clinical experience handbook : internship ii – spring 2022

C L I N I C A L E X P E R I E N C E S

EDUCATION.VIRGINIA.EDU

Clinical Experience Handbook: Internship II – Spring 2022

At the School of Education and Human Development, our students – called teacher candidates - connect theory to practice in multiple, sequenced clinical experiences from the very beginning of their program through the culminating teaching internship. Clinical experiences begin with observation and individual, one-on-one work with preK-12 students, building to full management of day-to-day classroom work under the guidance of exemplary educators. Teacher candidates implement research-based pedagogical strategies to serve the needs of increasingly diverse student populations. In this way, the clinical experience is mutually beneficial for the candidates refining their craft and the students in our community whose social and academic success is impacted by the candidates.

This pacing guide is designed to support teacher candidates in UVA’s graduate and undergraduate teacher education programs as they complete Internship II, a full-time clinical experience commonly referred to as “student teaching.” For addition details and clinical experience policies, please refer to the UVA Teacher Education Clinical Experience Website: https://education.virginia.edu/clinical-experiences.

Table of Contents

Glossary ..................................................................................................................................................................................................... 2 Clinical Experience Overview .................................................................................................................................................................. 4 Getting Started: Teacher Candidate Checklist ....................................................................................................................................... 5 Pacing Guide: Internship II ....................................................................................................................................................................... 7 Evaluation ................................................................................................................................................................................................. 12 Program Contacts ................................................................................................................................................................................... 25

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https://education.virginia.edu/clinical-experiences



GLOSSARY Anthology Portfolio (AP): Our database and assessment management system, formerly known as Chalk and Wire. Clinical Coach: The clinical coach is the liaison between the teacher candidate, the mentor teacher, and the licensure program. A clinical coach serves as a crucial resource for candidates during clinical experiences. Coaches guide candidates through their video observation cycles, provide constructive feedback, and offer ongoing support. The clinical coach is often referred to as a “university supervisor” in other contexts. When applying for jobs, candidates will likely be asked to provide a copy of the coach’s evaluation and letter of recommendation, so it is important for candidates to build and maintain a relationship with the coach. Candidates may work with the same coach all year, or a different coach may be assigned in the spring. Clinical Practice: Clinical practice encompasses all of a candidate’s work in preK-12 schools throughout their program. Candidates complete a range of clinical experiences, including practicum and internship experiences. From the AACTE Clinical Practice Commission (2018): “Teacher candidates’ work in authentic educational settings and engagement in the pedagogical work of the profession of teaching, closely integrated with educator preparation course work and supported by a formal school-university partnership. Clinical practice is a specific form of what is traditionally known as field work.” Co-Teaching: When co-teaching, two or more professionals share instructional responsibility and joint accountability for a single group of students to address specific content or objectives (Friend & Cook, 2016). Throughout the internship, the intern and mentor will co-teach using a variety of co-teaching models. (Resource: Co-Teaching: How to Choose a Co-Teaching Model) Internship I: A half-time clinical experience, completed the semester before Internship II. The candidate works closely with a mentor teacher for half of the week (either half-days across the week or 2-3 full days/week), observing and assisting the mentor in their duties. Internship II: Also known as “student teaching,” Internship II is a full time, semester-long student teaching internship. The candidate works closely with a mentor teacher and their team, gradually assuming all classroom duties (planning, instruction, assessment, parent relationships/communications, and more) and demonstrating all competencies across the semester. Mentor Teacher: A mentor teacher is a full-time preK-12 teacher who agrees to hosts a teacher candidate for a clinical practice experience (practicum, half-time internship, or full-time student teaching). The mentor teacher is licensed in the candidate’s program area, has teaching experience, and is endorsed by their department chair or administrator. Mentor teachers work closely with teacher candidates to help candidates develop their professional and pedagogical skills. When applying for jobs, candidates will likely be asked to provide a copy of the mentor’s evaluation and letter of recommendation, so it is important for candidates to build and maintain a relationship with the mentor. Candidates will work with a different mentor teacher each semester to give them teaching and learning opportunities in different contexts (e.g., grade level, school setting).

