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George Mason UniversityCollege of Education and Human Development

Division of Special Education and disAbility Research

Special EducationInternship Handbook

2017-18

A comprehensive guide for Teacher Candidates, University Supervisors, and Mentor Teachers

Students with Disabilities who Access the General Curriculum

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Table of ContentsClinical Internship Experience: Students with Disabilities who Access the General Curriculum Program....................................................................................................................................................4Purpose of the Clinical Internship.........................................................................................................4Licensure Requirements Related to the Clinical Internship...............................................................4Types of Clinical Internships..................................................................................................................5

On-the-job (OTJ) Clinical Internships: Including cohorts and other on–the-job situations.................5Traditional Clinical Internships: Clinical Internships requiring placement by George Mason University..............................................................................................................................................5

General Clinical Internship Information..............................................................................................7Attendance.............................................................................................................................................7Personal Appearance and Professional Conduct...................................................................................7Holidays and Vacations.........................................................................................................................7Teacher Candidates and Substitute Teachers........................................................................................7Important Considerations......................................................................................................................7Duration of the Clinical Internship.......................................................................................................8Grades...................................................................................................................................................8Problem Solving Process.......................................................................................................................9Special Assistance for Teacher Candidates.........................................................................................10

On-the-Job Clinical Internship Teacher Candidates.........................................................................11Responsibilities...................................................................................................................................12

Traditional Clinical Internship Teacher Candidates.........................................................................13Responsibilities...................................................................................................................................14

University Supervisors..........................................................................................................................16Role of University Supervisor.............................................................................................................17Unsatisfactory Progress.......................................................................................................................17Logistics..............................................................................................................................................17Responsibilities...................................................................................................................................18

Mentor Teachers....................................................................................................................................20Role of Mentor Teacher......................................................................................................................21Trajectory for Traditional Teacher Candidates...................................................................................21Logistics..............................................................................................................................................21Instructions for Stipend Payment........................................................................................................21Responsibilities...................................................................................................................................22

Special Education Clinical Internship Forms.....................................................................................23Instructions for Log of Hours..............................................................................................................24Summary of Placement, Supervisors, Hours, and Final Grade...........................................................26Internship Planning Guide...................................................................................................................27Progress Report...................................................................................................................................37

Special Education Clinical Internship Assessments...........................................................................38Internship Rubric.................................................................................................................................39Critical Incident Analysis: Impact on Student Learning Assessment Task........................................76Teacher Candidate Dispositions Rating..............................................................................................82Technology Standards in the Special Education Clinical Internship..................................................85Internship Evaluation by the Teacher Candidate................................................................................97

Supplemental Materials........................................................................................................................99University Supervisors Tech Tips.....................................................................................................100The Active Teaching Model: Lesson Plan Format A........................................................................104The Active Teaching Model: Lesson Plan Format B........................................................................105

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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 InternshipThe 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.

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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 disabilities pursuing a standard or advanced studies diploma and participating in the standard assessment program.

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 InternshipsThere 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. 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 also apply for an OTJ clinical internship with approval from the LIFE Program Director through Spring 2018 only. After the Spring 2018 semester, Teacher Candidates teaching in the Mason LIFE program may not apply for an OTJ clinical internship in Special Education-General Curriculum.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.

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General Clinical Internship Information

AttendanceTeacher 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 ConductTeacher 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 VacationsTeacher 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 TeachersTraditional 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 ConsiderationsIf 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.

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Duration of the Clinical InternshipTraditional, 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, OR4. 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).

GradesGrades 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. 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), b. Dispositions rubric (Assessment C), andc. Critical Incident Analysis rubric (Assessment B).

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2. Satisfactory submission of all requirements and exit materials, including submission of documentation to Tk20.

Problem Solving ProcessWhen 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:

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Special Assistance for Teacher CandidatesOccasionally, 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.

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On-the-Job Clinical Internship Teacher Candidates

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ResponsibilitiesOTJ 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 Document1. Attend an initial clinical internship orientation meeting at Mason (You will be notified by the Special Education program of this date and time.)

