elementary/ special education...

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ELEMENTARY/ SPECIAL EDUCATION CERTIFICATION

INTERNSHIP I HANDBOOK

School of Education and Human Services

2013-2014

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PREFACE The teacher internship is the culminating experience of the pre-service teacher education program. Its

success is dependent upon the cooperation and interaction of a team of professionals from the school

system and university working closely with the teacher candidate. Together we ensure that the

internship conforms to the standards of the Maryland State Department of Education and specialized

professional associations.

This handbook was designed to explain the organization, expectations and procedures of the

internship. Whether you are a teacher candidate, a mentor teacher, administrator, university

supervisor, or professor in residence the handbook is for you. The handbook opens with the

departments conceptual framework. We ask that you read this section with care.

Material in the handbook may be copied for purposes directly related to the candidates coursework,

field experiences, or internship. Any other copying requires specific written permission from the Chair

of the Education Department.

This handbook is a guide, not a contract. As stipulated in both the undergraduate and graduate course catalogs, the university reserves the right to change, at any time and without prior announcement,

courses, outlines, regulations, or requirements including this handbook.

I thank Dr. Stacey Brown-Hobbs PDS Liaison, Dr. Laura Frazier, Kim McGlaughlin Field Placement

Coordinator, and supervisors and professors in residence for the production of this handbook.

Caroline Eick, Ph.D.

Chair of the Education Department

School of Education and Human Services

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TABLE OF CONTENTS

SECTION ONE- Program Overview ............................................................................................................ 5

Conceptual Framework for Teacher Education at Mount St. Marys University .......................................... 5

Unit Gateway Assessment System ........................................................................................................................... 6

Code of Ethics of the Education Profession .......................................................................................................... 8

SECTION TWO Internship I ................................................................................................................... 10

Elementary/ Special Education ................................................................................................................................ 10

Traditional Undergraduate Intern .......................................................................................................................... 11

MAT or Non-Traditional Undergraduate Intern ................................................................................................ 11

Long Range Assignment Plan ....................................................................................................................... 11

FOR THE TEACHER CANDIDATE ..................................................................................................................... 14

FOR THE MENTOR TEACHER ............................................................................................................................ 14

FOR THE PROFESSOR IN RESIDENCE/ UNIVERSITY SUPERVISOR ......................................................... 15

FOR THE PRINCIPAL .............................................................................................................................................. 16

FOR THE SITE COORDINATOR ......................................................................................................................... 17

SECTION THREE: Internship I Forms ...................................................................................................... 18

GATEWAY 3 Benchmark Assessment ................................................................................................................. 20

Mentor Evaluation ...................................................................................................................................................... 25

Supervisor Evaluation ................................................................................................................................................ 27

SECTION FOUR: Internship Assessments ................................................................................................. 28

SECTION FIVE - Professional Development School ................................................................................ 51

SECTION SIX InTASC PRINCIPLES .................................................................................................... 56

SECTION SEVEN - Maryland Teacher Technology Standards................................................................. 68

SECTION EIGHT - Benchmarks ................................................................................................................ 70

SECTION NINE SPA STANDARDS ..................................................................................................... 78

SECTION TEN Lesson Planning & Rubrics ......................................................................................... 100

Lesson Plan Development Procedures ............................................................................................................... 100

Lesson Plan Form Phase Three Internship I .......................................... Error! Bookmark not defined.

Lesson Plan Rubric Phase Three .............................................................. Error! Bookmark not defined.

Lesson Evaluation ..................................................................................................................................................... 107

Lesson Evaluation Guidelines ................................................................................................................................ 108

Instructional Planning ................................................................................................................................ 108

Instructional Delivery ................................................................................................................................ 108

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Content Knowledge .................................................................................................................................. 108

Classroom Management ............................................................................................................................ 108

Behavior Management ............................................................................................................................... 108

Interpersonal Relationships ....................................................................................................................... 108

Alternative Lesson Evaluation Form .................................................................................................................... 109

Lesson Performance Grading Guide .................................................................................................................... 111

SECTION ELEVEN: Policies ................................................................................................................... 114

General ....................................................................................................................................................................... 114

Transportation .................................................................................................................................. 114

Placement .......................................................................................................................................... 114

Red Flag ............................................................................................................................................. 114

Work Stoppage ................................................................................................................................. 114

Lesson Plans ...................................................................................................................................... 114

Attendance Policy .............................................................................................................................. 116

Emergency Response ......................................................................................................................... 116

Additional Requirements ................................................................................................................... 116

Praxis Requirements for Certification .............................................................................................. 116

Teacher candidates as Proctors ........................................................................................................ 117

Cell Phones and Pagers ..................................................................................................................... 117

Emergency Contact Information ....................................................................................................... 117

Internship Emergency Contact Form .................................................................................................................. 119

Internship Absence Record ................................................................................................................................... 120

SECTION TWELVE: Chain of Communication Chart ............................................................................ 121

Teachers for Today and for Tomorrow 5

SECTION ONE- Program Overview

Conceptual Framework for Teacher Education at Mount St. Marys University The School of Education and Human Services holds the primary responsibility for coordinating curricula and experiences for teacher candidates in all teacher education programs

of Mount St. Marys University. The Dean co-chairs the Content Area Advisory Committee

(CAAC). The CAAC has representation from all certification areas: Elementary Education,

Special Education, Reading, English, Mathematics, Social Studies, Art, Business, and Foreign

Languages. Professional Development Schools and partners as well as district level

administration also advise the unit through their active participation on the units Professional

Development Schools Advisory Council.

Professional Education Unit Vision

Mount St. Marys University envisions a professional education unit that is responsive to

changing needs. Members of the unit will be leaders in creating innovative teacher education

programs that are rooted in the Universitys tradition of values, strong content knowledge, and

core skills and dispositions.

The Professional Education Unit of Mount St. Marys University will be recognized as an

entity which anticipates, sees, and seeks to resolve problems facing education in an ever-

changing environment. Professors in the unit will be educational leaders who serve the greater

community while actively pursuing professional growth.

The Professional Education Unit of Mount St. Marys University will be a vibrant

community collaborating with the larger educational community, including arts and sciences departments of the university, local school systems, other institutions of higher education, and

professional organizations.

Professional Education Unit Mission

Complemented by a liberal arts education in a Catholic setting, the professional

education unit of Mount St. Marys University develops educators who are proficient in content

and pedagogy, reflective, and ethical professionals dedicated to leadership in an increasingly

diverse technological and global society.

Candidate Proficiencies

The Professional Educational Unit has established five outcomes. The Unit develops educators

who are able to:

1. demonstrate the content and pedagogical knowledge, skills and dispositions to effect student learning (proficient)

2. examine learning to shape their practice (reflective) 3. demonstrate commitment to the diversity, dignity, equality and rights of the individual

(ethical)

4. demonstrate leadership as active participants in the education community (leading) 5. respond to the demands of an increasingly diverse technological and global society

(adaptive).


