Internship Midpoint Assessment Instrument EDUCATE Alabama

Internship Midpoint Assessment Instrument – EDUCATE Alabama Rubric #8

Assessment Completed by University Supervisor and cooperating teacher at the Midpoint of the Internship. (Instructions: This rubric is used by the university supervisor and the cooperating teacher at the midterm during the internship to assess the pre-service candidate’s abilities. The rubric was developed from the Alabama Continuum for Teacher Development with AQTS Indicators for Pre-service and Beginning Teachers. The indicators describe the initial skills and abilities that a pre-service or novice teacher should aim to develop over the course of the induction period.)

Candidate’s Name: Name of Cooperating Teacher:

School: Date:

Banner #: Major: Subject/Grade Level:

RATING SCALE: 1 – Unacceptable 2 – Acceptable 3 – Good 4 – Exemplary NO-Not Observed

The pre-service candidate demonstrates the ability to perform the following: Rating Scale

Standard One: Content Knowledge 1 2 3 4 NO

1.1 Knows the core concepts, facts, and procedures comprising subject matter and their relationship to specific curricular areas.

1.2 Values and uses learners’ interests and experiences when introducing new content.

1.3 Knows the importance of making curriculum relevant to learners. Utilizes opportunities to identify real life connections across curriculum.

1.4 Plans instructional activities that align with Alabama’s Courses of Study.

1.5 Considers various learner needs in designing instructional plans using available resources and materials.

Total for Standard One: Content Knowledge OUT OF 20 POSSIBLE

Standard Two: Teaching and Learning 1 2 3 4 NO

2.1 Establishes rules for classroom management. Implements organization and management strategies in response to specific classroom issues or individual learner needs. Provides encouragement to learners for positive behaviors. 2.2 Establishes rapport with individual learners. Acknowledges incidents of unfairness and disrespect.

2.3 Responds to unsafe situations as they occur. Implements routines and procedures within the classroom, including plans for transition. Identifies motivational techniques and utilizes available visuals to stimulate learner interest in topics of study. 2.4 Identifies cognitive, social and emotional needs of learners. Follows required guidelines in standards-based instruction for establishing academic learning goals.

2.5 Establishes learning and behavior goals and communicates them to learners. Provides feedback on achievement of learning and behavior goals. Meets with individual learners to promote their increased responsibility in meeting goals. 2.6 Teaches lessons provided in available curriculum and resources. Implements corresponding instructional strategies.

2.7 Creates learning activities using available teaching resources and scope sequence guides. Understands use of effective questioning strategies to engage learners in thinking about and learning the content. Supports and encourages individual learners to achieve. Becomes informed about additional resources to support learners. 2.8 Implements required district and site assessments to monitor progress in relation to content standards. Shares assessment results with learners following required timelines. Recognizes confusion in students and re-teaches lessons. 2.9 Administers required school and district summative assessments.

2.10 Collects and records required documentation of student learning aligned with content standards using available resources and technology. Shares assessment feedback with learners, families/guardians, and appropriate school personnel at required reporting periods. 2.11 Reviews standardized assessment data and uses basic understandings of individual and class performance for planning.

Total for Standard Two: Teaching and Learning OUT OF 44 POSSIBLE

Standard Three: Literacy 1 2 3 4 NO

3.1 Uses standard spoken and written language to support clear communications with learners, families/guardians, colleagues and other audiences. Listens to speakers and uses some questioning strategies to clarify own understanding. 3.2 Recognizes confusion in some learners during instruction and responds with additional support. Uses assistive technologies provided for individual learners to facilitate communication.

3.3 Uses available age-appropriate instructional strategies to support learners to read and comprehend curriculum within and across content areas. Seeks supports for struggling learners to improve fluency.

3.4 Teaches reading strategies by following available guidelines in manuals and texts.

3.5 Begins to notice and use opportunities for mathematical problem solving to further understanding of content across disciplines. Encourages learners to approach mathematical problem solving in various ways. 3.6 Utilizes available resources to communicate mathematical concepts, processes, and symbols.

3.7 Uses available site-based technological resources primarily based on suggestions from colleagues.

3.8 Provides learners with some available hardware and software to support content learning, completion of assignments, and/or practice of basic skills.

Total for Standard Three: Literacy OUT OF 32 POSSIBLE

Standard Four: Diversity 1 2 3 4 NO

4.1 Is aware of diverse cultural, ethnic groups, and language backgrounds represented among learners. Selects instructional strategies, resources, and technologies with some consideration for diverse learners. 4.2 Follows available guidelines for periodic communications with families/guardians. Is aware of differences in communication modes between self and learners and their families/guardians. Varies instruction to increase learner participation. 4.3 Is aware of the need to consider own assumptions, attitudes, and expectations about learners. Begins to reflect on possible personal biases and their impact on learning.

4.4 Recognizes the value of using learners’ native language and linguistic background during instruction. Works with colleagues and community to provide native language support services to learners as available. 4.5 Utilizes available program materials for second language instruction. Uses some English Language Development (ELD) strategies for content instruction.

4.6 Identifies learners with difficulties in learning. Uses available materials to re-teach skills and concepts.

4.7 Assists in identifying at-risk students, gifted students and those with disabilities, as appropriate. Has basic understanding of laws and policies regarding exceptional learners. Implements IEP’s and 504 plans with support from staff as needed. 4.8 Varies some instructional activities to provide options for learners with learning differences and disabilities. Provides some visuals as environmental references using available resources.

4.9 Demonstrates understanding of the research on learning styles and multiple intelligences and considers ways these influence learners’ academic growth and access to content.

4.10 Selects instructional strategies and resources that address some learning styles and intelligences represented in classroom.

Total for Standard Four: Diversity OUT OF 40 POSSIBLE

Standard Five: Professionalism 1 2 3 4 NO

5.1 Communicates with families/guardians to share learning goals. Responds to issues as they arise. Has basic communication protocols in place. Communicates with colleagues and shares resources for each learner’s growth, including learners on an Individual Education Plan and/or 504 Plan. 5.2 Sets required individual professional goals. Participates in job-embedded professional development related to school, district, and state goals.

5.3 Shares resources with colleagues, families, and community members to enhance teaching and learning.

5.4 Sets required individual professional goals. Participates in job-embedded professional development related to school, district, and state goals.

5.5 Locates information and identifies key contacts to access laws and policies. Builds understanding of local, state, and federal requirements related to students’ and teachers’ rights, and student plans, including those with IEP’s. Total for Standard Five: Professionalism OUT OF 20 POSSIBLE

TOTAL FOR ALL 5 STANDARDS OUT OF 156 POSSIBLE

Discussion must follow the completion of the assessment. Triad discussions between the intern, cooperating teacher, and supervisor are encouraged and are the best methods for formative feedback for interns at the midpoint of the internship. If triad discussions are not possible, it is essential that a discussion between the cooperating teacher and intern or supervisor and intern follow the completion of the assessment rubric. Comments must be included in the section below entitled “comments”.

Comments:

University Supervisor: ______Date: ______And/Or Cooperating Teacher: ______Date: ______And Intern Candidate: ______Date: ______