teaching internship handbook

TEACHING INTERNSHIP

HANDBOOK FALL 2021

UNIVERSITY SUPERVISORS

Office of Clinical/

Field-Based

Instruction, Licensure,

and Outreach

Fall 2021 Revised June 2021

2

General Information

Teaching internship, which is the culminating field experience of the teacher education program, requires each

teacher intern to work full time for an entire semester in a placement with one classroom mentor teacher or full

time for an entire semester in two placements with different age groups and classroom mentor teachers. During

this time, the teacher intern observes, assists, and gradually assumes full responsibility for classroom instruction

under the direction of the classroom mentor teacher and university supervisor.

Teaching internship, which is considered to be one of the most important phases of the teacher intern's

professional preparation program, requires the teacher intern to apply and test the principles, theories, and

methods learned in the teacher education program. Teaching internship allows the teacher intern to experience

the many facets of a professional educator's role and gain a deeper understanding of teaching, students, and

schools.

OCFBI Staff

We encourage and welcome communication with staff members in the Office of Clinical/Field-Based

Instruction, Licensure, and Outreach (OCFBI).

Dr. Donna Shea,

Director 662-325-7684

[email protected]

Tiffany Middleton,

Coordinator 662-325-0028 [email protected]

Denise Richardson,

Administrative Assistant I 662-325-2206 [email protected]

3

Table of Contents University Supervisor Training 4

Teaching Internship Assignments/Assessments Overview 7

Weekly Lesson Plans 8

Statewide Impact on Student Learning Assignment 13

Statewide Impact on Student Learning Assignment Rubric 24

Family Involvement Documentation Log 34

Classroom Management Observation Assignment 35

English Language Learners (ELL) Observation Assignment 41

Video Self-Reflection Assignment 43

Family Engagement Analysis/Reflection 46

Teacher Intern Assessment Instrument (TIAI) 48

MSU Professional Dispositions 55

Statewide Common Dispositions Instrument 62

Teacher Growth Rubric (TGR) 64

Watermark Overview 68

How to Complete an Evaluation in Watermark 69

Internship Handbook: Policies & Procedures 73

Standards and Objectives 74

InTASC Core Teaching Standards 74

Council for the Accreditation of Education Preparation (CAEP) Standards 75

Objectives for the Teaching Internship 77

Code of Ethics of the Education Profession 77

Policy and Procedures 81

Grading Policies 81

Absences and Tardiness 81

Additional Coursework or Employment 81

Discipline 82

Professional Dress 82

School Policies 82

Professional Liability Insurance 83

CPR/First Aid Certification 83

Child Protection Policies 83

Official MSU Child Protection Policy 83

Change of Placements, Withdrawals, and Non-Completion 84

If Difficulties Occur 85

Professional Disposition Infraction 86

Professional Roles 88

Assessment Information 93

Directions for Assessing Professional Dispositions 93

Directions for Completing the Teacher Intern Assessment Instrument 96

Reflection on Teaching and Learning 97

4

University Supervisor Training

To complete the training, follow the steps below:

Step 1: OCFBI Website

A. Go to the OCFBI website, https://www.ocfbi.msstate.edu and select Internship/Training/University

Supervisor Training. The username is supervisor and the password is cowbell3.

B. Select the hyperlink (in the first paragraph) and watch the Prezi presentation that introduces you to the MSU

teaching internship.

Step 2: Videos

Watch the videos under this section. (Policies & Procedures and Professionalism).

Step 3: Mississippi Common Assessments Training

The Mississippi Common Assessments Training is required for all mentor teachers and university supervisors in

the state of Mississippi. A Certificate of Completion is issued upon successful completion of each training and

will be retained in the OCFBI office. MDE mandates for certificates to be renewed every 3 years. The website

is contained outside of MSU so please select the hyperlink to complete the training or go to

http://training.education.olemiss.edu/. New US must complete all 3 training modules. Returning US can view

the purple form (in the packet that was mailed) to know the training/s that are needed for renewal certificates.

https://www.ocfbi.msstate.edu/

http://training.education.olemiss.edu/

5

A. Login: Complete the Mississippi Common Assessments Training by selecting the hyperlink. This training

focuses on the Teacher Intern Assessment Instrument (TIAI), Statewide (Professional) Dispositions

Instrument that you will use to evaluate the intern, and the Impact on Student Learning Assignment. You

must register for an account and check your email for a link. (Create your own username and password

for this website).

B. TIAI: Complete the presentation for each of the five domains and answer the questions at the end of each

section. Upon completion of all five sections, you will see a certificate of completion.

C. Professional Dispositions: After completing the TIAI Training, follow the same steps for completing the

Professional Dispositions Training.

D. Impact on Student Learning: After completing the TIAI Training, follow the same steps for completing

the Professional Dispositions Training.

Step 4: Certificates of Completion

6

Please email or mail your certificates of completion to the OCFBI office. All US will also collect certificates

from the CMT and submit to the OCFBI office in the provided self-addressed, stamped envelope (or email to

[email protected]).

Once you’ve completed Steps 1-4, your training is complete. You will not have access to the Watermark

program until internship begins.

University Supervisor Training Checklist

Completed Step 1:

A. Logged in the OCFBI website (username: supervisor & password: cowbell3)

B. Watched the presentation (Prezi)

Completed Step 2:

A. Watched the videos on the OCFBI website

Completed Step 3:

A. Created an account at the MS Common Assessments Website B. Completed the TIAI Training C. Completed the Professional Dispositions Training D. Completed the Impact on Student Learning Training

Completed Step 4:

A. Submit certificates of completion to OCFBI. The US will also submit the

CMT’s certificates to the OCFBI office when applicable.

mailto:[email protected]

Teaching Internship Assignments/Assessments Overview:

1st Placement 2nd Placement

Assignment/Assessment Maximum Points Assignment/Assessment Maximum Points

Canvas Orientation 0 Intern Self-Assessment on Dispositions 0

Introductory Letter & CMT’s Class Schedule 0 CMT’s Class Schedule 0

Phase III Form 0 CAEP Family Engagement Assignment 50

MS Common Assessment Trainings (3) 0 Video Self-Reflection 50

Intern Self-Assessment on Dispositions 0 Classroom Management Observation 50

Weekly Lesson Plans for Week 2 Formative (no points) ELL Observation 50

Weekly Lesson Plans for Week 3 Formative (no points) Weekly Lesson Plans for Week 2/10 Formative (no points)

Weekly Lesson Plans for Week 4 50 Weekly Lesson Plans for Week 3/11 Formative (no points)

Weekly Lesson Plans for Week 5 50 Weekly Lesson Plans for Week 4/12 50




Impact on Student Learning (IoSL) 200 Weekly Lesson Plans for Week 8/16 0

MSU Dispositions (CMT) 75 MSU Dispositions (CMT) 75

MSU Dispositions (US) 75 MSU Dispositions (US) 75

Statewide Professional Dispositions (CMT) 25 Statewide Professional Dispositions (CMT) 25

Statewide Professional Dispositions (US) 25 Statewide Professional Dispositions (US) 25

Content Area Performance Assessment 0 Content Area Performance Assessment 0

TIAI Formative Observation (CMT) Formative (no points) TIAI Formative Observation (CMT) Formative (no points)

TIAI Formative Observation (US) Formative (no points) TIAI Formative Observation (US) Formative (no points)

TIAI Summative Observation (CMT) 200 TIAI Summative Observation (CMT) 200

TIAI Summative Observation (US) 200 TIAI Summative Observation (US) 200

Teacher Growth Rubric (TGR) 0

TOTAL: 1,000 TOTAL: 1,000

Grade Scale:

A: 900-1,000 Points B: 800-899 Points C: 700-799 Points D: 600-699 Points F: 599 Points or Less

Grading scale: Each teacher intern receives two grades for the teaching internship, one for each 8-week placement. The points in Watermark

determine the final grade; refer to the grading scale below to determine the letter grade.

Completion of assignments: All internship assignments are mandatory, and regardless of point value, must be completed in order for interns to

pass each placement of the internship. Late work. Any assignment that is submitted after midnight on the date due will receive no credit, but

the assignment must still be completed.

7

8

Office of Clinical/Field-Based Instruction,

Licensure, and Outreach (OCFBI)

WEEKLY LESSON PLANS

Weekly lesson plans are an integral part of the Teacher Intern Assessment Instrument (TIAI). Key items from the TIAI are listed below as a reminder when developing your weekly plans. The TIAI requires evaluators to review teacher intern written plans when scoring all items included in Domains I, II, III, and V.

DOMAIN I: PLANNING AND PREPARATION DOMAIN II: ASSESSMENT DOMAIN III: INSTRUCTION DOMAIN V: PROFESSIONAL RESPONSIBILITIES

OBJECTIVES Objectives for the weekly plans should be written in measurable and observable grade and subject level terms with specific learning outcomes and aligned with appropriate state curricular frameworks and assessments.

TIAI – 1 Develops measurable and observable grade and subject level objectives that are aligned with appropriate state curricula frameworks.

TIAI – 2 Develops meaningful and authentic learning experiences that accommodate developmental and individual needs of each learner in the group.*

*Examples include developing learning experiences (remediation, enrichment, accommodations) planned for students with disabilities or exceptionalities, students who are gifted, and students who represent diversity based on ethnicity, race, socioeconomic status, gender, language, religion, sexual identification, and/or geographic origin.

PROCEDURES Procedures should explain what the teacher and the students will do to meet the objectives in the weekly plans. Explain pre-assessment measures used prior to planning.

TIAI – 3 Integrates core content knowledge across and within subject areas in lessons when appropriate.

TIAI – 4 Plans appropriate and sequential teaching procedures that include innovative introductions and closures. Teaching procedures incorporate different teaching strategies that positively impact student learning and development. * *Examples include but are not limited to the following: cooperative learning, discovery learning, demonstration, discussion, inquiry, simulation, etc.

9

TIAI – 5 Plans indicate use of appropriate assessments that effectively evaluate student learning and development.*

*Examples include assessments aligned with standards and objectives such as pre/post assessments, quizzes, unit tests, rubrics, and/or checklists

TIAI – 6 Plans include technology that will engage students in analysis, creativity, and deeper learning experiences to improve student growth, development, and understanding.*

*Examples of technology include the implementation of digital leaning programs using iPad, Chromebooks, PowerPoints, Smart Boards, Promethean Boards, cell phones, etc.

TIAI – 15 Uses a variety of appropriate teaching strategies, including technology, to impact student learning and development.*

*Examples include use of teaching strategies such as cooperative learning, discovery learning, demonstration, discussion, inquiry, simulation, etc.

TIAI – 16 Planned learning experiences are implemented that accommodate differences in developmental and individual needs of each learner in the group.*

*Examples include students with disabilities or exceptionalities, students who are gifted, and students who represent diversity based on ethnicity, race, socioeconomic status, gender, language, religion, sexual identification, and/or geographic origin).

TIAI – 17 Engages all students in critical thinking through higher-order questioning.*

*Guiding questions need to be listed in lesson plans.

MATERIALS Include various types of materials, technology, and resources that will be used to enhance lessons. Materials should show initiative and creativity.


TIAI – 19 Uses family and/or community resources in instruction to impact student learning and development. *

*Examples include special guests, materials, extracurricular activities, etc.

ASSESSMENT Informal and formal assessments should be aligned with objectives and defined in weekly plans. Assessments should accommodate developmental and/or educational needs of students.



TIAI – 7 Communicates assessment criteria and performance standards to the students and provides feedback to students about academic performance.

TIAI – 8 Uses formative and summative assessments to differentiate learning experiences that accommodate the learning and development of each learner in the group.*

*Examples of assessments include pretests, quizzes, unit tests, checklists, rating scales, rubrics, and

remediation and enrichment activities.

10

DIFFERENTIATED INSTRUCTION Plans should include differentiated learning experiences that accommodate learning and development of each learner in the group. The learning experiences should clearly connect the content and the needs of the learner(s) in the group. (Documenting differentiated instruction in weekly lesson plans will significantly benefit the intern’s completion of the Differentiated Instruction Assignment.)




TIAI – 8 Uses formative and summative assessments to differentiate learning experiences that accommodate the learning and development of each learner in the group.*

*Examples of assessments include pretests, quizzes, unit tests, checklists, rating scales, rubrics, and

remediation and enrichment activities.

TIAI – 13 Provides opportunities for all students to cooperate, communicate, and interact with each other to enhance learning.

TIAI – 16 Planned learning experiences are implemented that accommodate differences in developmental and individual needs of each learner in the group.*

*Examples include students with disabilities or exceptionalities, students who are gifted, and students who represent diversity based on ethnicity, race, socioeconomic status, gender, language, religion, sexual identification, and/or geographic origin).

TIAI ITEMS TO KEEP IN MIND WHEN CREATING WEEKLY PLANS:

TIAI – 9 Uses standard written, oral, and nonverbal communication in instruction.

TIAI – 10 Provides explicit written and oral directions for instructional activities.

TIAI – 11 Communicates positive expectations for learning for all students.

TIAI – 12 Conveys enthusiasm for teaching and learning for all students.

TIAI – 14 Demonstrates content knowledge and an understanding of how to teach the content.

TIAI – 25 Collaborates with professional colleagues (classroom mentor teacher and/or university supervisor) to communicate with families about student learning and development.

*Examples include documented evidence such as PLCs, data meetings, newsletters, positive notes,

extracurricular activities, professional development opportunities, conferences, etc.

Rubric: Weekly Plans

CAEP InTASC

TGR CRITERIA

Unacceptable

(1)

Needs Improvement

(2)

Meets Standard (3)

Exceeds Standard (4)

CAEP 1.2/R1.3 InTASC 7 TGR 1.1

All objectives are written in measurable and observable terms, based on state frameworks, and are developmentally appropriate for students. All objectives are aligned with assessments and all learning outcomes are clearly specified.

All or most objectives are not written in measurable and observable terms and are not aligned with assessments. Learning outcomes are not specified.

All objectives are not consistently written in measurable and observable terms and/or are not consistently aligned with assessments. Most learning outcomes are specified.

All objectives are written in measurable and observable terms, based on state frameworks, and are developmentally appropriate for students. All objectives are aligned with assessments and all learning outcomes are clearly specified.

In addition to meets standard, the pre-assessments were implemented and the results support the planned objectives and learning goals.


Plans appropriate and sequential teaching procedures that include innovative introductions and closures. Teaching procedures incorporate different teaching strategies that positively impact student learning and development.

Does not plan appropriate or sequential teaching procedures that include innovative introductions and closures. Different teaching strategies are not utilized.

Plans lack logical sequence and different teaching strategies.

Plans appropriate and sequential teaching procedures that include innovative introductions and closures. Teaching procedures incorporate different teaching strategies that positively impact student learning and development.

In addition to meets standard, multiple lesson plans cited research-based evidence.


Differentiated instruction is included as plans include meaningful and authentic learning experiences that accommodate developmental and

Does not include differentiated instruction in plans that include meaningful nor authentic learning experiences to accommodate developmental and individual needs of

Develops meaningful and authentic learning experiences, but does not differentiate instruction to accommodate individual needs of each learner in the group.

Differentiated instruction is included as plans include meaningful and authentic learning experiences that accommodate developmental and individual needs of

In addition to meets standard, provides evidence-based strategies that accommodate developmental and individual needs of each learner in the group.

11

individual needs of each learner in the group.

each learner in the group.



Plans include resources and/or technology that will engage students in analysis, creativity, and deeper learning experiences to improve student growth, development, and understanding.

Plans do not include resources or technology that will engage students.

Plans lack logical use of resources and technology.

Plans include resources and/or technology that will engage students in analysis, creativity, and deeper learning experiences to improve student growth, development, and understanding.

In addition to meets standard, multiple lesson plans utilize resources and technology to enhance learning opportunities.


Plans indicate use of appropriate informal and formal assessments that effectively evaluate student learning and development.

Plans do not indicate use of informal and formal assessments that effectively evaluate student learning and development.

Plans indicate use informal and formal of assessments but not all are appropriate.

Plans indicate use of informal and formal appropriate assessments that effectively evaluate student learning and development.

In addition to meets standard, assessments are performance-based to enhance critical thinking and problem solving.


Overall assignment is free with no more than one spelling, punctuation, capitalization, grammar, and paragraphing error. Writing exemplifies professionalism and effective writing skills.

Overall assignment includes four or more spelling, punctuation, capitalization, grammar, and paragraphing errors.

Overall assignment is free with most spelling, punctuation, capitalization, grammar, and paragraphing errors. Submission may include no more than three errors.

Overall assignment is free from no more than one spelling, punctuation, capitalization, grammar, and paragraphing error.

Overall assignment is free with all spelling, punctuation, capitalization, grammar, and paragraphing errors. Writing exemplifies professionalism and effective writing skills.

12

13

STATEWIDE IMPACT ON STUDENT LEARNING ASSIGNMENT

Purpose

The Impact on Student Learning assignment gives the teacher candidate the opportunity to:

• Determine the impact of instruction on all students’ learning,

• Use assessments to make research-based informed decisions about instruction,

• Analyze and communicate students’ performance results, and

• Reflect on teaching performance.

Overview of the Method – Impact on Student Learning

The teacher candidate will use the assigned internship placement class and/or a group of students to determine

the impact of his/her teaching on student learning. The teacher candidate will use multiple assessments and

teaching strategies aligned with learning objectives in a unit and/or group of lessons. After collecting data from

multiple assessments, the teacher candidate will analyze the data to determine the impact on student learning.

Assessment Information

• Pre-assessments measure students’ understanding and performance on a set of skills and objectives.

Results from pre-assessments are used to inform, plan, and guide instruction. The assignment must

include the pre-assessment and data results.

• Formative assessments focus on students’ understanding and performance of the skill(s) during

instruction. Data from formative assessments influence instruction. The assignment must include a

minimum of 3 formative assessments and data results.

• Post-assessments (summative) evaluate students’ understanding and performance of a set of skills or

objectives at the conclusion of the unit and/or lessons. Post-assessments can include a variety of formats.

The assignment must include a summative assessment and data results.

Unit/Lesson Plans

Prior to planning the unit and/or lessons, the teacher candidate will conduct a pre-assessment. After conducting

the pre-assessment, the teacher candidate will record the pre-assessment data in a spreadsheet and analyze this

data to inform the planning of the unit/or lessons.

Contextual Factors

The teacher candidate will collect contextual factors about students, the school, and the learning community.

The teacher candidate will analyze the contextual factors to inform the unit and/or lesson planning.

Adjusting Instruction to Meet Student Needs

During instruction, administer 3 or more formative assessments and evaluate the data from the assessments to

adapt instruction throughout the unit and/or lessons. Document how data from formative assessments were used

to effectively plan, implement, and change instruction when necessary.

After implementing the unit and/or lessons, the teacher candidate will administer a post-assessment

(summative) to determine the impact of instruction on student learning. The teacher candidate will record the

post-assessment (summative) data in a spreadsheet and analyze the data to determine areas taught effectively,

areas for improvement, and to determine if all students in the class were provided with equitable learning

experiences.

The teacher candidate will analyze data from pre-assessments, formative assessments, and post- assessment

(summative) to determine the impact on student learning for the unit and/or lessons.

14

Assignment Components

Contextual Factors

Purpose for Step 1:

Consider the learning environment and contextual factors that may have an impact on the teaching-learning

process. Discuss characteristics about the school, classroom, and individual student needs that should be

considered as instructional plans are developed. List accommodations/modifications that will be made to

instructional planning and implementation based on contextual information of the assigned classroom.

Task:

Discuss the relevant contextual factors including community and school information, classroom information,

student characteristics, and accommodations/modifications for planning, instruction, and assessment/s. Include

any supports and challenges that impact instruction and student learning. Discuss any implications and

accommodation/modifications needed for instruction based on contextual factors.

Prompt:

In the discussion on contextual factors, include the following:

1.1. Community and school information

▪ Discuss the community and school information:

o geographic location

o community/school population (diversity, race, ethnicity, culture, gender, etc.)

o socio-economic status (SES; ex: free/reduced lunch, Title I school, etc.)

o type of school (locale, grade levels, and any other pertinent characteristics)

Consider additional areas for discussion, which could include community support for education and

other factors in the environment that impact education.

• 1.2. Classroom information

▪ Discuss the classroom information:

o physical features and arrangement of the classroom

o availability of technology, equipment, and resources

o extent of parental/guardian involvement

o grouping practices (whole group, small group, pairs, etc.)

▪ Consider additional areas for discussion, which could include but are not limited to how groups

were determined, classroom rules and routines, scheduling, and additional teachers/students that

enter or leave the room on a regular basis.

1.3. Student characteristics – Related to the Students and Learning Environment

▪ Discuss the following required areas for student characteristics:

o grade/age level

o gender

o race/ethnicity/culture

o special needs

o achievement/developmental/skill levels

o language (English, ESL, ELL)

o interests, learning differences, and any other pertinent information

▪ Consider additional areas for discussion, which could include but are not limited to background

information and/or characteristics of specific students that should be considered when planning

and implementing instruction.

Learning Goals and Objectives for Unit and/or Group of Lessons

15

Purpose for Step 2:

Plan appropriate and challenging learning purposes/goals and develop measurable and observable objectives for

the unit of study or group of lessons. Consider different levels of Bloom’s Taxonomy and Depth of Knowledge

(DOK) when planning measurable objectives.

Task:

Using the Mississippi College- and Career-Readiness Standards (MCCRS), establish a topic for the unit or

group of lessons and an overall learning purpose/goal. Once the unit or group of lessons learning purpose/goal

is established, determine daily learning purposes/goals for each day in the unit or group of lessons.

Note: Develop measurable and observable objectives for each day. Ensure that all objectives are measurable,

student-oriented, developmentally appropriate, and written in clear and understandable terms. Daily objectives

should be written at different levels of Bloom’s Taxonomy/DOK. Example: A unit or lessons should not have

daily objectives all written on the Knowledge level of Bloom’s Taxonomy or DOK 1. Vary the levels of

Bloom’s Taxonomy/DOK used in the unit or lessons to challenge students on different levels.

Prompt:

In your discussion, include the following:

2.1. MCCRS chosen standard(s) and unit and/or group of lessons topic and learning goals

▪ List the chosen standard(s) from the MCCRS content area of study.

▪ List the topic for the unit or group of lessons. If the unit or group of lessons addresses only part

of the MCCRS standard(s), explain what part of the standard(s) is to be addressed and the

rationale for addressing only part of the standard(s) in the unit topic.

▪ Describe the unit and/or group of lesson plans purposes/goals and how it relates to the MCCRS

standard/s.

▪ Justify your reasoning for choosing the overall unit and/or group of lesson plans purpose/goal.

▪ Consider additional areas of discussion, which could include but are not limited to how the

overall learning goal supports previous goals and/or will support future learning goals.

▪ Consider using a chart/table for Step 2. An example is provided after section 2.2.

2.2. Appropriateness of objectives ▪ Describe how objectives are aligned with MCCRS and connect to and help students make sense

of the real world.

▪ Discuss why the objectives are appropriate in terms of the students’ development, pre-requisite

knowledge, skills, experiences, and other needs of students as indicated in the Contextual

Factors.

▪ Consider additional areas of discussion, which could include but are not limited to the use of

instructional strategies to promote learning through the students’ cognitive, linguistic, social,

emotional, and physical developments.

For Step 2 of the Assignment for Impact on Student Learning, provide a chart/table to illustrate the relationship

between each daily objective and Bloom’s Taxonomy Level/DOK. You may choose to use a table such as the

one below for this step of the assignment.

