Internship Assessment Rubric
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1 Internship Assessment Rubric Directions: The following rubric is to be used as a guide to determine the score for the Midpoint and Final Internship Assessment Summary Sheets. Interns must earn a Proficient rating by the final to earn a passing grade. Undergraduate Students: S/U (At least all Ps by Final) Graduate Students: A/B/F (An A grade will be assigned only if an intern is performing at mostly an Exemplary level by the Final) FEAP/ Instructional Design and Lesson Planning 1.a. 1.b. 1.c. 1.d. 1.e. Aligns instruction with state-adopted standards and s keen awareness of developmentally appropriate rigor. Sequences lessons and concepts in a comprehensive manner with a broad scope and sequence. Designs instruction for s to achieve mastery and s keen mastery. Selects alternative monitors learning with a comprehensive learning. Uses diagnostic data to plan for fluid and flexible grouping of Aligns instruction with state-adopted standards at the appropriate level of rigor. Sequences lessons and concepts to ensure coherence and required prior knowledge Designs instruction for s to achieve mastery. Selects appropriate formative assessments to monitor learning. Uses diagnostic data to plan lessons. aligns instruction with state-adopted standards with inappropriate rigor. sequences lessons and concepts to ensure coherence and required prior designs instruction for s to achieve mastery. selects appropriate formative assessments to monitor learning. uses diagnostic data to plan lessons. state-adopted standards and appropriate rigor. lesson sequence and required prior designing instruction to achieve mastery. Consistently selects inappropriate formative assessments to monitor learning. Consistently does not use diagnostic data to plan lessons.
2 1.f. Develops unique and challenging learning experiences that require s to a variety of applicable skills and competencies that incorporate higherorder thinking and non-traditional methods of learning. Develops learning experiences that require s to a variety of applicable skills and competencies. develops learning experiences that require s to a variety of applicable skills and competencies; learning experiences tend to be one dimension. Consistently develops learning experiences that do not require s to a variety of applicable skills and competencies.
3 FEAP/ The Learning Environment 2.a. 2.b. 2.c. 2.d. 2.e. 2.f. Organizes, allocates and manages the resources of time, space, and attention, to facilitate enriched learning and alternative instruction. Manages individual and class behaviors through a well-planned management system that is -led and driven. Creates an environment where all s are engaged, enriched, and exponential growth. Empathizes, promotes, advocates, and facilitates development of s cultural, linguistic, and family background. Exceptional modeling of clear, acceptable oral and written skills. Exceptional facilitation of openness, inquiry, fairness and support. Organizes, allocates and manages the resources of time, space, and attention. Manages individual and class behaviors through a wellplanned management system. Conveys high expectations to all Respects s' cultural, linguistic, and family background. Models clear, acceptable oral and written skills. Maintains a climate of openness, inquiry, fairness and support. organizes, allocates and manages the resources of time, space and attention. manages class behaviors through a planned management system. conveys high expectations to all respects s cultural, linguistic, and family background models clear, acceptable oral and written skills. maintains a climate of openness, inquiry, fairness and support. organize, allocate, nor manage the resources of time, space, and attention. manage individual and class behaviors through a wellplanned management system. convey high expectations to all respect s cultural, linguistic, and family background. model clear, acceptable oral and written skills. maintain a climate of openness, inquiry, fairness and support.
4 2.g. 2.h. 2.i. Engages s in facilitated learning by integrating current information and technologies for Consistently differentiates instruction to accommodate differing needs of diversity of s through fluid and flexible grouping. Utilizes current and emerging assistive technologies that engage s in selfdriven, high-quality interactions to achieve their educational goals. Integrates current information and technologies. Adapts the learning environment to accommodate the differing needs and diversity of Utilizes current and emerging assistive technologies that enable s to participate in high-quality interactions and achieve their educational goals. integrates current information and technologies. adapts the learning environment to accommodate the differing needs and diversity of utilizes current and emerging assistive technologies that enable s to participate in highquality interactions and achieve their educational goals. integrate current information and technologies. adapt the learning environment to accommodate the differing needs and diversity of utilize current and emerging assistive technologies that enable s to participate in high-quality interactions and achieve their educational goals.