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https://www.edutopia.org/article/how-choose-co-teaching-model



MyTeachingPartner-Preservice™ (MTP-P): MyTeachingPartner™, or MTP, is a system of professional-development supports developed through the Center for Advanced Study of Teaching and Learning (CASTL). MTP improves teacher-student interactions, which in turn, increases student learning and development. MTP-P relies on a standardized observational assessment of teacher-student interactions—the Classroom Assessment Scoring System, or CLASS—as the primary way to observe and define effective practice. Practicum: Regular clinical experiences early in a candidate’s program that usually involve a few hours per week and/or limited direct instruction of students. Examples of a practicum experiences might be observing a classroom teacher twice a week, serving as a classroom assistant one day a week, or providing individualize instruction to a student each week. Teacher Candidate: The teacher candidate (sometimes also called intern or preservice teacher) is a student in one of the licensure programs noted above. The candidate takes education courses – which often include a clinical experience component – to learn about how preK-12 students learn and develop, content and pedagogy, and more. Candidates apply their learning through a sequence of clinical experiences, including early practicum experiences, Internship I, and Internship II. Upon completion of all course and clinical requirements, candidates are eligible for a professional teaching license. Teacher candidates may be enrolled in one of three programs:

• Bachelor of Science in Education (B.S.Ed.) – undergraduate-level • Bachelor/Master of Teaching (B/MT) – graduate-level • Post-graduate Master of Teaching (PGMT) – graduate-level

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https://education.virginia.edu/classroom-assessment-scoring-system

https://education.virginia.edu/research/centers/castl/class



CLINICAL EXPERIENCE OVERVIEW UVA teacher candidates complete a series of structured clinical experiences that connect theory to practice from the very beginning of their program through the culminating full-time student teaching internship. Clinical experiences begin with observation and individual work with students, building to full management of day-to-day classroom work under the guidance of exemplary educators in our partner schools and school divisions.

Practicum Internship I Internship II Graduate candidates (M.T.) complete a summer practicum. Placements are designed in consultation with school and community partners. Candidates focus on building relationships with students and teachers, observing and understanding planning/instruction/assessment, and becoming familiar with the P-12 school environment. Due to COVID-19, candidates did not complete a summer 2021 practicum. Undergraduate candidates (B.S.Ed.) complete two practicum experiences during their third year: • Fall: individual literacy instruction • Spring: classroom-based instruction in the

area of endorsement

All graduate and undergraduate candidates complete Internship I. Each candidate works closely with an assigned mentor teacher for half of the week (either half-days across the week or 2-3 full days/week), observing and assisting the mentor in their duties. The candidate gradually assumes responsibility for individual lessons and microteaching opportunities each week.

All graduate and undergraduate candidates complete Internship II. Also known as “student teaching,” Internship II is a full time, semester-long student teaching internship. The candidate works closely with a mentor teacher and their team, gradually assuming all classroom duties (planning, instruction, assessment, parent relationships and communication, and more) and demonstrating all competencies across the semester.

Structure: 30-45 hours per semester Structure: 16-24 hours/week in schools across the entire semester

Structure: 16 full-time weeks. Candidates complete 640 hours of clinical work, which include a minimum of 150 direct teaching hours.

Feedback and Evaluation: Candidates and their mentor teachers complete a practicum evaluation. This shortened version of the internship evaluation helps candidates identify specific areas of strength and opportunities for improvement as they move forward to Internship I.

Feedback and Evaluation: 3 observation cycles 1 internship evaluation (end of semester)

Feedback and Evaluation: 5 observation cycles 2 internship evaluations (midpoint and end of semester)

Information regarding observations cycles and the internship evaluation is included in this guide

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GETTING STARTED: TEACHER CANDIDATE CHECKLIST This list serves as a starting point for interns, but there may be additional tasks to complete prior to and at the start of the internship. The internship and seminar instructors, mentor teacher, or clinical coach will communicate any additional requirements. It is important to check your email daily and to respond to emails in a timely and professional manner. Connect with your mentor teacher

o Email your mentor teacher to introduce yourself and find out how you can prepare for the first week of the placement. o Make plans for when you will arrive and leave each day. o Plan your schedule for the first week. Include any staff professional development and back-to-school events you need

to attend. o Ask if there are materials you should review, such as curriculum documents and pacing guides.

If switching divisions, complete your background check and associated paperwork o Check your inbox and spam folder daily to receive information about your background check and other requirements. o Follow the directions of your assigned school or division to complete your background check and associated

paperwork. Take care of the requirements quickly to avoid delays in processing your paperwork and starting your internship.

Review the internship policies o A complete list of internship policies is available on the clinical experience website. Review these policies carefully

and reach out to your internship instructor with any questions. Plan your travel between your home, your placement, and UVA

o Connect with other students at your assigned school to discuss options for carpooling. o Review the schedules for University Transportation Services and Charlottesville Area Transit. o Do a dry run and practice traveling between locations. Do this on a weekday when traffic and public transportation

schedules will be most similar to the conditions when you will attend placement. Keep in mind that traffic will increase significantly when students are on grounds during the semester.