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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 report8. 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)

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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 1Form 2Assessment AForm 4Assessment 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

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Traditional Clinical Internship Teacher Candidates

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ResponsibilitiesTraditional 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 Document1. Attend an initial clinical internship orientation meeting at Mason. (You will be notified by the Special Education program of this date and time.)

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2. Login to Blackboard course. none3. 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.

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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.


6. Maintain same hours and assist with all duties of the Mentor Teacher.

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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.

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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 Report11. 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 and Mentor Teacher.

University Supervisor will document

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Requirement Related Document14. Complete online evaluation of the clinical internship (link sent by Educator Preparation Office)

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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.


16. Following final conference, upload signed/final Internship Rubric to Tk20


17. Following final conference, upload signed/final Summary of Placement, Supervisors, Hours, and Final Grade document to Blackboard assignment page.


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University Supervisors

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Role of University SupervisorAs 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. 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 ProgressIt 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.

LogisticsOnce 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.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.

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

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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.

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Responsibilities

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Requirement Related Document1. 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.)

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4. Review Internship Rubric to understand all aspects of internship that must be documented.


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

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 RubricAssessment C-Teacher Candidate Dispositions Rating

13. Complete and sign Summary of Placement, Supervisors, Hours, and Final Grade at final conference.


14. Complete online evaluation of internship (link sent by Educator Preparation Office)

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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.


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 Assessment D-Technology Standards

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Mentor Teachers

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Role of Mentor TeacherAs 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.

LogisticsMentor 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.

Instructions for Stipend Payment Please note that payment will take a minimum of 4-6 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 (top of School Partners page:

https://cehd.gmu.edu/epo/school-partners-clinical-practice/field-experiences) A completed W-9

(http://www.doa.virginia.gov/Admin_Services/CVG/Forms/W9_COVSubstitute.pdf )o Note: We require the Virginia W-9 and not federal.

Beth’s mailing information : Beth RooneyCollege 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

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https://cehd.gmu.edu/epo/school-partners-clinical-practice/field-experiences

mailto:[email protected]

Responsibilities

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Requirement Related Document1. Review Special Education Clinical Internship handbook when received.2. Meet with Teacher Candidate to plan internship and documentation of activities related to Internship Rubric.


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).

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8. In conjunction with the University Supervisor, complete and sign final Internship Rubric and Dispositions Rating.

Assessment A-Internship RubricAssessment C-Dispositions rating

9. In conjunction with the University Supervisor, complete the Summary of Placement, Supervisors, Hours, and Final Grade document.


10. Complete online evaluation of internship (link sent by Educator Preparation Office)

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Special Education Clinical Internship Forms

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Form 1Instructions 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.

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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 inConference

Hours inTeaching

Hours inPreparation

Hours in Observation

HoursPer Day

Total Hours

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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

GrandTotal

Conference:

Teaching:

Preparation:

Observation:

Totals from Log Sheets:

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Final Grade_________Grading Scale: S (Satisfactory), NC (No Credit), IP (In Progress)

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Form 3

Internship Planning Guide

InTASC Key Element CEC Key Element Evidence Source/Activities Week1.1 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.

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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.

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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.

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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).

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.

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5m. Presents content accurately and instructions clearly.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.

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10.1 Candidates seeks appropriate leadership roles and opportunities to take responsibility for learning.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.

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Form 4Summary 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

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___ 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:

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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:

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Observation Summary

Candidate’s Signature Date _______________

University Supervisor’s Signature Date _______________

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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?

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Special Education Clinical Internship Assessments

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Assessment A

Internship Rubricfor 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

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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.

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InTASC 1 Learner DevelopmentThe 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

1Does Not Meet

2Approaching

3Meets

4Exceeds

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.

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InTASC 1 Learner DevelopmentThe 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

1Does Not Meet

2Approaching

3Meets

4Exceeds

Evidence

1.2 The candidate designs and implements developmentally appropriate and challenging learning experiences that include the use of technology.

VDOE 2Technology

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.

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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

1Does Not Meet

2Approaching

3Meets

4Exceeds

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.

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InTASC Key Element

CEC Key Element

1Does Not Meet

2Approaching

3Meets

4Exceeds

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 but fails to demonstrate that 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.