5 FEAP/ Instructional Delivery and Facilitation 3.a. 3.b. 3.c. 3.d. 3.e. Facilitates exceptional lessons through -driven, and highly engaging alternative instruction. Exceptionally deepens and enriches s' understanding through content area literacy strategies, verbalization of thought, and application of the subject matter. Consistently identifies gaps in s subject matter knowledge with keen analysis of progress. Modifies instruction to respond to preconceptions or misconceptions in an exceptionally efficient and effective manner. Exceptionally intertwines subject matter through high level integration and interdisciplinary approaches. Delivers engaging and challenging lessons. Deepens and enriches s' understanding through content area literacy strategies, verbalization of thought, and application of the subject matter. Identify gaps in s' subject matter Modifies instruction to respond to preconceptions or misconceptions. Relates and integrates the subject matter with other disciplines and life experiences. delivers engaging and challenging lessons. deepens and enriches s' understanding through content area literacy strategies, verbalization of thought, and application of the subject matter. identifies gaps in s' subject matter modifies instruction to respond to preconceptions or misconceptions. relates and integrates the subject matter with other disciplines and life experiences. deliver engaging and challenging lessons. deepen or enrich s' understanding through content area literacy strategies, verbalization of thought, and application of the subject matter. identify gaps in s' subject matter modify instruction to respond to preconceptions or misconceptions. relate and integrate the subject matter with other disciplines and life experiences.
6 3.f. Facilitates higherorder thinking through exceptional, meaningful and mindful questioning techniques. Employs higher-order questioning techniques. employs higherorder questioning techniques. employ higher-order questioning techniques. 3.g. 3.h. 3.i. 3.j. High-level application of varied instructional strategies and resources to provide comprehensible instruction at complex levels and to teach for understanding, using exceptional resources and alternative methods of instruction. Exceptional differentiation of learning based on high-level assessment of needs and recognition of individual differences. Facilitates immediate and specific feedback through effective peer interaction, and highquality cooperative learning. Facilitates feedback and monitoring to adjust upon high-quality and exceptional orchestration of differentiated instruction. Applies varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for understanding. Differentiates instruction based on an assessment of learning needs and recognition of individual differences in Supports, encourages, and provides immediate and specific feedback to s to promote achievement. Utilizes feedback to monitor instructional needs and to adjust instruction. applies varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for understanding. differentiates on an assessment of learning needs and recognition of individual differences in supports, encourages, and provides immediate and specific feedback to s to promote achievement. utilizes feedback to monitor instructional needs and to adjust instruction. apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for understanding. differentiate on an assessment of learning needs and recognition of individual differences in support, encourage, and provide immediate and specific feedback to s to promote achievement. utilize feedback to monitor instructional needs and to adjust instruction.
7 FEAP/ Assessment 4.a. 4.b. 4.c. 4.d. 4.e. Demonstrates exceptional analysis of data assessments from multiple sources and measures to diagnose s learning needs to inform instruction based on those needs. Designs and aligns non-traditional formative and summative assessments that match learning objectives and lead to mastery. Uses a variety of sophisticated assessment tools to monitor progress, achievement and learning gains. Exceptionally modifies testing condition to accommodate learning styles and varying levels of Frequently and consistently shares the importance and outcome of assessment data with the and the 's parent(s)/ caregiver(s); exceptional parent interaction Analyzes and applies data from multiple measures to diagnose s' learning needs, informs on those needs, and drives the learning process. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery. Uses a variety of assessment tools to monitor progress, achievement and learning gains. Modifies testing conditions to accommodate learning styles and varying levels of Shares the importance and outcome of assessment data with the and the 's parent(s)/ caregiver(s) analyzes and applies data from multiple measures to diagnose s' learning needs, informs instruction based on those needs, and drives the learning process. designs and aligns formative and summative assessments that match learning objectives and lead to mastery. Uses limited assessment tools to monitor progress, achievement and learning gains. modifies testing conditions to accommodate learning styles and varying levels of shares the importance and outcome of assessment data with the and the 's parent(s)/ caregiver(s); limited parent interaction analyze and apply data from multiple measures to diagnose s' learning needs, informs on those needs, and drives the learning process. design and align formative and summative assessments that match learning objectives and lead to mastery. use a variety of assessment tools to monitor progress, achievement and learning gains. modify testing conditions to accommodate learning styles and varying levels of share the importance and outcome of assessment data with the and the 's parent(s)/ caregiver(s); minimal parent interaction
8 4.f. Exceptional skills in applying technology to organize and integrate assessment information. Applies technology to organize and integrate assessment information. applies technology to organize and integrate assessment information. apply technology to organize and integrate assessment information.
