WEST VIRGINIA UNIVERSITY COLLEGE OF EDUCATION AND HUMAN SERVICES FIVE-YEAR TEACHER EDUCATION PROGRAM INTERN PERFORMANCE ASSESSMENT RUBRICS (Practicum 5 - EDUC 612 Intern Fall Semester) (All Content Areas)
WVU/BENEDUM COLLABORATIVE FIVE-YEAR TEACHER EDUCATION PROGRAM EDUC 612 INTERN Fall Semester PERFORMANCE ASSESSMENT RUBRICS Name: PDS: BACKGROUND The WVU Five-Year Teacher Education Program is a nationally recognized, rigorous teacher preparation program. Graduates from this program are typically recognized as being among the top teacher candidates in the nation. The program is designed not just to meet but to exceed existing national standards, such as those put forward by the West Virginia Professional Teaching Standards (WVPTS), the National Council for Accreditation of Teacher Education (NCATE), and the International Society for Technology in Education (ISTE). The program s ten Characteristics of a Novice Teacher provide both a framework for the teacher education program as well as the standards by which we measure Pre-Service Teacher Candidates performance as they progress through the program. These rubrics, organized around the ten Characteristics, are a critical tool in the performance assessment process. They not only serve as an assessment tool, they also are intended to be used as a guide for the requirements of the Internship. PURPOSE Performance rubrics have been developed for advanced practica in the Five-Year Teacher Education Program to help Mentor teachers and Pre-Service Teacher Candidates make explicit the expectations related to the complex set of behaviors novice teachers engage in during their Internship. Rather than abstract assessments that leave Interns unsure of requirements and levels of performance, rubrics should leave little doubt about performance assessment. USE Mentor teachers and Interns should familiarize themselves with the rubrics before the Internship begins. Then, use the rubrics each week to assess performance and complete the weekly evaluation form, the midterm and final Internship Rubrics Scoring Forms, and the Mentor Teacher Recommendation letter. LEVELS Interns and Mentor teachers should orient themselves to the rubrics by looking first at the Basic column and consider this to be a minimum performance expectation (i.e., the starting point from which to work, as opposed to one s goal). However, please note that if a Pre-Service Teacher Candidate only scores at the Basic level in all areas, as a result he or she still will not have earned a passing score. With this in mind, Interns cannot rely on scoring in the Basic category only and expect to be awarded a passing score for his or her Internship and proceed in the program. Therefore, it will be important for the PST to focus on, and strive toward, earning no less than a Basic score for only a few sub-portions of individual performance elements, while achieving a Proficient scoring for as many of the others as possible in order to earn a grade higher than a C. In this manner, an Intern could anticipate having earned a passing score for his or her PDS performance. A Proficient performance score reflects a preferred performance and one that should be targeted for Interns. Because specific wording for performance designations can often be incorrectly interpreted to suggest an expectation of perfection, we have removed the Distinguished category terminology. With this in mind, please refrain from holding Pre-Service Teacher Candidates to a standard that demands perfection (something that few, if any, of us ever achieve) when awarding scores.
SPLIT PLACEMENTS As we prepare for the newly Teacher Performance Assessment requirements that are being introduced to all Teacher Preparation Programs throughout West Virginia, we will no longer be able to practice Split Placements for Practicum 5/the Internship semester. Therefore, we will no longer be needing to combine information from two sources or placements as in the past. SCORING There are 2 places to check-off each indicator. The first place is a circle - ; the second is a square -. The circle is for the midterm assessment; the square is for the final end-of-semester assessment. It is not expected that all indicators will be checked at midterm or that all of those checked will be checked at the Proficient level at that time, but it is expected that they will all be checked by the end of each semester and the level of performance will have improved (if/when there is room for improvement). It is important to keep in mind that some indicators are intended to describe regular behaviors (such as effective communication) that should be exhibited each time an activity occurs, while other indicators are intended to document the accomplishment of activities that may only occur a few times during the semester or may only be possible late in the semester. Hence, the rubrics are cumulative. Certification requirements vary across content areas. Because of this, additional content-specific rubrics may also need to be completed. There may be times when a Pre-Service Teacher Candidate - Intern is unable, for reasons beyond his or her control, to