Unit or Lesson Plans Overview

16

Grade and Subject

Area

MSCCRS Standard

Unit or Lesson Topic

Unit or Group of

Lessons

Purpose/Goal

Day Objective/s Bloom’s/DOK Level Assessment (Will be

completed in Step 3)

1

2

3

Assessment

Purpose for Step 3:

Plan assessments that align with the chosen MCCRS standard, unit or group of lessons, and daily objectives that

will be used to monitor student progress toward the purposes/goals and objectives.

Task:

Design an assessment plan to monitor student progress toward mastering objectives. Plan a pre-assessment, 3 or

more formative assessments, and a post-assessment (summative). Discuss how students’ progress was

monitored and how assessment results were communicated to students.

Prompt:


• 3.1. Assessment plan overview ▪ Provide an overview of the assessment plan. The purpose of this overview is to depict the

alignment between purposes/goals, objectives, and assessments to meet the individual needs of

students based on contextual factors as identified in Step 1.

▪ Provide a chart/table to illustrate the relationship between each purpose/goal, daily objective, and

daily assessment. You may continue the table that you used for Step 2 of assignment (example

below).

17

Assessment Plan Overview

▪ Vary assessments by type. Instead of giving a quiz or the same type of assessment every day, use

a variety of assessments.

▪ Make sure each daily assessment assesses the objective for that day. Example: If your daily

objective asks students to list and describe each stage of the water cycle, then your assessment

should be something that requires them to do exactly that.

▪ Describe the need for the accommodations/modifications based on individual needs of students

based on contextual factors, for each accommodation/modification to an assessment listed. If no

accommodation/modification is necessary for an assignment, state that.

▪ Include accommodations/modifications that may be made to the pre- and post-assessments

(summative) to meet the needs of individual students based on the contextual factors.

▪ Consider additional areas of discussion, which could include but are not limited to alignment to

objectives and includes a rationale for each accommodation/modification based on individual

needs of students or contextual factors.

Example: The following daily assessment DOES assess the daily objective.

Daily Purpose Daily Objective Daily Assessment

Physical characteristics

of cats

The student will (TSW) compare and

contrast physical characteristics of 2

different species of cats.

Create a Venn diagram of 2 different species of cats

from around the world comparing and contrasting

physical attributes. (Graded for accuracy)

Example: The following daily assessment DOES NOT assess the daily objective.

Daily Purpose Daily Objective Daily Assessment

Physical characteristics

of cats

TSW compare and contrast physical

characteristics of 2 different species of

cats.

Draw a picture of one species of cat and include in

your picture physical features for that species of cat.

• 3.2. Pre-assessment and post-assessment (summative assessment) ▪ Include copies of the pre-assessment and post-assessment (summative) and scoring guides

(example: scoring rubric, answer key, etc.). Include any prompts, and/or student directions that

may be needed.

▪ Provide descriptions of the pre- and post-assessments (summative), how they are aligned with

daily objectives, and when they will be administered.

Objective Bloom’s /DOK Level Assessment Accommodations/Modifications (if needed)

Pre-assessment

Formative Assessments •

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

Post-assessment

(Summative)

18

▪ Establish criteria that will be used to determine mastery for pre- and post-assessments

(summative) that indicate high expectations (example: mastery = 75% or higher on the

assessment).

▪ Describes how the assessments are constructed to both minimize bias and to ensure valid

conclusions are drawn based on student performance on assessments.

• 3.3. Daily assessments (formative assessments) ▪ Include evidence of the daily assessments (formative assessments) that will be used each day

(examples: quizzes, journal prompts, exit tickets, observation checklists, etc.) and scoring guides

(answer key, checklist, rubric, etc.).

▪ Use multiple methods of assessments by type (example: Avoid using a journal prompt each

day.).

▪ Describe how student progress using daily assessments will be tracked during the unit.

▪ Explain the reasoning for selecting the daily assessments that will be used during the unit or

lessons.

▪ Consider additional areas of discussion, which could include but are not limited to describing

how specific assessments address individual differences.

3.4. Assessment data

▪ Create a student assessment data table for tracking individual student progress on the pre-

assessment, 3 or more formative (daily) assessments, and the post-assessment (summative) in an

organized and easy to read format.

▪ Establish criteria for determining mastery or non-mastery on the assessment for each assessment

in your data table. (Example: mastery = 75% or higher on the assessment). Describe this after

your table.

▪ Ensure that each daily assessment reflects mastery or non-mastery of the daily objective and is

recorded on the table. An example of a table is provided below, but your data might be presented

in a different format.

▪ Consider additional areas of discussion, which could include but are not limited to how students

will be given opportunities to review and communicate about their own progress and learning.

The type of data you collect will determine the best format for presenting it.

Example of a Student Assessment Data Table

Student

Names

Pre-

Assessment

Formative/Daily

Assessment #1

(Lesson 1

Objective)

Formative/Daily

Assessment #2

(Lesson 2 Objective)

Formative/Daily

Assessment #3

(Lesson 3

Objective)

Post-

Assessment

Learning

Gains from

Pre- to Post-

Assessment % Mastery or

Non-Mastery

% Mastery or Non-

Mastery

% Mastery or Non-

Mastery

Mastery or

Non-

Mastery

% Mastery or Non-

Mastery

Student 1

Student 2

Class

Percentages

3.5 Communication of assessment results

▪ Discuss a plan for communicating individual assessment expectations to the students.

19

▪ Discuss a plan for communicating individual assessment results and feedback to students.

Include how students will know they are progressing throughout the unit and upon completion of

the unit.

▪ Describe a plan for encouraging students to monitor their own progression throughout the unit or

lesson and take responsibility for their own learning.

▪ Consider additional areas of discussion, which could include but are not limited to a variety of

strategies for communicating feedback to all students.

Instructional Design

Purpose for Step 4:

Consider the contextual factors, characteristics of the classroom, individual students, and design appropriate

instruction that utilizes research-based strategies and technology to help students master objectives throughout

the lessons.

Task:

Provide the instructional unit or group of lessons or an overview of the unit or group of lessons. Describe the

pre-assessment results and implications based on the pre-assessment results. Describe instructional strategies

that engage students in critical thinking, problem solving, and provide differentiated instruction to meet the

needs of diverse students as outlined in Step 1 (contextual factors). Describe research-based strategies and

technology that will be used throughout the lesson. Describe a plan for communicating individual student

progress to parent/guardians.

Prompt:


4.1. Accommodations/modifications to instruction based on pre-assessment data analysis

▪ Analyze student performance relative to the learning goals and objectives, after administering

and evaluating the pre-assessment.

▪ Create a table to help analyze the data. In the table, record students’ responses (correct or

incorrect) or scores to individual questions on the pre-assessment or to groups of questions based

on the objective assessed.

▪ Determine patterns in the data that will show implications for making

accommodations/modifications to instruction once student responses are recorded.

▪ Describe any pattern found that will guide instruction. Examples of patterns that may be shown

in the data may include:

o Fewer than half of the students correctly answered a certain question or cluster of

questions assessing a specific objective.

o Most students correctly answered a question or cluster of questions assessing a specific

objective.

o A particular subgroup of students performed in a certain way (list it) that

would require certain accommodations/modifications (remediation or

enrichment).

o Consider including research-based findings/contextual information for the instructional

accommodations/modifications for whole group, for subgroups, and individual students.

4.2. Differentiation

▪ Describe at least one example from your unit or group of lessons plans where you developed a

meaningful and authentic learning experience that includes differentiation. Describe how you

20

differentiated the instruction to accommodate developmental and individual needs of each

learner in the group.

▪ Ensure that the activity is learner-centered and provides differentiation to meet the specific needs

of individual students as described in the contextual factors (e.g. ELL, inclusivism, cultural

relevance, special needs. . .).

▪ Consider providing citations of research-based strategies/procedures (citation for a source of a

peer-reviewed journal article, textbook, etc.) that describes the instructional strategy used in the

unit or group of lessons.

4.3. Technology – teacher candidate

▪ Describe how technology is used to facilitate and analyze student learning (learning management

systems, interactive websites, virtual learning, videoconferencing, digital learning, interactive

tutorials, mentoring, and collaboration including the use of networks in instruction).

▪ Describe how the use of technology will facilitate higher level skills such as analyzing,

synthesizing, and evaluating and not just by playing games online.

▪ Consider additional areas of discussion, which could include but are not limited to how multiple

forms of current technology are used by the TC to research, learn, create, communicate, and

track student learning.

4.4. Technology – student use

▪ Describe how students use technology for learning and understanding. Students should use

technology to research, create, communicate, and present. Students should use technology to

facilitate higher level skills such as analyzing, synthesizing, and evaluating and not just by

playing games online.

▪ Consider additional areas of discussion, which could include but are not limited to how multiple

forms of current technology are used by the students to research, learn, create, and communicate.

▪ 4.5. Plan for parent/guardian communication

▪ Describe the plan for disseminating general information about the unit or group of lessons and

how specific information about individual student progress was provided to

parents/guardians.(Include what information was provided to parents/guardians and how it was

shared with them (i.e. technology, phone-app, paper copy).

▪ Provide copies of any parent/guardian communication (such as a newsletter) created for the unit

or group of lessons.

▪ Consider providing examples of communication with parents and/or guardians that fosters a

sense of trust that acknowledges their contributions to the students’ education.

Instructional Decision-Making

Purpose for Step 5:

Reflect on professional practices including differentiating instruction, modifying instruction, and

communicating with students.

Task:

Describe how teaching strategies were modified during instruction based on student behavior, questions,

responses, and/or performance. Describe how learning experiences were differentiated or modified based on

formative assessment data analysis. Describe communication with students regarding their progress.

Prompt:


5.1. Instructional modifications based on needs of students

21

▪ Describe and provide an example of how teaching and/or learning strategies were modified from

the original plan to meet the needs of students based on student performance during instruction.

(Examples: changing from groups of 4 to pairs, modifying an activity from the original lesson

plan, deleting something from the lesson plan or adding something to the lesson plan, etc.)

▪ Justify your reasoning for making this accommodation/modification and give specific student

behaviors, questions, and/or responses that prompted you to make the

accommodation/modification.

▪ Describe how the accommodation/modification led students toward meeting objectives.

▪ Provide specific examples of student behaviors, questions AND consider providing responses

that justify the instructional modification(s).

5.2. Instructional differentiation or modifications based on formative assessments

▪ Describe how formative assessment data were analyzed.

▪ Provide at least one example of how assessment data analysis led to differentiate or modify a

specific learning experience of a previously planned activity to accommodate differences in

developmental and/or educational needs of students.

▪ Consider including multiple examples of research-based modifications of instruction to

accommodate individual needs of students.

Analysis of Student Learning

Purpose for Step 6:

Use assessment results to analyze student learning.

Task:

Use assessment data to analyze student learning. Analyze student learning gains for the whole class, subgroups,

and individual students. Provide evidence of impact on student learning and draw conclusions on overall student

learning gains.

Prompt:


• 6.1. Data Analysis -Student Assessment Data

Record student scores/progress on all assessments using your student assessment data table created in

Step 3. Calculate the percentage (out of 100) for each assessment (where applicable) AND calculate the

percentage of mastery for the entire class. Describe the data results based on the following categories:

whole class, subgroups (ex: gender, performance/ability level, language, age range, etc.), and

individuals.

▪ Whole Class - Consider the following:

o Analyze the degree to which mastery was attained by the entire class.

o What did your analysis of the students’ learning gains tell you about the degree of

mastery of each objective?

o What did the analysis of the learning gains tell you about the degree to which your

overall purpose was achieved?

o Discuss specific evidence from pre- and post-assessment (summative) data to support

your response.

▪ Subgroups – Consider the following:

o Select a group characteristic (ex: performance/ ability level, language, age-range, etc.).

Provide a rationale for the selection of this characteristic.

22

o Compare pre- and post-assessment (summative) results for the subgroup chosen.

Summarize what the data show about student learning gains and include specific

evidence used to support your response.

▪ Individual Students – Consider the following:

o Select two students who demonstrated different levels of performance and explain why it

is important to understand and analyze the learning of these students.

o Use pre-assessment, formative, and post-assessment (summative)

data with examples of the student’ work to draw conclusions about

the extent of these students’ learning gains.

▪ Include samples of student work. Copies of pre-assessments, formative assessments, and post-

assessments (summative) should be included.

▪ Consider additional areas of discussion, which could include but are not limited to reflections on

how the overall learning experiences were monitored throughout the unit or group of lessons.

6.2. Evidence and interpretation of impact on student learning

▪ Describe evidence of impact on student learning gains in terms of numbers of students who

achieved, made progress, or failed to master objectives using pre- and post-assessment

(summative) data.

▪ Include evidence of specific instruction/activities during the unit that may have led to that impact

on student learning gains noted in pre- and post-assessment data.

▪ Draw conclusions on overall student learning gains using all assessment data.

▪ Provide evidence that includes details and reasoning for conclusions drawn.

▪ Consider additional areas of discussion, which could include but are not limited to multiple

hypotheses for why students did or did not achieve mastery on the post-assessment.

Reflection

Purpose for Step 7:

Reflect on student success/levels of mastery. Discuss implications for future instructional design, teaching, and

professional development.

Task:

Reflect on student learning and possible reasons for high or low success/levels of mastery. Discuss implications

for future instructional design, teaching, and professional development you engaged in or plan to seek to engage

in to improve your performance as a teacher.

Prompt:


7.1. Reflection on high success/levels of mastery

▪ Select the objective(s) for which students were most successful. Provide two or more possible

reasons for student success.

▪ Reflect on factors that might have had an impact on student learning (including the purposes,

objectives, instruction, and assessments along with student characteristics and other contextual

factors) in your discussion.

▪ Discuss how planning and implementation of instruction could have led to student success.

▪ Consider next steps for progression/next steps for instructional design and teaching for the

targeted students with high student success.

7.2. Reflection on low success/levels of mastery

▪ Select the objective(s) for which students were least successful. Provide two or more possible

reasons for the lack of student success.

23

▪ Reflect on factors that might have had an impact on student learning (including the purposes,

objectives, instruction, and assessments along with student characteristics and other contextual

factors) in your discussion.

▪ Consider additional areas of discussion, which could include but are not limited to research-

based methods for planning and instructional strategies to continue to enhance student learning

in the future to positively impact student learning.

7.3. Implications for future instructional design and teaching

▪ Provide ideas for redesigning purposes/goals, objectives, instruction, and/or assessments in

future teaching, and provide a rationale explaining why these ideas for modifications would

improve student learning.

▪ Include implications for redesigning the current unit or group of lessons and explain any

implications that can be generalized to planning and teaching overall.

▪ Consider providing research-based evidence to support your claims.

7.4. Implications for professional development

▪ Describe at least two professional learning goals that emerged from your implementation and

review of the unit or group of lessons.

▪ Identify two specific steps to meet these learning goals, including professional development, to

improve your teaching, planning, and assessing in the area(s) identified.

▪ Consider identifying research based professional development to improve practice.

STATEWIDE IMPACT ON STUDENT LEARNING RUBRIC

Indicator Unacceptable

0

Needs Improvement 1

Meets Standard

2

Exceeds Standard

3

Contextual Factors

1.1. Community and school information

The teacher candidate (TC) discusses the following information about the community and school: Geographic location; Community/school population; Socio-economic status; and

Type of school (locale, grade levels, and other pertinent characteristics).

CAEP R1.1; INTASC 2; TGR 7

The TC does not discuss information for any of the areas about the community and school and/or the provided information is inaccurate.

The TC provides an incomplete or inaccurate description of characteristics of the community and school for any of the following areas: Geographic location; Community/school population; Socio-economic status; and Type of school (locale, grade levels, and other pertinent characteristics).

The TC provides an accurate and comprehensive description for each of the following: information about the community and school: Geographic location; Community/school population; Socio-economic status; and Type of school (locale, grade levels, and other pertinent characteristics).

The TC provides an accurate and comprehensive description for each of the following information about the community and school: Geographic location; Community/school population; Socio-economic status; and Type of school (locale, grade levels, and other pertinent characteristics).

The TC also discusses the following: Community support for education and Other factors in the environment that impact education.

1.2. Classroom Information

The teacher candidate (TC) describes classroom factors including physical features, technology resources, parental/guardian involvement, and grouping practices (whole group, small group, pairs, etc.)

CAEP R1.1,R1.3; INTASC 3; TGR 7

The TC describes inaccurate classroom factors related to the following: physical features, technology resources, parental/guardian involvement, and grouping practices (whole group, small group, pairs, etc.).

The TC provides an accurate but incomplete description of the following classroom factors or the TC provides a narrow scope of descriptions for the following classroom factors: physical features, technology resources, parental/guardian involvement, and grouping practices (whole group, small group, pairs, etc.).

The TC provides an accurate and comprehensive description for each of the following factors: physical features, technology resources, parental/guardian involvement, and grouping practices (whole group, small group, pairs, etc.).

The TC provides an accurate and comprehensive description for each of the following factors: physical features, technology resources, parental/guardian involvement, and grouping practices (whole group, small group, pairs, etc.).

The TC also describes how groups were determined, classroom rules and routines, scheduling, and additional teachers/students that enter or leave the classroom on a regular basis.

24

1.3. Student Characteristics

The teacher candidate (TC) describes each of the following student characteristics that impact students and the learning environment including grade/age level, gender, race/ethnicity/ culture, special needs, achievement levels, language, interests, and learning differences

CAEP R1.1; INTASC 1, 2; TGR 2

The TC describes inaccurate or incomplete classroom and student characteristics that impact students and the learning environment including grade/age level, gender, race/ethnicity/ culture, special needs, achievement levels, language, interests, and learning differences.

The TC provides an accurate but incomplete description of the following student characteristics that impact students and the learning environment including grade/age level, gender, race/ethnicity/ culture, special needs, achievement levels, language, and interests, and learning differences.

The TC provides an accurate and comprehensive description for each of the student characteristics that impact students and the learning environment including grade/age level, gender, race/ethnicity/ culture, special needs, achievement levels, language, interests and learning differences.

The TC provides an accurate and comprehensive description for each of the student characteristics that impact students and the learning environment including grade/age level, gender, race/ethnicity/ culture, special needs, achievement levels, language, and interests, and learning differences.

The TC also includes background information from parents/guardians and/or teachers that is helpful in better understanding student characteristics.

Learning Goals and Objectives for Unit and/or Group of Lessons

2.1. MCCRS and Unit or Group of Lessons Topic and Learning Goals

The teacher candidate (TC) identifies MCCRS/s that correlate with the unit or group of lessons topic and overall unit purposes/goals and describes and justifies the lesson plans learning purposes/goals. *MCCRS refers to the Mississippi College- and Career-Readiness Standards


The TC does not identify MCCRS/s that correlate with the unit or group of lessons topic and overall unit purposes/goals and does not describe the lesson plans learning purposes/goals

The TC identifies MCCRS/s that correlate with the unit or group of lessons topic and overall unit purposes/goals but does not describe the lesson plans learning purposes/goals.

The TC identifies MCCRS/s that correlate with the unit or group of lessons topic and overall unit purposes/goals and describes the lesson plans learning purposes/goals.

The TC identifies MCCRS/s that correlate with the unit or group of lessons topic and overall unit purposes/goals and describes the lesson plans learning purposes/goals.

The TC also includes a chart/table that clarifies the standards and topics and describes how the overall learning goal supports previous goals and/or will support future learning goals.

2.2. Appropriateness of Objectives

Daily objectives, aligned with MCCRS, connect to the real world

Daily learning goals and objectives are not aligned with MCCRS and do not reflect a connection to the real world or to the TC’s

Daily learning goals and objectives, aligned with MCCRS, reflect a connection to the real world and the TC’s research on community,

Daily learning goals and objectives, aligned with MCCRS, reflect a connection to the real world and to the TC’s

Daily learning goals and objectives, aligned with MCCRS, reflect a connection to the real world and to the TC’s contextual information/findings on factors

25

and are appropriate for the students’ development, prerequisite knowledge, skills, experiences, and/or other needs of students as indicated in the Contextual Factors.

CAEP R1.1, R1.3; INTASC 1; TGR 2

research on community, school, or classroom factors. The objectives do not consider students’ development, characteristics, experiences, skills, or prior learning.

school, and classroom factors but does not take into consideration knowledge of students’ development, characteristics, experiences, skills, or prior learning.

contextual information/findings on factors including, but not limited to, knowledge of student’ development, characteristics, experiences, skills, and prior learning.

including, but not limited to, knowledge of students’ development, characteristics, experiences, skills, and prior learning.

The TC also includes objectives that demonstrate differentiation using Bloom’s/DOK levels.

Assessment Plan

3.1. Assessment Plan Overview

The teacher candidate (TC) provides an Assessment Plan Overview Table that includes varying daily assessments with Bloom’s/DOK levels that match objectives and includes accommodations/modifications based on individual needs of student or contextual factors. CAEP R1.3; INTASC 6; TGR 3

The TC does not include an Assessment Plan Overview Table or assessments do not align with the daily objectives or accommodations/ modifications are not included or are not based on individual student needs or contextual factors.

The TC provides an Assessment Plan Overview Table that is incomplete and does not include all daily assessments that match daily objectives AND/OR accommodations/modifications are not included based on individual student needs or contextual factors.

The TC provides an Assessment Plan Overview Table that includes varying daily assessments with Bloom’s/DOK levels that match objectives and includes accommodations/ modifications based on individual needs of student or contextual factors/findings.

The TC provides an Assessment Plan Overview Table that includes varying daily assessments with Bloom’s/DOK levels that match objectives and includes accommodations/ modifications based on individual needs of student or contextual factors/findings.

The TC also discusses the alignment of assessments to objectives and includes a rationale for each modification based on individual needs of students or contextual factors/findings.

3.2. Pre-Assessment and Summative Assessment

The teacher candidate (TC) provides descriptions of the pre- and post-assessments, noting when assessments will be administered, and criteria used to establish mastery.


The TC does not describe how the pre-assessment and summative assessment are administered, or how the assessments are aligned with daily objectives, or the criteria used to establish mastery, or the TC does not include copies of these assessments and scoring guides (rubrics, answer keys, etc.),

The TC provides incomplete descriptions of how the pre-assessment and summative assessment are administered, how the assessments are aligned with daily objectives, or the criteria used to establish mastery. Copies of the pre- and post-assessments and scoring

The TC describes how the pre-assessment and summative assessment are administered, how the assessments are aligned with daily objectives, and the criteria used to establish mastery. The TC includes copies of these assessments and scoring guides (rubrics, answer keys, etc.), and descriptions

The TC describes how the pre-assessment and summative assessment are administered and the criteria used to establish mastery. The TC includes copies of these assessments and scoring guides (rubrics, answer keys, etc.), and descriptions of when assessments will be administered.

The TC also describes how the assessments are constructed to

26

guides (rubrics, answer keys, etc.) are included.

of when assessments will be administered.

both minimize bias and to ensure valid conclusions are drawn based on student performance on assessments.

3.3. Daily Assessments

(Formative Assessments)

The teacher candidate (TC) describes the use of multiple methods and approaches for assessing student learning and provides a rationale for each assessment and an explanation of progress monitoring.


The TC does not provide a description of the use of multiple methods and approaches for assessing student learning, the rationale for each assessment, or explanation of progress monitoring. Copies of formative assessments are not included.

The TC provides an incomplete or inaccurate description of the use of multiple methods and approaches for assessing student learning, the rationale for each assessment, or explanation of progress monitoring. Copies of formative assessments (include scoring guides if applicable) are not all included or do not vary in type.