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InTASC Key Element

CEC Key Element

1Does Not Meet

2Approaching

3Meets

4Exceeds

Evidence

2.2 Candidate ensures inclusive learning by addressing the needs of diverse learners.

VDOE 1Diversity

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.

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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

1Does Not Meet

2Approaching

3Meets

4Exceeds

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.

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InTASC Key Element

CEC Key Element

1Does Not Meet

2Approaching

3Meets

4Exceeds

Evidence

3.2 Teacher Candidate encourages positive social interaction, active engagement in learning, and self- motivation.

VDOE 5College-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.

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InTASC Key Element

CEC Key Element

1Does Not Meet

2Approaching

3Meets

4Exceeds

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.

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InTASC Key Element

CEC Key Element

1Does Not Meet

2Approaching

3Meets

4Exceeds

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.

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InTASC Key Element

CEC Key Element

1Does Not Meet

2Approaching

3Meets

4Exceeds

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.

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InTASC Key Element

CEC Key Element

1Does Not Meet

2Approaching

3Meets

4Exceeds

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:

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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

1Does Not Meet

2Approaching

3Meets

4Exceeds

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.

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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

1Does Not Meet

2Approaching

3Meets

4Exceeds

Evidence

4.2 Candidate creates learning experiences that make content accessible and meaningful for learners to ensure content mastery.

VDOE 3Diversity

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.

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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

1Does Not Meet

2Approaching

3Meets

4Exceeds

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 2College-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 c a 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 5Diversity

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:

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InTASC 6. AssessmentThe 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

1Does Not Meet

2Approaching

3Meets

4Exceeds

Evidence

6.1 Candidate usesmultiple 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 4Technology


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.

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InTASC Key Element

CEC Key Element

1Does Not Meet

2Approaching

3Meets

4Exceeds

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.

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InTASC Key Element

CEC Key Element

1Does Not Meet

2Approaching

3Meets

4Exceeds

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.

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InTASC Key Element

CEC Key Element

1Does Not Meet

2Approaching

3Meets

4Exceeds

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.

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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

1Does Not Meet

2Approaching

3Meets

4Exceeds

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 2Technology


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 reas , 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.

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InTASC Key Element

CEC Key Element

1Does Not Meet

2Approaching

3Meets

4Exceeds

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.

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InTASC Key Element

CEC Key Element

1Does Not Meet

2Approaching

3Meets

4Exceeds

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.

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InTASC Key Element

CEC Key Element

1Does Not Meet

2Approaching

3Meets

4Exceeds

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.

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InTASC Key Element

CEC Key Element

1Does Not Meet

2Approaching

3Meets

4Exceeds

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.

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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

1Does Not Meet

2Approaching

3Meets

4Exceeds

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.

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InTASC Key Element

CEC Key Element

1Does Not Meet

2Approaching

3Meets

4Exceeds

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.

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InTASC Key Element

CEC Key Element

1Does Not Meet

2Approaching

3Meets

4Exceeds

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.

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InTASC Key Element

CEC Key Element

1Does Not Meet

2Approaching

3Meets

4Exceeds

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


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:

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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

1Does Not Meet

2Approaching

3Meets

4Exceeds

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.

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InTASC Key Element

CEC Key Element

1Does Not Meet

2Approaching

3Meets

4Exceeds

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.

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InTASC Key Element

CEC Key Element

1Does Not Meet

2Approaching

3Meets

4Exceeds

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.

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InTASC Key Element

CEC Key Element

1Does Not Meet

2Approaching

3Meets

4Exceeds

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.

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InTASC Key Element

CEC Key Element

1Does Not Meet

2Approaching

3Meets

4Exceeds

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.

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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

1Does Not Meet

2Approaching

3Meets

4Exceeds

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.

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InTASC Key Element

CEC Key Element

1Does Not Meet

2Approaching

3Meets

4Exceeds

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 6Technology

Diversity


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.

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InTASC Key Element

CEC Key Element

1Does Not Meet

2Approaching

3Meets

4Exceeds

Evidence

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.

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.