Prepare for your first triad meeting o Your clinical coach will reach out to set up an initial meeting with you and your mentor teacher, called a “triad

meeting.” At this meeting, make sure you have your internship materials and schedule. o Review the pacing guide for the semester, noting approximately when your coaching cycles will take place and what

dimensions they will include. You should also review important dates on the school calendar and your own calendar for the semester. (Resource: Placement Planning Worksheet)

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https://parking.virginia.edu/university-transit-service

https://www.charlottesville.gov/470/Transit

https://docs.google.com/document/d/14DBcbk7KizDWsjq9ItRZ0B7-RUCdrNFN1x6y3ii4_Xg/edit?usp=sharing



o Make a communication plan with your mentor coach (Resource: Intern Mentor Coach Communication Plan). Ask for their preferred mode of communication (text, phone call, email) and the hours they typically monitor work communications.

Discuss the media opt out process with your mentor teacher o If you are placed in Charlottesville City Schools, you must use the CCS form provided on the clinical experience

website under “Internship Forms and Resources.” The link contains versions in English and Spanish. Although your school may have another media opt out form in place, you must send this form home and collect signatures. Keep copies of these forms. You do not need to submit them to the Teacher Education office.

o In all other divisions, ask if your school/division has a media opt out form. If so, no additional paperwork is needed. Work with your mentor to make a list of students who cannot be recorded during your observations.

o If you do not have a school form, use the form available on the clinical experience website under “Internship Forms and Resources.” There are English and Spanish versions of the video permission form. Keep copies of these forms. You do not need to submit them to the Teacher Education office.

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https://docs.google.com/document/d/1GU9gFsICy4LWsa0hkehhcaSJcMPkkwaAQb8f09yMQj4/edit?usp=sharing






PACING GUIDE: INTERNSHIP II Internship II begins January 4 and ends April 29.

Dates Areas of Focus Candidate Activities and Responsibilities Ways Candidates Can Engage with and

Support Students and Mentor Teacher

Week 1 1/4-1/7

Professional Engagement

Attend all pre-year meetings, conferences, and professional development with the assigned Mentor Teacher (MT) Review curriculum/pacing guides, materials, and resources available from the MT and the school/school division

Become acquainted with school community, including school division policies and priorities, faculty and staff

Meet for instructional planning with the MT Consult with the MT on targeted opportunities to observe the MT’s teaching

Actively assist and work with individual and small groups of students

Learn students’ names and begin to build relationships with students and families in collaboration with the MT

Participate in initial triad meeting with clinical coach and mentor teacher by the end of week 2

• Actively observe/listen in team/PLC/grade level/departmental meetings

• Support with the preparation of instructional materials and resources for learning

• Actively participate in professional development opportunities

• In collaboration with the MT, identify ways the candidate can support learning during individual, small group, and whole group instruction

• Learn students’ names and establish positive rapport

• Complete administrative tasks (e.g., taking attendance, compiling materials for absent students)

Week 2 1/10-1/14

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Dates Areas of Focus Candidate Activities and Responsibilities

Ways Candidates Can Engage with and Support Students and Mentor Teacher

Week 3 1/17-1/21

Behavior Management Quality of Feedback

Attend all meetings, conferences, and professional development with the assigned Mentor Teacher (MT) Meet for instructional planning for the MT

Continue to actively assist and work with individual and small groups of students Select and implement co-teaching strategies with the MT Assume responsibility for planning, implementing, and assessing lessons* in at least one subject/block daily *Interns should begin with shorter lesson segments; they should plan and implement them with gradually decreasing guidance and increasing autonomy

Complete first observation cycle by the end of week 4

All of the above and… • Prepare instructional materials and

resources for instruction • In collaboration with the MT, establish and

maintain consistent expectations for student behavior

• Effectively provide verbal and non-verbal redirection cues to students

• Assess and provide feedback on student work with guidance (e.g., answer key, rubric, guidelines, sample comments)

• Participate in team planning meetings • Reflect on own efficacy related to

interactions with students with a focus on classroom management and providing feedback

Week 4 1/24-1/28

Week 5 1/31-2/4

Productivity Instructional Learning Formats

Continue to actively assist and work with individual and small groups of students