9 FEAP/ Continuous Professional Improvement 1.a. 1.b. Designs exceptional, purposeful, and goals to strengthen the on s' needs. Examines and uses cutting-edge, datainformed research to improve instruction and achievement. Designs purposeful goals to strengthen the instruction based on s' needs. Examines and uses datainformed research to improve instruction and achievement Limited design of purposeful and goals to strengthen the on s' needs. examines and uses data-informed research to improve instruction and achievement design goals that are purposeful and to strengthen the on s' needs. uses data-informed research to improve instruction and achievement. 1.c. 1.d. Uses a variety of data, independently, and with exceptional collaboration with colleagues, to evaluate learning outcomes, adjust planning and continuously improve the the lessons. Exceptional collaboration with the home, school and larger communities to foster and to support learning and continuous improvement. Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning and continuously improve the the lessons. Collaborates with the home, school and larger communities to foster and to support learning and continuous improvement. uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning and continuously improve the the lessons. Inconsistent collaboration with the home, school and larger communities to foster and to support learning and continuous improvement. use a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning and continuously improve the the lessons. Minimal or no collaboration with the home, school and larger communities to foster and to support learning and continuous improvement.
10 1.e. 1.f. Exceptional engagement in targeted growth opportunities and reflective practices. Effectively, consistently, and frequently implements knowledge and skills learned in development in the teaching and learning process. Engages in targeted growth opportunities and reflective practices. Implements knowledge and skills learned in development in the teaching and learning process. Limited engagement in targeted growth opportunities and reflective practices. Limited implementation of knowledge and skills learned in development in the teaching and learning process. engage in targeted growth opportunities and reflective practices. implement knowledge and skills learned in development in the teaching and learning process.
11 FEAP/ Professional Responsibility and Ethical Conduct 2 UCF D8 2 UCF D1 2 UCF D3, D5, D6 2 UCF D4 Exceptional modeling, advocacy, and promotion of high academic standards for all learners. Empowers all s to believe they can learn. Demonstrates exceptional fairness and equity; exceptionally promotes social justice and democracy. Values diversity in an exceptional manner. Maintains high academic standards for all learners. Believes all s can learn. Demonstrates fairness and equity; promotes social justice and democracy. Values diversity. maintains high academic standards for all learners. Limited demonstration of belief that all s can learn. Limited demonstration of fairness and equity; limited promotion of social justice and democracy. s valuing of diversity. Low expectations; does not maintain high academic standards for all learners. belief that all s can learn. fairness and equity; does not value social justice and/or democracy. value diversity. 2A Collaborating Teacher Verification Sign-in Records Exceptional patterns in attendance and punctuality; always meets deadlines Meets deadlines, punctual, exhibits regular attendance. Inconsistent patterns in punctuality and attendance; does not always meet deadlines. Poor attendance patterns and punctuality; rarely meets deadlines. 2B Collaborating Teacher Verification Works exceptionally well with others; uses feedback to improve; s exceptional reflection skills to improve practice. Works well with others; accepts feedback and constructive criticism; is a reflective practitioner. works well with others; limited acceptance of feedback and constructive criticism Rarely works well with others; does not accept feedback and/or constructive criticism; is not a reflective practitioner.
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