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InTASC Key Element

CEC Key Element

1Does Not Meet

2Approaching

3Meets

4Exceeds

Evidence

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.

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.

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InTASC Key Element

CEC Key Element

1Does Not Meet

2Approaching

3Meets

4Exceeds

Evidence

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:

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Assessment BCritical 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, 1.5VDOE 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.

RationaleAccording 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

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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 indepdent 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 TaskThis 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 ReflectionFollowing 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 IncidentFrom 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.

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-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 edn.), 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

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https://doi.org/10.1177/002248710005100105

http://www.jstor.org/stable/1179579

Critical Incident Analysis: Impact on Student Learning Assessment Task Rubric(rubric completed by University Supervisor in Tk20 ONLY)

Scoring Guidelines4-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

ApproachingStandard

2

Meets Standard3

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 9VDOE 6

The candidate uses either a single data point to evaluate the outcomes of teachin 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 subsequesnt 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 toadapt 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 toadapt planning and practice for subsequent learning experiences.

The candidate provides detailed rationale for the selection of strategies and the adaptation of instructional practice.

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The candidate uses ongoing analysis and reflection to improve planning and practice.

InTASC 9VDOE 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/predicted 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 critial incident based on the cause and effect relationship between underlying issues and motivators that impact learning.

InTASC 9VDOE 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 impactin 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

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engaging curriculum and learning experiences.

InTASC 9VDOE 6

teaching and learning.

teaching and learning that directly relate to the critical incident.

The candidate reflects on his/her personal biasesand accesses resources to deepen his/her ownunderstanding of instruction.

InTASC 9VDOE 6

There is no evidence that the candidate reflects on his/her personal biases.The candidate did not access resources to deepen his/her ownunderstanding of individualdifferences.

The candidate provides evidence that he/she reflects at the technical level on his/her personal biasesand accesses resources to deepen his/her ownunderstanding of limited individualdifferences.

The candidate provides evidence that he/she critically reflects on personal biasesand accesses appropriate resources to deepen his/her ownunderstanding of a variety of individualdifferences.

The candidate provides evidence that he/she critically reflects on personal biasesand accesses multiple resources to deepen his/her ownunderstanding of a variety of specific individualdifferences.

The candidate uses knowledge of individualdifferences to build relationships to create more relevant learning experiences.

InTASC 2VDOE 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 differeneces.

The candidate builds relationships and creates relevant and authentic learning experiences based upon the knowledge of specific individual learner differeneces.

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Assessment CTeacher 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.

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mailto:[email protected])

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

4 3 2 1

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- Maintains privacy and confidentiality of sensitive information- 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:

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Assessment DTechnology 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].

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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 LearnerCandidates engage in ongoing professional learning related to content, pedagogy, and technology.

Technology College-and-Career-ReadyCandidate 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 mentors.)

Evidence:

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VDOE 2 Digital LeadershipCandidates model safe and ethical practices for their students.

Technology College-and-Career-ReadyThe 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 digital world includes: a candidate’s reflection of how he/she handle the

Evidence:

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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 FacilitatorCandidates support student learning by harnessing the power of technology.

Technology Diversity College-and-Career-ReadyThe 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:

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(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:

Technology Standards: Rubric

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**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 LearnerCandidates engage in ongoing professional learning related to content, pedagogy, and technology.

Technology College-and-Career-ReadyVDOE Performance Standards SPA

Alignment1

Does Not Meet Standard

2Approaching

Standard

3Meets

Standard

4Exceeds

Standards

Evidence/CommentsCandidates provide

evidence on meeting the standards prior to final

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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.

The candidate did not use digital technology to reflect on

The candidate may or may not have used digital technology to

The candidate used digital technology to reflect on feedback and collaborated on

The candidate used digital technologies to reflect-in-action

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(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 mentors.)

feedback to improve teaching and learning, nor to collaborate on educational topics to improve teaching and learning.

reflect on feedback. Evidence may or may not have included collaboration on educational topics to improve teaching and learning.

educational topics to improve teaching and learning.

related to feedback and collaborated to strategically improve teaching and learning.