Unit Gateway Assessment System

Gateway Assessment System: Undergraduate Initial Certification Programs Gateway 1

Admission

Requirements

Gateway 2

Pre-Internship

Requirements

Gateway 3

Transition

Requirements

Gateway 4

Program Completer

Requirements

Admission Application

Admission Portfolio

(10 +)

Admission Interview

(2+)

Praxis I Composite

(527) (or qualifying

SAT/ACT scores)

GPA 2.75+

BCI Approval

GPA 2.75+

Dispositions (2.0 +

average)

GPA 2.75+

Lesson Plan Portfolio

(2.0+)

Dispositions (2.0 + average)

Internship I Final Reflection (2.0+)

Unit Plan (C or better)

Gateway 3 Benchmark Assessment

(2.0 + average for each of the five

benchmark areas)

GPA 2.75+

Reflective Inquiry Project

(2.0+)

Program Completer Portfolio

(2.0+)

Praxis II (MSDE qualifying

scores)

Final Gateway 4 Benchmark

Assessment (2.0 + average for

each of the five benchmark

areas)


Final Transcript

Gateway 1

Interventions

Gateway 2

Interventions

Gateway 3

Interventions

Gateway 4

Interventions

Remediation for Praxis

I

Additional coursework

Reapply

Meet with advisor

Counseling and

develop a contract for

course of action

Meet with PDS Liaison

Complete an Intervention

Plan with supervisor/mentor/and PDS

Liaison

Complete course work

Retake Praxis II

Resubmit Portfolio,

Resubmit Reflective Inquiry

Project

Repeat Internship II

Gateway 1

Consequences

Gateway 2

Consequences

Gateway 3

Consequences

Gateway 4

Consequences

Appeal to Chair of

Education Department

Not Accepted

Meet with advisor

Appeal to Chair of


Candidate prohibited

to move on within unit

Meet with advisor

Appeal to Chair of Education

Department

Candidate prohibited to move on

within unit

Meet with advisor

Complete program without

program completer status

Exit interview with Chair of


Meet with advisor


Gateway Assessment System: Graduate Initial Certification Programs Gateway 1

Admission

Requirements

Gateway 2

Pre-Internship

Requirements

Gateway 3

Transition

Requirements

Gateway 4

Program Completer

Requirements

Admission Application

Admission Interview (2.0+)

Admission Portfolio (10+)

Praxis I Composite (527) (or

qualifying SAT/ACT/GRE

scores)

Praxis II Content Exam for

Secondary Programs excluding

Music

(MSDE score)

Prerequisite course work w/ C

or better

Undergraduate transcripts from

an accredited four-year college

with overall GPA of 2.75+

Two letters of recommendation

BCI Approval

GPA 3.0+ in graduate

program

Dispositions (2.0 +

average)

Unit Plan (C or better)

Lesson Plan Portfolio

(2.0+)

Gateway 3 Benchmark

Assessment (>2.0 average for

each of the

five benchmark areas)


GPA 3.0+

GPA 3.0+

Reflective Inquiry Project

(2.0+)

Program Completer Portfolio

(2.0+)

Praxis II (MSDE qualifying

scores)

Final Gateway 4 Benchmark

Assessment (2.0 + average for

each of the five benchmark

areas)

Dispositions (2.0+ average)

Final Transcript

Gateway 1 Interventions Gateway 2

Interventions

Gateway 3

Interventions

Gateway 4

Interventions

Remediation for Praxis II

Additional course work

Reapply

Meet with advisor

Counseling and

develop a contract for

course of action

Meet with PDS Liaison

Complete an Intervention

Plan with

supervisor/mentor/and PDS

Liaison

Complete course work

Retake Praxis II

Resubmit Portfolio

Resubmit Reflective Inquiry

Project

Repeat Internship II

Gateway 1

Consequences

Gateway 2

Consequences

Gateway 3

Consequences

Gateway 4

Consequences


Department

Not Accepted

Meet with advisor

Appeal to Chair of


Candidate prohibited

to move on within unit

Candidate placed on

academic probation

Meet with advisor


Department

Candidate prohibited to move

on within unit

Meet with advisor

Complete program without

program completer status

Exit interview with Chair of


Meet with advisor


Code of Ethics of the Education Profession

Preamble

The educator, believing in the worth and dignity of each human being, recognizes the supreme

importance of the pursuit of truth, devotion to excellence, and the nurture of the democratic

principles. Essential to these goals is the protection of freedom to learn and to teach and the guarantee of equal educational opportunity for all. The educator accepts the responsibility to

adhere to the highest ethical standards.

The educator recognizes the magnitude of the responsibility inherent in the teaching process.

The desire for the respect and confidence of ones colleagues, of students, of parents, and of

the members of the community provides the incentive to attain and maintain the highest

possible degree of ethical conduct. The Code of Ethics of the Education Profession indicates

the aspiration of all educators and provides standards by which to judge conduct.

The remedies specified by the National Education Association and/or its affiliates for the

violation of any provision of this Code shall be exclusive and no such provision shall be

enforceable in any form other than the one specifically designated by the National Education

Association or its affiliates.

PRINCIPLE I

Commitment to the Student The educator strives to help each student realize his or her potential as a worthy and effective

member of society. The educator therefore works to stimulate the spirit of inquiry, the

acquisition of knowledge and understanding, and the thoughtful formulation of worthy goals.

In fulfillment of the obligation to the student, the educator

1. Shall not unreasonably restrain the student from independent action in the pursuit of learning.

2. Shall not unreasonably deny the students access to varying points of view. 3. Shall not deliberately suppress or distort subject matter relevant to the students

progress.

4. Shall make reasonable effort to protect the student from conditions harmful to learning or to health and safety.

5. Shall not intentionally expose the student to embarrassment or disparagement. 6. Shall not on the basis of race, color, creed, sex, national origin, marital status,

political or religious beliefs, family, social, or cultural background, or sexual

orientation, unfairly

a. Exclude any student from participation in any program b. Deny benefits to any student c. Grant any advantage to any student

7. Shall not use professional relationships with students for private advantage.


8. Shall not disclose information about students obtained in the course of professional service unless disclosure serves a compelling professional purpose or is required by

law.

PRINCIPLE II

Commitment to the Profession The education profession is vested by the public with a trust and responsibility requiring the

highest ideals of professional service. In the belief that the quality of the services of the

education profession directly influences the nation and its citizens, the educator shall exert

every effort to raise professional standards, to promote a climate that encourages the exercise

of professional judgment, to achieve conditions that attract persons worthy of the trust to

careers in education, and to assist in preventing the practice of the profession by unqualified

persons.

In fulfillment of the obligation to the profession, the educator

1. Shall not in an application for a professional position deliberately make a false statement or fail to disclose a material fact related to competency and qualifications.

2. Shall not misrepresent his/her professional qualifications. 3. Shall not assist any entry into the profession of a person known to be unqualified in

respect to character, education, or other relevant attribute.

4. Shall not knowingly make a false statement concerning the qualifications of a candidate for a professional position.

5. Shall not assist a non-educator in the unauthorized practice of teaching. 6. Shall not disclose information about colleagues obtained in the course of

professional service unless disclosure serves a compelling professional purpose or is

required by law.

7. Shall not knowingly make false or malicious statements about a colleague. 8. Shall not accept any gratuity, gift, or favor that might impair or appear to influence

professional decisions or actions.

Adopted by the National Education Association 1975 Representative Assembly


SECTION TWO Internship I

Elementary/ Special Education Certification

Description

The purpose of Internship I is to give interns an opportunity to observe and participate in life at

elementary schools and to learn about the complex role of the teacher. The practicum offers

interns the chance to share in the events of two or more school days each week over a period

long enough to include some of the major mileposts of a school year. The grade level of

placement is different from the level anticipated for Internship II. This reflects a placement

sequence designed to assure that each intern spends time in varied settings.

Objectives

The objectives of Internship I include both raising awareness and building skills. The

combination of intensive and focused course work, structured observations of a seasoned

professional and a functioning classroom, and carefully planned teaching is intended to promote

reflection and proficiency. Among the competencies to be developed are:

1. collecting accurate data about features of classroom life, such as interaction patterns, task engagement, and management strategies;

2. developing lesson plans that address curricular goals for the grade level; 3. teaching lessons that show understanding of subject and that elicit

productive student engagement;

4. planning content units that reflect curricular objectives for the grade level, provide for a variety of activities and teaching strategies, and list resources

5. evaluating student mastery of lesson objectives; 6. analyzing ones own work for evidence of skill; 7. working productively with peers and mentors to improve professional

skills;

8. identifying school routines and resources and adapting effectively to the social and professional environment; and

9. implementing of the InTASC and PreK-12 content standards.


Elementary Education/ Special Education Overview

During Internship I, elementary/ special education certification candidates attend classes either

on campus or in the PDS center. Courses focus on methods of teaching reading/language arts,

math, science, and social studies. Students are also enrolled in a reading assessment course.

Elementary/ Special Education certification interns attend a separate management course prior

to internship I. For traditional students courses are offered more frequently during the

beginning of the semester in order to allow interns more consecutive days in the field. For

non-traditional students courses are offered over two semesters. During the spring semester,

all interns are required to attend workshops in order to enrich their understanding of various

topics such ESL learners, developing integrated units and assessment strategies.

Internship placements occur in a Professional Development School. Interns usually remain in

this school for the Internship II experience but move to a different grade level and mentor. All

coursework requires professional readings, projects, and development of lesson and unit plans.

Traditional Undergraduate Intern Status: Traditional undergraduate interns are usually second semester juniors. They are full-

time students. In addition to coursework and internship requirements, some interns also work or are involved in extra-curricular activities. Most of these interns live on campus. During

Internship I, these candidates will take on the full-time teaching responsibilities of the

elementary classroom in order to proceed to a full-time special education placement in

Internship II. Upon completion of Internship I, these interns will continue into a summer

semester taking courses designed for Special Education and working with PreK-12 learners in a

classroom setting.

MAT or Non-Traditional Undergraduate Intern Status: Both graduate and non-traditional undergraduate interns are enrolled in two methods

courses per semester, math and science in the fall and reading/language arts and social studies in

the spring semester. For these interns Internship I takes two semesters to complete. In

addition to coursework and internship requirements, some interns also work or have families.

Most of these interns do not live on campus. These interns also continue into a summer

semester taking courses designed for Special Education and working with PreK-12 learners in a

classroom setting.

Long Range Assignment Plan

In the first few weeks of the semester, interns should review their academic requirements with

the mentor teacher and together plan when particular lessons will be taught. Complete and

submit the following form to the university supervisor.


The Internship I experience is divided into six phases for traditional UG

elementary/special education candidates

Phase One (Weeks One and Two)

(Beginning Benchmarks)

-Intern works with mentor teacher to learn student names and establish classroom procedures

-Intern works with small groups and individuals

-Intern observes other teachers throughout the school

-Intern attends sessions EDUC 313, 331, 330, 335 and SPED339 (traditional UG) or MEDUC 506 and

507 in the fall, MEDUC 513 and 512 in the spring for MAT candidates and EDUC 330 and 335 in the fall,

EDUC 313 and 331 in the spring for WEC candidates. Coursework continues throughout the

experience for Weekend and MAT candidates.

Phase Two (Weeks Three to Five)

(Beginning Benchmarks)

-Intern takes over teaching sections of classes, helping with activities like review, introduction, or other

regularly scheduled activities

-Intern works with mentor teacher on classroom planning, becoming familiar with mentor teachers

planning procedures

-Intern and mentor co-plan for at least one subject.

-Intern and mentor co-teach that subject. Additionally, if the subject is taught more than once, mentor

may model while intern repeats the class for a second group

-Intern continues to work with small groups and teach mini-lessons within regular class

Phase Three (Beginning Benchmarks) Intern begins to pick up subjects to teach everyday.

(Weeks Six and Seven) Elementary/special education candidate picks up one subject to teach everyday.

- Candidate and mentor co-plan and co-teach subject number 1. Candidate begins to teach subject

number 1. Candidate also continues to work with small groups and mini-lessons in any courses still

under the mentor teachers guidance

Phase Four (Transitional Benchmarks)

(Week Eight) - Candidate picks up subject number 2. Candidate and mentor co-plan and co-teach

subject number 2. Candidate begins to teach subjects 1 and 2 by the middle of week 8 The candidate

continues to be under the mentor teachers guidance.

(Weeks Nine and Ten) -Co-planning and co-teaching continues for subject number 3. Candidate begins

to teach subjects 1, 2, 3. The candidate is still under the mentor teachers guidance.

-The intern, mentor teacher and supervisor evaluate performance in relation to the transitional

benchmarks and seek opportunities for the intern to meet standards which remain.

Phase Five (Transitional Benchmarks) Full Day Teaching weeks

(Weeks 11 12) Candidate will begin to teach subject number 4 as they continue to teach subjects

number 1, 2 and 3. Candidate and mentor will co-plan and co-teach subject number 4. Candidate will

continue to teach under the guidance of the mentor teacher during this time.

Phase Six (Transitional Benchmarks)

(Weeks 13 16)

During these weeks, the candidate will begin to give back the subjects to the mentor teacher. The

mentor will provide extra planning time for the candidate during these weeks. During this time the

candidate will be able to complete assessments assigned by the Special Education course instructor.


Long Range Assignment Plan (Elementary)

Name of Teacher Candidate: ______________________________________

Mentor: _____________________________________________________________

School: _______________________________________________________________ This assignment plan is intended to organize the semesters lessons that are to be taught by the teacher

candidate. Select the sixteen lessons that you plan to teach from your methods courses. Then assign a

date to teach each lesson. It is realized that some changes will occur due to inclement weather and last

minute schedule changes. Sign the appropriate spaces below and submit this sheet to the Internship I

team leader in week 3 or 4 of your semester.

Lesson Date

1.__________________________________________ __________

2.__________________________________________ __________

3.__________________________________________ __________

4. __________________________________________ __________

5. __________________________________________ __________

6. __________________________________________ __________

7. __________________________________________ __________

8. __________________________________________ __________

9. __________________________________________ __________

10. _________________________________________ __________

11. _________________________________________ __________

12. _________________________________________ __________

13. _________________________________________ __________

14. _________________________________________ __________

15. _________________________________________ __________

16. _________________________________________ __________

_____________________________ _____________________________

Teacher Candidate Mentor Teacher

_____________________________

University Supervisor


FOR THE TEACHER CANDIDATE

In Internship I teacher candidates have the opportunity to sample professional life. With the

guidance of experienced teachers and university supervisors, teacher candidates learn to see life

in classrooms through the lens of a professional. They learn to teach effective lessons and plan

comprehensive units. They learn to negotiate the maze of procedure and routine that develops

in each school and classroom.

In order to receive the maximum benefit from the internship, teacher candidates should take

seriously these responsibilities:

Become familiar with procedures, rules, and expectations of the school.

Maintain professional confidentiality with respect to both children and adults.

Adhere to the schedule of the mentor teacher, including special duties or

responsibilities that fall on the days of the practicum.

Be professional in attitude, appearance, and conduct. Dress for success in teaching.

Recognize the standard set by a successful staff member.

In the first or second week of the practicum, plan with the mentor a schedule of lessons

in accordance with the course requirements. Fill out the Long Range Assignment Plan.

Submit plans for lessons as agreed upon and stated in the Long Range Assignment Plan.

Maintain an Internship Portfolio based on MSMU Benchmarks (assignments, lesson plans,

and reflections).

Meet regularly with mentor teacher for feedback and be an active listener.

Get to know the students in class; learn about individual interests and skills that can be

used in planning lessons.

Ask and observe; learn everything possible from the effective teachers in the school.

Notify mentor and university supervisor in case of absence.

Meet beginning Benchmarks.

FOR THE MENTOR TEACHER

Mentor teachers are perhaps the most influential members of the professional team. Model

teachers seen on the job and entrusted with the role of mentor have tremendous power in


shaping professional attitudes and skills. There are several ways mentors can make this

experience successful.

Assemble the materials that introduce the school, e.g. population, rules, routine, and the

class to the teacher candidate. This packet might include teacher and student

handbooks, textbooks, a seating chart, a school calendar.

Designate a workspace or storage place for teacher candidates.

Introduce teacher candidate to faculty and staff and insure all contact details (e.g. phone,

email) are shared between parties.

Plan a time to review the term calendar. Discuss days the university or school will be

closed, when special events are planned, when lessons are to be taught, when the

teacher candidate will complete work. Since several teacher candidates will be driving

together to each school, it would help if their mentors would agree on a day for this meeting.

Set a routine time for reviewing teacher candidates work. A few minutes at the end of

the day should be enough to list evident strengths and weaknesses.

Give teacher candidates tasks of increasing variety and complexity. At first, teacher

candidates will have assignments that require observing and analyzing. Mentors should

learn what these assignments entail and, when appropriate, discuss findings. Since

supervision tasks do take time from other responsibilities, mentors should identify ways

for teacher candidates to pick up part of the overflow. Teacher candidates should learn

first-hand about some of the more mundane details of teaching - duplicating materials,

putting up bulletin boards. Checking papers offers important practice in finding pupil

error patterns. Whenever circumstances permit, mentors should talk through teaching

routines that might now be done on automatic pilot in order to make visible the

invisible foundations of daily practice.

Give clear and concrete feedback, both formal and informal, about teacher candidate

performance of professional tasks. In most cases, teacher candidates will need specific

kinds of written evaluation for lessons they teach to fulfill course requirements. In other

cases, teacher candidates will benefit from informal critiques. Assignments should be

arranged so that the mentor is able to observe and evaluate the teacher candidates

lessons.

FOR THE PROFESSOR IN RESIDENCE/ UNIVERSITY SUPERVISOR

The professor in residence/ university supervisor is a faculty member whose teaching

responsibilities include both course work and field supervision. The role of the supervisors in

Internship I is to help the students transfer knowledge gained in professional courses to the

appropriate settings in classrooms. While the supervisors are themselves experienced in


teaching school children, their current roles emphasize the contributions of research and

collective professional wisdom to practice. This perspective is often distinct from that of the

mentor teachers, whose roles emphasize the contributions of organizational life and community

expectations to practice. Specific responsibilities of the university supervisors include the

following:

Hold an orientation meeting for mentors to make them aware of overall program

design and departmental requirements.

Observe teacher candidates when they are teaching.

Confer with teacher candidates to evaluate evident strengths and weaknesses.

Keep accurate written records of observations.

Schedule joint conference with teacher candidate and mentor teacher, if necessary.

Schedule mentoring team meetings as needed to discuss concerns.

Facilitate planning in order to assure that all required assignments are completed and

evaluated as directed.

Prepare written evaluations of teacher candidate work.

FOR THE PRINCIPAL

As the chief administrators of schools, principals are responsible for all instructional programs

and personnel. Productive school environments provide the context essential for successful

professional development. Principals contribute to training directly and indirectly in several

ways:

Recommend well-qualified staff members to serve as mentor teachers.

Meet with teacher candidates to acquaint them with some of the important

expectations and characteristics of their schools.

Provide necessary support for mentors to function as effective supervisors.

Share with university supervisors or the Coordinator of Teacher Education his or

her perceptions of program strengths and weaknesses.


FOR THE SITE COORDINATOR

Site Coordinators are the liaison between the school and university. Site Coordinators provide

a crucial role in the communication process. Site Coordinators not only bring information to

Advisory Council meetings, they also provide support to the teacher candidate, mentor and university supervisor as needed. Site Coordinators contribute to the internship experience as

they:

Act as a liaison between PDS Liaison and building staff.

Act as a resource to interns, mentors and university supervisor.

Act as a liaison between PDS Liaison and principal.

Provide additional support to teacher candidates.

Provide open communication between Field Placement Coordinator,

Administrator(s) and mentors.

Attend all Advisory Council meetings.

Report any accomplishments/important events of school to PDS Liaison for possible

publication.

Promote positive attitude of Professional Development School and its significance to

teacher candidates, mentors, students and staff.

Share any concerns with PDS Liaison or supervisor.

Provide input to program innovations and improvements.

Introduce self and school staff to new teacher candidates.


SECTION THREE: Internship I Forms

Mount Saint Marys University Teacher Candidate Dispositions Assessment

Name of Candidate:______________________________________ Date:_____________________ Name of Assessor:_________________________________ Gateway:__________________ Assessor is: _______University Faculty _______Mentor ______Candidate Gateway 1: Admission to Education Program

Gateway 2: Application to Internship

Gateway 3: Completion of Internship I (Trad ) End of Summer Academy or 5 weeks into Extended Internship (Non-Trad.)

Gateway 4: Completion of Internship II

These identified standards for dispositions are expected of candidates involved in education programs at Mount St. Marys University. Examples of behavioral indicators are listed below each disposition standard and are not necessarily used as a conclusive determining factor.

Disposition 4 Exemplary

3 Proficient

2 Basic

1 Unsatisfactory

Responsible The candidate consistently: Has class assignments or plans in on time

Is present and is punctual

Respects ideas and work of others

Takes responsibility for own behavior and its impact on others

Seeks opportunities to gain experience/shows initiative

Performs work that reflects high personal standards and demonstrates best effort

Believes all students can learn

The candidate:

Has class assignments or plans in on time







The candidate generally:








The candidate rarely:








Adaptable The candidate consistently: Uses different instructional strategies

Uses technology

Accommodates culturally diverse and exceptional learners

Has a positive rapport with others

Handles change well/Is flexible

Solicits and gives thoughtful consideration to alternative and contradictory opinions

Communicates effectively with multiple audiences

The candidate:

Uses different instructional strategies

Uses technology








Uses technology








Uses technology







Disposition 4 Exemplary

3 Proficient

2 Basic

1 Unsatisfactory

Reflective The candidate consistently: Makes thoughtful connections between field experience(s) and course work

Demonstrates ability to learn from both successes and failures

Uses constructive criticism

The candidate:

Makes thoughtful connections between field experience(s) and course work











Professional The candidate consistently: Collaborates willingly and actively in group assignments, projects, and activities

Demonstrates respect for professional status in dress, communication and interaction with others

Maintains composure in difficult situations

Assumes responsibility for on-going learning of content area

Shows leadership Demonstrates a positive attitude

The candidate:

Collaborates willingly and actively in group assignments, projects, and activities

















Ethical The candidate consistently: Displays honesty in test-taking, field placements and professional activities

Complies with procedures, rules, and Code of Ethics of Education Profession

Respects idea and work of others (i.e. APA citation, peer acknowledgement, etc.)

Treats others fairly

Creates a safe learning environment Respects all aspects of diversity

The candidate:

Displays honesty in test-taking, field placements and professional activities
















Creates a safe learning environment

Respects all aspects of diversity


GATEWAY 3 Benchmark Assessment

Teacher Candidate:_________________________________

Evaluator:________________________________________

School:___________________________________ Date:____________________________

Evaluator is: Mentor___________ Supervisor:____________ Teacher Candidate:_______

Program:__________________________________________________________

Directions: Please review each of program completer benchmarks and rate the candidate based on the rubric

below. Sample indicators are listed to guide your deliberations, but are not considered an exhaustive list. Please

feel free to make any constructive comments for each section. Upon completion, please set future goals for the

teacher candidate being evaluated.

Rubric Rubric Descriptor Criteria

4

Effectively

Demonstrated

Distinguished

The candidate met and exceeded Program-Completer Benchmark and InTASC

Principle(s)

3

Adequately

Demonstrated

Proficient The candidate met Program Completer Benchmark and InTASC Principle(s)

2

Partially

Demonstrated

Basic The candidate partially demonstrated of the Program Completer Benchmark and

InTASC Principle(s)

1

Not

Demonstrated

Unacceptable

The candidate has not demonstrated the Program Completer Benchmark and

InTASC Principle(s)

N

Not Able

To Rate

The evaluator has not had the opportunity to observe the benchmark


I. Planning, Instruction, Assessment Standards/

Framework

Benchmark Sample

Indicators

4 3 2 1 N

InTASC 5, 7 Proficient

I.A. Intern plans effective lessons

in assigned content area(s)

Creates bulletin board and/or centers that complement classroom topics

Helps develop weekly plans Investigates and uses a variety of

resources Organizes materials for lesson

InTASC 1,2, 3 Ethical

I.B. Intern plans for the social,

emotional, cognitive, physical and

cultural needs of the learners

Uses a variety of teaching strategies Recognizes needs of learners and tries

to incorporate appropriate teaching

strategies that encourage learning

InTASC 7 Proficient

I.C. Intern plans lessons that

build on one another

Differentiates instruction Reviews IEP/ILP and knows goals

InTASC 8, 9 Proficient

I.D. Intern continues to improve

instructional delivery

Creates student-centered activities Motivates student learning Is flexible Draws closure to lesson in meaningful

and purposeful ways

Observes and begins to understand scaffolding process

Asks a variety of levels of questions including higher-level thinking questions

InTASC 4, 5 Proficient Adaptive Leading

I.E. Intern demonstrates

understanding of appropriate

content area(s) and technology

Is resourceful in acquiring supplementary knowledge (e.g.

reputable websites, library materials, team members, etc.)

Regulates own learning Teaches accurate and relevant

information

InTASC 4, 7 Proficient Adaptive

Ethical

I.F. Intern is familiar with local

and state curriculum

Incorporates curriculum into lessons Uses technology to incorporate

curriculum Follows school system procedures and

copyright laws

InTASC 1,2, 3, 5 Ethical Proficient

I.G. Intern demonstrates

understanding of social,

emotional, cognitive, physical, and

cultural needs of learner through

instruction

Is able to anticipate student questions Understands and models directions for

student tasks Employs new instructional strategies

InTASC 6 Proficient

I.H. Intern understands different

purposes and methods of

assessment

Knows how students learn Observes, discusses and administers

formal assessments Uses informal assessment strategies

InTASC 2, 6 Proficient Ethical

I.I. Intern makes accommodations

for assessments as needed

Knows ability levels of learners Facilitates understanding of material for

ELL/ESOL students

InTASC 6, 7, 8

Proficient Reflective

I.J. Intern and mentor review

assessments to help guide

instruction

Analyzes student work samples with mentor

Begins to discuss setting goals for learners with mentor

Comments for Planning, Instruction and Assessment:


II. Management Standards/

Framework

Benchmark Sample

Indicators

4 3 2 1 N

InTASC 9 Proficient Reflective

II.A. Intern manages time Keeps up with course assignments and field experiences

Maintains Internship notebook Collects and organizes artifacts for final

portfolio

InTASC 3 Proficient

II.B, Intern is able to maintain

classroom management

Maintains routines consistently Distributes lesson materials efficiently Knows how to conduct informal and

formal student conferences

Has necessary materials and equipment ready

InTASC 3 Proficient Ethical

II.C. Intern is able to maintain

behavior management

Maintains class rules Adapts or modifies behavior

management system of mentor Continues to use repertoire of

management strategies Follow routines of mentor consistently

Comments for Management

III. Communication Standards/

Framework

Benchmark Sample

Indicators

4 3 2 1 N

InTASC 10 Proficient Adaptive

III.A. Intern communicates with

staff and community

Is receptive to constructive criticism Inquires about schools business

partners, if appropriate Communicates with paraprofessional

needs of student with IEP

Communicates with class volunteers/tutors

InTASC 10 Proficient

III.B. Intern initiates

communication with parents

Participates in Back-To-School night Sends a letter of introduction to parents Assists with parent conferences Manages any parent communication

system used in school/classroom

InTASC 9,10 Proficient Adaptive

III.C. Intern communicates with

mentor and supervisor

Asks advice of mentor and/or other staff Communicates weekly schedule with

supervisor Uses technology as a communication

tool

InTASC 1, 3 Proficient Ethical Adaptive

III.D. Intern establishes rapport

with students

Knows boundaries with relationship to students

Elicits student response through verbal and nonverbal cues

Responds positively with diverse students

Comments for Communication


IV. Professionalism and Leadership Standards/

Framework

Benchmark Sample

Indicators

4 3 2 1 N

InTASC 9 Ethical Leading

IV.A. Intern demonstrates a

professional demeanor

Dresses appropriately according to school regulations

Is organized and prepared for all lessons Respects privacy of students, teachers

and peers inside and outside of classroom

Maintains student and staff respect Has a positive attitude; takes pleasure in

teaching Is punctual in attendance and in meeting

deadlines

Actively participates in school duties

InTASC 9 Leading

IV.B. Intern begins to increase

professional knowledge

Seeks opportunities to gain professional experiences (e.g. professional development, reading professional journals, joining professional

organizations, etc.) Attends non-mandatory activities related

to field of study

InTASC 10 Leading

IV.C. Intern is seen as a leader in

the classroom

Takes on various tasks Maintains an active learning environment Reviews school improvement plan to

determine schools focus Provides guidance and direction to

paraprofessionals, tutors, and volunteers

InTASC 10 Ethical

Leading

IV.D. Intern provides support to

other interns

Communicates concerns in a positive manner

Provides suggestions and advice

Comments for Professionalism and Leadership

V. Analysis and Reflection Standards/

Framework

Benchmark Sample

Indicators

4 3 2 1 N

InTASC 9 Reflective

V.A. Intern analyzes and reflects

upon learning

Reflects on student learning Discusses daily experiences about

learning with mentor

InTASC 9 Reflective

V.B. Intern analyzes and reflects

upon teaching

Maintains weekly reflections Sets weekly goals based upon weekly

reflections Begins to analyze artifacts to support

InTASC principles, Specialized Professional Association standards, and benchmarks for final portfolio

Discusses daily experiences with mentor Shares openly at meetings with

supervisors

Shares and reflects on his/her

achievement of InTASC principles, Specialty Professional standards, and benchmarks with mentor and supervisor

Identifies and addresses what went well in lessons and why as well as what did not go well and why in lessons

Comments for Analysis and Reflection


Future goals:

Based on the evidence provided above, I would

_______recommend the candidate continue to Internship II.

_______recommend, with reservation, that the candidate continue to Internship II.

_______not recommend that the candidate continue to Internship (please address specific concerns

in comment box below)

Comments

____________________________________________________ ______________________

Teacher Candidate Signature Date

____________________________________________________ _____________________

Mentor Signature Date

____________________________________________________ _____________________

University Supervisor Signature Date


Mentor Teacher Evaluation (To be completed by the Teacher Candidate)

Mentor Teacher:_______________________________________________ Date:_____________

Candidates are encouraged to make additional comments or suggestions at the end of the evaluation.

4= Effectively demonstrated

3=Adequately demonstrated

2=Partially demonstrated

1=Not demonstrated

The mentor teacher:

1. Oriented the teacher candidate to the classroom and the school. (4) (3) (2) (1)

2. Created an atmosphere of acceptance for the teacher candidate. (4) (3) (2) (1)

3. Introduced the teacher candidate to classroom routines and

instructional procedures. (4) (3) (2) (1)

4. Facilitated opportunities for observation and participation. (4) (3) (2) (1)

5. Acquainted the teacher candidate with pupil personnel records

and the manner in which they are kept and used. (4) (3) (2) (1)

6. Acquainted the teacher candidate with instructional materials,

supplies, and equipment available. (4) (3) (2) (1)

7. Established a climate in which the teacher candidate gradually

developed skill in meeting benchmark expectations. (4) (3) (2) (1)

8. Involved the teacher candidate in co-teaching and co-planning. (4) (3) (2) (1)

9. Coordinated the schedule with the teacher candidate for actual

teaching experiences. (4) (3) (2) (1)

10. Provided for continuous evaluation of the teacher candidates

teaching through frequent, planned conferences, weekly formal

and informal evaluations, and self-evaluation by teacher candidate. (4) (3) (2) (1)

11. Provided regularly scheduled time to meet with teacher candidate. (4) (3) (2) (1)

12. Communicated expectations in a clear and precise manner. (4) (3) (2) (1)


Would you recommend this mentor teacher for future teacher candidates at Mount St. Marys University? Why

or why not?

Teacher Candidate:_________________________________________________________

Fall Semester:_______ Spring Semester:________ Year:________________

Elementary Certification___________ Elementary/ Special Education Certification__________

Secondary Certification__________

Program: Traditional Undergraduate_______ Weekend Undergraduate______ MAT_______

This evaluation was completed for a mentor supervising: Internship I______ Internship II______

School:______________________________________________________

Grade Level (s) or Subject(s):_________________________________________________

Supervisor:_________________________________________________________

Please submit this form to the Chair of Education Department by the end of your internship

semester.


Supervisor Evaluation (To be completed by the Teacher Candidate)

Supervisor:_______________________________________________ Date:_____________

Candidates are encouraged to make additional comments or suggestions at the end of the evaluation.

4= Effectively demonstrated

3=Adequately demonstrated

2=Partially demonstrated

1=Not demonstrated

The supervisor:

1. Communicated with teacher candidate promptly and regularly. (4) (3) (2) (1)

2. Made regular visits to observe the teacher candidates performance. (4) (3) (2) (1)

(Internship I: 2 required observations; Internship II: 5-7 required observations)

3. Provided timely feedback to the teacher candidate regarding his/her

strengths and weaknesses relating to benchmark expectations. (4) (3) (2) (1)

4. Set clear expectations for the internship experience. (4) (3) (2) (1)

5. Assisted with concerns and interventions. (4) (3) (2) (1)

6. Provided support to the teacher candidate. (4) (3) (2) (1)

Supervisor Strengths:

Suggestions:

Teacher Candidate:_________________________________________________________

Fall Semester:_______ Spring Semester:________ Year:________________

Elementary Certification___________ Elementary/ Special Education Certification__________

Secondary Certification__________

Program: Traditional Undergraduate_______ Weekend Undergraduate______ MAT_______

This evaluation was completed for a supervisor of: Internship I______ Internship II______

School:______________________________________________________

Grade Level (s) or Subject(s):_________________________________________________

Mentor Teacher(s):_________________________________________________________


SECTION FOUR: Internship Assessments

Thematic Integrated Unit Plan Directions and Timeline

Over the course of this semester you will be designing a Thematic Integrated Unit Plan (TIUP) that is appropriate for the grade level and curriculum objectives of your assigned Professional Development School placement. The plan will be submitted to an assigned scorer in four phases throughout the semester. You will be attending workshops and information meetings throughout the semester to guide you through the expectations of each phase. The following set of directions and timeline will serve as a reference as you progress through the unit planning process. Additionally, you should refer to the rubric as confirmation of specific expectations for each component. THEMATIC THINKING Your first challenge will be to think thematically about an idea rather than topically. Thematic thinking requires you to see a Big Idea. A topic explores a specific concept. For example, Butterflies would be an example of a topic. It is a specific concept. Cooperation is an example of a theme. It deals with a big idea. Over the break you were assigned some childrens books to read. We encourage you to continue reading books that are especially appropriate for the age level of your students. Your first step in this process will be to select a quality childrens book to use as your core book for the unit. This book should be age-appropriate and have a strong theme. The theme of this book will become the theme of your unit. Before making a final decision, you should review the FCPS curriculum. Review the various areas of content in the grade level(s) for which you will be teaching. Look for curricular objectives that might support the theme. Also, select a theme that is developmentally appropriate for your students. A model of this process will occur in your first workshop. You will submit your unit in phases. Specifications for each of the phases are listed below. The timeline will be reviewed by the Internship I team of instructors. PHASE I: INTRODUCTION Phase I includes developing a theme statement, a rationale and a reference list. Specifications for these components include: Theme Statement

Is the theme statement a sentence?

Does the theme statement convey a big idea?

Is there a summary of the core book and an explanation to the appropriateness of the book for the grade/unit?

Is the core book succinctly summarized to include five literary elements and explains the appropriateness of the book to the grade and units theme?

Rationale

Does the rationale explain why this is an appropriate/desirable unit of study for the particular grade level?

Does the rationale reflect cognitive, cultural, physical and social development of children?

What should students know, understand and be able to do after completing this unit? (a general statement)

Does the rationale justify the decisions you made about unit content to educators, parents, and team members?


Reference List

Is the list annotated?

Does the list contain at least 25 resources that clearly link to your theme/curricular areas?

Does the list include resources for children and teachers?

Are there fiction and nonfiction books?

Are there books representing a variety of reading levels?

Is there a rich variety of multi media materials including web-based resources?

Does the reference list adhere to APA guidelines?

PHASE II: OVERVIEW Phase II includes developing overall unit objectives and lesson objectives, creating a curricular connections web, and presenting a unit calendar. Specifications for these components include: Objectives

Does the unit plan contain at least 3 overall instructional objectives related to the theme?

Does the unit plan include instructional objectives for math, social studies, science, LA (reading, writing, speaking, listening), and one area from music, art, physical education or health?

Do the objectives support MSVC?

Do the objectives explain the learning behavior and conditions? (BC of ABCD format?) [Ask yourself "What do I want my students to know and be able to do after completing this unit?"

Curricular Connections Web

Does the curricular connections web provides a one-page synopsis of the learning that will take place across curricular areas including music, art, physical education and health for the entire unit?

Does it list activities?

Does it include the core book? Unit Calendar

Does the calendar share the sequence of lessons within the entire unit?

Does the calendar reflect an overview of the entire unit?

Does it give the context of the lessons included in the TIUP?

Are the five lessons highlighted within the calendar?

PHASE III: LESSON PLANNING Phase III includes the five lessons and a rationale for each lesson. Specifications for these components include: Lesson Plans

Are there at least 5 complete, well developed lesson plans written in MSMU format?

Do all lessons plans demonstrate integrated instruction?

Are the curricular areas of math, science, social studies and LA are well represented in the unit?

Is there representation from one or more curricular areas within art, music, health, or physical education?

Do all lessons reflect a clear connection to the theme?

Is there clear evidence of an informal assessment of the lesson objective in each lesson plan? Rationale

Is there a clear, well-written rationale for each lesson that strongly connects the lesson to the theme?

Does the rationale reflect an understanding of theory within each content area and developmental level?


PHASE IV: UNIT SUMMATION ACEI and MTTS Checklists

Are the checklists clear and complete?

Are the methods of demonstration clearly and accurately portrayed


Thematic Integrated Unit Rubric Phase I: Introduction

Component 4 Exemplary

3 Proficient

2 Basic

1 Unsatisfactory

Alignment

Theme Statement

The title is demonstrative of the unit and captures the readers attention.

The theme statement clearly conveys the Big Idea.

The core book is succinctly summarized to include five literary elements and explains the appropriateness of the book to the grade and units theme

The title is demonstrative of the unit.

The theme statement conveys the Big Idea.

The core book is summarized to include most of the literary elements and explains the appropriateness of the book to the grade and units theme

The title is somewhat demonstrative of the unit.

The theme statement partially conveys the Big Idea.

The core book is summarized to include three literary elements and explains the appropriateness of the book is not clear to the grade and units theme

The title is not demonstrative of the unit.

The theme statement does not convey the Big Idea.

The core book is poorly summarized to include fewer than three literary elements and does not explain the appropriateness of the book to the grade and units theme

ACEI 1 CEC 2 InTASC 1, 3, 4 Proficient

Rationale The rationale clearly explains in paragraph form why this is an appropriate/desirable unit of study for the particular grade level.

The rationale explains in paragraph form why this is an appropriate/desirable unit of study for the particular grade level.

The rationale is not clear in explaining why this is an appropriate/desirable unit of study for the particular grade level.

The rationale does not explain why this is an appropriate/desirable unit of study for the particular grade level.

ACEI 1, 3.1, 5.1 CEC 2, 5 InTASC1, 2, 3 Proficient

Reference List

There 25 or more resources that are linked to the theme/curricular areas.

The list is annotated and shows connection to the theme.

There are more than 5resources for teachers and more than 20 resources for students. (move up)

There is a variety of genre appropriate to the intended audience.

There are books representing a variety of reading levels that support ELL, access to print and gifted readers.

There is a rich variety of multi media materials including web-based resources.

The list adheres to APA guidelines.

There are 25 resources that are linked to the theme/curricular areas.

The list is annotated. Some, not all, are connected to the theme.

There are at least 5 resources for teachers and 20 resources for students.

There is a variety of genre.

There are books representing a variety of reading levels.

There are videos and web-based resources.

The list adheres to APA guidelines.

There are fewer than 25 resources that are linked to the theme/curricular areas.

The list is partially annotated. Some, not all, are connected to theme.

There is an imbalance of resources for teachers and for students.

There is some variety in genre.

There is an imbalance of books representing a variety of reading levels.

There are few videos and web-based resources.

The list does not consistently adhere to APA guidelines.

There are fewer than 15 resources that are linked to the theme/curricular areas.

The list is not annotated.

Teacher resources and/or student resources are missing.

There is little or no variety in genre.

Reading materials represent the grade level only

There are no videos or web-based resources.

The list does not adhere to APA guidelines.

ACEI 5.1 CEC 9 InTASC 9 Proficient Adaptive


Elementary Thematic Integrated Unit Rubric Phase II: Overview

Component 4 Exemplary

3 Proficient

2 Basic

1 Unsatisfactory

Alignment

Objectives The unit plan contains at least 3 overall clearly stated instructional objectives that are connected to theme

The unit plan includes clear objectives that integrate math, social studies, LA (reading, writing, listening, speaking) and one area from the following: (art, music, health or phys. ed.)

The objectives support the MVSC

The objectives clearly and concisely explain the learning behavior and conditions (BC of ABCD format)

The unit plan contains at least 3 overall instructional objectives that are connected to the theme

The unit plan includes objectives that integrate math, social studies, LA (reading, writing, listening, speaking) and one area from: art, music, health or phys. ed.

The objectives support the MVSC

The objectives explain the learning behavior and conditions (BC of ABCD format)

The unit plan contains less than 3 overall instructional objectives that are somewhat connected to the theme

The unit plan includes weak objectives that integrate math, social studies, LA (reading, writing, listening, speaking) and one area from: art, music, health or phys. ed.

Most objectives support the MVSC

The objectives do not consistently explain the learning behavior and conditions (BC of ABCD format)

The unit plan contains poorly stated overall instructional objectives

The unit plan does not include clear objectives that integrate math, social studies, LA (reading, writing, listening, speaking) and one area from: art, music, health or phys. ed.)

Few objectives support the MVSC

The objectives are weak and do not explain the learning behavior and conditions (BC of ABCD format)

ACEI 2.1, 2.2, 2.3, 2.4 (One from 2.5, 2.6 or 2.7) CEC 9 InTASC 4, 5 Proficient

Curricular Connections Web

The curricular connections web provides a clear, attractive one-page synopsis of the learning activities that will take place across curricular areas (including music, art, physical education and health) for the entire unit

The web includes the core book

The curricular connections web provides a one-page synopsis of the learning activities that will take place across curricular areas (including music, art, physical education and health) for the entire unit


The curricular connections web provides a one-page synopsis of most of the learning activities that will take place across curricular areas for most of the unit


The curricular connections web provides a one-page synopsis of few of the learning activities that will take place across some of the curricular areas for some of the unit

The web does not include the core book

ACEI 2.1, 2.2, 2.3, 2.4 (One from 2.5, 2.6 or 2.7), 3.1 CEC 9 InTASC 4, 5 Proficient

Unit Calendar

The calendar clearly displays the complete sequence of the lessons within the entire unit

The calendar reflects an overview of the entire unit.

The calendar gives a clear context of the lessons included in the TIUP

The five lessons are highlighted

The calendar displays the complete sequence of the lessons within the entire unit

The calendar reflects an overview of the entire unit.

The calendar gives the context of the lessons included in the TIUP


The calendar displays most of the sequence of lessons within the unit

The calendar reflects an overview of most of the unit.

The calendar gives little context to the lessons included in the TIUP


The calendar displays little of the sequence of lessons within the unit

The calendar does not reflect an overview of the entire unit.

The calendar gives no context to the lessons included in the TIUP

The five lessons are not highlighted

2.1, 2.2, 2.3, 2.4 (One from 2.5, 2.6 or 2.7), CEC 9 InTASC 4, 5 Proficient


Elementary Thematic Integrated Unit Rubric Phase III: Lesson Planning

Component 4

Exemplary 3

Proficient 2

Basic 1

Unsatisfactory Alignment

Lesson Plans

There are at least 5 complete, well developed lesson plans written in MSMU format

All lessons plans demonstrate integrated instruction

The curricular areas of math, science, social studies and LA are well represented in the unit

One or more curricular areas from art, music, health, or phys. ed. is well represented in the unit

All lessons reflect a clear connection to the theme

There is clear evidence of informal assessment of the lesson objective in each lesson plan.

There are at least 5 complete lesson plans written in MSMU format

Lesson plans demonstrate integrated instruction

The curricular areas of math, science, social studies and LA are represented in the unit

At least one curricular area from art, music, health, or phys. ed. is represented in the unit

All lessons reflect a connection to the theme

There is evidence of informal assessment of the lesson objective in each lesson plan.

There are at least 5 lesson plans written in MSMU format

Most lesson plans demonstrate integrated instruction

The curricular areas of math, science, social studies and LA are represented in the unit in the unit

One curricular area from art, music, health, or phys. ed. is represented

Most lessons reflect a clear connection to the theme

There is some evidence of informal assessment of the lesson objective in each lesson plan.

There are at least 5 lesson plans written in MSMU format

Some lesson plans demonstrate integrated instruction

The curricular areas of math, science, social studies and LA are represented in the unit

At least one curricular area from art, music, health, or phys. ed. is represented in the unit

Few lessons reflect a connection to the theme

Support materials are not always included

There is little evidence of informal assessment of the lesson objective in each lesson plan.

ACEI 1, 2.1, 2,2, 2.3, 2.4, 2.8 (One from 2.5, 2.6 or 2.7) 3.1, 3.2, 3.3, 3.4, 3.5, 4 CEC 4, 5, 7, 8 InTASC 1, 2, 3, 4, 5, 6, 7, 8 Proficient

Lesson Rationale

There is a clear, well-written rationale for each lesson that strongly connects the lesson to the theme

Rationale reflects an understanding of theory within each content area and developmental level.

There is a well-written rationale for each lesson that connects the lesson to the theme

Rationale reflects some understanding of theory within each content area and developmental level.

There is a rationale for each lesson that makes little connection between the lesson and the theme

Rationale reflects little understanding of theory within each content area and developmental level.

There is a poorly written rationale for each lesson that does not usually connect the lesson to the theme.

Rationale does not reflect an understanding of theory within each content area and developmental level.

ACEI 1, 2.1, 2,2, 2.3, 2.4, 2.8 (One from 2.5, 2.6 or 2.7) 3.1, 3.2, 3.3, 3.4, 3.5, 4, 5.1 CEC 4, 5, 7, 8, 9 InTASC 1-9 Reflective


Elementary Thematic Integrated Unit Rubric Phase IV: Unit Summation

Component 4

Exemplary 3

Proficient 2

Basic 1

Unsatisfactory Alignment

ACEI & MTTS Checklists

The checklists are clear and complete

The methods of demonstration are clearly and accurately portrayed

The checklists are complete

The methods of demonstration are usually clearly and accurately portrayed

The checklists are mostly complete

The methods of demonstration are sometimes clearly and accurately portrayed

The checklists are not usually complete

The methods of demonstration are rarely clearly and accurately portrayed

ACEI 5.1, CEC 9 InTASC 9 Proficient Reflective Adaptive

Assessment The performance assessment assesses student learning of one or more overall objectives.

The assessment is clearly written and includes appropriate language to the developmental level of the student

There is a well-written rubric or scoring tool

The assessment clearly relates to the units theme

The performance assessment assesses student learning of one overall objective.

The assessment includes appropriate language to the developmental level of the student

There is a rubric or scoring tool

The assessment relates to the units theme

The performance assessment is a weak assessment of student learning of an overall objectives.

The assessment includes some language appropriate to the developmental level of the student

There is a poorly written rubric or scoring tool

The assessment somewhat relates to the units theme

The performance assessment does not assess student learning of an overall objective.

The assessment includes language that is not appropriate to the developmental level of the student

There is no rubric or scoring tool

It is unclear as to how the assessment relates to the units theme

ACEI 1, 4, CEC 4, 8 InTASC 6 Proficient


Scoring Tool Elementary Thematic Integrated Unit

Phase I: Introduction Phase III: Lesson Planning Theme Statement _________ x .30 = __________ Lesson Plans _________x .70 = _________ Rationale _________x .40 = __________ Lesson Rationales _________x .30= _________ Reference List _________x .30 = __________ Phase III Score + _________ Phase I Score + __________ Phase II: Overview Phase IV: Unit Summation Objectives _________ x .40 = __________ Benchmark & MTTS Checklists __________x .50 = ____________ Curricular Connections Web _________x .30 = __________ Assessment ___________x .50= ____________ Unit Calendar _________x .30 = __________ Phase IV Score +_____________ Phase II Score + __________ *Please note that a non-submission in any phase results in a 0 score for the entire project.


Concepts in Content Portfolio Internship I Elementary Education Requirements

ACEI 2014

The Concepts in Content Portfolio is a collective portfolio that spans the Internship I and II experiences. The portfolio includes: Internship I:

The collection of lesson plan packets required by the methods courses: 12 for Traditional Undergraduate candidates and 16 for Non-Traditional Undergraduate and MAT candidates

A Concepts in Content chart that aligns your experiences to the Association of Childhood Education International (ACEI) standards

A reflection of the Internship I experience that includes connections between courses and internship experiences, content knowledge needed, benchmark strengths and weaknesses, and a focus on an exemplary lesson

Copies of the Gateway 3 Benchmark Assessment from your mentor, supervisor and you

Copies of the Dispositions Assessment for Gateway 3 from your mentor, supervisor and you Internship I Notebook Requirements

The Concepts in Content Portfolio will be scored by the Internship I team using the following Internship I rubric. The rubric will provide the expectations that are required. The score will be factored into your methods courses. Directions for the completion of the portfolio are as follows: 1. Place the lesson plan packets into the first section of your portfolio. These are the four packets from the four content methods courses. These packets wil

elementary/ special education...

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