meet an expectation. In these rare occasions, the indicator should be marked N/A (not applicable) and a note should be attached to the Final Intern Rubrics Scoring Form. N/A is to be used only with note of documentation of special circumstances, signed by the mentor teacher. There are adjusted scales on the Final Intern Rubrics Scoring Form to be used in the case of N/As being assigned for up to 5 indicators. There is an area on the rubric for you to note the scores your Intern earns at the end of the semester for every element. While actual scores are not recorded at WVU at midterm, it is critical to mark these boxes at midterm. The midterm markings makes it clear to Interns what areas they should target for improvement during the remainder of the semester. At the end of the semester, please transfer these scores onto the Final Intern Rubrics Scoring Form GRADES In order to translate the scores on the rubrics to a recommended grade for the practicum, use the Final Intern Rubrics Scoring Form. This form, guides the mentor teacher and Intern as to how to assign points for each score and then how to tally these scores and assign a grade. There are certain conditions under which an Intern will receive an automatic failing grade, an F for the practicum. These include not returning all borrowed materials to the mentor teacher and/or the school, not paying a lunch bill in full, or three (3) unexcused absences. In addition, any action taken by an Intern that is deemed unacceptable by the host PDS may result in receiving an F and dismissal from the PDS (for example, using profanity in interactions with students and/or faculty, fraternization with students and/or faculty, alcohol or other substance abuse, physical violence, dishonesty, or any other major violation of the school/pds handbook). A FINAL NOTE... To be accurate, Intern performance must be scrutinized carefully, and this set of rubrics used with rigor. Our goal is that these rubrics will not only help mentor teachers and Interns authentically capture the Intern s performance at this point in time, but also be a tool to help Interns improve as they continue to experience and practice the role of teacher.
PDS: NAME: [INTERNS ALL AREAS] CHARACTERISTIC 1: WE BELIEVE THAT THE NOVICE TEACHER SHOULD HAVE A COMMITMENT TO AND SKILLS FOR LIFE-LONG LEARNING. Definitions: A novice teacher is a teacher education program graduate entering teaching. Life-long learning is a continuing search for knowledge and understandings. (See http://facultyportal.cehs.wvu.edu/cils/stallings/courses/educ612 for details.) Element 1.1: Documents and assesses strengths and weaknesses. 1.1.1 WVPTS: 4B ISTE: 1D O Did not participate in a meeting initiated by mentor teacher to discuss and identify strengths and weaknesses in classroom practice. O Participated in a meeting initiated by mentor teacher to discuss strengths and weaknesses and develop action plans. O Initiated face-to-face or electronic weekly meetings with mentor teacher to discuss strengths and weaknesses and develop action plans. O Initiated, prepared for, and focused face-to-face or electronic weekly meetings with mentor teacher to discuss strengths and weaknesses and develop action plans. 1.1.2 WVPTS: 4A O Did not provide evidence of strengths and weaknesses. O Provided some evidence of strengths and weaknesses. O Provided some evidence of strengths and weaknesses, and suggested some strategies for improving practice. O Provided compelling documentation of strengths and weaknesses, and actively contributed to the development of improvement strategies and an implementation plan. Element 1.2: Takes responsibility for professional development. 1.2.1 WVPTS: 5B ISTE: 5A O Did not participate in any professional activity. O Participated in 1 professional activity. O Participated in 2 or more professional activities and presented/offered 1 or more professional development activity O Participated in 4 or more professional development activities and took initiative for preparing and presenting/offering 2 or more professional development activities (orientation for tutors/participants, presentation at local/state/national conference, technology integration presentation for PDS faculty, participation in a professional listserv or chat room, etc.). 1.2.2 WVPTS: 5B O Did not attend a PDS governance meeting. O Attended 1 PDS governance meeting. O Attended 2 PDS governance meetings (site steering committee, Faculty Senate, etc.) O Attended 2 or more PDS governance meetings, and played an active role in the meetings. 1.2.3 WVPTS: 5C O Not involved in teaching, assisting and/or observation processes while in the school. O Minimally involved in teaching, assisting and observation processes while in the school. O Often involved in teaching, assisting and observation processes while in the school (not working on homework, etc.) O Took the initiative to be consistently involved in teaching, assisting and observation processes while in the school. Internship Rubric Page 1
Element 1.3. Displays dispositions for teaching and learning 1.3.1 WVPTS: 5I O Did Not demonstrate a teacher demeanor including enthusiasm, initiative, self-motivation, calm, even temper, and command of the classroom. O Minimally demonstrated a teacher demeanor including enthusiasm, initiative, self-motivation, calm, even temper, and command of the classroom. O Often demonstrated a teacher demeanor including enthusiasm, initiative, self-motivation, calm, even temper, and command of the classroom. O Consistently demonstrated a teacher demeanor including enthusiasm, initiative, selfmotivation, calm, even temper, and command of the classroom. 1.3.2 WVPTS: 5C 1.3.3 WVPTS: 3F O Did not make available at least 1 emergency lesson plan. O Did not demonstrate perseverance when challenged, flexibility and ability to deal with ambiguity and last minute demands. O Made available at least 1 emergency lesson plan. O Demonstrated minimal perseverance when challenged, flexibility and ability to deal with ambiguity and last minute demands. O Made available at least 2 emergency lesson plans, one of which includes instructional technologies. O Often demonstrated perseverance when challenged, flexibility and ability to deal with ambiguity and last minute demands. O Made available more than 3 emergency lesson plans. Include this score when calculating the final grade. O Consistently demonstrated perseverance when challenged, flexibility and ability to deal with ambiguity and last minute demands. Final Score for Characteristic 1: Comments: Internship Rubric Page 2
CHARACTERISTIC 2: WE BELIEVE THAT THE NOVICE TEACHER SHOULD BE AN EFFECTIVE COMMUNICATOR. Definition: An effective communicator is one who expresses and receives ideas, messages, or information through appropriate spoken, written, and non-verbal forms. (See http://facultyportal.cehs.wvu.edu/cils/stallings/courses/educ612 for details.) Element 2.1: Effectively communicates in oral forms. STANDARDS UNSATISFACTORY = 0 EMERGING = 1 BASIC = 2 PROFICIENT =3 2.1.1 O Rarely effective in communicating orally using standard English. O Often effective in communicating orally using standard English. O Minimally effective in communicating orally using standard English but with some regularly occurring errors in pronunciation or grammar. O Consistently effective in communicating orally using standard English (teaching, talking to students, faculty). Element 2.2: Effectively communicates in written and non-verbal forms. 2.2.1 ISTE: 3C O Rarely effective when communicating in writing. 2.2.2 WVPTS: 5E ISTE: 3B O No use of computer technology to communicate and keep records. O Minimally effective when communicating in writing using standard written English - but with some regularly occurring errors in spelling or grammar. O Used computer technology to communicate and keep records. O Often effective when communicating in writing using standard written English. (teaching, lesson plans, notes to students, etc.) O Often used computer technology to communicate and keep records including posting student grades online where available. O Consistently effective when communicating in writing using standard written English. O Consistently used computer technology to communicate and keep records including posting student grades online where available. Element 2.3: Uses appropriate professional terminology, i.e. educational, technical, and content-related. 2.3.1 O Did Not use appropriate professional terminology. O Minimal use of appropriate professional terminology. O Often used appropriate professional terminology. O Consistently used appropriate professional terminology. Internship Rubric Page 3
Element 2.4: Effectively communicates with diverse audiences (i.e. diverse learners, parents, colleagues). 2.4.1 WVPTS: 5D O Did not demonstrate an understanding of the procedures related to an individual student s designated special education program or eligibility for special services. O Demonstrated minimal understanding of the procedures related to an individual student s designated special education program or eligibility for special services. O Demonstrated an average understanding of the procedures for and attended a meeting (with parental permission) for an individual student required as part of his/her designated special education program (IEP) and/or an SAT/SST/SBAT/ special education eligibility meeting. O Demonstrated a strong understanding of the procedures for, attended, and (if appropriate and with parental permission), participated in a meeting for an individual student required as part of his/her designated special education program and/or an SAT/SST/SBAT/ special education eligibility meeting. 2.4.2 WVPTS: 5F ISTE: 3C O Did not establish a strategy for regular communication with parents. O Established inconsistent strategies and irregular practices regarding communication with parents (such as via e-mail, e- newsletter, additions to a mentor teacher web site, or creation of a class web site.) O Established and consistently used at least 1 strategy for regular communication with parents (such as via e-mail, e-newsletter, additions to a mentor teacher web site, or creation of a class web site.) O Established and consistently used multiple strategies for regular communication with parents (such as via e-mail, e-newsletter, additions to a mentor teacher web site, or creation of a class web site.) Final Score for Characteristic 2: Comments: Internship Rubric Page 4