Select and implement co-teaching strategies for whole group instruction

Assume responsibility for planning, implementing, and assessing lessons* in at least two subjects/blocks daily *Interns may teach shorter lesson segments in some subjects while taking on responsibility for longer lessons in other subjects

Complete second observation cycle by the end of week 6

All of the above and… • Plan for and facilitate transitions between

activities/classes • Plan and implement instruction using a

variety of modalities and materials • Reflect on own efficacy related to

interactions with students with a focus on productivity and instructional learning formats

Week 6 2/7-2/11

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Week 7 2/14-2/18

Regard for Student/ Adolescent Perspective Instructional Dialogue

Co-teach across the day, assuming full responsibility for at least 50% of instructional time, including planning and assessment Plan for and engage the MT in an active co-teaching role

Complete self-evaluation in Anthology Portfolio by the end of week 8

All of the above and… • Plan and deliver instruction that

demonstrates a regard for students’ perspectives, using strategies such as encouraging student ideas, making authentic connections to students’ lives, and giving students responsibility

• Create opportunities for sustained content-focused discussions that support students’

• Reflect on own efficacy related to interactions with students with a focus on regard for varied student perspectives and instructional dialogue

• Review intern evaluation scores with coach and MT

Week 8 2/21-2/25

Week 9 2/28-3/4

Co-teach across the day, assuming full responsibility for at least 75% of instructional time, including planning and assessment

Plan for and engage the MT in an active co-teaching role

Complete third observation cycle by the end of week 9 Participate in midterm triad meeting with clinical coach and mentor teacher by the end of week 9. This meeting may be combined with the third observation cycle.

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Dates Areas of Focus Candidate Activities and Responsibilities Ways Candidates Can Engage with and

Support Students and Mentor Teacher

Week 10 3/7-3/11

Content Understanding

Co-teach across the day, assuming full responsibility for at least 75% of instructional time, including planning and assessment


All of the above and… • Develop sequences of lessons to support

students’ developing understanding of key principles of the discipline

• Apply discipline-specific pedagogies to planning, instructional delivery, and assessment

• Reflect on own efficacy related to interactions with students with a focus on strategies to deepen students’ content understanding

Week 11 3/14-3/18

Co-teach across the day, assuming full responsibility for 100% of instructional time, including planning and assessment


Complete fourth observation cycle by the end of week 12

Week 12 3/21-3/25

Week 13 3/28-4/1

Analysis and Inquiry

Co-teach across the day, assuming full responsibility for 100% of instructional time, including planning and assessment


Complete self-evaluation in Anthology Portfolio by the end of week 15 Complete fifth observation cycle by the end of week 15 Participate in final triad meeting with clinical coach and mentor teacher. This meeting may be combined with the fifth observation cycle.

All of the above and… • Plan instruction that engages students in

higher-level thinking, applying their knowledge to new problems and tasks, and thinking deeply about their own learning processes

• Reflect on own efficacy related to interactions with students with a focus on analysis and inquiry

• Review intern evaluation scores and feedback with coach and MT

Week 14 4/4-4/8

Week 15 4/11-4/15

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Week 16 4/18-4/22

Reflection and Goal Setting

Gradually return responsibility to the MT while maintaining an active role in the classroom

Plan for opportunities to observe in other classrooms within the building

All of the above and… • Collaborate with the coach and MT to

identify 1-2 professional development goals for the future Week 17

4/25-4/29

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EVALUATION Observation Cycles During the yearlong internship sequence, interns complete structured observation cycles in which they analyze and reflect on their teaching. The clinical coach guides the candidate through the observation process, providing targeted feedback to prompt candidates’ thinking. The use of video allows the intern and coach to review specific lesson segments aligned with identified areas of focus. Students complete three observation cycles during Internship I and five observation cycles during Internship II.

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Internship Evaluation The internship evaluation provides a framework for interns, mentor teachers, and clinical coaches to monitor and support the interns’ growth during the yearlong internship sequence. Developed in collaboration with P-12 stakeholders, the internship evaluation measures interns’ development on competencies aligned to the Virginia Department of Education’s Uniform Performance Standards for Teachers and the InTASC Model Core Teaching Standards and Learning Progressions for Teachers. Interns are evaluated three times during the internship sequence: at the end of Internship I, at the midpoint of Internship II, and at the end of Internship II. During each evaluation period, the intern completes a self-evaluation, while the mentor and coach complete evaluations of the intern. After completing their evaluations, the intern, mentor teacher, and clinical meet to discuss areas of strength and next steps for growth. There are four categories on the evaluation rating scale: exemplary, proficient, developing, and unacceptable.

