Internship Assessment Rubric Intern: Placement (school, Assessor: Role (circle one): mentor / supervisor / intern / cohort coordinator Date: The following is the EDU 543 and EDU 550 course rubric for the teacher education internship. Each assessor should use a single copy of this rubric for each intern, returning to it repeatedly throughout the semester/year to record observations and other evidence of performance. In order to Pass the first semester of internship, the intern should have consistently and convincingly demonstrated skills indicating basic performance. An intern needs to attain a minimum of Basic/Partially Meets (2) in each of the Standards. In order to pass the second semester of internship, an intern needs to attain a minimum of Proficient (3) in each of the Standards. Standard 1 Learner Development: The teacher understands how students 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. Performance Indicators Distinguished Proficient Basic RATING Nurtures learners’ growth and development Facilitates learners’ inquiry into their own personal, family, community and cultural values, experiences and norms Builds a common understanding of literacy, language, and exceptional with her/his learners and collaborates on strategies to support learning. Integrates or builds multicultural curriculum materials that reflect global diversity and demonstrate global competency. Regularly determines individual and group performance in order to design and modify instruction to meet learners' needs in each area of development (cognitive, linguistic, social, emotional, and physical) and scaffolds the next level of development. Uses individual learners’ strengths, interests and needs to create developmentally appropriate instruction that enables each learner to advance his/her learning. Creates an environment for opportunities learners to discuss personal, family, community and/or cultural values, experiences and Actively gathers and analyzes information learners’ (academic, personal, family, community and/or cultural values, experiences and norms.) in order to promote growth and development. Uses understanding of literacy and language skills, exceptional needs, and learners’ background knowledge to identify specific learning and linguistic needs of individuals and groups of learners Distinguished Proficient Basic Does Not Meet Standard 2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments
Performance Indicators Distinguished Proficient Basic RATING Creates a positive learning climate Contributes to the development of school-wide norms and values related to respectful interaction. Engages in rigorous discussions, with individuals and groups about responsibility for quality work. Collaborates with learners in the development and implementation of classroom norms and values. r Communicates verbally and nonverbally in ways that demonstrate respect for each learner’s cultural background and perspective. Builds positive relationships with students. Articulates and implements expectations for behavior that include classroom norms and values related to respectful interaction, full engagement in discussions, and individual responsibility for quality work. Listens responsively and supportively to the cultural backgrounds an/ord differing perspectives learners bring to the learning environment. Distinguished Proficient Basic Does Not Meet Manages the learning environment Supports learner independence and self-direction in developing and implementing class routines. Supports earners in identifying learning needs, accessing resources, and using time to accelerate their learning. Supports learners’ growing ability to participate in decision-making, problem solving, exploration, and invention, both suggesting resources and guiding their independent identification of resources. Collaborates with learners in identifying possibilities for learning locally and globally through responsible use of interactive technologies. Actively involves learners in managing the learning environment, implementing class routines and making full use of instructional time. Provides options and resources to engage learners with subject matter. Provides opportunities to develop skills in collaborative and learning in order to take ownership of learning. Manages the learning environment by organizing, allocating and coordinating resources (e.g. time, space, materials) and develops purposeful routines to promote learner engagement and maximize the use of instructional time. Varies learning activities to involve whole group, small group and individual work, to develop a range of learner skills. Distinguished Proficient Basic Does Not Meet Observations/Evidence: Standard 4: Content Knowledge: The teacher understands the central concepts, of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners. Performance Distinguished Proficient RATING
Identifies and advocates for learners needing modifications or adaptations to be able to demonstrate their learning. Engages in ethical practice of formal and informal assessment implementing various of assessments in the ways they were intended to be used and accurately interpreting the results. Observations/Evidence: Standard 7: The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the community, and pedagogy to plan instruction that supports every student in meeting rigorous learning goals. Performance Indicators Distinguished Proficient Basic RATING Plans for diverse learners using a range of Collaborates with learners in identifying personalized learning objectives to long-term Refines and long-term learning objectives based on an understanding of learning progressions and students’ development. Uses the provided curriculum materials and content standards to identify measurable learning objectives based Distinguished Proficient
engages learners in activities that develop these skills. Engages learners in expanding their abilities to use group discussion to learn from each other and to build skills of interpretation, perspective taking, and connection-making grounded in content. express their understanding of content area concepts and assigns work that allows the learners to practice doing so. Develops learners’ abilities to participate in respectful, constructive discussions of content in and whole group settings. Establishes norms that include thoughtful listening, building on one another’s ideas, and questioning for clarification. Observations/Evidence: Standard 9: Reflection and Continuous Growth - The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner. Performance Indicators Distinguished Proficient Basic RATING Pursues professional learning Collaborates with colleagues to collectively reflect upon, analyze, and improve individual and collective practice to address learner, school, and professional Engages and leads colleagues within the school/district/community in designing and implementing professional learning experiences that address identified needs to improve practice. Takes responsibility for his/her of practice and ongoing professional learning by seeking out and participating in professional learning experiences to address established goals. Engages in professional learning experiences that broaden her/his understanding of learner development and diverse needs in order to increase the level Engages in structured individual and group professional learning experiences. Actively seeks professional, community, and technological resources, within and outside the school, as supports for analysis, reflection, and problem-solving. Distinguished Proficient Basic Does Not Meet
for such use, providing resources on the topic, and engaging in conversations or presentations. students (digital etiquette, copyright, plagiarism, credible information sources). Models ethical and legal use of digital materials and technology for students (digital etiquette, copyright, plagiarism, credible information sources). Basic Does Not Meet Observations/Evidence: