Suggested evidence of a candidate’s
ability to assist students in selecting
appropriate tools includes: lesson plans,
learning stations, simulations, and/or
examples of student work on problem-
solving activities, and communication
activities that include written, oral, or
presentation skills.)
The candidate did
not teach students
to use available
digital tools to
enhance thinking
skills, problem
solving, and
decision-making,
communication,
and presentation
within the
curriculum.
The candidate
occasionally
taught students to
use available
digital tools to
enhance thinking
skills, problem
solving, decision
making, and
communication
skills.
The candidate
assisted students in
selecting and using
appropriate and
available digital tools
for learning, creating,
problem solving, and
communicating.
The candidate
consistently and
purposefully taught
student to use
effective and
appropriate digital
tools to enhance
high-order thinking
skills, authentic
problem solving,
decision making
and
communicating.
The candidate incorporated learning
strategies that used technology to
accommodate learner variability,
personalize learning, and engender student
choice, self-direction and goal setting,
including the use of data to effectively
respond to students’ needs and
communicate findings to various
stakeholders.
(Suggested evidence of a candidate’s
ability to use technology tools and
learning/assessment strategies to
communicate findings to stakeholders
includes: lesson plans that integrate
technology to make accommodations to
meet student needs, evidence of data
collection and review that uses technology,
emails, virtual meetings that communicate
data findings to stakeholders, assessment
tasks/assignments that use technology to
communicate results, etc.)
The candidate did
not use available
technology as a
tool for adapting
instruction to meet
the needs of
learners in a
variety of
educational
settings. The
candidate did not
provide
opportunities for
learners to use
available and
appropriate
technologies.
The candidate
used available
technology as a
tool for instruction
but did not adapt
instruction to meet
the needs of
learners. The
candidate did not
provide
opportunities for
learners to use
available and
appropriate
technologies based
to meet learner
needs.
The candidate used
available data to
purposefully use
available and
appropriate
technology to adapt
instruction to meet
the needs the
learners, including
engendering student
choice, self-direction
and goal setting and
communicated
student needs to
various stakeholders.
The candidate took
the initiative to seek
out additional
appropriate
technology to adapt
instruction to meet
the needs of all
learners, including
engendering student
choice, self-
direction and goal
setting. The
candidate
effectively and
consistently
communicated
student needs to
various
stakeholders.
The candidate used a variety of formative
and summative assessments that leveraged
The candidate
used a did not use
The candidate
used formative or
The candidate used
both formative and
The candidate used
a variety of
Updated 7/2018
95 the power of technology to provide
immediate and specific feedback, and offer
alternative learning paths to students
including competency-based approaches.
(Suggested evidence of a candidate’s
ability to use a variety of technology-
powered formative and summative
assessments to provide immediate feedback
and inform instruction that meets student
needs includes: assessment projects that use
technology, homework/
assessment feedback given in electronic
form, use technology to evaluate learner
success, and plan options for learning based
upon assessment data, alternative learning
paths are identified and lessons designed
based upon data, etc.)
formative and
summative
assessments, to
meet the needs of
students and
stakeholders.
summative
assessments and
used quantitative
or qualitative data
to meet the needs
of students and
stakeholders.
summative
assessments gathered
both quantitative and
qualitative data to
meet the needs of
students and
stakeholders.
Technology-assisted
feedback was
provided and
alternative learning
paths identified to
meet the needs of
specific learners.
effective formative
and summative
assessments,
assessed using both
quantitative and
qualitative data
techniques, to meet
specific needs of a
range of students
and stakeholders.
Technology-
assisted feedback
was provided and
multiple alternative
learning paths
identified to meet
the needs of all
learners.
VDOE 4 Skilled Technology User Understand the fundamental concepts of technology operations and troubleshooting as well as basic uses of technology in instruction.
Technology
Updated 7/2018
96 The candidate demonstrated the ability to
choose and use digital technologies
including hardware, software and web-
based resources to support classroom
instruction, including basic computing
operations such as accessing accounts,
select appropriate applications to perform
tasks, file management and web navigation.
(Suggested evidence of a candidate’s
ability to use digital technologies to support
instruction includes: lesson plans that
reference hardware, software and web-
based resources that support instructional
technologies, evidence of using school-
based file management and the use of
storage and communication operations,
mentor verification that this standard was
met, etc.)
The candidate did
not use technology
to support
instruction.
The candidate
used limited or
archaic
technologies to
support
instruction.
The candidate used
effective,
appropriate, and
contemporary digital
technologies to
support instruction
including basic
computing operations
such as accessing
accounts, select
appropriate
applications to
perform tasks, file
management and web
navigation.
The candidate
systematically used
effective,
appropriate,
contemporary, and
digital technologies
to support
instruction
including basic
computing
operations such as
accessing accounts,
select appropriate
applications to
perform tasks, file
management and
web navigation.