• Unacceptable refers to consistent performance below the established standard or in a manner that is inconsistent with the school’s mission and goals. If a candidate scores in the unacceptable range, the mentor, clinical coach, and internship instructor meet with the candidate to discuss strategies for improving performance.

• Developing refers to inconsistent performance below the established standard expressed in the evaluation criteria. A developing teacher candidate's performance may require more support than is typically provided to a first-year teacher. UVA teacher candidates are developing throughout much of the program, and candidates should expect to see some developing ratings during early practicum experiences, Internship I, and a portion of Internship II.

• Proficient refers to performance that consistently demonstrates a particular competency or indicator expressed in the evaluation criteria. A proficient teacher candidate’s performance requires only the support routinely provided to first year teachers. The program expectation is that candidates will be proficient in most or all areas by the end of the teacher education program.

• Exemplary refers to performance, accomplishments, and behaviors that consistently and considerably surpass the established standard and the expectations of a first-year teacher. Candidates may be exemplary in a few areas at the end of the program, but there is no expectation that teacher candidates are exemplary in all areas.

The internship evaluation is a developmental continuum, the expectation is that interns meet the proficient rating in most or all areas by the end of the teacher education program. The program does not expect interns to be proficient in every area during the first few clinical experiences, nor are interns expected to earn exemplary ratings by the end of the program. Directions for completing the internship evaluation in Anthology Portfolio are available on the clinical experience website and will be shared via email during the evaluation periods. A copy of the evaluation is provided below.

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https://www.doe.virginia.gov/teaching/performance_evaluation/teacher/index.shtml

https://www.doe.virginia.gov/teaching/performance_evaluation/teacher/index.shtml

https://ccsso.org/sites/default/files/2017-12/2013_INTASC_Learning_Progressions_for_Teachers.pdf

I N T E R N E V A L U A T I O N

Professional Knowledge No Opportunity to

Observe Unacceptable: Rarely/Never

Developing: Inconsistently

Proficient: Consistently

Exemplary: Model for Colleagues

Content Understanding: The candidate identifies and demonstrates understanding of essential components of a concept and makes explicit connections among knowledge, understandings, and skills.

There was no opportunity to observe tasks related to this criterion.

The candidate is unable to identify the essential components of a concept. The candidate is unable to make connections among knowledge, understandings, and skills required of students in order to master the concept.

The candidate is able to identify the essential components of a concept, though connections may be inconsistent, unclear, and/or inaccurate.

The candidate is able to identify and demonstrate knowledge of the essential components of a concept and consistently makes accurate connections among concepts, knowledge, skills, and understandings to support student learning and growth.

The candidate is able to identify and demonstrate knowledge of the essential components of a concept and consistently makes accurate connections among concepts, knowledge, skills, and understandings to support student learning and growth. The candidate can adjust strategies to foster these connections during a lesson to ensure student understanding.

Curriculum Standards: The candidate effectively addresses appropriate state and local standards.


The candidate does not address appropriate state and local standards.

The candidate may address state or local standards without depth or inconsistently.

The candidate consistently identifies state and local standards during planning and can demonstrate alignment and application through instruction.

The candidate consistently identifies state and local standards and adjusts instruction to ensure that all students meet these standards. The candidate engages in long-term planning using standards and scope and sequence documents.

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Instructional Planning No Opportunity to





Learning Targets: The candidate establishes clear learning targets.


The candidate is unable to establish learning targets that are clear and actionable.

The candidate establishes learning targets, though at times they are unclear and/or are not actionable.

The candidate establishes learning targets that are both clear and actionable and guide the lesson planning process, including pre- and post-assessment, materials, and activities.

The candidate establishes learning targets that are both clear and actionable and guide the lesson planning process. The candidate self-reflects on and can assess the effectiveness of the learning targets and revises for future planning as necessary.

Lesson Plan Details: The candidate develops lesson and unit plans that make clear what students will do during the lesson, how they will be assessed, and how the candidate will facilitate learning activities and transitions.


The candidate’s lesson and unit plans are unclear, with undefined learning targets, tasks, and assessments.

The candidate’s lesson and unit plans are mostly clear, though some elements (e.g., learning activities, assessments) may require more detail to ensure clarity.

The candidate develops plans that are consistently clear and appropriate across each element (e.g., learning targets, assessments, tasks) ensuring developmental appropriateness and basing on knowledge of children.

The candidate develops plans that are consistently clear and appropriate across each element (e.g., learning targets, assessments, tasks) and reflects upon the effectiveness of the plans in preparation for future planning.

Planning with Data: The candidate uses qualitative and quantitative data to document learning and plan for instruction.


The candidate does not use data to plan for instruction.

The candidate uses data to document learning but does not consistently use data to plan for instruction.

The candidate uses data to document learning and plan for instruction that is differentiated for diverse learners.

The candidate systematically uses data to document learning and consistently plans instruction that is differentiated for diverse learners. The candidate involves students in planning for their own learning using data.

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Instructional Planning No Opportunity to





Preparation: The candidate is prepared to teach lessons, ensuring materials are prepared in advance and readily accessible.


The candidate is unprepared to teach. Materials are not readily available prior to or during the lesson.

The candidate is prepared to teach, though materials may not be appropriate for the lesson.

The candidate is consistently prepared to teach, and materials are prepared in advance and appropriate for the lesson and learning targets.

The candidate is consistently prepared to teach, and materials are prepared in advance. Materials are appropriate for the lesson and learning targets, and the candidate is prepared to adjust instruction with materials for extension and intervention. The candidate uses students’ prior knowledge and understandings and students’ backgrounds to ensure materials are relevant and appropriate.

Instructional Delivery Instructional Dialogue: The candidate balances student and teacher dialogue, creating opportunities for extended dialogue among students. Students freely initiate questions and commentary.


The candidate does not balance student and teacher dialogue. Instructional activities are dominated by teacher talk, and there are limited discussions.

The candidate uses some facilitation strategies that encourage student dialogue, but they may be brief, inconsistent, or ineffective at consistently engaging students in extended dialogues.

The candidate consistently uses strategies (e.g., open-ended questions, grouping structures) that cause students to take an active role in classroom dialogue.

The candidate uses strategies to facilitate frequent, content-driven discussions between teachers and students and among students. Students freely initiate questions and commentaries, as well engage in extended conversations.

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Instructional Delivery No Opportunity to





Higher Order Thinking for All Students: The candidate facilitates higher order thinking across all student demographics, cultural backgrounds, and readiness levels.


The candidate does not create opportunities for higher order thinking for all learners.

The candidate creates some opportunities for higher order thinking, but these opportunities are inconsistent and only for a small group of students.

The candidate routinely integrates opportunities for higher order thinking into instructional activities. These opportunities are available to all students.

The candidate makes higher order thinking central to planning for instruction and provides all students with extended opportunities for analysis and inquiry. The candidate gives students frequent opportunities to reflect on and evaluate their own learning.

Differentiation: The candidate differentiates instruction based on students’ prior knowledge, assessment data, and the candidates’ knowledge of students’ lived experiences.


The candidate does not differentiate instruction.

The candidate attempts to differentiate instruction, though efforts are based on a superficial understanding of students’ prior knowledge, assessment data, and knowledge of students’ lived experiences.

The candidate consistently differentiates instruction based on students’ prior knowledge, assessment data, and the candidates’ knowledge of students’ lived experiences.

The candidate employs systematic routines and procedures that facilitate differentiation based on students’ prior knowledge, assessment data, and the candidates’ knowledge of students’ lived experiences. The candidate engages students in making decisions about their own learning within the classroom system.

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Instructional Delivery No Opportunity to





Instructional Technology: The candidate makes appropriate use of instructional and assistive technology to engage students and support student learning.


The candidate makes limited use of instructional and assistive technology.

The candidate uses some instructional and assistive technology, but its use is teacher-centered with few opportunities for students to interact with the technology.

The candidate’s use of instructional technology is student-centered with frequent opportunities for students to interact with the technology in ways that enhance student learning.

The candidate’s use of instructional technology is student-centered with frequent opportunities for students to create and interact with the technology in ways that enhance student learning. The candidate uses technology to track student learning and to plan for differentiated instruction.

Assessment Assessment Strategies and Tools: The candidate uses appropriate, relevant, and valid assessments and assessment strategies to generate data that are appropriate to use for instructional planning and future assessment.


The candidate uses few strategies and tools to assess students learning. Assessments may be inappropriate and invalid for the content and student population.

The candidate uses a limited range of strategies and tools to assessment student learning. Some assessments are appropriate and valid for the content and student population, while other assessments are not.

The candidate uses a range of assessment strategies and tools. Assessments are appropriate and valid for the content and student population and are used to adjust future instruction.

In the use of appropriate and assessments, the candidate creates opportunities for students to demonstrate progress toward stated learning targets in multiple ways. The candidate uses assessments results to adjust future assessments and instruction.

