students based skill, gender, class or other defining characteristics. feedback is provided to all students. Internship Assessment Item—Instruction Cluster Unacceptable Acceptable Exemplary 6. Implements effective instruction for students using knowledge of content and appropriate standards. (CAEP 1.3; InTASC 4) Knowledge of content is minimal and/or instruction is not adequate to meet the standards. Objectives are not directly or indirectly aligned with state/national standards. Objectives are developmentally inappropriate for students’ abilities or skill levels. Tasks in lesson are incongruent with objectives. TC demonstrates weak knowledge of the content by planning inappropriate or poorly aligned learning experiences. Objectives are not measurable and performance based. Objectives, instruction, and practice tasks can be directly linked to the identified state or national standard. Chosen class content, instructional approach, and learning tasks can be linked to student mastery of state and/or national standards. Objectives are developmentally appropriate, measurable, and performance based. Tasks in lesson are congruent with objectives and aligned with national/state standards. Lessons reflect an in-depth knowledge of the content in the discipline. Objectives are developmentally appropriate, measureable and performances based and contain a criterion for each objective. Lessons extend the requirements of the standards through instructional and practice tasks. Standards are thoroughly addressed within all lessons and mastery of lesson content can lead students to demonstrate mastery of state and national standards. Tasks in lesson are congruent with objectives and TC identifies the state/national standard being addressed. 7. Establishes, communicates, and maintains high expectations for student achievement and participation. Students are given opportunities and The teacher candidate does not communicate and/or design experiences that encourage student participation and learning in a challenging, yet supportive environment. Students do not recognize their role in the learning The teacher candidate communicates and designs some experiences that encourage student participation and learning in a challenging, yet supportive environment. The teacher candidate consistently communicates and designs many experiences that require student participation and learning in a challenging, yet supportive environment. Students assume
age group and avoids use of “slang.” Internship Assessment Item—Classroom Management Cluster Unacceptable Acceptable Exemplary 16. Promotes positive, collaborative peer interactions. (CAEP 1.1; InTASC 3) Makes minimal use of strategies or learning tasks which require students to work collaboratively and/or makes minimal efforts at encouraging positive relationships among students in the classroom. TC allows inappropriate interactions (e.g., trash talking) among students during activity. TC fails to promote personal and social responsibility on the part of students. frequent use of strategies or plans learning tasks which require students to work collaboratively and/or makes efforts at encouraging positive relationships among students in the classroom. TC does not permit inappropriate interactions (e.g., trash talking) during activity and rewards students who encourage other students. TC consistently promotes personal and social responsibility on the part of students. TC uses strategies and learning tasks which require students to work collaboratively and debriefs around the activity on appropriate student interactions. TC consistently provides feedback on student communication with each other. TC plans for and implements practice tasks or activities that promote social and personal responsibility. 17. Creates and maintains a positive and safe classroom environment conducive for learning. (CAEP 1.1; InTASC 3) Does not employ effective classroom management strategies or relies excessively on punitive strategies. Behavior issues are addressed insufficiently or ineffectively. Does not provide students with a physically and psychologically safe environment. TC fails to check space for possible hazards or fails to enforce safety rules. Positive, proactive strategies are employed to effectively manage the classroom. Behavior issues are immediately efficiently and effectively addressed. Creates a learning environment in which students are physically and psychologically safe. TC checks space for possible hazards and enforces all safety rules. Consistently employs a variety of positive, proactive approaches to effectively manage the classroom. Little time is needed for classroom management. Creates a learning environment in which students are physically and psychologically safe and students are encouraged to explore their limits. TC checks space for possible hazards and anticipates behaviors that might threaten the safety of students.
introductions and closures in lessons. M = 2.3 R = 1 to 3 M = 2.5 R = 1 to 3 M = 2.4 R = 1 to 3 M = 2.3 R = 1 to 4 M = 2.6 R = 1 to 3 M =2.5 R = 1 to 3 M = 2.3 R = 1 to 3 M = 2.3 R = 1 to 3 M = 2.3 R = 1 to 3 M =23.4 R = 1 to 3 M = 2.1 R = 1 to 3 M =23.1 R = 1 to 3