The candidate demonstrated the ability to
troubleshoot typical classroom
technologies.
(Suggested evidence of a candidate’s
ability to demonstrate the ability to
troubleshoot typical classroom technologies
includes: reflections/journal/post-
observation discussion notes about
troubleshooting skills, lesson
plans/activities where basic troubleshooting
skills are taught to students, mentor
verification that this standard was met, etc.)
The candidate
could not perform
basic computing
operations or
troubleshoot
classroom
technology issues.
The candidate
could perform
only very basic
computing
operations. The
candidate was able
to troubleshoot
basic classroom
technology issues.
The candidate could
perform basic
computing operations
and troubleshoot
classroom
technology issues.
The candidate
solved a range of
technology issues
and created a
variety of
technology-
supported activities
to help learners
troubleshoot issues.
The candidate could
easily perform
computing
operations and
troubleshoot a
wide-range of
classroom
technology issues.
Updated 7/2018
97
Assessment E Internship Evaluation by the Teacher Candidate
Teacher Candidate School
Area Taught Semester: Fall/Spring/Sum
Mentor Teacher Date
Type of Classroom: (please circle one)
Self-Contained Resource Home-Based Center-Based Residential Other
A. Rate yourself according to the following: 5 = Consistently Demonstrated 2 = Marginal
4 = Usually Demonstrated 1 = Unsatisfactory
3 = Emerging Competency
Teaching Competencies 5 4 3 2 1
Knowledge of subject area(s) .........................................................
Understanding of human development ..........................................
Knowledge of learning processes ..................................................
Planning and preparation ...............................................................
Motivation of students ...................................................................
Use of teaching methods ................................................................
Provision for individual differences ...............................................
Classroom management .................................................................
Use of resources .............................................................................
Assessment of learning ..................................................................
Reflection on performance .............................................................
Personal/Professional Development
Responsibility.................................................................................
Judgment ........................................................................................
Self-confidence ..............................................................................
Initiative .........................................................................................
Resourcefulness .............................................................................
Interpersonal relations with students..............................................
Interpersonal relations with families ..............................................
Interpersonal relations with professional peers ..............................
Oral communication .......................................................................
Written communication..................................................................
Attitude toward work .....................................................................
Response to suggestions.................................................................
Organization ...................................................................................
Updated 7/2018
98
B. Rate the following: 5-Excellent 4-Good 3-Average 2-Fair 1-Poor
5 4 3 2 1
1. I felt the internship orientation was .........................................
2. Clarification of my role as an intern was .................................
3. There were ample opportunities for me to discuss the
internship experiences with the:
a) Mentor Teacher ...................................................................
b) University Supervising teacher...........................................
4. I feel that communication between me and
a) the Mentor Teacher was ......................................................
b) the University Supervisor was ............................................
C. General Evaluation of Self
1. Areas in which I believe I show high competence are:
2. Areas in which I need strengthening are:
3. Is there anything further concerning your internship that we should talk about?
(Please be as frank as possible in identifying any factor.)
Signature of teacher candidate Date
Permanent address
Telephone number
Updated 7/2018
100
University Supervisors Tech Tips
Setting Up Your Blackboard Course Site
• Log-in to myMason portal: https://mymasonportal.gmu.edu
• Click on “Courses” and select your section of EDSE 783/784/785
• Post your syllabus on the “Syllabus” page
• Verify that all preset sections are visible and working
a. Handbook page (including Internship Handbook and Important Documents to Read)
b. Summary of Placement, Supervisors, Hours and Final grade page with 1 upload area
*Note: When you initially set up your course site, the Assessments page will not have any activated Tk20
links. Do not add anything to the Assessments page, as the Tk20 links will eventually be added here for
you.
CEHD Tk20 Faculty Directions: https://cehd.gmu.edu/aero/tk20/faculty-directions/
• Includes Tk20 Link Set Up, Getting Started, & Scoring the Assessments
CEHD Tk20 Faculty FAQs: https://cehd.gmu.edu/aero/tk20/faculty-directions/faqs
• Many issues/questions can be answered on this page, so always start here for troubleshooting
Getting Started in Tk20
• You will receive an email from Tk20 Help when the Tk20 links have been added to the
Assessments page of your course Blackboard site.
o As of Spring 2017, you no longer have to activate the links! Tk20 now does it for you.
• Once your Tk20 links have been added, it is a good idea to verify that everything is set up
properly. To do so, follow the directions on the Tk20 Faculty Directions page under “Getting
Started”:
o Login to your course Blackboard site
o Go to the “Assessments” page on the left-side menu of your course site
o Click on a Tk20 Assessment link
▪ If you see a student list, you are good to go!