The TC describes the use of multiple methods and approaches for assessing student learning and provides a rationale for each assessment and an explanation of progress monitoring. Copies of formative assessments (include scoring guides if applicable) are included.

The TC describes the use of multiple methods and approaches for assessing student learning and provides a rationale for each assessment and an explanation of progress monitoring. Copies of formative assessments (include scoring guides if applicable) are included. The TC also describes how specific assessments address individual differences. (INTASC 6k)

3.4. Assessment Data

The teacher candidate (TC) provides an assessment data table that documents individual performance on a pre-assessment, formative assessments, and a summative assessment. Mastery criteria for each assessment is included for all students.


The TC does not provide an assessment data table for keeping track of student performance on a pre-assessment, formative assessments, and a summative assessment.

The TC provides an incomplete or unorganized assessment data table for keeping track of student performance on a pre-assessment, formative assessments, and a summative assessment.

The TC provides an assessment data table that documents individual student’s performance on a pre-assessment, formative assessments, and a summative assessment. Mastery criteria for each assessment is included for all students.

The TC provides an assessment data table that documents individual student’s performance on a pre-assessment, formative assessments, and a summative assessment. Mastery criteria for each assessment is included for all students.

The TC also discusses how students will be given opportunities to review and communicate about their own progress and learning. (INTASC 6q)

27

3.5. Communication of Assessment Results

The teacher candidate (TC) describes a plan for communicating assessment expectations, results, and descriptive feedback that is timely and effective to all students. The plan submitted includes a method for learners to monitor their own progression through the unit.


The TC does not provide a plan for communicating assessment expectations, results, or feedback.

The TC provides a plan for communicating assessment expectations, results, and feedback to all students, but the plan lacks a method for students to monitor their own progression through the unit.

The TC describes a plan for communicating assessment expectations, results, and descriptive feedback that is timely and effective to all students. The plan submitted includes a method for students to monitor their own progression through the unit.

The TC describes a plan for communicating assessment expectations, results, and descriptive feedback that is timely and effective to all students. The plan submitted includes a method for students to monitor their own progression through the unit.

The TC also includes a variety of strategies for communicating feedback to all students.

Instructional Design

4.1. Accommodations/modifications to Instruction Based on Pre-Assessment Data Analysis

The teacher candidate (TC)

analyzes pre-assessment data to

determine

accommodations/modifications to

instruction with descriptions of the

accommodations/

modifications for the whole group,

subgroups of students, or for

individual students.


The TC does not analyze pre-assessment data or use the results to identify patterns of student performance relative to learning goals and objectives and does not describe instructional modifications for the whole group, subgroups of students, or for individual students

The TC analyzes pre-assessment data and uses the results to identify patterns of student performance relative to learning goals and objectives but does not describe instructional modifications for the whole group, subgroups of students, or for individual students.

The TC analyzes pre-assessment data and uses the results to identify patterns of student performance relative to learning goals and objectives and describes instructional modifications for the whole group, subgroups of students, or for individual students.

The TC analyzes pre-assessment data and uses results to identify patterns of student performance relative to learning goals and objectives and describes instructional modifications for the whole group, subgroups of students, or for individual students. The TC also provides a research-based findings/contextual information for the instructional accommodations/ modifications for whole group, for subgroups, and individual students.

28

4.2. Differentiation

The teacher candidate (TC) provides evidence of research-based strategies or procedures to differentiate learning for all students.


The TC does not include evidence of research-based strategies or procedures to differentiate learning for all students.

The teacher candidate (TC) provides evidence of research-based strategies or procedures to differentiate learning for all students based on students’ skill levels, learning differences, multiple intelligences, and does not reference specific individual student characteristics as described in the contextual factors’ sections.

The teacher candidate (TC) provides evidence of research-based strategies or procedures to differentiate learning for all students based on students’ skill levels, learning differences, multiple intelligences, and references specific individual student characteristics as described in the contextual factors’ sections.

The teacher candidate (TC) provides evidence of research-based strategies or procedures to differentiate learning for all students based on students’ skill levels, learning differences, multiple intelligences, and references specific individual student characteristics as described in the contextual factors’ sections. The TC also provides citations that the instructional strategies are research-based.

4.3. Technology – Teacher Candidate

The teacher candidate (TC) describes how technology is used to facilitate, create, track, analyze, and communicate student learning (learning management systems, interactive websites, virtual learning, videoconferencing, digital learning, interactive tutorials, collaboration including the use of networks in instruction, etc.). The TC describes how the use of technology will facilitate higher level skills such as analyzing, synthesizing, and evaluating.

CAEP R1.3, R2.3; INTASC 8; TGR 6; ISTE 5, 6, 7

The TC did not use technology in the lesson plans to facilitate, create, track, analyze, and communicate student learning. The TC does not describe how the use of technology will facilitate higher level skills such as analyzing, synthesizing, and evaluating.

The TC describes how technology and learning management systems are used to facilitate, create, track, analyze, and communicate student learning student learning but does not describe how the use of technology will facilitate higher level skills such as analyzing, synthesizing, and evaluating.

The TC describes how technology and learning management systems are used to facilitate, create, track, analyze, and communicate student learning.

The TC describes how the use of technology will facilitate higher level skills such as analyzing, synthesizing, and evaluating.

The TC describes how technology and learning management systems are used to facilitate, create, track, analyze, and communicate student learning. The TC describes how the use of technology will facilitate higher level skills such as analyzing, synthesizing, and evaluating.

The TC also describes how multiple forms of current technology are used to research, learn, create, communicate, and track student learning.

29

4.4 Technology –Student Use

The teacher candidate (TC) describes how technology is used by students to research, create, communicate, and present. The TC explains how students used technology to analyze, synthesize, and evaluate.

CAEP R1.3, R2.3; INTASC 8; TGR 6; ISTE 6

The TC does not describe how technology is used by students to research, create, communicate, and present and does not explain how students used technology to analyze, synthesize, and evaluate.

The TC describes how technology is used by students to research, create, communicate, and present but does not explain how students used technology to analyze, synthesize, and evaluate.

The TC describes how technology is used by students to research, create, communicate, and present. The TC explains how students used technology to analyze, synthesize, and evaluate.

The TC describes how technology is used by students to research, create, communicate, and present. The TC explains how students used technology to analyze, synthesize, and evaluate. The TC also describes how students used multiple forms of current technology to research, learn, create, communicate, and track student learning.

4.5. Plan for Parent/Guardian Communication

The teacher candidate (TC) describes the plan for communicating with parents/ guardians about unit/lesson information, explains how individual student progress was shared with parents/guardians, and provides evidence of parent/guardian communication.

CAEP R1.1, R1.4; INTASC 9, 10; TGR 9; ISTE 7

The TC describes an incomplete plan for disseminating unit information and explaining how individual student progress was shared with parents/ guardians. The TC does not provide evidence of communication with parents or guardians.

The TC describes an incomplete plan for disseminating unit/lesson information or explaining how individual student progress was shared with parents/guardians but does provide evidence of some communication with parents/ or guardians.

The TC describes the plan for disseminating unit/lesson information, explains how individual student progress was shared with parents/ guardians, and provides evidence of parent/guardian communication.

The TC describes a plan for disseminating unit/lesson information and communicating student progress to parents and/or guardians. The TC provides multiple pieces of evidence of consistent communication with parents or guardians. The TC also provides examples of communication with parents and/or guardians that fosters a sense of trust that acknowledges their contributions to their students’ education.

Instructional Decision-Making

5.1. Instructional Modifications Based on Needs of Students

The teacher candidate (TC) describes and provides specific examples of student behaviors, questions, and/or responses that

The TC does not describe modifications to instruction that are congruent with learning objectives or does not provide a complete rationale for those modifications based on student performance; or

The TC describes modifications to instruction that are congruent with learning objectives but does not provide a complete rationale for those modifications based on student performance. The TC

The teacher candidate (TC) describes and provides specific examples of student behaviors, questions, OR responses that justifies the instructional modification/s.

The teacher candidate (TC) describes and provides specific examples of student behaviors, questions, AND responses that justifies the instructional modification/s.

30

justifies the instructional modification/s.


the TC does not provide a description of how the modification led students toward meeting objectives.

provides an incomplete description of how the modification led students toward meeting objectives.

5.2. Instructional Differentiation or Modifications Based on Formative Assessments

The teacher candidate (TC) describes how formative assessment data are analyzed and used to make modifications to differentiate instruction to accommodate differences in developmental and/or educational needs of students.


The TC does not describe the use of formative assessment data or does not include examples of data-based modifications to instruction.

The TC gives an incomplete description of the use of formative assessment data and includes an example of modifications to instruction to accommodate individual differences in developmental and/or educational needs of students but does not cite student data as the basis for the modification.

The TC describes how formative assessment data are analyzed and used to make modifications to differentiate instruction to accommodate differences in developmental and/or educational needs of students.

The TC describes how formative assessment data are analyzed and used to make modifications to differentiate instruction to accommodate differences in developmental and/or educational needs of students. The TC also includes multiple examples of research-based modifications of instruction to accommodate individual needs of students.

Analysis of Student Learning

6.1. Data Analysis

The teacher candidate (TC) analyzes student data from the assessment data table and provides an analysis of the data as to mastery attained for the whole class, group characteristic of subgroups with a rationale for the selection of this characteristic, and at least two students who demonstrated different levels of performance with samples of student work.


The TC does not provide analyses for either whole class, subgroups, or individuals. Student work samples from each category are missing.

The TC provides an incomplete analysis. The TC provides analyses for either whole class, subgroups, or individuals. Student work samples from each category are provided.

The TC analyzes student data from the assessment data table and provides an analysis of the data as to mastery attained for the whole class, group characteristic of subgroups with a rationale for the selection of this characteristic, and two students who demonstrated different levels of performance with samples of student work.

The TC analyzes student data from the assessment data table and provides an analysis of the data as to mastery attained for the whole class, group characteristic of subgroups with a rationale for the selection of this characteristic, and two students who demonstrated different levels of performance with samples of student work. The TC also reflects on how the overall learning experiences were monitored throughout the unit or group of lessons.

6.2. Evidence and Interpretation of Impact on Student Learning

The TC does not use pre- and post-assessment data to

The TC uses pre- and post-assessment data to describe

The TC uses pre- and post-assessment data to

The TC uses pre- and post-assessment data to describe and

31

The teacher candidate (TC) uses pre- and post-assessment data to describe and draw conclusions about the impact on student learning including student learning gains in terms of numbers of students who achieved, made progress, or failed to master objectives. CAEP R1.3; INTASC 6; TGR 3

describe and draw conclusions about the impact on student learning including student learning gains in terms of numbers of students who achieved, made progress, or failed to master objectives

impact on student learning including student learning gains in terms of numbers of students who achieved, made progress, or failed to master objectives but does not draw conclusions about the impact on student learning.

describe and draw conclusions about the impact on student learning including student learning gains in terms of numbers of students who achieved, made progress, or failed to master objectives.

draw conclusions about the impact on student learning including student learning gains in terms of numbers of students who achieved, made progress, or failed to master objectives. The TC also provides multiple hypotheses for why students did or did not achieve mastery on the post-assessment.

Reflection

7.1. Reflection on High Success/ Levels of Mastery

The teacher candidate (TC) selects objective/s for which students were most successful and discusses factors including the purpose/s, objectives, instruction, assessments, student characteristics, and other contextual factors during the planning and implementation that might have successfully impacted student learning.


The TC selects objective/s for which students were most successful but does not discuss factors that might have successfully impacted student learning (including purposes, objectives, instruction, and assessments along with student characteristics and other contextual factors).

The TC selects objective/s for which students were most successful and provides limited discussion of the factors that might have successfully impacted student learning (including purposes, objectives, instruction, and assessments along with student characteristics and other contextual factors).

The TC selects objective/s for which students were most successful and provides a thorough discussion on the factors that might have successfully impacted student learning (including purposes, objectives, instruction, and assessments along with student characteristics and other contextual factors).

The TC selects objective/s for which students were most successful and provides a thorough discussion on the factors that might have successfully impacted student learning (including purposes, objectives, instruction, and assessments along with student characteristics and other contextual factors). The TC also includes the

progression/next steps for

instructional design and teaching

for the targeted students with high

student success.

7.2. Reflection on Low Success/ Levels of Mastery The teacher candidate (TC) selects objective/s for which students were the least successful and discusses factors that might have had an impact on student learning.

The TC selects objective/s for which students were the least successful but does not provide a discussion of factors that might have had an impact on student learning (including the purposes, objectives,

The TC selects objective/s for which students were the least successful and provides a limited discussion of factors that might have had an impact on student learning (including the purposes, objectives,

The TC selects objective/s for which students were the least successful and provides a thorough discussion on the factors that might have had an impact on student learning (including the

The TC selects objective/s for which students were the least successful and provides a thorough discussion on the factors that might have had an impact on student learning (including the purposes, objectives, instruction, and assessments along

32


instruction, and assessments along with student characteristics and other contextual factors).

instruction, and assessments along with student characteristics and other contextual factors).

purposes, objectives, instruction, and assessments along with student characteristics and other contextual factors).

with student characteristics and other contextual factors). The TC also cites and describes research-based methods for planning or instructional strategies that could be utilized in future to positively impact student learning.

7.3. Implications for Future Instructional Design and Teaching

The teacher candidate (TC) discusses ideas for redesigning learning goals, objectives, instruction, and/or assessments in future teaching AND provides a rationale explaining why the modifications will improve student learning.


The TC does not discuss ideas for redesigning purposes, objectives, instruction, and assessments in future teaching.

The TC discusses ideas for redesigning purposes, objectives, instruction, and assessments in future teaching BUT they are inappropriate or there is no rationale provided explaining why these modifications would improve student learning.

The TC discusses ideas for redesigning learning goals, objectives, instruction, and/or assessments in future teaching AND provides a rationale explaining why the modifications will improve student learning.

The TC discusses ideas for redesigning learning goals, objectives, instruction, and/or assessments in future teaching AND provides a rationale explaining why the modifications will improve student learning.

The TC also cites and describes research-based evidence that supports these ideas.

7.4. Implications for Professional Development The teacher candidate (TC) discusses two professional learning goals that emerged from the implementation and review of the unit/group of lessons and identified specific steps including professional development to improve teaching and planning in these areas. CAEP R1.4; INTASC 9; TGR 8

The TC does not discuss professional learning goals or ideas for professional development to improve teaching.

The TC discusses one professional learning goal to improve teaching that emerged from insights learned from teaching the unit.

The TC discusses two professional learning goals that emerged from the implementation and review of the unit/group of lessons and identified specific steps including professional development to improve teaching and planning in these areas.

The TC discusses two professional learning goals that emerged from the implementation and review of the unit/group of lessons and identified specific steps including professional development to improve teaching and planning in these areas. The TC also identifies research based professional development to improve practice.

33

35



CLASSROOM MANAGEMENT OBSERVATION:

PROCEDURES & CLASSROOM MANAGEMENT

REFLECTION PAPER

1. This assignment focuses on Classroom Management. Ask the classroom mentor teacher (CMT) to assist with scheduling an observation. You cannot observe your CMT.

2. Prior to the observation, conduct a brief interview session with the classroom teacher being observed. Focus on the objectives/goals in this interview and observation of the following: lesson introductions and closures, instructional strategies, materials, assessments, feedback, differentiated instruction, resources, and higher order thinking skills.

3. Explain the purpose of the observation to the classroom teacher. (This is not an evaluation of the teacher's performance. It is an opportunity for beginning teachers to learn from professional educators.)

4. Focus on the procedures and classroom management of the class. Use the provided checklist of common procedures used in classrooms. The completed checklist must be submitted with your paper.

5. The paper submitted in Watermark should address Part I: Classroom Observation and Part II: Analysis/Reflection (requirements explained in the directions below). This assignment must be submitted as an attachment in Watermark. The rubric used to assess the assignment should be a guide for your paper. Interns should use the observed teacher’s initials in the paper.

36

PART I: Interview (See Rubric Indicator 1)

Use the following questions to complete the interview part of the observation. Complete the interview

prior to the observation to provide additional insight into the teacher’s planning practices. Discuss

interview results in the interview component of the paper. Ask the teacher the following questions.

1. How do you plan lessons? What advice would you give a first year teacher about planning? 2. What type of activities do you provide students who complete their work ahead of schedule? 3. How do you plan for students who need remediation and/or enrichment? 4. What types of resource materials/technology do you use? 5. How do you encourage critical thinking and writing in your classroom? 6. How does the teacher use assessment results to plan for re-teaching the content or for moving

on in the curriculum?

PART II: Classroom Observation

Address the following from Observation 2: Classroom Management in the classroom

observation component of the paper.

1. Is it evident the classroom procedures have been clearly conveyed to the students? Explain. 2. Is the classroom management plan clear to the students? Are rules/consequences visible in

the classroom? 3. What is the classroom arrangement? Are students in groups or rows? Desks or tables? How

is this arrangement conducive to learning? 4. Are different instructional strategies used to create an environment that promotes a deeper

understanding of lesson content? (e.g., whole group instruction, cooperative groups, centers, etc.)

5. What type of classroom management techniques are used by the teacher?

PART III: Analysis/Reflection

Address the following from Observation 2: Classroom Management in the analysis/reflection

component of the paper.

1. How did the classroom procedures (or lack of procedures) affect the learning environment? 2. How did the management strategies impact student learning? 3. Was the management plan used effectively? What management strategies should or could be

changed to enhance the learning environment? Why? Explain. 4. Was teacher feedback to students constructive in managing the learning environment?

Explain. 5. What aspects of this observation will be helpful to you in future teaching situations?

37

PROCEDURES & CLASSROOM MANAGEMENT

Reflection Checklist for Procedures

Use the checklist to confirm if indicators below were observed. The questions below each indicator

should be used to guide your thoughts during the observation.

Indicators and Questions to Guide Observation: Observed:

Yes or No

Attendance & Class Dismissal

(Is there a procedure for taking attendance? What is the procedure for collecting

work upon student return? What is the procedure for dismissing class?)

Homework Procedures

(Turning in work, checking work, etc.)

Early Finishers

(What is the procedure for students that finish early?)

Work Submissions

(What is the procedure for submitting work? Is there a procedure for unfinished

work? Is there a specific procedure for paper headings?)

Classroom Environment

Is the classroom environment student-centered? How is the classroom decorated?

How does the arrangement meet the needs of the students? How is the classroom

and resources arranged?

Notes & Forms

(What is the procedure for submitting notes and forms?)

Classroom Jobs (If applicable)

(What procedures are in place for classroom jobs?)

Transitions (Halls, Bathroom, Special Subjects, Lunch, etc.)

(What are the procedures during these times?)

Student Engagement during instruction

(What procedures are in place to keep students engaged? Does the teacher have a

procedure for calling on students?)

Special Needs/Accommodating Individual Needs

(What procedures help address individual needs?)

Classroom Management Plan

(What procedures execute the management plan? How are consequences

addressed?)

Parent/Guardian Communication & Collaboration

(What procedures promote teacher/guardian communication and collaboration?)

RUBRIC – CLASSROOM MANAGEMENT OBSERVATION CAEP, InTASC, & TGR Standards

CRITERIA

Unacceptable (1)

Needs Improvement

(2)

Meets Standard (3)

Exceeds Standard

(4) CAEP R1.4 InTASC 7 TGR 4.8 ISTE 1, 2

Part I: INTERVIEW Discussion of the interview includes all of the following: planning of the lesson to be observed, how to plan for remediation and enrichment plans, instructional strategies, resources (materials and technology), and opinion concerning critical thinking and writing in the classroom, and how to use assessment results to plan for re-teaching or progressing in the curriculum.

Minimal or no discussion of the interview which does not include information from the interview questions.

Discussion of the interview includes most but not all of the following: planning of the lesson to be observed, how to plan for remediation and enrichment plans, instructional strategies, resources (materials and technology), opinion concerning critical thinking and writing in the classroom, and how to use assessment results to plan for re-teaching or progressing in the curriculum.

Discussion of the interview includes all of the following: planning of the lesson to be observed, how to plan for remediation and enrichment plans, instructional strategies, resources (materials and technology), opinion concerning critical thinking and writing in the classroom, and how to use assessment results to plan for re-teaching or progressing in the curriculum.

In addition to meets standard, the discussion includes how the observed teacher plans for re-teaching or progressing in the curriculum.

38

CAEP R1.1 InTASC 8 TGR 3.6

OBSERVATION Discussion of the observed lesson includes all of the following: discussion of procedures, the classroom management plan’s clarity to the students and visibility in the classroom; description of classroom arrangement and changes made (if any) to arrangement during lesson; and identification of the teacher's various management techniques.

Minimal or no discussion of the observed lesson and includes very little focus on observation of procedures and classroom management.

Discussion of the observed lesson includes most but not all of the following: discussion of procedures, its clarity to the students, and visibility in the classroom; description of classroom arrangement and changes made (if any) to arrangement during lesson; and identification of the teacher's various management techniques.

Discussion of the observed lesson includes all of the following: discussion of procedures and plan, its clarity to the students, and visibility in the classroom; description of classroom arrangement and changes made (if any) to arrangement during lesson; and identification of the teacher's various management techniques.

In addition to meets standard, the discussion includes the impact of student learning as a result of the teacher’s various management techniques.


Discussion of the observed procedures from the checklist are thoroughly discussed.

Discussion of the observed procedures from the checklist are minimally discussed.

Discussion of the observed procedures from the checklist are discussed.

Discussion of the observed procedures from the checklist are thoroughly discussed.

In addition to meets standard, the discussion includes procedures or management techniques that could be applied for the class observed.


REFLECTION/ ANALYSIS Reflection/analysis of the observed lesson includes all of the following: explanation of how procedures and

Minimal or no reflection/ analysis of the observed lesson which does not include information from

Reflection/analysis of the observed lesson includes most but not all of the following: explanation of procedures and how the classroom

Reflection/analysis of the observed lesson includes all of the following: explanation of how procedures and management

In addition to meets standard, the reflection/analysis of the observed lesson includes aspects that

39

management strategies impacted student learning; discussion of how the teacher's constructive feedback aided the management of the learning environment; and a summary of what was learned about classroom management.

reflection/analysis questions.

management strategies impacted student learning; discussion of how the teacher's constructive feedback aided the management of the learning environment; and a summary of what was learned about classroom management.

strategies impacted student learning; discussion of how the teacher's constructive feedback aided the management of the learning environment; and a summary of what was learned about classroom management.

could/should be changed and an explanation of how this observation will be helpful in future teaching situations.


CONVENTIONS: GRAMMAR, PUNCTUATION, AND MECHANICS Overall assignment is free with no more than one spelling, punctuation, capitalization, grammar, and paragraphing error. Writing exemplifies professionalism and effective writing skills.

Overall assignment includes four or more spelling, punctuation, capitalization, grammar, and paragraphing errors.

Overall assignment is free with most spelling, punctuation, capitalization, grammar, and paragraphing errors. Submission may include no more than three errors.

Overall assignment is free with no more than one spelling, punctuation, capitalization, grammar, and paragraphing error. Writing exemplifies professionalism and effective writing skills.

In addition to meets standard, the assignment is free with no spelling, punctuation, capitalization, grammar, and paragraphing errors. Writing exemplifies professionalism and effective writing skills.