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Assessment No Opportunity to





Checking for Understanding During Instruction: The candidate acknowledges background knowledge, checks in with students for content understanding, notices difficulties, and adjusts instructions as needed.


The candidate is unable to check for student understanding during instruction.

The candidate attempts to check for understanding during instruction. The candidate may notice difficulties but is unable to adjust instruction as needed.

The candidate routinely checks for understanding during instruction. The candidate is able to adjust instruction in response to students’ difficulties or misconceptions.

The candidate routinely checks for understanding and adjusts instruction in response to students’ difficulties. The candidate uses information gathered to plan for future instruction.

Quality of Feedback: The candidate provides high-quality feedback, including scaffolding, timely assistance, and affirmation of students’ efforts.


The candidate provides limited feedback to students, leaving students to struggle through instructional activities.

The candidate attempts to use scaffolding, timely assistance, and affirmation, though these efforts are inconsistent. Feedback may be vague or perfunctory.

The candidate uses scaffolding, timely assistance, and affirmation to provide feedback to students. Feedback is specific and moves student learning forward as evidenced by student understanding of feedback.

The candidate uses scaffolding, timely assistance, and affirmation to provide feedback to students. Feedback is specific and enables students to reach a deeper understanding of material and concepts than they would be able to do independently. The candidate creates opportunities for peer feedback.

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Assessment No Opportunity to





Student Metacognition: The candidate provides opportunities for student metacognition (i.e., thinking about, planning for, evaluating, and reflecting on their own learning).


The candidate does not provide opportunities for student metacognition.

The candidate provides occasional opportunities for students to engage in metacognition. However, these opportunities are brief and limited in depth.

The candidate routinely provides extended opportunities for students to engage in metacognition.

In addition to providing consistent opportunities for students to engage in metacognition, the candidate models metacognitive strategies by “thinking out loud” and draws attention to the mental process that underlie the learning process.

Learning Environment Teacher Affect: The candidate demonstrates interest and engagement equitably toward all students in order to build rapport with all students.


The candidate does not demonstrate interest and engagement and/or does not do so equitably toward all students.

The candidate demonstrates interest and engagement, but the demonstrations are inconsistent and may not be directed equitably toward all students.

The candidate consistently demonstrates interest and engagement equitably toward all students. There is evidence of rapport among teachers and students.

The candidate consistently demonstrates interest and engagement equitably toward all students. The candidates’ use of respectful language and positive communication contribute to the development of supportive relationships among teachers and students.

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Learning Environment No Opportunity to





Expectations for Student Behavior: The candidate establishes a climate conducive to learning by setting and consistently enforcing clear expectations for student behavior.


The candidate does not establish expectations for student behavior. The candidate inconsistently enforces rules and behavioral expectations.

The candidate establishes expectations for student behavior, but they may be unclear and/or inconsistently enforced.

The candidate establishes clear expectations for student behavior equitably and consistently enforces those expectations.

The candidate involves students in identifying, establishing, and reviewing clear expectations for student behavior. The candidate equitably and consistently enforces those expectations.

Behavior Management: The candidate uses proactive strategies to address student behavior and is effective in redirecting misbehavior.


The candidate does not address student behavior. The candidate either ignores or is in effective in redirecting misbehavior.

The candidate sometimes addresses behavior but at other times misses early indicators of problems. The candidate uses a mix of proactive and reactive strategies to redirect misbehavior.

The candidate proactively addresses behavior to prevent behavior problems from developing. The candidate equitably uses effective verbal and nonverbal strategies to redirect misbehavior.

The candidate proactively addresses behavior to prevent behavior problems from developing. In addition to using verbal and nonverbal strategies equitably to redirect misbehavior, the candidate engages students in self-reflection on individual and classroom behaviors to develop strategies for improving behavior.

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Learning Environment No Opportunity to





Cultural Competence: The candidate demonstrates cultural competence and responsiveness to diverse student and family funds of knowledge.


The candidate demonstrates limited cultural competence and is unable to draw on student and family funds of knowledge when planning instruction.

The candidate attempts to draw on student and family funds of knowledge when planning instruction, though these efforts may be infrequent and/or superficial.

The candidate draws on student and family funds of knowledge to ensure content is relevant, to draw on learners’ assets, and to help students make authentic, real-world connections. The candidate makes consistent efforts to engage families and the community within and outside of the classroom.