▪ If you don’t see a student list, follow the troubleshooting steps on the Tk20
Faculty Directions page and contact [email protected] if you need assistance
o Double-check the rubric by clicking on any student name, and then clicking on the blue
rubric name on the right-side of the split screen under “Assessment Tool”
▪ After confirming that the rubric is correct, click “Close”
• Checklist to use before scoring anything in Tk20:
✓ I received an automated email informing me the Assessment links for my course are
ready.
✓ When I click on each Assessment link, a student list appears.
✓ The student list is accurate.
✓ All rubric titles are correct and match those listed in the Special Education Clinical
Internship Handbook.
• **Important Note: If you have more than one course section in your Blackboard site, please note
that it will be very important that each Teacher Candidate selects the Tk20 link for his/her
assigned course section. Clicking on the wrong course section Tk20 link will automatically
enroll the Teacher Candidate in the incorrect section. To prevent confusion, we recommend that
Updated 7/2018
101
you remind Teacher Candidates of their section number prior to clicking on Tk20 links and
emphasize the importance of clicking on the correct section link.
o You can verify the sections students are in by checking on Patriot Web.
o Grade each student’s assessments only in their assigned sections. If you notice that a
student is enrolled in the wrong section or more than one section, contact
Scoring Assessments in Tk20
• Follow the directions on the Tk20 Faculty Directions page under “Scoring the Assessment”:
o Login to your course Blackboard site
o Go to the “Assessments” page on the left-side menu of your course site
o Click on the Tk20 Assessment link you wish to score
o Click directly on the student name
▪ You’ll see a split screen with the student’s submission on the left side and the
rubric title on the right side (in blue)
o To view the student’s submission, click on “View and Annotate” or “Download”
▪ **Important Notes:
• For the Internship Rubric (Assessment A) and Critical Incident Analysis
(Assessment B), verify that the student upload is there and complete
before you enter any scores on the rubric.
• For the Technology Standards, verify that the student upload is there, but
you do not have to worry about scoring the rubric.
• If you realize that the student has uploaded the wrong document, has not
included all necessary components, or needs to redo their submission for
any reason, check out Question 10 on the Faculty FAQs page for what to
do and direct students to Questions 8 & 9 on the Student FAQs page
o To score the rubric, click directly on the title
▪ To score each item, click on the circular button next to the appropriate score.
Once you’ve selected the score, it will also appear in the “Score” box of the
rubric.
▪ You may type comments in the boxes next to each item or at the end of the
rubric, but please only use the scores provided in the rubric (i.e., do not manually
enter any numbers)
o When you are done scoring the rubric, click on “Complete” at the very end of the page
and then “Submit” in the top right-hand corner of the rubric
• Note that the Tk20 Faculty Directions page includes a “Grading in Blackboard” section. Please
ignore this section. You do not have to record a grade for any Tk20 assignments in Blackboard.
Updated 7/2018
102
Blackboard & Tk20 Responsibilities The following tables list the tasks completed by the Teacher Candidate and University Supervisor on
Blackboard.
Teacher Candidate
Does what? Where on Blackboard?
Uploads the Critical Incident Analysis Assessment
Task (see Assessment B) before the final conference
*Note: upload all parts of the assignment, including
(1) the lesson plan, (2) the holistic reflection, and (3)
the critical incident reflection
Assessments page
• Note: Upload paper to the Tk20
link (“InTASC Critical Incident
Analysis”) for your section
Uploads the Technology Standards evidence table
before the final conference
Assessments page
• Note: Upload paper to the Tk20
link (“Technology Portfolio”) for
your section
Uploads the completed and signed Summary of
Placement, Supervisors, Hours, and Final Grade
(Form 2) after the final conference
Summary of Placement, Supervisors,
Hours, and Final Grade page
Uploads the completed and signed Internship Rubric
(Assessment A) after the final conference
*Note: upload the entire rubric, including the
signature page and all rubric pages
Assessments page
• Note: Upload to the Tk20 link
(“EDSE 783/784/785 General
Internship”) for your section
University Supervisor
Does what? Where on Blackboard?
Completes online Tk20 rubric for the Internship
Rubric (Assessment A)
*Note: Do not complete this rubric until after the
Teacher Candidate has uploaded the
signed/completed document (i.e., signature page and
all rubric pages)
Assessments page
• Note: Complete the online rubric
in the Tk20 link for the
candidate’s section
Completes online Tk20 rubric for the Critical
Incident Analysis Assessment Task (Assessment B)
*Note: Do not complete this rubric until after the
Teacher Candidate has uploaded the document(s)
(including the lesson plan, holistic reflection, and
the critical incident reflection)
Assessments page
• Note: Complete the online rubric
in the Tk20 link for the
candidate’s section
Completes rubric for the Teacher Candidate
Dispositions Rating (Assessment C)
Assessments page
• Note: Complete the online rubric
in the Tk20 link for the
candidate’s section
Verifies the Teacher Candidate has uploaded the
completed and signed Summary of Placement,
Supervisors, Hours, and Final Grade document
(Form 2)
Summary of Placement, Supervisors,
Hours, and Final Grade page
Updated 7/2018
103
Submitting Final Grades The University Supervisor will submit Teacher Candidate final grades (pass/fail) using the Patriot Web
system:
1. Open the login page to Blackboard (mymasonportal.gmu.edu).
2. On the left side of the screen in the navigation box, you will see PatriotWeb Self-Service. Click
on it.