40

41

ENGLISH LANGUAGE LEARNERS (ELL) OBSERVATION

Students who are English Language Learners are classified as Limited English Proficient

(LEP) or Immigrant Children and Youth. Source: MDE Guidelines for English Language Learners

1. Observation focus: Teacher interns will view multiple videos involving ELL instruction to develop their knowledge, skills, and professional dispositions for working with ELL students. There is no interview component for this assignment.

2. Focus on the instruction, classroom management comparison, and native language during this observation. How is the teacher’s instruction and the student interactions similar and different in comparison to non-ELL students?

3. The paper submitted in Watermark should address Part I: Observation and Part II: Analysis/Reflection (requirements explained in the directions below). The rubric used to assess the assignment should be a guide for your paper.

PART I: Observation

Be aware of the following components while viewing the videos and address the components

in your paper.

1. When possible, discuss the schools, teachers, grades, and content areas. 2. What language/s were the student/s fluent in apart from English? (native language/s)? 3. How did the classrooms/lessons observed promote authentic learning experiences for ELL

students? 4. How did the teachers gather prior knowledge? (Pre-assessments, discussion, graphic

organizers, etc.) 5. How did the teachers accommodate individual needs of ELL students? 6. In comparison to a traditional classroom, how did the teachers teach the content to promote

a deeper understanding for the ELL students? 7. Are the communication lines open and encouraged among ELL students/teacher and ELL

students/other students in the class?

PART II: Analysis/Reflection

Address the following components in the analysis/reflection components in your paper:

1. What were the characteristics of the ELL students? a. Did they participate in the lesson? b. Did they seem to understand the objectives of the lesson? c. Were they able to apply concepts taught within the lesson? d. How did they communicate with the teacher and other peers?

2. What qualities did the teacher demonstrate that were successful? 3. What evidence in the videos reflect the impact on student learning for ELL students? How do

you know the students gained a better understanding of the content being delivered? 4. What could be done differently by the teacher/s to improve learning outcomes? 5. How did the teacher foster learning and address learning needs? How were those techniques

same/different from a traditional classroom without ELL students? 6. Explain how your observation will be helpful in future teaching situations.

Videos are located in via Prezi at https://prezi.com/view/1T3Bn4Ju9aZbdmbfNsUN/.

https://nam04.safelinks.protection.outlook.com/?url=https%3A%2F%2Fprezi.com%2Fview%2F1T3Bn4Ju9aZbdmbfNsUN%2F&data=02%7C01%7Ctmiddleton%40colled.msstate.edu%7Cf0793dddd6c644aacb0f08d6abcd9e22%7Ced51dbb0af8645a29c9773fb3935df17%7C0%7C0%7C636885296946073071&sdata=wTY63wDXElEOGxBawfraGO2uvImzC4E8vBux77QIhhs%3D&reserved=0

RUBRIC – ENGLISH LANGUAGE LEARNERS (ELL) OBSERVATION

CAEP,

InTASC,

& TGR

Standards

CRITERIA

Unacceptable

(1)

Needs

Improvement

(2)

Meets Standard

(3)

Exceeds Standard

(4)

CAEP

R1.3

InTASC 7

TGR 1.1

OBSERVATION:

Clear and thorough

discussion of how the

observed lesson was/wasn’t

a meaningful and authentic

learning experience that

accommodated individual

needs of each learner in the

group. The discussion

addresses all seven of the

observation components

from Part I: Observation.

Minimal or no


observed lesson

was/wasn’t a meaningful

and authentic learning

experience that

accommodated

individual needs of each

learner in the group. The

discussion attempts to

address the seven


from Part I:

Observation.

Discussion of the

observed lesson included

meaningful and authentic

learning experiences, but

lacks discussion about the

accommodations used to

meet individual needs of


The discussion addresses

most of the seven, but not

all of the observation

components from Part I:

Observation.

Clear and thorough


observed lesson

was/wasn’t a meaningful


experience that

accommodated individual

needs of each learner in

the group. The discussion

addresses all seven of the



In addition to meets

standard, provides

evidence of research-based

strategies that

accommodated

developmental and


learner in the group. The

discussion thoroughly

addresses the seven



CAEP

R1.1

InTASC 9

TGR 4.9

REFLECTION/

ANALYSIS:

Clear and thorough

reflection/analysis of the

observed lesson, which

includes all components,

listed Part II:

Analysis/Reflection.

The discussion attempts

to address the

components from Part

II: Analysis/Reflection.

The discussion addresses

most of the components

from Part II:


Clear and thorough

reflection/analysis of the

observed lesson, which

includes all components,

listed Part II:



standard, the discussion

includes research-based

strategies to implement in

future situations.

CAEP

R1.1

InTASC 5

TGR 4.9

Overall assignment is free

with all or no more than

one spelling, punctuation,

capitalization, grammar,

and paragraphing error.

Writing exemplifies

professionalism and

effective writing skills.

Overall assignment

includes four or more

spelling, punctuation,


and paragraphing errors.

Overall assignment is

free with most spelling,

punctuation,



Submission may include

no more than three

errors.

Overall assignment is free

with all or no more than

one spelling, punctuation,



Writing exemplifies

professionalism and



standard, the assignment

is free with with no

spelling, punctuation,



Writing exemplifies

professionalism and


42

43



VIDEO SELF–REFLECTION ASSIGNMENT

1. Before recording the lesson, interns will upload the signed parent/guardian consent forms in Watermark. A signed form must be uploaded for every child that will be in the video. English and Spanish versions of the Parent/Guardian Consent Forms are available on the OCFBI website. Teacher interns must complete the Teacher Intern Consent Form that is located in Watermark. Interns will video themselves teaching a lesson at least 30 minutes in length.

2. Interns will watch the video and complete the self-reflection assignment. The reflection document should be written independently.

3. Refer to the assignment rubric for evaluation expectations. Use the questions below to complete a self-reflection paper about the videoed lesson. The double-spaced paper should be typed in 12-point Times New Roman font. The self-reflection paper should be 2-3 pages in length and written in narrative format. The video/Loom video link and paper must be uploaded in Watermark.

4. Respond to the following reflection questions after viewing video:

• Did I provide explicit written and oral directions for instructional activities?

• Did I have innovative introductions and closures that promoted student engagement?

• Was my content knowledge appropriate and evident for this lesson? Explain.

• Did I challenge the students? How?

• Was my lesson appropriately adapted for all learners? How did I differentiate instruction to meet the needs of all students during this lesson?

• Did I engage all students in higher-order thinking?

• How did the students demonstrate understanding of the concepts presented?

• Did I use multiple instructional strategies and adjust instruction as needed, based on student input, cues, and individual/group responses?

• Were my procedures and assessments effective in helping the students master the learning objectives?

• Did I set clear expectations (academic and behavioral) so that the students knew what was expected of them? If not, how can I make my expectations clearer?

• Did I find it necessary to make adjustments while teaching the lesson? If so, what were the adjustments, and were these adjustments effective?

• Were there any classroom behavior issues? How did I handle them? Did my method work?

• What would I change about this lesson if I taught it again?

“Follow effective action with quiet reflection. From the quiet reflection will come even more effective action.” Peter F. Drucker, American Educator and Writer, 1909

Rubric: Video Self-Reflection

CAEP,

InTASC,

& TGR

Standards

CRITERIA

Unacceptable

(1)

Needs Improvement

(2)

Meets Standard

(3)

Exceeds Standard

(4)

CAEP

R1.1

InTASC 5

TGR 4.9

Reflection includes

discussion to indicate

explicit written and oral

directions were given for

instructional activities.

Reflection does not

include discussion to

indicate that explicit

written and oral

directions were given

for instructional

activities.

Reflection includes

minimal discussion to

indicate that explicit

written and oral



Reflection includes

discussion to indicate that

explicit written and oral



In addition to meets standard,

reflection includes evidence that

the intern enriches conversation

with expressive language and

vocabulary to engage students

and uses concrete examples to

model and to clarify tasks and

concepts. CAEP

R1.2

InTASC 4

TGR 4.8

Reflection includes

adequate discussion of

the intern’s level of

content knowledge and

how the intern extended

student learning.

Reflection includes no

discussion of the

intern’s level of content

knowledge and how the

intern extended student

learning.

Reflection includes

minimal discussion of




student learning.

Reflection includes





student learning.


reflection includes using a

variety of instructional methods

to ensure an understanding of

content.

CAEP

R1.3

InTASC 5

TGR 1.2

Reflection includes


the intern’s ability to

effectively challenge

students along with

examples from this

lesson with references to

DOK levels and state

curricula frameworks.


discussion of the

intern’s ability to


students along with

examples from this

lesson with references

to DOK levels and state


Reflection includes




students along with

examples from this




Reflection includes




students along with

examples from this





reflection includes opportunities

for students to apply concepts in

problem-solving and critical

thinking.

CAEP

R1.1

InTASC 1

TGR 1.2

The reflection shows

adequate evidence that

planned learning

experiences are

implemented that

accommodate

differences in

developmental and



The reflection does not

show evidence of

implementing planned

learning experiences

that accommodate

differences in

developmental and

individual needs of

each learner in the

group.


minimal evidence of

implemented learning

experiences, but fails to

accommodate the

differences in

developmental needs of

each learner in the

group.


adequate evidence that

planned learning

experiences are

implemented that

accommodate differences

in developmental and




reflection cites research to

support the planned learning

experiences.

44

CAEP

R1.1

InTASC 3

TGR 3.5

Reflection includes


evidence of multiple

strategies to foster

appropriate student

behavior according to

individual and

situational needs.


discussion of evidence

of multiple strategies to

foster appropriate

student behavior

according to individual

and situational needs.

Reflection includes




appropriate student


individual and situation

needs.

Reflection includes




appropriate student


individual and situational

needs.


the reflection includes future

changes to implement related to

student behavior according to

individual and situational needs.

CAEP

R1.1

InTASC 2

TGR 1.2


adequate evidence of

how the intern centered

instruction on high

expectations for student

achievement.

The reflection does not

show evidence of how

the intern centered

instruction on high


achievement.

The reflection paper

shows minimal evidence

of how the intern

centered instruction on

high expectations for

student achievement.


adequate evidence of

how the intern centered

instruction on high


achievement.


the reflection includes future

changes to implement related to

student behavior according to

individual and situational needs.

CAEP

R1.3

InTASC 8

TGR 2.4

Reflection includes


how the intern adjusts

instruction as needed

based on student input,

cues, and

individual/group

responses.

Reflection does not

include discussion of




cues, and

individual/group

responses.

Reflection includes





cues, and

individual/group

responses.

Reflection includes





cues, and

individual/group

responses.


reflection includes evidence that

intern constructs appropriate

prompts to encourage student

responses that expand and justify

their reasoning. Revises

instruction based on student

responses.

CAEP

R1.1

InTASC 5

TGR 2.4

Reflection has no more

than one spelling,

punctuation,



Writing exemplifies

professionalism and


Reflection has four or

more spelling,

punctuation,

capitalization,

grammar, and

paragraphing errors.


than three spelling,

punctuation,




than one spelling,

punctuation,



Writing exemplifies

professionalism and



reflection has no spelling,

punctuation, capitalization,

grammar, and paragraphing

errors. Writing exemplifies

professionalism and effective

writing skills.

45

46

FAMILY ENGAGEMENT ANALYSIS/REFLECTION

Purpose: This assignment is to provide the teacher candidate (TC) an opportunity to enhance their

communication skills with parents/guardians to impact the student learning environment.

The Council for Accreditation of Educator Preparation (CAEP), with W.K. Kellogg Foundation support, has created three free modules to assist with the improvement of communication between families and teachers and to encourage future teachers to engage families as integral partners in students’ education. The course is designed around three modules: the importance of family engagement; making an initial contact with a parent through a phone call home, including making a live phone call to a “practice parent”; and conducting an initial parent-teacher conference.

1. FAMILY ENGAGEMENT MODULES

View the three CAEP Family Engagement modules at http://www.caepfamilyengagement.org/. As you

view the modules, note how CAEP’s 7 Elements of Effective Parent Teacher Communication build

partnerships with families through proactive positive communication.

CAEP’s 7 Elements of Effective Parent Teacher Communication:

1. Warm welcome 2. Share information 3. Gather information 4. Create an action plan 5. Maintain positive expectations 6. Be empathetic 7. Manage flow

2. Analysis/Reflection

After watching the videos, write an analysis/reflection paper that addresses the following.

• Discuss how CAEP’s 7 Elements of Effective Parent Teacher Communication build partnerships to engage families.

• Why is it important to engage families in students’ learning? Discuss the benefits.

• What are strategies you can use to involve families? Include what you learned from the parent phone call videos and the parent teacher conference videos.

Note: The reflection/analysis paper should be 1-2 pages.

http://www.caepfamilyengagement.org/

47

Family Engagement Analysis/Reflection Rubric Purpose: This assignment is to provide the teacher candidate (TC) an opportunity to enhance their communication skills with parents/guardians to impact the

student learning environment. Administration: It will be administered by the university supervisor during internship. Success Indicator: The TC is expected to

perform at the Meets Standard.

CRITERIA

Unacceptable

(1)

Needs Improvement

(2)

Meets Standard

(3)

Exceeds Standard

(4)

1. Analysis/reflection has a clear and

thorough discussion of how the 7

elements of parent teacher

communication build partnerships to

engage families through proactive

positive communication:

1. Warm welcome

2. Share information

3. Gather information

4. Create an action plan

5. Maintain positive expectations

6. Be empathetic

7. Manage flow

(CAEP R1.4; InTASC 10; TGR 9)

The analysis/

reflection attempts to

address some of the

components of CAEP’s 7

elements of effective

parent teacher

communication.

The analysis

/reflection addresses most

of the components of

CAEP’s 7 elements of

effective parent teacher

communication.

Clear and thorough

analysis/reflection of how

each of the 7 elements of

parent teacher communication

build partnerships to engage

families through proactive

positive communication:

1.Warm welcome

2. Share information

3. Gather information

4. Create an action plan

5. Maintain positive

expectations

6. Be empathetic

7. Manage flow


the analysis/reflection

incorporates an additional

element that would serve to

strengthen parent teacher

communication (i.e. suggesting

additional resources that may

benefit the student, or resources

for parents, etc.)

2. Clear and thorough

analysis/reflection about involving

families in students’ learning.

Descriptive details are included to

support the responses. (CAEP R1.4;

InTASC 10; TGR 9)

Analysis/reflection does

not address the benefits of

involving families in

students’ learning.

Analysis/reflection

includes involving

families but does not

discuss the impact on

students’ learning.

Clear and thorough

analysis/reflection of

involving families in students’

learning. Descriptive details

are included to support the

responses.


responses also include how the

community members and others

can be included to support

student learning.

3. Discusses strategies that can be

implemented to involve families

(include information from the parent

phone calls and parent teacher

conferences videos). (CAEP R1.4;

InTASC 10; TGR 9)

Does not discuss how

these strategies will be

implemented to involve

families. Does not include

information from the

parent phone call and

parent teacher

conferences videos.

Discusses strategies but

does not discuss how they

will be implemented with

families. Includes little

information from parent

phone call and parent

teacher conferences

videos.

Discusses strategies that can

be implemented to involve

families. Includes information

from the parent phone call and

parent teacher conferences

videos.


ideas include research-based

evidence for future

implementation of strategies.

4. Analysis/reflection exemplifies

professionalism and effective writing

skills. (CAEP R1.1; InTASC 5; TGR 9)

Analysis/reflection does

not exemplify

professionalism and


Analysis/reflection is

professional but writing

skills are weak.

Analysis/reflection

exemplifies professionalism

and effective writing skills.


the analysis/reflection includes

research-based evidence to

support communication with

families.

48

TEACHER INTERN ASSESSMENT INSTRUMENT (TIAI)

Purpose: To provide a comprehensive assessment (both formative and summative) of the teaching practice of teacher candidates.

Administration: This instrument is administered by mentor teachers and/or University Supervisors, formative and summative, during each field experience placement.

Success Indicator: Items rated at the “Meets Standard” level represent successful teaching practice by the teacher candidate. Anything below “Meets Standard” can be seen as

an area in need of improvement.

DOMAIN I: PLANNING AND PREPARATION

*Items 1-6 should be assessed from written lesson plans, unit plans, classroom observations, and other artifacts (pretests, inventories, surveys, etc.)

CAEP InTASC TGR Indicators Unacceptable

(0)

Needs Improvement

(1)

Meets Standard

(2)

Exceeds Standard

(3)

R1.3 7 1 1. Develops measurable

and observable grade and

subject level objectives

that are aligned with

appropriate state curricula

frameworks.

Objectives are not

measurable, observable, or

aligned with appropriate

state curricula frameworks.

Objectives are aligned

with appropriate state

curricula frameworks, but

they are not measurable

or observable.

Objectives are

measurable, observable,

and aligned with

appropriate state curricula

frameworks.


objectives are stated at different

instructional levels based on

individual needs of students (DOK

Levels and/or Bloom’s

Taxonomy).

R1.1 2 2 2. Develops meaningful


experiences that

accommodate

developmental and


learner in the group.*

Does not develop

meaningful nor authentic

learning experiences that

accommodate

developmental and



Develops meaningful and

authentic learning

experiences, but

accommodations are not

made to meet individual

needs of each learner in

the group.

Develops meaningful and

authentic learning

experiences that

accommodate

developmental and




provides evidence of research-

based strategies that

accommodate developmental

and individual needs of each


*Examples include developing learning experiences (remediation, enrichment, accommodations) planned for students with disabilities or exceptionalities, students who are gifted, and

students who represent diversity based on ethnicity, race, socioeconomic status, gender, language, religion, sexual identification, and/or geographic origin.


(0)

Needs Improvement

(1)

Meets Standard

(2)

Exceeds Standard

(3)

R1.2 7 4 3. Integrates core content

knowledge across and within

subject areas in lessons when

appropriate.

Instructional plans

never integrate core

content knowledge

across and within

subject areas.

Instructional plans

integrate irrelevant core

content knowledge

across and within

subject areas (does not

make connections).

Instructional plans integrate

core content knowledge

across and within subject

areas in lessons when

appropriate.

In addition to meets standard, instructional plans include connections of content across disciplines.*

*To Exceed Standard, the instructional plans include integrating content connections across disciplines throughout the internship experience.

49


(0)

Needs Improvement

(1)

Meets Standard

(2)

Exceeds Standard

(3)

R1.3 8 2 4. Plans appropriate

and sequential teaching

procedures that include

innovative introductions and

closures. Teaching procedures

incorporate different teaching

strategies that positively impact

student learning and

development.*

Does not plan

appropriate or

sequential teaching

procedures that

include innovative

introductions and

closures. Different

teaching strategies are

not utilized.

Plans lack logical

sequence and different

teaching strategies.

Plans appropriate and

sequential teaching

procedures that include

innovative introductions and

closures. Teaching

procedures incorporate

different teaching strategies

that positively impact


development.


standard, multiple lesson

plans cited research-based

evidence.

*Examples include but are not limited to the following: cooperative learning, discovery learning, demonstration, discussion, inquiry, simulation, etc.


(0)

Needs Improvement (1) Meets Standard

(2)

Exceeds Standard

(3)

R1.3 6 3 5. Plans indicate use of

appropriate assessments that

effectively evaluate student

learning and development.*

Plans do not indicate

use of assessments

that effectively evaluate


development.

Plans indicate use of

assessments but not all

are appropriate.

Plans indicate use of

appropriate assessments

that effectively evaluate


development.


standard, assessments are

performance-based to

enhance critical thinking and

problem solving.

*Examples include assessments aligned with standards and objectives such as pre/post assessments, quizzes, unit tests, rubrics, and/or checklists.

CAEP InTASC TGR ISTE Indicators Unacceptable

(0)

Needs Improvement

(1)

Meets Standard

(2)

Exceeds Standard

(3)

R1.3 7 6 5 6. Plans include technology

that will engage students in

analysis, creativity, and

deeper learning experiences

to improve student growth,

development, and understanding.*

Plans do not include

technology that will

engage students.

Plans lack logical use

of technology.

Plans include technology that

will engage students in

analysis, creativity, and

deeper learning experiences

to improve student growth,

development, and

understanding.


standard, multiple

lesson plans utilize

technology to

enhance learning

opportunities.

*Examples of technology include the implementation of digital learning programs using Ipads, Chromebooks, PowerPoints, Smart Boards, Promethean Boards, cell phones, etc.

50

DOMAIN II: ASSESSMENT

*Items 7 – 8 should reflect the teacher intern’s ability to effectively communicate assessment information to the students, provide feedback, and incorporate informal and formal assessments.

Items should be assessed from written lesson plans, unit plans, classroom observations, and other artifacts (pretests, inventories, surveys, etc.)


(0)

Needs Improvement

(1)

Meets Standard

(2)

Exceeds Standard

(3)

R1.3 6 3 7. Communicates

assessment criteria and

performance standards

to the students and

provides feedback to

students about academic

performance.

Does not communicate

assessment criteria or

performance standards to

the students or provide

feedback to students about

academic performance.

Communicates

assessment criteria and

performance standards to

the students. Fails to

provide students with

feedback.

Communicates assessment

criteria and performance

standards to the students

and provides feedback to

students about their

academic performance.

Student input is sought in

developing assessment

criteria.

Provides clear and

actionable feedback that

helps the student

understand what s/he did

well and provides guidance

for improvement.*

*To meet the Exceeds Standard, intern must complete both stated requirements.

R1.3 6 3 8. Uses formative and

summative assessments

to differentiate learning

experiences that

accommodate the

learning and

development of each


Does not use formative and

summative assessments to

differentiate learning

experiences that

accommodate the learning

and development of each


Uses formative and

summative assessments

but fails to differentiate

learning experiences that


in learning and

development of each


Uses formative and

summative assessments to

differentiate learning

experiences that

accommodate the learning

and development of each



standard, conferences with

individual students to assist

with monitoring progress.

*Examples of assessments include pretests, quizzes, unit tests, checklists, rating scales, rubrics, and remediation and enrichment activities.

DOMAIN III: INSTRUCTION

*Items 9 – 19 should reflect the teacher intern’s overall ability to effectively communicate with students and implement innovative lessons using a variety of teaching strategies

that meet the needs of all students. Items should be assessed from written lesson plans, unit plans and classroom observations.


(0)

Needs Improvement

(1)

Meets Standard

(2)

Exceeds Standard

(3)

R1.1 5 4 9. Uses standard written,

oral, and nonverbal

communication in

instruction.

Does not use standard

written, oral, and nonverbal

communication in

instruction.

Standard written, oral, and

nonverbal communication

is difficult to follow for

students.

Uses standard written,

oral, and nonverbal

communication in

instruction to engage

students.


standard, enriches

conversation with expressive

language and vocabulary to

engage students.

51


(0)

Needs Improvement (1) Meets Standard

(2)

Exceeds Standard

(3)

R1.1 5 4 10. Provides explicit

written and oral directions

for instructional activities.

Does not provide explicit

written and oral directions

for instructional activities.

Provides written and oral

directions for instructional

activities that are not

explicit.

Provides explicit written

and oral directions for



standard, uses concrete

examples to model and to

clarify tasks and concepts.

R1.1 2 2 11. Communicates positive

expectations for learning

for all students.

Does not communicate

positive expectations for

learning for all students.

Has difficulty communicating

positive expectations for


Communicates positive

expectations for learning

for all students.


standard, encourages all

students to set positive

expectations for themselves

and peers.

R1.1 3 7 12. Conveys enthusiasm for teaching and learning for all students.

Does not convey

enthusiasm for teaching

and learning for all

students.

Has difficulty conveying

enthusiasm for teaching and


Conveys enthusiasm for

teaching and learning for

all students.


standard, elicits enthusiasm

from students.

R1.1 3 5 13. Provides opportunities for all

students to cooperate,

communicate, and interact

with each other to enhance

learning.

Does not provide

opportunities for all




learning.

Provides opportunities for all



with each other but does not

enhance learning.

Provides opportunities for

the students to cooperate,



learning.


standard, enhances the development of student

leadership and provides opportunities for students to

work cooperatively on projects/activities of their

choice.

R1.2 4 4 14. Demonstrates content

knowledge and an

understanding of how to

teach the content.

Does not demonstrate


how to teach the content.

Has difficulty demonstrating

content and pedagogical

knowledge.

Demonstrates content

knowledge and an

understanding of how to

teach the content.


standard, uses a variety of instructional methods to ensure

an understanding of the content.


(0)

Needs Improvement

(1)

Meets Standard

(2)

Exceeds Standard

(3)

R1.3 8 4 5, 6, 7 15. Uses a variety of

appropriate teaching

strategies, including

technology, to impact student

learning and development.*

Does not use a variety of



technology, to impact

student learning.

Has difficulty using a

variety of appropriate

teaching strategies,

including technology,

to impact student

learning and

development.

Uses a variety of



technology, to impact


development.


uses a variety of appropriate

student-centered teaching

strategies to impact student

learning and development.

52

*Examples include use of teaching strategies such as cooperative learning, discovery learning, demonstration, discussion, inquiry, simulation, etc.


(0)

Needs Improvement

(1)

Meets Standard

(2)

Exceeds Standard

(3)

R1.1 1 2 16. Planned learning

experiences are

implemented that





Does not implement

planned learning

experiences that





Implements learning

experiences, but fails to

accommodate the

differences in

developmental needs of


Implements planned learning

experiences that

accommodate differences in

developmental and individual

needs of each learner in the

group.


standard, cites research to

support the planned learning

experiences.

*Examples include students with disabilities or exceptionalities, students who are gifted, and students who represent diversity based on ethnicity, race, socioeconomic status, gender, language,

religion, sexual identification, and/or geographic origin).

R1.2 5 4 17. Engages all students in

critical thinking through

higher-order questioning.*

Does not engage all

students in critical thinking

through higher-order

questioning.

Relies on lower level

questioning.

Engages all students in critical

thinking through higher-order

questioning.


standard, provides

opportunities for students to

apply concepts in problem-

solving and critical thinking.

*Guiding questions need to be listed in lesson plans.

R1.3 8 4 18. Adjusts instruction as

needed based on student

input, cues, and

individual/group

responses.

Does not adjust instruction

as needed based on

student input, cues, and

individual/group

responses.

Elicits student input during

instruction and attempts are

made to adjust instruction

based on student responses.

Elicits student input and

adjusts instruction as needed

based on student input, cues,

and individual/group

responses.


standard, constructs

appropriate prompts to

encourage student

responses that expand and

justify their reasoning.

Revises instruction based on

student responses.

R1.4 10 9 19. Uses family and/or

community resources in

instruction to impact


development.*

Does not use family and/or


instruction to impact


development.

Attempts to use family

and/or community resources

to impact instruction but

meaningful connections are

not made.

Uses family and/or


instruction to impact student

learning and development.


standard, designs and

organizes instruction to

foster ongoing

communication and high

expectations for learners.

*Examples include special guests, materials, extracurricular activities, etc.

53

DOMAIN IV: LEARNING ENVIRONMENT

*Items 20 - 24 should reflect the teacher intern’s ability to manage the classroom environment in a way that is conducive to learning. Items should be assessed from classroom observations.


(0)

Needs Improvement

(1)

Meets Standard

(2)

Exceeds Standard

(3)

R1.1 3 5 20. Adjusts the classroom

environment to enhance

positive peer relationships,

motivation, and learning.

Does not adjust the

classroom environment to

enhance positive peer

relationships, motivation,

and learning.

Has difficulty adjusting

the classroom

environment to enhance

positive peer

relationships,


Adjusts the classroom

environment and delivers

instruction to enhance

positive peer relationships,



standard, encourages

students to develop self-

monitoring skills.

R1.1 3 6 21. Attends to and

delegates routine tasks.

Does not attend to and

delegate routine tasks.

Attempts to attend to

and delegate routine

tasks but there is no

consistency or

established routine.

Attends to and delegates

routine tasks.


standards, has a systematic

routine for attending to and

delegating tasks.

R1.1 3 5 22. Uses multiple strategies

to foster appropriate

student behavior according

to individual and

situational needs.

Does not manage student

behavior.

Has difficulty applying

appropriate strategies in

managing student

behavior.

Uses multiple strategies to

foster appropriate student


individual and situational

needs.

In addition to meeting the standard, students self-monitor their behavior.

R1.1 3 7 23. Creates a culturally

inclusive environment that

promotes fairness, safety,

respect, and support for all

students.

Does not create a culturally

inclusive environment.

Has difficulty

maintaining a culturally

inclusive environment.

Creates and maintains a

culturally inclusive

environment that promotes

fairness, safety, respect, and

support for all students.


standard, cultural

inclusivity is evident

in student

interactions.

R1.3 7 6 24. Maximizes instructional

time.

Does not maximize

instructional time.

Has difficulty maximizing

instructional time.

Maximizes instructional time. In addition to meets

standard, transitions,

routines and procedures are

executed in an efficient

manner with minimal

teacher direction.

54

DOMAIN V: PROFESSIONAL RESPONSIBILITIES

*Item 25 should reflect the teacher intern’s ability to collaborate with professional colleagues to involve parents and/or guardians in the student’s learning and development.

Items should be assessed from written lesson plans, unit plans, classroom observations, and other artifacts (inventories, surveys, and other documentation).


(0)

Needs Improvement

(1)

Meets Standard

(2)

Exceeds Standard

(3)

R1.4 10 9 4 25. Collaborates with professional

colleagues (classroom mentor teacher

and/or university supervisor) to

communicate with families about

student learning and development.

Does not collaborate

with professional

colleagues to

communicate with

families about student

learning and

development.

Has difficulty

collaborating with

professional colleagues

to communicate with


learning and

development.

Collaborates with

professional colleagues

to communicate with


learning and

development.


standard, engages in

ongoing professional

learning opportunities

with professional

colleagues, and seeks

advice/information

from experienced

educators.

*Examples include documented evidence such as PLCs, data meetings, newsletters, positive notes, extracurricular activities, professional development opportunities, conferences, etc.

55

MSU Dispositions

Teacher Education Professional Dispositions

Purpose: The teacher education program addresses the knowledge, skills/performances, and dispositions

needed by beginning teachers.

What are dispositions? Dispositions are described as a person’s tendencies to act in a given manner reflecting

beliefs and values (Villegas, 2007). Dispositions have been defined as the values, commitments, and

professional ethics that influence behavior toward students, families, colleagues, and communities and affect

student learning, motivation, and development as well as the educator’s own professional growth.

Dispositions can also be described as attitudes and beliefs about learning and teaching (e.g., the belief that all

children can learn) and as professional conduct and behavior.

Aspects of professional behavior are assessed during classes and field experiences in school settings. Teacher

candidates (TCs) should aspire to conduct themselves in a manner that is consistent with the highest degree of

integrity and professionalism. The Statewide Common Dispositions (SCDI) and the Mississippi Code of Ethics

(MCoE) are identified in the Teacher Education Professional Dispositions along with the College of Education

Undergraduate Conceptual Framework Program Outcomes (CFPOs).

Administration: The Teacher Education Professional Dispositions will be administered during designated

courses in the program of study and/or during field experiences in P12 school settings. The dispositions of

each teacher candidate (TC) will be assessed by the instructor during designated courses and during teaching

internship by the University Supervisor and Classroom Mentor Teacher.

Success Indicator: The TC is expected to perform at the Acceptable level.

56

Indicator

Unacceptable

1

Acceptable

2

Target

3

Professional Responsibilities

(CFPO 1, 7, 10-Initial; CFPO 1, 7, 13-Advanced) SCDI-Domain I:3 & MCoE 6

1. Attendance/Punctuality -

The TC is present, punctual, and prepared for

classes and field experiences.

(CFPO 1, 7, 10-Initial; CFPO 1, 7, 13-

Advanced) SCDI-Domain I:3 & MCoE 6)

The TC is not present, punctual,

or prepared for classes and/or

field experiences.

The TC is present,

punctual, and prepared

for classes and field

experiences.

The TC is present, punctual, and

prepared for classes and field

experiences and always notifies and

makes appropriate arrangements

with the instructor/supervisor if an

absence is necessary. 2. Dependability -

The TC is dependable and cooperative; knows

and follows guidelines in course syllabi, and

university and school handbooks; is self-

directed and accepts responsibility; and

completes assignments in a timely manner.



The TC is not dependable or

cooperative; does not know

and/or does not follow

guidelines in course syllabi, or

university or school handbooks;

is not self-directed and/or does

not accept responsibility; or

does not complete assignments

in a timely manner.

The TC is dependable

and cooperative; knows

and follows guidelines in

course syllabi, and

university and school

handbooks; is self-

directed and accepts

responsibility; and

completes assignments in

a timely manner.

The TC is dependable and

cooperative; knows and follows

guidelines in course syllabi, and

university and school handbooks; is

self-directed and accepts

responsibility; completes assignments

in a timely manner; and is proactive

and encourages others.

3. Appropriate Dress, Grooming, and

Appearance-

The TC exhibits professional dress and

grooming appropriate for the setting.



The TC does not exhibit dress

and/or grooming appropriate for

the setting.

The TC exhibits

professional dress and

grooming appropriate for

the setting.

The TC exhibits professional dress

and grooming appropriate for all

settings.

Professional in Communication

(CFPO 5, 7-Initial; CFPO 5, 7-Advanced) SCDI-Domain II:5 & MCoE 1

4. Oral and Written Communication -

The TC uses appropriate communication

language and demonstrates ability to speak and

write with clarity. The TC demonstrates using

standard English in writing and speaking and

is a good listener.

The TC fails to use appropriate

language and lacks ability to

speak and write with clarity.

The TC uses limited standard

English in writing and speaking

and/or fails to demonstrate

being a good listener.

The TC uses appropriate

language and

demonstrates ability to

speak and write with

clarity. The TC uses

standard English in

writing and speaking and

is a good listener.

The TC uses appropriate

communication language and

demonstrates ability to speak and

write with clarity. The TC uses

standard English in writing and

speaking and is a good listener.

57

(CFPO 5, 7-Initial; CFPO 5, 7-Advanced)

SCDI-Domain II:5 & MCoE 1)

In addition, the TC demonstrates

professional communication skills in

all settings including contacting,

meeting with and/or presenting to

faculty, students, and families. 5. Sensitivity -

The TC shows sensitivity to the students’

cultural and ethnic needs as well as their social,

emotional, and cognitive needs; and is

committed to diversity and is open-minded,

supportive, and encouraging.



The TC does not show

sensitivity to the students’

cultural and ethnic needs as well

as their social, emotional, and

cognitive needs; and/or is not

committed to diversity; or is not

open-minded, supportive, or

encouraging.

The TC shows sensitivity

to the students’ cultural

and ethnic needs as well

as their social, emotional,

and cognitive needs; and

is committed to diversity

and is open-minded,

supportive, and

encouraging.

The TC shows sensitivity to the

students’ cultural and ethnic needs as

well as their social, emotional, and

cognitive needs; and is committed to

diversity and is open-minded,

supportive, and encouraging and

confronts use of negative language

in interactions with others to

promote pro-social behaviors. 6. Belief That All Students Can Learn -

The TC establishes a positive learning climate

that enhances the learning of all students in the

classroom.



The TC fails to establish a

positive learning climate that

enhances the learning of all

students in the classroom.

The TC establishes a

positive learning climate

that enhances the learning

of all students in the

classroom.

The TC establishes and contributes to

the positive learning climate of all

students in the classroom and

promotes the belief that all students

can learn and sets high

expectations.

7. Attitude -

The TC shows courtesy and respect for

students, staff, peers, parents, and members of

the community; and exhibits classroom

awareness and a caring attitude toward all

students.



The TC fails to show courtesy

and respect for students, staff,

peers, parents, and/or members

of the community; or does not

exhibit classroom awareness

and/or a caring attitude toward

all students.

The TC shows courtesy

and respect for students,

staff, peers, parents, and

members of the

community; and exhibits

classroom awareness and

a caring attitude toward

all students.

The TC shows courtesy and respect for

students, staff, peers, parents, and

members of the community; and

exhibits classroom awareness and a

caring attitude toward all students. In

addition, TC holds high expectations

for, and instructs, P12 students on

the importance of having respect for

self, teacher, and others. 8. Cooperates and Collaborates with

Colleagues -

The TC cooperates and collaborates with

colleagues and integrates their ideas.



The TC does not cooperate or

collaborate with colleagues. The TC cooperates and

collaborates with

colleagues and integrates

their ideas.

The TC seeks professional

experiences to improve cooperation

and collaboration, takes a leadership

position, and/or encourages the use

of ideas from colleagues to promote

a collegial environment.

58

9. Exhibits Understanding of How to Work

with Parents/Guardians -

The TC establishes positive rapport and

appropriate relationships with

parents/guardians.



The TC does not establish

positive rapport or appropriate

relationships with

parents/guardians.

The TC establishes

positive rapport and

appropriate relationships

with parents/guardians.

The TC establishes positive rapport

and appropriate relationships with

parents/guardians and facilitates

outreach opportunities to engage

parents/guardians.

Professional in Classroom Characteristics

(CFPO 2, 3, 4, 5, 6, 7, 10-Initial; CFPO 2, 3, 4, 5, 6, 7, 11, 12, 13, 14-Advanced) SCDI-Domain III:6 & MCoE 4

10. Poise and Confidence -

The TC demonstrates poise and confidence in

the classroom setting.

(CFPO 2, 3, 4, 5, 6, 7, 10-Initial; CFPO 2, 3, 4,

5, 6, 7, 11, 12, 13, 14-Advanced) SCDI-

Domain III:6 & MCoE 4)

The TC does not demonstrate

poise and confidence in the

classroom setting.

The TC demonstrates

poise and confidence in


The TC demonstrates poise and

confidence in the classroom setting

and provides opportunities that

build confidence in P12 students.

11. Enthusiasm/Initiative -

The TC is enthusiastic and shows initiative in



5, 6, 7, 11, 12, 13, 14-Advanced) SCDI-


The TC is not enthusiastic and

does not show initiative in the

classroom setting.

The TC is enthusiastic

and shows initiative in


The TC is enthusiastic and shows

initiative in the classroom setting. In

addition, the TC helps P12 students to

understand the importance of a positive

attitude and initiative.

12. Fairness -

The TC is optimistic, patient, fair, empathetic,

and inquisitive; places the needs of P12

students first; and respects individual

differences in the classroom setting.


5, 6, 7, 11, 12, 13, 14-Advanced) SCDI-


The TC is not optimistic,

patient, fair, empathetic, and

inquisitive; or does not place the

needs of P12 students first; or

does not respect individual

differences.

The TC is optimistic,

patient, fair, empathetic,

and inquisitive; places the

needs of P12 students

first; and respects

individual differences in


The TC is optimistic, patient, fair,

empathetic, and inquisitive; places the

needs of P12 students first; and

respects individual differences. In

addition, the TC creates an

atmosphere in which P12 students

exhibit the same aforementioned

characteristics towards one another.

13. Resourcefulness/Creativity -

The TC shows resourcefulness and creativity in



The TC does not show

resourcefulness and creativity in


The TC shows

resourcefulness and

creativity in the

classroom setting.

The TC shows resourcefulness and

creativity in the classroom setting. In

addition, the TC provides

opportunities for P12 students to

show resourcefulness and creativity.

59

5, 6, 7, 11, 12, 13, 14-Advanced) SCDI-


14. Shares and Seeks Professional Materials

and Ideas -

The TC shares and seeks professional materials

and ideas to help all students achieve success.


5, 6, 7, 11, 12, 13, 14-Advanced) SCDI-


The TC does not share and seek

professional materials and ideas

to help all students achieve

success.

The TC shares and seeks

professional materials and

ideas to help all students

achieve success.

The TC shares and seeks professional

materials and ideas to help all students

achieve success and has a plan for

professional growth.

15. Knows Safety Measures and How to Handle

Emergency Situations -

The TC knows safety measures and how to

handle emergency situations.


5, 6, 7, 11, 12, 13, 14-Advanced) SCDI-


The TC does not know safety

measures or how to handle

emergency situations.

The TC knows safety

measures and how to

handle emergency

situations.

The TC knows safety measures and

how to handle emergency situations.

In addition, the TC explains the

importance of safety and practices

drills.

16. Develops Cooperative Home-to-School

Partnerships in Support of Student

Learning and Well-Being -

The TC develops cooperative home-to-school

partnerships to support student learning and

well-being.


5, 6, 7, 11, 12, 13, 14-Advanced) SCDI-


The TC does not develop

cooperative home-to-school

partnerships to support student

learning and well-being.

The TC develops

cooperative home-to-

school partnerships to

support student learning

and well-being.

The TC develops cooperative home-

to-school partnerships to support

student learning and well-being. In

addition, the TC assists P12 students

in managing their data and

communicating their progress to

parents/guardians.

17. Participates in Professional Activities (Staff

Development, PTA, Parent-Teacher

Conference, etc.) -

The TC participates in professional activities

(staff development, PTA, parent-teacher

conference, etc.).


5, 6, 7, 11, 12, 13, 14-Advanced) SCDI-


The TC does not participate in

professional activities (staff

development, PTA, parent-

teacher conference, etc.).

The TC participates in

professional activities

(staff development, PTA,

parent-teacher

conference, etc.).

The TC participates in professional

activities (staff development, PTA,

parent-teacher conference, etc.). In

addition, the TC provides

professional development for

teachers and/or parents.

60

Professional in Judgment

(CFPO 2, 6, 7, 11-Initial; CFPO 2, 3, 6, 7, 10, 13-Advanced) SCDI-Domain I:2 & MCoE 5

18. Flexibility -

The TC is flexible and adapts to change.

(CFPO 2, 6, 7, 11-Initial; CFPO 2, 3, 6, 7, 10, 13-


The TC fails to be flexible

and does not adapt well to

change.

The TC is flexible and

adapts to change.

The TC is flexible and adapts to

change. In addition, the TC creates a

learning environment to encourage

P12 students with adapting to

change.

19. Maturity and Judgment - The TC is mature, exhibits self-control, reacts appropriately under stress; is able to accept and express different points of view in a professional manner; uses good judgment; and accepts responsibility for own actions.

(CFPO 2, 6, 7, 11-Initial; CFPO 2, 3, 6, 7, 10,

13-Advanced) SCDI-Domain I:2 & MCoE 5)

The TC is not mature, does not exhibit self-control, or does not react appropriately under stress; is not able to accept and express different points of view in a professional manner; does not use good judgment; and/or does not accept responsibility for own actions.

The TC is mature, exhibits self-control, reacts appropriately under stress; is able to accept and express different points of view in a professional manner; uses good judgment; and accepts responsibility for own actions.

The TC is mature, exhibits self-

control, reacts appropriately under

stress; is able to accept and express

different points of view in a

professional manner; uses good

judgment; and accepts responsibility

for own actions. In addition, the TC

assists P12 students in exhibiting

self-control, reacting appropriately

under stress, accepting and

expressing different points of view

in a professional manner, using

good judgment, and accepting

responsibility for his/her own

actions. Professional in Ethics

(CFPO 1, 4, 7-Initial; CFPO 1, 4, 13-Advanced) SCDI-Domain I:1 & Domain II:4 & MCoE 9 & 2

20. Follows School Policies and Procedures -

The TC respects intellectual property of others by

giving credit and avoiding plagiarism/cheating;

and adheres to ethics/policies of university,

schools, and profession. (CFPO 1, 4, 7-Initial; CFPO 1, 4, 13-Advanced) SCDI-Domain I:1 & Domain II:4 & MCoE 9 & 2)

The TC does not respect

intellectual property of

others by giving credit

and avoiding plagiarism

/cheating; and/or does

not adhere to

ethics/policies of

university, schools, and

profession.

The TC respects

intellectual property

of others by giving

credit and avoiding

plagiarism/cheating;

and adheres to

ethics/policies of

university, schools,

and profession.

The TC respects intellectual

property of others by giving credit

and avoiding plagiarism/cheating;

and adheres to ethics/policies of

university, schools, and

profession. In addition, the TC

stresses the importance of

respect for intellectual property

of others and giving credit to

avoid plagiarism/

cheating to P12 students.

21. Maintains Confidentiality, Demonstrates

Truthfulness and Honesty, and Maintains

Ethical and Legal Behaviors –

The TC does not maintain

confidentiality; does not

demonstrate truthfulness and

honesty; and/or does not

The TC maintains

confidentiality;

demonstrates truthfulness

and honesty; and

The TC maintains confidentiality;

demonstrates truthfulness and honesty;

and maintains ethical and legal

behaviors in interactions with others

61

The TC maintains confidentiality; demonstrates

truthfulness and honesty; and maintains ethical

and legal behaviors in interactions with others.

(CFPO 1, 4, 7-Initial; CFPO 1, 4, 13-Advanced)

SCDI-Domain I:1 & Domain II:4 & MCoE 9 & 2)

maintain ethical and legal

behaviors in interactions with

others.

maintains ethical and

legal behaviors in

interactions with others.

and promotes these behaviors in P12

students.

22. Knows How to Work with Community and

Social Service Agencies for the Benefit of

Individual Students and Families -

The TC knows how to work with community and

social service agencies for the benefit of

individual students and families.

(CFPO 1, 4, 7-Initial; CFPO 1, 4, 13-Advanced)

SCDI-Domain I:1 & Domain II:4 & MCoE 9 & 2)

The TC does not know how

to work with community and

social service agencies for

the benefit of individual

students and families.

The TC knows how to

work with community

and social service

agencies for the benefit of

individual students and

families.

The TC knows how to work with

community and social service

agencies for the benefit of individual

students and families and regularly

engages in professional dialogue

with community agencies

/organizations to cultivate new

partnerships.

Professional in Self-Reflection

(CFPO 8, 9, 11-Initial; CFPO 8, 9, 12, 13, 14-Advanced) SCDI-Domain II:5 & MCoE 1

23. Accepts Constructive Criticism in a Positive

Manner –

The TC accepts constructive criticism in a positive

manner.

(CFPO 8, 9, 11-Initial; CFPO 8, 9, 12, 13, 14-

Advanced) SCDI-Domain II:5 & MCoE 1)

The TC does not accept

constructive criticism in a

positive manner.

The TC accepts

constructive criticism in a

positive manner.

The TC accepts constructive criticism

in a positive manner and acts upon

these suggestions.

24. Engages in Self-Evaluation –

The TC engages in problem solving and self-

evaluation.



The TC does not engage in

problem solving and/or self-

evaluation.

The TC engages in

problem solving and self-

evaluation.

The TC engages in problem solving

and self-evaluation and strives for

personal and professional growth

by engaging in professional

development activities to support

improved practice. 25. Reflections on Decisions Made Concerning

Students, Teaching Methods, and Subject

Matter - The TC reflects on decisions made

concerning students, teaching methods, and

subject matter.



The TC does not reflect on

decisions made concerning

students, teaching methods,

and/or subject matter.

The TC reflects on

decisions made

concerning students,

teaching methods, and

subject matter.

The TC reflects on decisions made

concerning students, teaching

methods, and subject matter on a

regular basis and actively seeks

opportunities to enhance student

learning with additional

instructional strategies and learning

activities.

64

Teacher Growth Rubric (TGR)

Source: Mississippi Department of Education https://www.mdek12.org/OEE/Teacher.

Teachers play a critical and important role in student learning. In their role, teachers need feedback and high-quality learning experiences to continuously improve

their practice and student learning. The purpose of the Teacher Growth Rubric is provide the following:

• Enhance the impact that teachers have on students and other school community stakeholders

• Highlights the teacher’s strengths and identifies areas of growth

• Serves as a guide for teachers as they reflect on their own practices

• Provides shared understanding regarding priorities, goals and expectations of quality practice

The US will use the TGR to evaluate the intern during the 2nd placement of internship.

Unacceptable Needs Improvement Meets Standard Exceeds Standard

1. LESSONS ARE

ALIGNED TO

STANDARDS AND

REPRESENT A

COHERENT

SEQUENCE OF

LEARNING

CAEP R1.1, R1.3

InTASC 7

TGR 1

Include student learning

outcomes and instructional

activities that

● are not aligned to current

Mississippi College- and

Career-Ready Standards or

Framework

● are not part of a coherent

sequence of learning with

meaningful connections

made to previous and future

learning



activities that

● are partially aligned to

current Mississippi College-

and Career-Ready Standards

or Framework

● are part of an ineffective

sequence of learning with few

connections made to previous

and future learning



activities that

● are fully aligned to current

Mississippi College- and Career-

Ready Standards or Framework

● are part of a coherent and

focused sequence of learning

with meaningful connections

made to previous and future

learning

Include student learning outcomes and

instructional activities that

● are fully aligned to current Mississippi

College- and Career- Ready Standards

or Framework

● are part of a coherent and focused

sequence of learning with meaningful

connections made to previous and future

learning

● reflect collaboration with other school

staff within and across disciplines to

enrich learning

2. LESSONS HAVE

HIGH LEVELS OF

LEARNING FOR ALL

STUDENTS

CAEP R1.1, R1.3

InTASC 1

TGR 2

Provide assignments and

activities that contain the

following components:

● no scaffolding that builds

student understanding

● little or no evidence that

the teacher knows each

student’s level

● little or no differentiation

based on students’ abilities

and learning styles

● little or no evidence of

student-centered learning

● few connections to




● minimal scaffolding that

builds student understanding

● limited evidence that the

teacher knows each student’s

level and/or tracks each

student’s progress toward

mastery

● some differentiation based

on students’ abilities and

learning styles

● limited student-centered

learning




● appropriate scaffolding that

effectively builds student

understanding

● ample evidence that the

teacher knows each student’s

level and tracks each student’s

progress toward mastery

● differentiation based on

students’ abilities and learning

styles

● student-centered learning

whenever appropriate

Provide assignments and activities that

contain the following components:

● appropriate scaffolding that

effectively builds student understanding

● ample evidence that the teacher knows

each student’s level and tracks each

student’s progress toward mastery

● differentiation based on students’

abilities and learning styles

● student-centered learning whenever

appropriate

● relevant connections to students’ prior

experiences or learning

● opportunities for students to choose

https://www.mdek12.org/OEE/Teacher

http://www.taskstream.com/

65

students’ prior experiences

or learning

● adequate connections to


or learning

● relevant connections to


or learning

challenging tasks and instructional

materials

3. ASSISTS STUDENTS

IN TAKING

RESPONSIBILITY FOR

LEARNING AND

MONITORS STUDENT

LEARNING

CAEP R1.1, R1.2

InTASC 6

TGR 3

● Communicates the lesson

goals and the content in a

way that is not accessible to

most students

● Inadequately monitors

student progress

● Provides inadequate


self-assess and correct their

own errors

● Provides students with

little or no feedback

● Communicates the lesson

goals and the content in a way

that is accessible for most

students

● Uses formative assessments

to adequately monitor student

progress

● Provides adequate


self-assess and correct their

own errors

● Provides students with

adequate feedback

● Communicates the lesson goals

and the content in a way that is

accessible for every student at

his/her level

● Uses formative assessments to

effectively monitor student

progress

● Provides effective

opportunities for students to self-

assess and correct their own

errors

● Provides students with clear,

specific, actionable, and timely

feedback

● Creates opportunities for

students to apply teacher and

peer feedback to improve

performance and accelerate

learning

● Communicates the lesson goals and

the content in a way that is accessible

for every student at his/her level

● Uses formative assessments to

effectively monitor student progress

● Provides ample and effective

opportunities for students to self-assess

and correct their own errors

● Provides students with clear, specific,

actionable, and timely feedback

● Creates opportunities for students to

apply teacher and peer feedback to

improve performance and accelerate

learning

● Provides opportunities for students to

demonstrate connections between what

they are learning and how it advances

their personal and professional

goals/interests

4. PROVIDES

MULTIPLE WAYS FOR

STUDENTS TO MAKE

MEANING OF

CONTENT

CAEP R1.1, R1.2

InTASC 5

TGR 4

ISTE 5, 6, 7

Does not move or moves

few students to deeper

understanding of content

through various techniques

including

● a variety of explanations

and multiple representations

of concepts

● extended productive

discussion

● effective questioning to

support students’ attainment

of the learning goals

● making connections to

other content across

disciplines

● independently connecting

lesson content to real-world

application

Moves most students to

deeper understanding of

content through various

techniques including

● a variety of explanations

and multiple representations

of concepts

● extended productive

discussion


support students’ attainment

of the learning goals

● making connections to

other content across

disciplines



application

Moves almost all students to

deeper understanding of content

through various techniques

including

● a variety of explanations and

multiple representations of

concepts

● extended productive discussion


support students’ attainment of

the learning goals

● making connections to other

content across disciplines



application

Moves all students to deeper

understanding of content through

various techniques including

● a variety of explanations and multiple

representations of concepts

● extended productive discussion

● effective questioning to support

students’ attainment of the learning

goals

● making connections to other content

across disciplines

● independently connecting lesson

content to real-world application

66

5. MANAGES A

LEARNING-FOCUSED

CLASSROOM

COMMUNITY

CAEP R1.1, R1.3

InTASC 8

TGR 5

● Creates inadequate and/or

inconsistent routines and

expectations for students to

voice opinions and ask and

answer questions

● Inadequately monitors

student behavior

● Provides inadequate

collaborative learning

opportunities for students

● Ensures some or few

students are active

participants in their learning

Creates adequate routines and


safely voice opinions and ask

and answer questions

● Adequately monitors

student behavior

● Provides adequate


opportunities for students

● Ensures most students are

active participants in their

learning

● Creates effective routines and


safely voice opinions and ask

and answer questions

● Proactively monitors student

behavior and redirects when

necessary to maximize

instructional time

● Provides effective


opportunities whenever

appropriate

● Ensures all or almost all

students are active participants in

their learning

● Creates effective routines and

expectations for students to safely voice

opinions and ask and answer questions

● Proactively monitors student behavior

and redirects when necessary to

maximize instructional time

● Provides effective collaborative

learning opportunities whenever

appropriate

● Ensures students take ownership of

their work and are active participants in

their learning


take on academic leadership roles that

promote learning

6. MANAGES

CLASSROOM SPACE,

TIME, AND

RESOURCES

(INCLUDING

TECHNOLOGY WHEN

APPROPRIATE)

EFFECTIVELY FOR

STUDENT LEARNING

CAEP R1.1, R1.3

InTASC 3

TGR 6

ISTE 5, 6

● Inadequately uses

physical space or resources

(including technology

whenever appropriate) in

support of student learning

● Allows significant periods

of time when students do

not have something

meaningful to do

● Creates an environment

where students do not

execute transitions, routines,

and procedures in an orderly

and efficient manner

Adequately uses physical

space or resources (including

technology whenever

appropriate) in support of

student learning

● Allows brief periods of

time when students do not

have something meaningful to

do

● Creates an environment

where students execute

transitions, routines, and

procedures in an orderly and

efficient

manner only some of the time

and require substantial

direction from the teacher

● Effectively maximizes use of

physical space and resources

(including technology whenever

appropriate) in support of

student learning

● Maximizes time such that

students always have something

meaningful to do

● Creates an environment where

students execute transitions,

routines, and procedures in an

orderly and efficient

manner most of the time, though

they may require some direction

from the teacher

● Effectively maximizes use of physical

space and resources (including

technology whenever appropriate) in

support

of student learning

● Maximizes time such that students

always have something meaningful to do

● Creates an environment where

students execute transitions, routines,

and procedures in an orderly and

efficient

manner with minimal direction or

narration from the teacher


share responsibility for leading

classroom routines and/or procedures

7. CREATES AND

MAINTAINS A

CLASSROOM OF

RESPECT FOR ALL

STUDENTS

CAEP R1.1

InTASC 2

TGR 7

● Often communicates

disrespectfully with students

● Does not foster respectful

relationships among

students

● Does not demonstrate a

strong positive relationship

with students

Communicates respectfully to

students with rare exceptions

● Fosters respectful

relationships among some

students but not others

● Demonstrates a strong

positive relationship with

some students but not others

● Communicates respectfully to

all students

● Effectively fosters respectful

relationships among all students

● Demonstrates a strong positive

relationship with all students

● Communicates respectfully to all

students

● Effectively fosters respectful

relationships among all students

● Demonstrates a strong positive

relationship with all students

● Fosters a classroom culture where

students give unsolicited praise or

encouragement to their peers

67

8. ENGAGES IN

PROFESSIONAL

LEARNING

CAEP R1.1, R1.4

InTASC 9

TGR 8

● Participates in required

professional learning

activities

● Does not apply

knowledge gained from


● Applies little or no

observer feedback to

improve teaching practice

● Participates in required


activities

● Applies knowledge gained

from professional learning but

does not fully integrate the

new information

● Applies some observer

feedback to improve teaching

practice

Proactively seeks out and

participates in professional

learning activities

● Fully integrates knowledge

gained in professional learning

communities, collaboration with

peers and leadership,

and focused professional

development

● Strengthens teaching practice

based on observer feedback and

other types of performance data

● Shares new information and

lessons learned with colleagues

Proactively seeks out and participates in

professional learning activities

● Fully integrates knowledge gained in

professional learning communities,

collaboration with peers and leadership,

and focused professional development

● Strengthens teaching practice based on

observer feedback and other types of

performance data

● Shares new information and lessons

learned with colleagues

● Serves as a critical friend for

colleagues, both providing and seeking

meaningful feedback on instruction

9. ESTABLISHES AND

MAINTAINS

EFFECTIVE

COMMUNICATION

WITH

FAMILIES/GUARDIANS

CAEP R1.1, R1.4

InTASC 10

TGR 9

● Rarely or never

communicates with

families/guardians

● Communicates with

families/guardians reactively

concerning student academic

progress and development,

and

outreach is mostly for

intervention or corrective

reasons

● Partners with

families/guardians to coordinate

learning between home and

school

● Establishes mutual

expectations for student learning

with families/guardians

● Partners with families/guardians to

coordinate learning between home and

school

● Establishes mutual expectations for

student learning with families/guardians

● Includes students and/or

families/guardians in the planning of

positive reinforcements for progress

68

Watermark Overview

Watermark, formally known as Taskstream, is the database used for all evaluations,

assignments, and assessments during internship.

Accounts: If you previously served as a university supervisor and used Watermark/Taskstream,

you will use that same account. However, if you are new to Watermark/Taskstream, an account

has been created for you and you will find this information on the pink form in your US packet.

Please check your inbox for an email from Watermark with prompts to reset your password or

you can reset your password when you login.

Watermark programs typically become active a few days before internship so you will not see

the program in Watermark until then.

All questions regarding Watermark should be directed to Tiffany Middleton at 662-325-0028 or

by email at [email protected].

mailto:[email protected]

69

How to Complete an Evaluation in Watermark

1- Login to your account at https://www.watermarkinsights.com/.

2- Click on the Program to Evaluate.

You can customize the display of how the programs are listed.

3- Select SHOW ALL AVAILABLE CATEGORIES.

4- Select ALL INDIVIDUALS (do not filter), Select ANY TIME PERIOD, & CONTINUE.

https://www.watermarkinsights.com/

70

5- Use the scroll bars to locate the item you want to evaluate.

6- Once you see the item you want to evaluate, click EVALUATE.

71

7- Select SCORE WORK.

8- Evaluate/Score Work:

The criteria are listed on the left side and the performance levels are listed across the

top. Click the performance level box and the score box will auto-fill. You can click in

the comments box to leave comments.

72

9- After you complete the evaluation, you will see the final score.

You can leave overall comments in the text box.

10- Select RECORD AS FINAL AND RELEASE EVALUTIONS TO AUTHOR NOW.

If you do not release to the author then the student cannot see the grade. Please

release the evaluation to the author/student.

11- Click SUBMIT EVALUTION NOW.

73

Internship Handbook Policies & Procedures

The faculty in the College of Education at Mississippi State University appreciates the classroom mentor

teachers who give so freely of their time to assist teacher interns as they make the transition from college

student to professional educator. We could not adequately prepare the teacher interns who graduate from

Mississippi State University without the support and expertise of the classroom mentor teachers and the

assistance of the public schools that serve as teacher intern sites.

This handbook provides information that assists in the facilitation of an effective teacher intern program. The

handbook addresses objectives, policies and procedures, roles and responsibilities, activities, and evaluation.

We encourage you to read the handbook to become acquainted with the roles and responsibilities of all those

involved in the teacher intern program.

A successful teacher intern program is built through communication and a team effort. The collaboration of

classroom mentor teachers, university supervisors, school principals, and teacher interns is essential in

providing a quality teacher intern experience. Thank all of you for your contributions to the professional growth

of our new teachers.

Sincerely,

Donna Shea, Ph.D.

Director

Office of Clinical/Field-Based Instruction and Licensure

Mailstop 9710

318 Allen Hall

Mississippi State, MS 39762

Phone: 662-325-7684

Fax: 662-325-0615

[email protected]

www.ocfbi.msstate.edu

74

Standards and Objectives

InTASC Core Teaching Standards The Interstate New Teacher Assessment and Support Consortium (InTASC) task force, which was established

under the umbrella of the Council of Chief State School Officers to strengthen the teaching profession, began

its work by articulating standards for a common core of teaching knowledge and skills that should be acquired

by all new teachers. The ten InTASC standards that resulted from the task force's work set forth the required

knowledge, dispositions, and performance skills for beginning teachers. These national standards have been

adopted by the Council for the Accreditation of Educator Preparation (CAEP) for use in pre-service teacher

education programs.

The InTASC task force based these standards on a number of beliefs: for example, all children have the

potential to learn rigorous content and achieve high standards; our educational system must guarantee a

learning environment in which all children can learn and achieve their own kind of individually configured

excellence; and the standards and opportunities should enable teachers to support the intellectual, social,

emotional, moral and physical development of students, respond with flexibility and professional judgment to

their different needs, and actively engage them in their own learning so that they can use and generate

knowledge in effective and powerful ways. Teaching and learning comprise a holistic process that connects

ideas and disciplines to each other and to the personal experiences, environments, and communities of

students. Consequently, the process of teaching must be dynamic and reciprocal, responding to the many

contexts in which students learn.

The InTASC standards are also based on the belief that professional teachers assume roles that extend

beyond the classroom and include responsibilities for connecting to parents and other professionals,

developing the school as a learning organization, and using community resources to foster the education and

welfare of students. The InTASC Standards are included below.

InTASC Core Teaching Standards

Standard # 1: Learner Development – The teacher understands how children learn 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.

Standard # 2: Learning Differences – The teacher uses understanding of individual differences and diverse

communities to ensure inclusive learning environments that allow each learner to reach his/her full potential.

Standard # 3: Learning Environments – The teacher works with learners to create environments that support

individual and collaborative learning, encouraging positive social interaction, active engagement in learning,

and self-motivation.

Standard # 4: Content Knowledge – The teacher 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 of

the discipline accessible and meaningful for learners.

Standard # 5: Innovative Applications of Content – The teacher understands how to connect concepts and

use differing perspectives to engage learners in critical/creative thinking and collaborative problem solving

related to authentic local and global issues.

Standard # 6: Assessment – The teacher understands and uses multiple methods of assessment to engage

learners in their own growth, to document learner progress, and to inform the teacher’s ongoing planning and

instruction.

Standard # 7: Planning for Instruction – The teacher draws upon knowledge of content areas, cross

disciplinary skills, learners, the community, and pedagogy to plan instruction that supports every student in

meeting rigorous learning goals.

75

Standard # 8: Instructional Strategies – The teacher 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 access and appropriately apply information.

Standard # 9: Reflection and Continuous Growth – The teacher is a reflective practitioner who uses

evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on

others (students, families, and other professionals in the learning community), and adapts practice to meet the

needs of each learner.

Standard # 10: Collaboration – The teacher collaborates with students, families, colleagues, other

professionals, and community members to share responsibility for student growth and development, learning,

and well-being.

Council for the Accreditation of Educator Preparation

(CAEP) Standards The College of Education at Mississippi State University has enjoyed long-standing accreditation on national,

regional, and state levels. On the national level, the College has been accredited continuously since 1961, by

the National Council for Accreditation of Teacher Education (NCATE) - now the Council for the Accreditation of

Educator Preparation (CAEP). Standards serve as the basis for any accreditor’s review. The CAEP

Standards and their components flow from two principles:

Solid evidence that the provider’s graduates are competent and caring educators, and

There must be solid evidence that the provider’s educator staff have the capacity to create a culture of

evidence and use it to maintain and enhance the quality of the professional programs they offer.

The five CAEP Standards flow from these principles and the standards of evidence that define them are the

backbone of the accreditation process. They define quality in terms of organizational performance and serve

as the basis for accreditation reviews and judgments. These drivers of accreditation spring from a broad

consensus across a very diverse group of stakeholders: providers, teachers, parents, critics, unions. They

were also widely circulated and reviewed. The CAEP Standards reflect the voice of the education field – on

what makes a quality educator.

http://caepnet.org/

http://caepnet.org/~/media/Files/caep/standards/caep-standards-one-pager-0219.pdf?la=en

http://caepnet.org/~/media/Files/caep/standards/caep-standards-one-pager-0219.pdf?la=en

77

Objectives for the Teaching Internship 1. Assess personal/social suitability for teaching and evaluate choice of major/concentration and grade-level

interest.

2. Experience all roles of a professional teacher (instructional and non-instructional) through planned, sequenced activities in a 16-week program.

3. Apply principles and methods from the knowledge base of the professional program.

4. Use technology in communication, lesson planning, and instruction.

5. Gain experience working with special needs students.

6. Experiment with alternative strategies to increase student learning.

7. Gain experience working with students from different cultural and socioeconomic backgrounds.

8. Observe and practice classroom management strategies.

9. Communicate about and discuss all phases of experience with both the classroom mentor teacher and the university supervisor.

10. Receive feedback from structured observations, including conferencing and suggestions for improvement, from the classroom mentor teacher and university supervisor.

11. Practice the skills identified in the Teacher Intern Assessment Instrument.

12. Gain knowledge of classroom and school practices and policies.

13. Gain knowledge of parent involvement activities and practices.

14. Become a professional teacher through self-evaluation, problem solving, and reflection about teaching and learning.

Code of Ethics of the Education Profession Standard 1: Professional Conduct

An educator should demonstrate conduct that follows generally recognized professional standards.

1.1. Ethical conduct includes, but is not limited to, the following:

1. Encouraging and supporting colleagues in developing and maintaining high standards 2. Respecting fellow educators and participating in the development of a professional teaching

environment 3. Engaging in a variety of individual and collaborative learning experiences essential to professional

development designed to promote student learning 4. Providing professional education services in a nondiscriminatory manner 5. Maintaining competence regarding skills, knowledge, and dispositions relating to his/her organizational

position, subject matter and pedagogical practices 6. Maintaining a professional relationship with parents of students and establish appropriate

communication related to the welfare of their children 1.2. Unethical conduct includes, but is not limited to, the following:

1. Harassment of colleagues 2. Misuse or mismanagement of tests or test materials 3. Inappropriate language on school grounds or any school-related activity 4. Physical altercations 5. Failure to provide appropriate supervision of students and reasonable disciplinary actions

Standard 2. Trustworthiness

An educator should exemplify honesty and integrity in the course of professional practice and does not

knowingly engage in deceptive practices regarding official policies of the school district or educational

institution.


1. Properly representing facts concerning an educational matter in direct or indirect public expression

78

2. Advocating for fair and equitable opportunities for all children 3. Embodying for students the characteristics of honesty, diplomacy, tact, and fairness.

2.2. Unethical conduct includes, but is not limited to, the following:

1. Falsifying, misrepresenting, omitting, or erroneously reporting any of the following:

• employment history, professional qualifications, criminal history, certification/recertification

• information submitted to local, state, federal, and/or other governmental agencies

• information regarding the evaluation of students and/or personnel

• reasons for absences or leave

• information submitted in the course of an official inquiry or investigation

• falsifying records or directing or coercing others to do so

Standard 3. Unlawful Acts

An educator shall abide by federal, state, and local laws and statutes and local school board policies.

Unethical conduct includes, but is not limited to, the commission or conviction of a felony or sexual offense. As

used herein, conviction includes a finding or verdict of guilty, or a plea of nolo contendere, regardless of

whether an appeal of the conviction has been sought or situation where first offender treatment without

adjudication of guilt pursuant to the charge was granted.

Standard 4. Educator/Student Relationship

An educator should always maintain a professional relationship with all students, both in and outside the

classroom.


1. Fulfilling the roles of mentor and advocate for students in a professional relationship. A professional relationship is one where the educator maintains a position of teacher/student authority while expressing concern, empathy, and encouragement for students

2. Nurturing the intellectual, physical, emotional, social and civic potential of all students 3. Providing an environment that does not needlessly expose students to unnecessary embarrassment or

disparagement 4. Creating, supporting, and maintaining a challenging learning environment for all students

4.2. Unethical conduct includes, but is not limited to the following:

1. Committing any act of child abuse 2. Committing any act of cruelty to children or any act of child endangerment 3. Committing or soliciting any unlawful sexual act 4. Engaging in harassing behavior on the basis of race, gender, national origin, religion or disability 5. Furnishing tobacco, alcohol, or illegal/unauthorized drugs to any student or allowing a student to

consume alcohol or illegal/unauthorized drugs 6. Soliciting, encouraging, participating or initiating inappropriate written, verbal, electronic, physical or

romantic relationship with a student. 7. Examples of these acts may include but not be limited to:

• sexual jokes

• sexual remarks

• sexual kidding or teasing

• sexual innuendo

• pressure for dates or sexual favors

• inappropriate touching, fondling, kissing or grabbing

• rape

• threats of physical harm

• sexual assault

• electronic communication such as texting

• invitation to social networking

• remarks about a student’s body

79

• consensual sex

Standard 5. Educator Collegial Relationships

An educator should always maintain a professional relationship with colleagues, both in and outside the

classroom.

5. Unethical conduct includes but is not limited to the following:

1. Revealing confidential health or personnel information concerning colleagues unless disclosure serves lawful professional purposes or is required by law

2. Harming others by knowingly making false statements about a colleague or the school system 3. Interfering with a colleague’s exercise of political, professional, or citizenship rights and responsibilities 4. Discriminating against or coercing a colleague on the basis of race, religion, national origin, age, sex,

disability or family status 5. Using coercive means or promise of special treatment in order to influence professional decisions of

colleagues

Standard 6. Alcohol, Drug and Tobacco Use or Possession

An educator should refrain from the use of alcohol and/or tobacco during the course of professional practice

and should never use illegal or unauthorized drugs.


• Factually representing the dangers of alcohol, tobacco and illegal drug use and abuse to students during the course of professional practice


• Being under the influence of, possessing, using, or consuming illegal or unauthorized drugs.

• Being on school premises or at a school-related activity involving students while documented as being under the influence of, possessing, or consuming alcoholic beverages. A school-related activity includes but is not limited to, any activity that is sponsored by a school or a school system or any activity designed to enhance the school curriculum such as club trips, etc. which involve students.

• Being on school premises or at a school-related activity involving students while documented using tobacco.

Standard 7. Public Funds and Property

An educator shall not knowingly misappropriate, divert, or use funds, personnel, property, or equipment

committed to his or her charge for personal gain or advantage.


• Maximizing the positive effect of school funds through judicious use of said funds

• Modeling for students and colleagues the responsible use of public property


• Knowingly misappropriating, diverting or using funds, personnel, property or equipment committed to his or her charge for personal gain

• Failing to account for funds collected from students, parents or any school-related function

• Submitting fraudulent requests for reimbursement of expenses or for pay

• Co-mingling public or school-related funds with personal funds or checking accounts

• Using school property without the approval of the local board of education/governing body Standard 8. Remunerative Conduct

An educator should maintain integrity with students, colleagues, parents, patrons, or businesses when

accepting gifts, gratuities, favors, and additional compensation.


• Insuring that institutional privileges are not used for personal gain

80

• Insuring that school policies or procedures are not impacted by gifts or gratuities from any person or organization


• Soliciting students or parents of students to purchase equipment, supplies, or services from the educator or to participate in activities that financially benefit the educator unless approved by the local governing body.

• Tutoring students assigned to the educator for remuneration unless approved by the local school board

• The educator shall neither accept nor offer gratuities, gifts, or favors that impair professional judgment or to obtain special advantage. (This standard shall not restrict the acceptance of gifts or tokens offered and accepted openly from students, parents, or other persons or organizations in recognition or appreciation of service)

Standard 9. Maintenance of Confidentiality

An educator shall comply with state and federal laws and local school board policies relating to confidentiality

of student and personnel records, standardized test material, and other information covered by confidentiality

agreements.


• Keeping in confidence information about students that has been obtained in the course of professional service unless disclosure serves a legitimate purpose or is required by law

• Maintaining diligently the security of standardized test supplies and resources


• Sharing confidential information concerning student academic and disciplinary records, health and medical information family status/income and assessment/testing results unless disclosure is required or permitted by law.

• Violating confidentiality agreements related to standardized testing including copying or teaching identified test items, publishing or distributing test items or answers, discussing test items, and violating local school board or state directions for the use of tests

• Violating other confidentiality agreements required by state or local policy

Standard 10. Breach of Contract or Abandonment of Employment

An educator should fulfill all of the terms and obligations detailed in the contract with the local school board or

educational agency for the duration of the contract.

10. Unethical conduct includes, but is not limited to, the following:

• Abandoning the contract for professional services without prior release from the contract by the school board

• Refusing to perform services required by the contract.

81

Policies and Procedures

Grading Policies Grading scale. Each teacher intern receives two grades for the teaching internship, one for each 8-week

placement. The points in Watermark determine the final grade; refer to the grading scale below to determine

the letter grade.

A: 900 - 1,000 points

B: 800 - 899 points

C: 700 - 799 points

D: 600 - 699 points

F: 599 points or less

Please note that interns must earn a “C” or better in order to progress to the second placement of the teaching

internship. Interns must also earn a C or better in both placements of the internship as well as the classroom

management class/seminar in order to successfully complete graduation requirements.

Completion of assignments. All internship assignments are mandatory, and regardless of point value, must

be completed in order for interns to pass each placement of the internship.

Late work. Any assignment that is submitted after midnight on the date due will receive no credit, but the

assignment must still be completed.

Unacceptable work. Any assignment submitted with several grammatical, spelling, punctuation, or other

mechanical errors will not receive full credit. University supervisors may require that teacher interns utilize

services provided by the on campus Writing Center or their online services to make appropriate corrections

before re-submitting assignment (http://www.writingcenter.msstate.edu/). Re-submitted assignments will still

not receive full credit if re-submitted after the due date of the assignment.

Absences and Tardiness

• Teacher interns are to be at their assigned schools every day.

• Absences from teaching internship are acceptable only in the case of personal illness or death in the immediate family. In case of illness or a death in the family, the teacher intern must contact the classroom mentor teacher and university supervisor as early as possible, but no later than 7:00 a.m. the day of the absence.

• Absences are acceptable for interviews only with prior permission from university supervisor and only if intern has fewer than three absences. Intern should understand that all days missed above three must be made up, regardless of the reason for absence/s.

• Excessive absence for any reason may result in extension of the teacher intern experience or in withdrawal. Excessive absence is defined as over three days during the entire teaching internship.

• Tardiness is not acceptable. Tardiness is defined as being late for the established reporting time for teachers or for other assigned duties. Three tardies are equal to one absence.

University supervisors are to inform the OCFBI Director of absence problems. Extended time will be granted

only for emergencies not within the intern’s control that arise during the semester. Plans for extended time

must have written approval from the classroom mentor teacher, university supervisor, and the OCFBI Director.

Additional Coursework or Employment The teacher intern experience consists of the classroom management course/seminar (3 credit hours) and

teaching internship (12 credit hours). No coursework other than these 15 credit hours can be completed during

teaching internship.

In extreme situations, a teacher intern may request to take one course during the internship by completing a

request form and submitting it to the Office of Clinical/Field-Based Instruction, Licensure and Outreach. A

committee composed of the intern’s advisor, one other faculty member from the department, and the OCFBI

82

director will meet to either approve or refuse the request. If approved, the request would then be sent to the

Dean of Education for consideration. The intern will only be allowed to register for the course upon approval of

the Dean.

The teaching internship is a full-time academic responsibility. Public schools have expectations for the

achievement and growth of their pupils. Therefore, teacher interns must be prepared to devote their time and

energy to teacher intern duties and providing the best possible instruction and learning environment for the

pupils. Outside employment during teaching internship may impede teaching performance and is discouraged.

Teacher interns may not accept paid teaching positions prior to completion of teaching internship semester.

Discipline A Mississippi State University teacher intern may not administer or serve as a witness for corporal punishment

under any circumstances, even in districts that allow this form of discipline.

Extreme measures used for disciplinary purposes should only be carried out by the classroom mentor teacher

or by the administrators.

Professional Dress Teacher interns as representatives of Mississippi State University and the teaching profession should maintain

an appropriate, professional appearance at all times. Interns should demonstrate respect for themselves and

the profession by dressing in clothing appropriate to the role of a professional educator.

Teacher interns must dress in a professional manner every day unless special attire is warranted due to an

activity (e.g., field day).

• Jeans of any type/color are not considered professional dress and are not to be worn throughout teaching internship during school hours and other scheduled school functions.

• Low-riding/tight pants or skirts, shorts, and sweats are not considered appropriate.

• Ear piercings are the only piercings allowed and tattoos should be covered.

• T-shirts are not to be worn except in instances of school t-shirts for spirit days or special occasions and then can only be worn with dress pants, slacks, or skirts.

These are the minimum expectations for professional dress. Teacher interns must also follow the dress code

for professionals at their school of placement. Professional dress, grooming, and appearance count towards

part of the summative assessment and dispositions requirements for teacher interns.

School Policies Teacher interns should follow the local school district rules, regulations, and school's policies as they apply to

regularly employed staff. Teacher interns should become thoroughly familiar with school policies, handbooks,

and emergency procedures.

School Schedule

The teacher intern is expected to follow the arrival and dismissal times established by the school for its regular

teaching staff and to follow the classroom mentor teacher's daily schedule, including any assigned lunch, bus,

or playground supervision. Attendance at all faculty meetings, staff development workshops, open houses,

parent-teacher conferences, and other professional activities is expected. Teacher interns follow the holiday

schedule of the school district to which they have been assigned, not the University calendar or holiday

schedule.

Substitute Teaching

Teacher interns are not allowed to be used as substitute teachers. Providing substitute teachers is the

responsibility of the school district. If an emergency arises and a substitute teacher is needed in another

classroom, the teacher intern can be allowed to assume responsibility for the mentor teacher’s classroom while

the classroom mentor teacher serves as substitute teacher in the other classroom. If the classroom mentor

83

teacher is absent, the roles and responsibilities should be communicated to the teacher intern and the

substitute teacher.

It should also be noted that teacher interns may teach without the classroom mentor teacher being present in

the room. However, teacher interns should not be left alone in the classroom until they are familiar with school

procedures and experienced enough to assume responsibility for the class, or when the classroom mentor

teacher is out of the building.

Proctoring Tests

Teacher interns can proctor during testing in the school site if the assigned classroom mentor teacher and

class are involved in testing at that time. Removing interns from classroom placements to proctor in other

grade levels is not permitted.

Professional Liability Insurance Education candidates must show proof of liability insurance during orientation week or prior to entering a K-12 classroom for their teaching internship.

CPR/First Aid Certification Education candidates must show proof of CPR/First Aid certification during orientation week or prior to entering

a K-12 classroom for their teaching internship.

Child Protection Policies OCFBI and the university take the protection of children very seriously. There are several laws and policies

(included below) in place to ensure their safety and protection; please make sure you familiarize yourself with

them prior to internship. If you suspect a student suffers from any kind of abuse, you are legally

mandated to report it. Although you are not legally required, we highly encourage you to also notify your

mentor teacher and university supervisor.

Official MSU Child Protection Policy Revised November 2012

Purpose

Mississippi State University is committed to providing and maintaining a safe and secure environment for all

individuals, including children. Because additional measures may be required to ensure the safety and security

of children, the University has adopted this child protection policy. This policy applies to all programs and

activities hosted by or connected to the University in which children participate. It also applies to all programs

or activities located on campus or on property owned or leased by the University.

Reporting Abuse

No form of child abuse, whether physical, emotional, or sexual will be permitted or tolerated under any

circumstances whatsoever. Harm or threatened harm to a child’s health or welfare can occur through non-

accidental physical or mental injury, sexual misconduct or attempted sexual misconduct. It can also occur

through negligent treatment or maltreatment of a child, which would include the failure to provide adequate

nourishment, medical treatment, supervision, clothing, or shelter.

Any employee, volunteer, student, staff, faculty, or anyone else affiliated with the University having reasonable

cause to suspect that a child is neglected or abused must immediately report the activity to the Department of

Human Services (DHS). See Miss. Code Ann. § 43-21-353 (as amended 2012).

In addition to the legal requirement, the University requires anyone who has reasonable cause to suspect child

abuse or neglect to immediately report the suspected abuse or neglect to the University Police Department

either in person or by telephone at 662-325-2121. In addition, an individual suspecting child abuse or neglect

should either file an Ethics Point complaint or report the suspected child abuse or neglect to the Office of

Internal Audit, a Vice President, Human Resources Management, or the Dean of Students.

84

In deciding whether or not to report an incident or situation of suspected abuse or neglect, it is not required that

you have proof that abuse or neglect has occurred. Any uncertainty in deciding to report suspected abuse or

neglect should be resolved in favor of making a good faith report.

Background Checks

The University has in effect a policy requiring background checks on all individuals who are hired to work at the

University. In addition, all individuals who have contact with minors, regardless of their date of employment,

should have a background check. This includes employees, student workers, graduate assistants, post

doctorial, and rehired retiree positions. For more information, please see OP Pre-Employment Criminal

Background Screens.

Volunteers who will work with children on a prolonged or reoccurring basis, should have a background check

on file with the department with which they are volunteering.

Camps, Programs, Activities, Locations Involving Minors

Multiple University units either operate programs, host programs, or permit third parties to use University

facilities for programs involving minors. All of these entities should carefully review all programs which include

participation by minors, or locations they control that are frequented by minors, to determine whether additional

training or protocols may be needed to help prevent child abuse. Procedures should be in place to ensure the

wellbeing of children. For example, in all instances, units should prohibit or strictly limit staff and volunteers

from being alone with children, especially in a place that is isolated or not easily visible to others.

Any unit sponsoring a program involving children or allowing the use of its facilities by minors should consider

whether further training on preventing abuse or additional procedures governing staffing patterns and

interactions between minors and adults is needed.

All contracts with non-University entities hosting events on campus should require such entities to properly

address such elements as criminal background checks, staffing patterns, training, and insurance/liability.

Change of Placements, Withdrawals, and Non-Completion Infrequently, a change of placement or withdrawal may be necessary. The school district or the university may

request removal of a teacher intern from the field setting. Reasons for withdrawal or removal of a teacher intern

from a school site may include, but are not limited to, the following situations:

• Unprofessional or unethical behavior in the school setting;

• Lack of completion of assignments or earning less than a “C” grade;

• Any evidence of a lack of sensitivity to multicultural situations by the teacher intern;

• Excessive absenteeism, tardiness, and/or failure by the teacher intern to comply with established rules and policies;

• Inappropriate interpersonal skills with students, staff, faculty, and administrators;

• Inappropriate attitude or hostility; and/or

• Breach of confidentiality concerning a student(s).

In the event of withdrawal or non-completion within the first placement of internship, the intern will be required

to repeat the entire semester. If the event of withdrawal or non-completion within the second placement, the

intern will be required to repeat eight weeks of internship another semester. Decisions concerning subsequent

placements are made by the Office of Clinical/Field-Based Instruction, Licensure, and Outreach.

If Difficulties Occur The teachers to whom interns are assigned are experienced, and many have worked with student teachers

before. You are the novice in the situation. Although you may have excellent ideas of your own, you should

avoid being presumptuous and playing the role of the expert. You might present your ideas to your mentor

teacher, get feedback, and ask to try them out. Value suggestions given by both the mentor teacher(s) and

university supervisor; try them out and give yourself sufficient time in such attempts. Trust your mentor

85

teacher(s) and supervisor. Their primary job is to help you become the best teacher you can be during the time

they are with you. They want you to succeed. Your role as a teacher intern is not to change the school. You

are in the school to learn from experienced professionals. If you become aware of certain undesirable

practices, remember them as things to avoid when you have been given a contract to teach.

Occasionally, a difficulty or problem occurs during teaching internship. Minor problems are part of the growth

experience that the teacher intern may encounter while working in a school setting. Immediate, open, and

honest communication about any problem is essential.

Problems are best solved at the lowest possible level. The following is a guideline of the appropriate

procedures for resolving problems:

1. The teacher intern and classroom mentor teacher should discuss the problem first. The teacher is your "first line of defense."

2. If the problem is unresolved, the intern should contact the university supervisor.

3. If needed, the classroom mentor teacher and university supervisor will review the circumstances and collaboratively develop a plan.

4. If the problem is serious or a placement issue, the matter should be discussed with the OCFBI director.

If a classroom mentor teacher or university supervisor concludes that the teacher intern is having difficulties

assuming teaching responsibilities or is exhibiting unprofessional behavior, the steps described below should

be taken as early as possible in the placement. It should be noted that these procedures provide general

guidance; depending on the nature and severity of the problem, not all steps may be applicable to an individual

situation.

1. Immediately discuss the problem with the teacher intern, provide recommendations (or directives) and follow up to see if the problem has been resolved. If the problem is a disposition infraction immediately follow the steps in Professional Disposition Infraction process on page 90 of this handbook.

2. Document the problem in writing providing feedback given and the teacher intern’s response. The classroom mentor teacher and/or university supervisor and intern should sign and date the documentation. The university supervisor should place a copy in the intern’s file.

3. If the problem persists, the classroom mentor teacher and university supervisor should schedule a meeting with the teacher intern and develop a remediation or professional development plan to address the problem. The professional development plan should be signed by all parties and a copy sent to the OCFBI director.

4. The supervisory team should jointly monitor the progress of the teacher intern to determine whether the problem is resolved and keep the OCFBI Director informed. Depending on the problem, other procedures may include:

• Request another university supervisor to observe the teacher intern

• Provide faculty assistance in the teaching area

• Inform the intern’s department head

• Hold a group meeting with the intern, supervisor, OCFBI Director, and other university personnel or department head

5. As early as possible, the teacher intern must be notified in writing of performance areas not meeting expectations and the effects on the teacher intern’s evaluation or grade the teacher intern has earned as of that time. (Note: It is unfair to make a negative assessment of the teacher intern’s performance near the end of the placement if weaknesses have not been identified, discussed, documented, and assistance provided earlier in the placement).

6. If a serious problem is unresolved or involves unprofessional behavior, the teacher intern may withdraw from teaching internship or be removed from the placement by the school administrator or university.

86

Professional Disposition Infraction All teacher education candidates must demonstrate appropriate skills and behaviors when completing

placements in the field. As a teacher education candidate in the College of Education at Mississippi State

University, you are expected to exhibit the dispositions listed below. Dispositions are defined by the Council for

the Accreditation of Educator Preparation (CAEP) as the habits of professional action and moral commitments

that underlie an educator’s performance. Dispositions are guided by beliefs and attitudes related to values

such as caring, fairness, honesty, responsibility and social justice. In the event that you receive two (2)

disposition infraction forms, a Disposition Committee will counsel with you and decide on your status in the

program. A meeting may be warranted based on the first disposition infraction.

1. Responsibilities:

• Is present, punctual, and prepared for classes and field experiences

• Completes assignments in a timely manner

• Is dependable; cooperative; self-directed; accepts responsibility

• Follows guidelines in course syllabi, university and school handbooks

• Exhibits dress and grooming appropriate for the setting (CFPO 1-Initial; CFPO 1-Advanced)

2. Communication:

• Uses appropriate language

• Demonstrates ability to speak and write with clarity

• Uses standard English in writing and speaking

• Is a good listener (CFPO 5-Initial; CFPO 5-Advanced)

3. Interpersonal Skills:

• Shows courtesy and respect for faculty, administrators, students, teachers, staff, peers, parents, and members of the community

• Works collaboratively with others

• Avoids disparaging or critical remarks

• Establishes positive rapport and appropriate relationships

• Shows sensitivity to all students

• Is committed to diversity, open-minded, supportive, and encouraging (CFPO 2, 8, 9, 12-Initial; CFPO 2, 5, 9-Advanced)

4. Classroom Characteristics:

• Is positive, enthusiastic, optimistic, patient, fair, empathetic, inquisitive, and resourceful

• Places needs of students first

• Respects individual differences

• Shows initiative and creativity

• Is dedicated to teaching and learning; demonstrates persistence in helping all children achieve success

• Exhibits classroom awareness and caring attitude toward all students (CFPO 2, 3, 4, 5, 6, 10-Initial; CFPO 2, 3, 4, 5, 6, 12, 14-Advanced)

5. Judgment:

• Is mature, exhibits self-control, reacts appropriately under stress

• Is flexible, adapts to change

• Is able to accept and express different points of view in a professional manner

• Uses good judgment

• Accepts responsibility for own actions (CFPO 2, 6, 11-Initial; CFPO 2, 6, 10-Advanced)

87

6. Ethics:

• Demonstrates truthfulness and honesty

• Maintains ethical and legal behaviors in interactions with others

• Maintains confidentiality

• Respects intellectual property of others by giving credit and avoiding plagiarism/cheating

• Adheres to ethics/policies of university, schools, and profession (CFPO 1, 4-Initial; CFPO 1, 4-Advanced)

7. Self-Reflection:

• Engages in problem solving and self-evaluation

• Reflects on decisions made concerning students, teaching methods, and subject matter

• Accepts constructive criticism in a positive manner

• Uses feedback to make improvements

• Strives for personal and professional growth (CFPO 8, 9, 11-Initial; CFPO 8, 9, 12, 14-Advanced)

Disposition Infraction Process during Internship

If a COE university supervisor or Director of OCFBI recognizes disposition related infractions by a teacher

intern, the following procedures will be implemented:

1. The Director of OCFBI, or her designee, will complete a disposition infraction form on an intern. 2. An intern will receive in writing a notification of receipt of form by OCFBI and a meeting will be

scheduled to review the form and information. After review of the form(s) between intern and OCFBI, the intern will be asked to sign the form. The signature is not an agreement with or to the infractions but denotes that the candidate has reviewed the form. The form should be placed in the teacher intern’s file in OCFBI. An intern will have a right to submit a document outlining their side of the story and keep it in the file along with the form submitted.

3. The intern will be required to meet with the Director of OCFBI (or their designee) and at least one other COE staff member. The Director of OCFBI (or their designee) will explain the next steps if another disposition should be filed and/or if the school district should ask the intern to leave the placement. The intern will be allowed to bring an advisor of their choice for any meeting scheduled. The advisor is not allowed to speak or present the case on behalf of the student.

4. When a second disposition infraction form on a teacher intern is placed in the intern’s file, or when a district asks an intern to leave their placement, a disposition infraction committee will be formed by the Director of OCFBI (or their designee). A meeting could be warranted based on the first disposition infraction. The Director of OCFBI (or their designee) will coordinate the meeting with the committee, which will consist of at least three COE faculty/staff, and said meeting will be scheduled for a date that is within three (3) business days of submission of the disposition infraction form. The intern will be allowed to bring an advisor of their choice for any meeting scheduled. The advisor is not allowed to speak or present the case on behalf of the student.

5. If the Disposition Infraction Committee recommends dismissal from the internship, the teacher intern will be immediately dismissed from the internship. The intern will receive in writing what the violation was and the terms of the dismissal. To be considered for readmission the intern must show substantial growth in the areas of deficiency identified in the disposition infraction process (see #7 of the Disposition Infractions Process).

a. The decision may be appealed, but a petition for an appeal must be made in writing by the student to OCFBI within three (3) business days of the student’s receipt of the Dispositions Infraction Committee’s decision. A petition for appeal will be reviewed by the Dean of the College of Education or their designee to determine its merit and must be based on one or more of the following reasons:

i. An error in procedure, which prejudiced the process to the extent that the participant was denied a fundamentally fair hearing as a result of the error. Procedural flaws alone are not grounds for an appeal. Significant procedure errors that may have affected the verdict or sanction will be considered.

88

ii. The emergence of new evidence that could not have been previously discovered and that, had it been represented at the initial committee meeting, would have substantially affected the original decision of the hearing body.

6. Upon dismissal from the internship, the teacher intern will not be allowed to return to the course(s) that include a field experience component (1st placement, 2nd placement, or seminar). If the teacher intern appeals the dismissal, he/she will not be allowed to return to the placement until the appeals process is over. If the decision of the committee for dismissal is upheld following the appeals process, a grade of ”F” will be awarded for the placement and “W” for seminar and the intern will be administratively withdrawn from the 2nd placement if infraction occurred during first placement. The teacher intern may continue in any non-field-experience-based coursework already underway for the current semester. The teacher intern will not continue in Teacher Education coursework in the future semester at the university.

7. To reapply for admission to teaching internship, interns must submit the following information to the Director of OCFBI:

a. A 1-2 page letter justifying readmission to Phase III identifying how previous deficiencies have been rectified.

b. Three letters of recommendation to include one COE faculty member and one currently employed P-12 educator or administrator. Each letter must include contact information (email address and phone number).

c. A transcript indicating any coursework since being dismissed from internship. 8. Upon submission of the items set forth in a-c, the Director of OCFBI (or their designee) will convene a

Disposition Infraction Review Committee composed of at least three (3) COE faculty/staff to rule as whether to allow readmission to Phase III. The committee’s decision must be sent to the Dean for approval signature. The decision of the committee and/or the Dean can be appealed to the Provost, or their designee within five (5) business days of the signed decision by submitting a letter of appeal to the Provost.