VDOE 2 Digital LeadershipCandidates model safe and ethical practices for their students.

Technology College-and-Career-Ready

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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.

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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 FacilitatorCandidates support student learning by harnessing the power of technology.

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Technology Diversity College-and-Career-ReadyThe 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.

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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.

(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.)

The candidate used a did not use formative and summative assessments, to meet the needs of students and stakeholders.

The candidate used formative or summative assessments and used quantitative or qualitative data to meet the needs of students and stakeholders.

The candidate used both formative and 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.

The candidate used a variety of 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 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

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

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using school-based file management and the use of storage and communication operations, mentor verification that this standard was met, etc.)

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.

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Assessment EInternship 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 = Marginal4 = Usually Demonstrated 1 = Unsatisfactory3 = Emerging Competency

Teaching Competencies 5 4 3 2 1Knowledge 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 DevelopmentResponsibility.................................................................................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....................................................................................

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B. Rate the following:5-Excellent 4-Good 3-Average 2-Fair 1-Poor 5 4 3 2 11. 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 anda) the Mentor Teacher was......................................................b) the University Supervisor was.............................................

C. General Evaluation of Self1. 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

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Supplemental Materials

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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 siteo Go to the “Assessments” page on the left-side menu of your course siteo 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 assistanceo 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 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.

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https://cehd.gmu.edu/aero/tk20/faculty-directions/faqs

https://cehd.gmu.edu/aero/tk20/faculty-directions/

https://mymasonportal.gmu.edu/

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 [email protected]

Scoring Assessments in Tk20 Follow the directions on the Tk20 Faculty Directions page under “Scoring the Assessment”:

o Login to your course Blackboard siteo Go to the “Assessments” page on the left-side menu of your course siteo Click on the Tk20 Assessment link you wish to scoreo 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.

Blackboard & Tk20 Responsibilities

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The following tables list the tasks completed by the Teacher Candidate and University Supervisor on Blackboard.

Teacher CandidateDoes 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 SupervisorDoes 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)



Completes rubric for the Teacher Candidate Dispositions Rating (Assessment C)



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

Submitting Final Grades

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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 corner4. 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 PaperworkThe 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/faqso 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/faqso Student Directions: https://cehd.gmu.edu/aero/tk20/student-directions

Any other questions can be directed to [email protected] or [email protected]

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https://cehd.gmu.edu/aero/tk20/student-directions

https://cehd.gmu.edu/aero/tk20/student-directions/faqs

https://cehd.gmu.edu/aero/tk20/faculty-directions

https://cehd.gmu.edu/aero/tk20/faculty-directions/faqs

https://cehd.gmu.edu/aero/tk20

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 demonstrationo Modelo 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 understandingo 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 understandingo Close or sum (firm-up) for

fluency/automaticity

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The Active Teaching Model: Lesson Plan Format B

Subject and Grade: Number of Students in group:

Length of Session (s): Date (s):

Teacher: Big Idea(s):

Goal: Tell the purpose of the lesson related to the key concept(s)/big idea.

Specific Objectives:[Tell what the student(s) should be able to do as a result of the lesson. Note the source(s) of the objectives (e.g., SOL’s Stanford 9, textbook, local curriculum guide, personal, etc.)]

Prerequisite Skills:(Note the prior knowledge and/or experience students should bring to this lesson. What information should they transfer/activate from previous lessons/experiences?)

The Lesson:

I. Structuring PhaseTell how the link to previous learning/experience is made to today’s lesson (promote transfer: focus examples on similarity, association, critical attributes, or mastery of previous information); denote expectations for behaviors that promote attention to task; communicate today’s lesson objective(s) to students.(Include any examples, diagrams, etc. used)

II. Active Demonstration & Practice of New Concepts(Include any strategies being taught; give examples being used, including non-examples; note any special materials and equipment involved)

III. Consolidation & Over learning(Describe or include examples, materials, texts, etc. being used.)

Follow-up: Describe related homework or post-lesson activities; include a description or example(s) of follow-up activities.

Evaluation plans:After the instructional episode, describe how achievement of the stated objectives will be determined (include description or example of assessment procedures).

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