3. You will be directed to the Patriot Web homepage. Click on Login in the bottom right corner
4. You will be directed to a login page. In the username section, include your GMU username (front
part of your GMU email address). Then enter your password (same password as for Blackboard
or email) and click login.
5. You will be directed to a homepage that should say “Welcome, (your name here)” at the top.
Click on Faculty and Advisor Services.
6. At the next page, click on Final Grades.
7. Select a term from the drop down menu. Click Submit.
8. Choose the CRN/course. Click Submit.
9. You will then see a page that has a list of your students and a column to choose the final grade for
each for the course. Enter the grades using the drop down menu. At the bottom of the page, when
you have finished, hit Submit.
10. You will need to complete this entering of grades and hitting “submit” for each CRN that you
have for your courses or interns.
11. Once you have completed all of your final grades, log out of PatriotWeb. You are finished!
Submitting Final Paperwork The University Supervisor will submit the following completed (and signed, if applicable) documents to
the Educator Preparation Office (EPO), located in Thompson Hall, Suite 1700:
• Internship Evaluation by the Teacher Candidate – Assessment E
• Log of hours – Form 1
• Internship Rubric – Assessment A
• Summary of Placement, Supervisors, Hours, and Final Grade – Form 2
• Summary Observation Sheets (3 total per internship placement) – Form 4
• Final Evaluations (Mentor Teacher, University Supervisor, and Teacher Candidate) via EPO
Qualtrics links
Resources
• CEHD Tk20 Website: https://cehd.gmu.edu/aero/tk20
• Tk20 Websites for University Supervisors:
o Faculty FAQs: https://cehd.gmu.edu/aero/tk20/faculty-directions/faqs
o Faculty Directions: https://cehd.gmu.edu/aero/tk20/faculty-directions/
• Tk20 Websites for Teacher Candidates:
o Student FAQs: https://cehd.gmu.edu/aero/tk20/student-directions/faqs
o Student Directions: https://cehd.gmu.edu/aero/tk20/student-directions
• Any other questions can be directed to [email protected] or [email protected]
Updated 7/2018
104
The Active Teaching Model: Lesson Plan Format A
Date:
Topic:
Lesson objective:
Previous lesson summary:
Next lesson summary:
Phase I – Structuring/Advance
Organizer
• Step by step description of how you will:
o State lesson rules and expectations for
behavior (to facilitate attention to
task)
o Link information in today’s lesson to
prior knowledge/experience
o Identify key points of today’s
objective on board
Phase II – Active Demonstration &
Guided Practice
• Step by step description of how you will:
o Provide demonstration
o Model
o Provide varied examples of the
concept followed by non-examples
o Provide guided practice with student
verbalization of underlying rule or
principle
o Assess student understanding
o Pre-cue or prompt student response
throughout
Phase III – Independent Practice and
Assessment • Step by step description of how you will:
o Provide student with independent
practice
o Assess their understanding
o Close or sum (firm-up) for
fluency/automaticity
Updated 7/2018
105
The Active Teaching Model: Lesson Plan Format B
Teacher:
Date:
Subject and Grade:
Type of student grouping (e.g., whole group, small group, 1-on-1):
Number of students in group:
Big Idea(s):
1. Lesson Objectives:
What are the objectives for student learning in the lesson?
What SOLs or IEP goals relate to this lesson?
2. Prerequisite Skills:
What prior knowledge and/or experience(s) do students need to bring to this lesson? What
information should they transfer/activate from previous lessons/experiences?
3. The Lesson:
Opening:
Describe the activities you have planned for the Opening of the lesson (e.g., how you will gain
students’ attention, state the goal of the lesson, discuss the relevance of the target skill, and
activate prior knowledge).
Body:
Describe the activities you have planned for the Body of the lesson.
Modeling (I do) with examples and non-examples:
Guided/prompted practice (we do):
Independent practice (you do):
Closing:
Describe the activities you have planned for the Closing of the lesson (e.g., a review of what was
learned, a preview of the next lesson, any assigned independent work).
Updated 7/2018
106
4. Accommodations:
Will any students need specific accommodations in this lesson? If so, describe what specific
accommodations you will make for these students’ needs.
5. Materials:
What instructional materials will you use in the lesson?
What technology (if any) will you use in this lesson?
6. Evaluation:
How and when do you plan to evaluate student learning on the content of this lesson?