Professional Roles

Professional Role of the Teacher Intern The primary role of the teacher intern is to successfully complete teaching internship. Teaching internship,

which provides the transition from the status of college student to the status of classroom teacher, is a privilege

and therefore carries with it certain responsibilities.

General Information

• Carefully review the teaching internship information provided on Watermark.

• Carefully read the roles and responsibilities of all persons involved in teaching internship.

• Be aware that teaching internship is a full-time responsibility.

• Be cognizant of school duties and responsibilities. Follow the school's rules, policies, and local standards of behavior.

• Become informed about the students and the classes you will teach.

• An intern’s role in an I.E.P. meeting is strictly observation only with permission from the I.E.P. team.

Professional Dispositions

• Be on time all the time. In the case of illness, contact the classroom mentor teacher and university supervisor as early as possible, but no later than 7:00 a.m.

• Maintain a mature, responsible, and professional manner and an appropriate personal appearance.

• Show courtesy and respect for students, faculty, staff, parents, and members of the community. Respect the judgment of the classroom mentor teacher.

• Cooperate at all times with teachers, other staff members, and administrators.

• Take the initiative. Get totally immersed in your classroom and the school. Support school and community events. Students will notice and appreciate it.

• Avoid partiality and favoritism toward students.

89

• Prioritize the needs of the students first.

• Adjust to, rather than try to change, the situation in the classroom or school.

• Accept feedback and suggestions that will aid in personal and professional growth.

• Demonstrate effective self-management. Be patient and maintain self-control.

• Maintain confidentiality and avoid unfavorable criticism of the school, the classroom mentor teacher, other teachers, the students, the administration and the community.

Lesson Planning

• Plan lessons on a weekly and daily basis and submit the plans to the classroom mentor teacher weekly for review and recommendations prior to actual instruction. Plans should be kept in a binder and made available to the university supervisor during each visit. Lesson Plans for the following week are due in Watermark on Friday by 11:59 pm, unless your US gives a prior deadline.

• Be fully prepared for each class session. This will require considerable planning and development of materials outside regular school hours.

• If your lesson runs short, have something extra (e.g., interesting article from the newspaper, intellectual puzzle, etc.). Come to school “over-prepared” with activities.

Assignments

• Submit internship assignments via Watermark on the assigned due dates.

Professional Development

• Teacher interns should participate in all faculty and/or team planning meetings, open houses, parent/teacher conferences, school activities, and any other non-instructional duties scheduled before, during, or after school.

• Strive for personal and professional growth through continued study and effort. Become actively involved in activities directed at the improvement of teaching and learning, e.g., instructional team meetings, staff development workshops, and seminars.

• Become acquainted with professional organizations and resources available through information technologies. Journals, publications of professional organizations, and the Internet provide up-to-date information on teaching strategies and resources.

Performance Assessment

• Become thoroughly familiar with the Teacher Intern Assessment Instrument (TIAI) and Content Area Performance Assessment (CAPA).

• Become thoroughly familiar with dispositions instruments to understand the importance of a positive, professional attitude.

Assistance

If assistance is needed, meet with the classroom mentor teacher first. For additional help, contact the

university supervisor. If further assistance is required, contact the OCFBI Director.

Professional Role of the Classroom Mentor Teacher The classroom mentor teacher plays an important role in assuring that the teacher intern is successful during

the teaching internship. The teacher intern, under the supervision and guidance of the classroom mentor

teacher, experiences and participates in all of the duties of a professional teacher.

Classroom Mentor Teacher Criteria:

1. Be a regularly employed teacher.

2. Have a minimum of three years of successful teaching experience.

3. Possess at least a class "A" Standard License (Class "AA" or higher is preferred) in the teaching area.

4. Be willing to accept the responsibilities of a classroom mentor teacher.

5. Show evidence of genuine professional interest and have a positive attitude toward teaching and working with

90

teacher interns.

6. Be willing to participate in a training workshop on the role of the classroom mentor teacher and the teacher

intern assessment process. The workshop for all classroom mentor teachers who have not been trained will

be held at the beginning of the semester.

Prior to the Arrival of the Teacher Intern

• Become familiar with the background of the teacher intern and let the students in your classroom know that the teacher intern will work with you this semester.

• Collect a set of textbooks for the teacher intern and provide school schedules, class rolls, handbooks, and curriculum guides.

• Provide a workspace in the classroom for the teacher intern.

When the Teacher Interns Arrives • Welcome the teacher intern by familiarizing him/her with the school building, introducing him/her to school

personnel, and providing time to visit and observe throughout the school.

• Make expectations clear to the teacher intern and define the extent of the intern's authority and responsibility.

• Explain the following to the teacher intern: Classroom routines

Instructional procedures

Student records Method of keeping attendance Grades

Report cards Cumulative folders and records

• Demonstrate a variety of effective teaching and assessment techniques and encourage the teacher intern to use effective techniques.

• Assist the teacher intern in effective lesson and unit planning.

• Provide the teacher intern with the opportunity to gradually assume responsibility for daily planning and instruction once the teacher intern demonstrates the competence to do so.

• Provide opportunities for the teacher intern to participate in all responsibilities of a professional teacher, including faculty meetings, professional meetings, staff development workshops, team planning, professional decision-making, parent-teacher conferences, open house, school activities, and non-instructional duties (before, during, and after school).

• Encourage the teacher intern to engage in problem solving, self-analysis, and reflection about teaching.

Classroom Management Interview and Observation Assist in arranging an opportunity for the teacher intern to observe another teacher at any grade level and any

subject. Teacher interns are required to complete an observation assignment that requires interns to interview

and observe another teacher that is strong in classroom management skills.

Performance Assessments • Provide ample opportunities for the teacher intern to practice and demonstrate the skills on the Teacher

Intern Assessment Instrument (TIAI) and Content Area Performance Assessment (CAPA).

• Hold regular conferences with the teacher intern. In addition, impromptu conferences should occur daily depending on the intern’s needs. Regularly refer to the Weekly Suggested Topics in the Teaching Internship Handbook in asking interns to reflect on lessons presented.

• Provide on-going encouragement, recognition of success, and constructive feedback.

• Meet with the university supervisor to assess the teacher intern's progress.

Assessments and Forms Completed by the Mentor Teacher

(All forms will be completed and submitted via Watermark.)

91

• Formative observation using the Teacher Intern Assessment Instrument (TIAI), one per placement. The mentor teacher will also conference with the intern about his/her performance.

• Summative observation using the Teacher Intern Assessment Instrument (TIAI), one per placement. The mentor teacher will also conference with the intern about his/her performance.

• Statewide Professional Dispositions form and the MSU Dispositions form, both forms per placement. The mentor teacher will also conference with the intern about his/her professional dispositions.

• Content Area Performance Assessment (CAPA) form (not required for elementary education, social studies, and special education).

• Absences and tardiness at the end of each eight-week placement.

Professional Role of the University Supervisor The university supervisor represents Mississippi State University in helping make teaching internship as

meaningful as possible. The responsibilities of the university supervisor are as follows:

University Supervisor Criteria:

1. Have a minimum of five years of successful teaching experience.

3. Possess at least a class "AA" Standard License in the teaching area or class “AA” Standard License in

administration with experience as an administrator.

4. Be willing to accept the responsibilities of a university supervisor.

5. Show evidence of genuine professional interest and have a positive attitude toward teaching and working with

teacher interns.

6. Be willing to participate in a training workshop on the role of the university supervisor and the teacher intern

assessment process.

Meetings

• Hold an orientation meeting with assigned teacher interns to explain and discuss procedures, visits, and evaluations.

• Participate in meetings related to teaching internship and in the evaluation, development, and improvement of the teacher intern program.

Contact Information

• Provide your available hours, telephone number(s), and email address to teacher interns and classroom mentor teachers.

General Responsibilities

• Keep a copy of the calendar for teaching internship and the classroom management/seminar schedule for each teacher intern.

• Keep documentation of telephone calls/conferences, dates of visits and evaluations, and a record of absences for each teacher intern.

• Maintain open communication and good personal relationships with the teacher intern, the classroom mentor teacher, and the principal.

• Clarify university expectations for the roles of the teacher intern, the classroom mentor teacher, and the principal.

• Work with the teacher intern and classroom mentor teacher to solve problems. If serious problems arise, contact the OCFBI Director.

Professional Development of the Teacher Intern

• Encourage the teacher intern to engage in problem solving, self-analysis, and reflection about teaching.

• Serve as a resource person and source of information for the teacher intern and classroom mentor teacher.

• Support the growth and development of the teacher intern and assist the classroom mentor teacher in guiding the teacher intern.

92

Performance Assessments and Visits

University Supervisors should adhere to the following guidelines when visiting school sites:

• One get-acquainted visit (virtually or in-person). Each teacher intern should be visited within the first week to become acquainted with the school, the classroom mentor teacher, and the principal. The first visit is to work out agreements concerning all individuals involved and make sure all parties have communicated roles and expectations. If a teacher intern changes placements, another get-acquainted visit will be necessary. If visits require long distance travel, the second placement get-acquainted visit should be done on the same day as the summative assessment for the first placement.

• Supervisors should have two structured visits to complete the Teacher Intern Assessment Instrument (TIAI) during each course/placement. University supervisors will use the TIAI to complete one formative assessment and one summative assessment in each course/placement.

• Supervisors may conduct additional visits, observations, or phone calls in situations when needed, but should contact OCFBI before extra visits are made to receive approval for travel.

• The following assessments and forms must be submitted in Watermark by the classroom mentor teacher and/or the university supervisor. The university supervisor is responsible for making sure that the classroom mentor teacher submits all assessments and absences in Watermark.

▪ Formative TIAI (Classroom Mentor Teacher and University Supervisor) ▪ Summative TIAI (Classroom Mentor Teacher and University Supervisor) ▪ Content Area Performance Assessment (Classroom Mentor Teacher or University Supervisor) (if

applicable) ▪ Dispositions (Classroom Mentor Teacher and University Supervisor) ▪ Record of Absences and Tardies (Classroom Mentor Teacher) ▪ Intern assignments (University Supervisor)

Conferences and Feedback

• Conferences should be held with the teacher intern immediately following each assessment. Review the completed Teacher Intern Assessment Instrument (TIAI) with the teacher intern.

• Conferences with the teacher intern should include discussion concerning criteria on the TIAI, special situations, problems, dispositions, and general progress of the intern.

• Conferences with the classroom mentor teacher should include discussion of strengths and weaknesses of the teacher intern. If the classroom mentor teacher is not available for a conference following an assessment, he/she should be contacted by phone or email.

• Consult with the classroom mentor teacher regarding the final evaluation of the teacher intern. Interns will receive a grade for each course/placement.

Grading

At the end of the semester, it is the university supervisor’s responsibility to work with the classroom mentor

teacher to be sure that all items are completed in Watermark. University supervisors should follow-up with

interns and classroom mentor teachers until all of their teacher intern/s’ materials are submitted and scored.

Please note: grades are not determined by the percentage in Watermark, but by the number of points each

intern receives. Refer to the grading scale noted in the “Policies and Procedures” section of this handbook for

details. If all items are not complete by the deadline on the calendar, it could postpone the teacher intern’s

graduation.

Travel Reimbursement

University supervisors must request travel reimbursement on a monthly basis using travel forms provided by

OCFBI. Reimbursement rates are determined by the MSU Travel office, and can be found at

http://www.travel.msstate.edu/.

Professional Role of the Principal The primary role of the principal is to ensure that the educational environment is one that encourages and

promotes a positive and successful experience for the teacher intern. In order to create such an environment,

suggestions for the principal are as follows:

93

1. Assist in assigning teacher interns to the most competent teachers in the desired areas and levels of endorsement. Classroom mentor teachers should be good role models and interested and committed to assisting and supporting the intern in assuming the duties of a professional teacher. (See criteria for classroom mentor teachers).

2. Orient teacher interns to the school. Topics might include school background (description of community, history, enrollment, philosophy, goals), school policies (rules and regulations, discipline, safety, emergency procedures), faculty expectations (meetings, duties, professional development, etc.), and extra-curricular activities (PTA, open house, after-school activities, athletics). Provide or make available written policies and handbooks. Discuss important procedures with the interns at the beginning of the teaching internship experience.

3. Provide leadership in interpreting teaching internship to the staff, students, and community.

4. Assist the classroom mentor teacher in arranging observations for the teacher interns in classrooms other than the one in which the internship experience is taking place.

5. Communicate with the university supervisor about the progress of teacher interns and participate in conferences as needed.

6. Communicate with the OCFBI director concerning any problems or questions, which arise during teaching internship.

Assessment Information

Directions for Assessing Professional Dispositions Dispositions are defined by the Council for the Accreditation of Educator Preparation (CAEP) as the habits of

professional action and moral commitments that underlie an educator’s performance.

Dispositions can also be described as attitudes and beliefs about learning and teaching (e.g., the belief that all

children can learn) and as professional conduct and behavior. Not all dispositions can be directly assessed, but

aspects of professional behavior are assessed during classes and field experiences in school settings.

Teacher interns should aspire to conduct themselves in a manner that is consistent with the highest degree of

integrity and professionalism. University Supervisors and classroom mentor teachers will complete a

professional dispositions assessment for each teacher intern.

The university supervisor and the classroom mentor teacher will use the following criteria to complete the

professional dispositions rubric in Watermark. Refer to the following page for a more specific description of

personal characteristics that former classroom mentor teachers defined as important for a teacher to possess.

PROFESSIONAL RESPONSIBILITIES:

The TC is present, punctual, and prepared for classes and field experiences. The TC is dependable and cooperative; knows

and follows guidelines in course syllabi, and university and school handbooks; is self-directed and accepts responsibility;

and completes assignments in a timely manner. The TC exhibits professional dress and grooming appropriate for the

setting. (CFPO 1, 7, 10-Initial; CFPO 1, 7, 13-Advanced; SCDI-Domain I:3 & MCoE 6)

PROFESSIONAL in COMMUNICATION:

The TC uses appropriate communication language and demonstrates ability to speak and write with clarity. The TC

demonstrates using standard English in writing and speaking and is a good listener. The TC shows sensitivity to the

students’ cultural and ethnic needs as well as their social, emotional, and cognitive needs; and is committed to diversity and

is open-minded, supportive, and encouraging. The TC establishes a positive learning climate that enhances the learning of

all students in the classroom. The TC shows courtesy and respect for students, staff, peers, parents, and members of the

community; and exhibits classroom awareness and a caring attitude toward all students. The TC cooperates and

94

collaborates with colleagues and integrates their ideas. The TC establishes positive rapport and appropriate relationships

with parents/guardians. (CFPO 5, 7-Initial; CFPO 5, 7-Advanced; SCDI-Domain II:5 & MCoE 1)

PROFESSIONAL in CLASSROOM CHARACTERISTICS:

The TC demonstrates poise and confidence in the classroom setting. The TC is enthusiastic and shows initiative in the

classroom setting. The TC is optimistic, patient, fair, empathetic, and inquisitive; places the needs of P12 students first; and

respects individual differences in the classroom setting. The TC shows resourcefulness and creativity in the classroom

setting. The TC shares and seeks professional materials and ideas to help all students achieve success. The TC knows safety

measures and how to handle emergency situations. The TC develops cooperative home-to-school partnerships to support

student learning and well-being. The TC participates in professional activities (staff development, PTA, parent-teacher

conference, etc.). (CFPO 2, 3, 4, 5, 6, 7, 10-Initial; CFPO 2, 3, 4, 5, 6, 7, 11, 12, 13, 14-Advanced; SCDI-Domain III:6 &

MCoE 4)

PROFESSIONAL in JUDGMENT:

The TC is flexible and adapts to change. The TC is mature, exhibits self-control, reacts appropriately under stress; is able

to accept and express different points of view in a professional manner; uses good judgment; and accepts responsibility for

own actions. (CFPO 2, 6, 7, 11-Initial; CFPO 2, 3, 6, 7, 10, 13-Advanced; SCDI-Domain I:2 & MCoE 5)

PROFESSIONAL in ETHICS:

The TC respects intellectual property of others by giving credit and avoiding plagiarism/cheating; and adheres to

ethics/policies of university, schools, and profession. The TC maintains confidentiality; demonstrates truthfulness and

honesty; and maintains ethical and legal behaviors in interactions with others. The TC knows how to work with community

and social service agencies for the benefit of individual students and families. (CFPO 1, 4, 7-Initial; CFPO 1, 4, 13-

Advanced; SCDI-Domain I:1 & Domain II:4 & MCoE 9 & 2)

PROFESSIONAL in SELF-REFLECTION:

The TC accepts constructive criticism in a positive manner. The TC engages in problem solving and self-evaluation. The

TC reflects on decisions made concerning students, teaching methods, and subject matter. (CFPO 8, 9, 11-Initial; CFPO

8, 9, 12, 13, 14-Advanced; SCDI-Domain II:5 & MCoE 1)

Personal Characteristics of Teacher Interns Classroom mentor teachers defined personal characteristics deemed important in a school setting. This list

provides a guide, but is not inclusive.

1. Flexibility

• Responsive to change; adaptable

• Willing to change teaching strategies or lesson plans

• Able to “switch gears” if the lesson seems to be going the wrong way

• Able to adapt when unexpected situations occur (tornado warnings, etc.)

• Ability to understand and adjust to the school setting, culture, and environment

2. Poise and Confidence

• Composure; dignity of manner; self-assurance

• Exhibits leadership qualities

• Presence commands respect from students as well as colleagues

• Shows professionalism

• Conveys confidence in addressing and teaching students

95

• Exhibits calmness and composure

• Maintains self-control

3. Maturity and Judgment

• Ability to assume appropriate role in classroom

• Fair-minded; able to see other points of view

• Ability to choose battles and diffuse potentially volatile situations before they occur

• Establishes a clear line between teacher and student; being an under-standing adult but not a buddy

• Ability to prioritize

• Handles situations positively with appropriate action or response

• Acts/reacts professionally in a variety of situations

• Thinks before speaking and considers possible options before acting

• Consistently makes good decisions

4. Attendance

• Attends every day (absent only in case of emergency or illness)

• Meets university requirements

• Notifies teacher and university supervisor prior to any absence

5. Punctuality

• Arrives promptly at appointed time or earlier

• Leaves only after ALL duties have been completed

• On time for all activities (open house, meetings, conferences, etc.) and in the classroom prepared to begin teaching

• Turns in Weekly Plans on time

6. Dependability

• Trustworthy; reliable

• True to word, honest

• Plans well

• Meets deadlines and expectations

• Accepts responsibility

• Uses instructional time, planning time, and resources wisely

• Committed to the teaching experience (prompt, materials ready and well prepared for teaching, etc.)

7. Enthusiasm

• Expresses excitement for or interest in the subject or cause

• Shows passion for teaching and learning

• Tries to inspire students

• Uses voice inflection and body language to generate interest

• Shows initiative; wants to try new things

• Connects with students

• Enjoys students

• Becomes immersed in the age group

8. Appropriate Dress, Grooming and Appearance

• Dresses appropriate to the role of a professional educator

• Follows dress code of individual schools

• Nature of activity helps determine appropriate dress

• Appearance should command respect from students

96

9. Attitude

• Positive/optimistic mindset toward all aspects of teaching and learning

• Character; dispositions

• Proactive way of thinking and acting

• Accepts suggestions/feedback positively

• Approaches tasks with enthusiasm and high energy level

• Being a team player 10. Initiative

• Ability to begin or follow through with a plan or task

• Self-starter

• Independent problem solver

• Sees something that needs to be done and does it

• Seeks out ways to go beyond just what the book tells them to do

Directions for Completing the Teacher Intern Assessment Instrument

The Teacher Intern Assessment Instrument (TIAI), an assessment of the teacher intern’s performance, is

based on ten standards developed by the Interstate New Teacher Assessment and Support Consortium

(INTASC). The classroom mentor teacher and university supervisor share responsibility for assessment of the

teacher intern. The classroom mentor teacher’s role is critical to the performance assessment of the teacher

intern.

The TIAI indicators are incorporated into five domains: 1) Planning and Preparation, 2) Assessment, 3)

Instruction, 4) Learning Environment, and 5) Professional Responsibilities.

The TIAI consists of 25 indicators with individualized rubrics for each indicator. Each rubric includes the

following four levels: Unacceptable, Needs Improvement, Meets Standard, and Exceeds Standard. Each

indicator on the TIAI will be assessed and scored using the rubric for that indicator.

The classroom mentor teacher and university supervisor will assess the teacher intern’s performance by

completing:

• One formative observation during weeks three to four of each course/placement

• One summative observation during weeks six to seven of each course/placement

Some indicators from the TIAI may be assessed through a review of weekly plans and others through

observation and discussion/conferencing with the teacher intern. Following each TIAI assessment, the

evaluator (classroom mentor teacher or university supervisor) should conference with the teacher intern to

review the results of the assessment.

The formative and summative observation scores and comments must be entered in Watermark. The scores

from the formative assessments will not count towards the intern’s grade. The formative observation should be

used to provide on-going feedback to the teacher intern and to inform them of their strengths and weaknesses

as an educator. The scores from the summative assessments, along with points from additional assignments,

will be used in calculating the teacher intern's final grade.

97

Reflection on Teaching and Learning

An important objective of the teacher preparation program is to develop the preservice teacher's ability to think

systematically about practice, learn from experience, and revise practice when necessary. The teaching

internship provides the opportunity for the growth of the prospective teacher through experiences, self-

evaluation and reflection. The reflective teacher continually evaluates the effects of his/her choices and actions

on others (students, parents, and other professionals in the learning community) and actively seeks

opportunities to grow professionally. A reflective teacher also has been described as a problem solver, a self-

monitoring teacher, a hypothesis maker, a self-analytic teacher, an action researcher, an inquirer, and an

adaptive teacher.

MDE’s Professional Growth System includes the Teacher Growth Rubric (TGR) that focuses on four domains:

Lesson Design, Student Understanding, Culture and Learning Environment, and Professional Responsibilities.

Resources for using the TGR for reflection on teaching and learning can be located at

https://www.mdek12.org/OEE/Teacher.

How can reflection about teaching and learning be encouraged? Pultorak (1993) developed a taxonomy of

questions that he believes will lead to reflective thinking.

• What effect or impact did the lesson have on student learning?

• What were essential strengths of the lesson?

• What, if anything, would you change about the lesson?

• Do you think the lesson was successful? Why?

• Which conditions were important to the outcome?

• What, if any, unanticipated learning outcomes resulted from the lesson?

• Can you think of another way you might have taught this lesson?

• Can you think of other alternative approaches to teaching this lesson that might improve the learning process?

• Do you think the content covered was important to students?

• Did any moral or ethical concerns occur as a result of the lesson?

By using questions such as these during conferences, supervisors can help teacher interns analyze their

teaching, consider problems, look at issues in new ways, and consider alternatives that were not apparent prior

to the conference.

Teacher interns can develop their own ability to think about practice and learn from experience by asking

themselves the following questions:

• Did the students learn anything today? Why or why not?

• What did I learn today? How did I learn it?

• How will what I learned today help me in future teaching situations?

Pultorak, E. G. (1993). Facilitating Reflective Thought in Novice Teachers. Journal of Teacher Education, 44 (Sept.-Oct.): 288-295.

https://www.mdek12.org/OEE/Teacher

teaching internship handbook

Documents