The candidate draws on student and family funds of knowledge to ensure content is relevant, to draw on learners’ assets, and to help students make authentic, real-world connections. The candidate independently identifies and acts on opportunities to engage with and differentiate for families and to include families in the learning partnership.

Professionalism Professional Communication: The candidate communicates professionally and effectively within the school community to promote students’ well-being and success.


The candidate is unprofessional in communication within the school.

The candidate is professional in communication within the school, though communication may not be effective in promoting student success or is not goal oriented.

The candidate is professional in communication within the school and is focused on achieving goals and promoting student success in all communications.

The candidate is professional in communication within the school and seeks leadership or engagement opportunities to promote student well-being and success among faculty, leadership, and staff, families, and students.

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Professionalism No Opportunity to





Collaboration and Collegiality: The candidate works in a collegial and collaborative manner with administrators, school and university personnel, and the community.


The candidate does not work in a collegial or collaborative manner with school administrators, personnel, and community.

The candidate works collegially and collaboratively with some members of the school community but struggles to do so with others.

The candidate works collegially and collaboratively with all members of the school community.

The candidate works collegially and collaboratively with all members of the school community and seeks opportunities to serve in leadership roles or roles that connect members of the school community to foster student development and growth.

Legal and Ethical Guidelines: The candidate adheres to federal and state laws, school and division policies, and ethical guidelines.


The candidate is unable to adhere to federal and state laws, school and division policies, and ethical guidelines.

The candidate is able to adhere to federal and state laws, school and division policies, and ethical guidelines but requires significant support in making legal and ethical decisions.

The candidate adheres to federal and state laws, school and division policies, and ethical guidelines.

The candidate adheres to federal and state laws, school and division policies, and ethical guidelines. The candidate seeks opportunities to learn about and engage with legal and ethical issues and decision-making processes.

Goal Setting: The candidate sets and articulates goals for improving their own knowledge and skills and seeks out resources to achieve those goals.


The candidate does not recognize gaps in their own knowledge and does not actively seek out resources to achieve goals related to addressing those gaps.

The candidate may recognize gaps or misunderstandings in their own knowledge and attempts to seek out resources to address these, though sometimes without success.

The candidate is able to recognize gaps in their own knowledge and can successfully identify and use resources to improve knowledge and skills.

The candidate is able to recognize and address gaps in knowledge and seeks to share resources with others in the school community.

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Professionalism No Opportunity to





Personal Reflection: Through personal reflection, the candidate reflects on their identity, their personal and professional experiences, and the ways in which those factors interact with children’s backgrounds and inform instruction.


The candidate does not reflect on their background, biases, or other schemas related to their practice.

The candidate reflects on their background and experiences and ways in which those factors inform their practice inconsistently or is unable to make connections between their own background and those of their students or how their background informs their teaching.

The candidate regularly reflects upon their background and experiences and is able to make connections between those factors and their students’ backgrounds and their own practice.

The candidate regularly reflects upon their background and experiences and is able to make connections between those factors and their students’ backgrounds and their own practice and seeks resources to more fully understand students’ lived experiences as well as resources to foster connection between these factors and instruction, student growth, and student development.

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PROGRAM CONTACTS

Interns: If you have questions or concerns, reach out to your mentor teacher, clinical coach, and internship instructor.

Coaches and mentors: If you have questions or concerns, reach out to the internship instructor listed below.

Anthology Portfolio support: Tim Cannon, [email protected]

Master of Teaching (Graduate Students) Internship Instructors

Elementary – PGMT students Kristen Jones, [email protected] Elementary – B/MT students Judy Paulick, [email protected] English Natasha Heny, [email protected] English as a Second Language Chris Chang-Bacon, [email protected] Mathematics Kyong Mi Choi, [email protected] Science Frackson Mumba, [email protected] Social Studies Stephanie Van Hover, [email protected] Special Education Stephanie Morano, [email protected]

Bachelor of Science in Education (Undergraduate Students) Internship Instructors

Early Childhood and Elementary Stephen Plaskon, [email protected] Special Education Michael Kennedy, [email protected]

Additional Contacts Director of Clinical Practice and Partnerships Jeff Davis, [email protected]

Teacher Education Specialist Cody Lloyd, [email protected]

Counseling and Psychological Services (CAPS) https://www.studenthealth.virginia.edu/caps

Student Disability Access Center (SDAC) https://studenthealth.virginia.edu/sdac

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mailto:[email protected]













https://www.studenthealth.virginia.edu/caps

https://studenthealth.virginia.edu/sdac

clinical experience handbook : internship ii – spring 2022

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