CHARACTERISTIC 3: WE BELIEVE THAT THE NOVICE TEACHER SHOULD RECOGNIZE THAT TEACHING IS A PROFESSIONAL, MORAL, AND ETHICAL ENTERPRISE, SHOULD UNDERSTAND MORAL ISSUES AND ETHICAL PRACTICES IN EDUCATIONAL ENVIRONMENTS, AND SHOULD HAVE DEVELOPED ETHICAL FRAMEWORKS WHICH FACILITATE EFFECTIVE TEACHING. Definition: The terms moral and ethical are used here to refer to those value choices concerning actions and attitudes that affect more than one person or which affect one s own character, thereby affecting others (Strom, 1989, p.268). (See http://facultyportal.cehs.wvu.edu/cils/stallings/courses/educ612 for details.) Element 3.1: Demonstrates a commitment to professionalism. 3.1.1 WVPTS: 5I O Rarely arrived at designated time. O Sometimes arrived at designated time. O Consistently arrived at designated time. O Consistently arrived on time and put in extra preparation 3.1.2 WVPTS: 5I 3.1.3 WVPTS: 1D 3.1.4 WVPTS: 4B ISTE: 5B O Rarely appropriately attired. O Did not have most lesson plans approved 24-48 hours in advance. Most unit plans not completed and approved at least 3 days before teaching. O Did not mentor next cohorts. 3.1.5 O Did not demonstrate an adequate understanding of and/or assume the teacher s role/responsibilities both in and out of the classroom. O Sometimes appropriately attired. O Had some, but not all, lesson plans approved 24 hours in advance. Some, but not all, unit plans completed and approved before teaching. O Minimally mentored next cohorts. O Minimally demonstrated an understanding of and sometimes assumed the teacher s role/responsibilities both in and out of the classroom. O Often appropriately attired according to the school s standards. Nametag worn. O Had all lesson plans approved 24 hours in advance. All unit plans completed and approved before teaching. O Sometimes mentored next cohorts (seminars, observations, orientations, introduction to PDS s available technologies, etc.) O Often demonstrated an understanding of and often assumed the teacher s role/responsibilities both in and out of the classroom. time. O Consistently appropriately attired according to the school s standards. Nametag worn. O Had all lesson plans approved and revised (if needed) 24-48 hours in advance. All unit plans completed and approved and revised at least 3 days before teaching. O Often took initiative to mentor next cohorts (seminars, observations, orientations, introduction to PDS s available technologies, etc.) O Consistently demonstrated an understanding of and took initiative to assume the teacher s role/responsibilities both in and out of the classroom. Internship Rubric Page 5
Element 3.2: Acts as a moral and ethical member of the school community. 3.2.1 WVPTS: 5I O Did not maintain confidentiality regarding student information. O Maintained minimal confidentiality regarding student information. O Often maintained confidentiality regarding student information. O Consistently maintained confidentiality regarding student information. 3.2.2 WVPTS: 5I 3.2.3 ISTE: 4A 3.2.4 WVPTS: 5G ISTE: 4C O Did not demonstrate adequate respect for the interests and welfare of students, parents and/or other professionals in action and/or attitude. O Did not become familiar with and/or sign the PDS s Technology Acceptable Use policy. O Did not demonstrate adequate familiarity with the PDS school handbook. O Demonstrated minimal respect for the interests and welfare of students, parents and other professionals in action and attitude. O Signed and demonstrated minimal familiarity with the PDS s Technology Acceptable Use Policy. O Demonstrated minimal familiarity with the PDS school handbook in actions. O Demonstrated clear respect for the interests and welfare of students, parents, and other professionals (including other pre-service teachers) in action and attitude. O Signed and demonstrated general familiarity with the PDS s Technology Acceptable Use Policy in actions. (Applicable for those in new PDSs only) O Demonstrated general familiarity with the PDS School handbook in actions (rules for student conduct, Safe Schools Act, technology portion of the Five-Year Plan). O Demonstrated clear respect for the interests and welfare of students, parents, and other professionals in action and attitude, and encouraged others to be respectful. O Signed and demonstrated strong familiarity with the PDS s Technology Acceptable Use Policy in actions and encouraged students to comply as appropriate. O Demonstrated strong familiarity with the PDS School handbook in actions and encouraged others to comply when appropriate. Element 3.3: Moral and ethical obligations are reflected in teaching practices. 3.3.1 WVPTS: 5E O Rarely assisted in tasks related to supervision of pupils. O Minimally assisted in tasks related to supervision of pupils. O Often assisted in tasks related to supervision of pupils (bus duty, hall duty, O Routinely volunteered to assist tasks related to supervision 3.3.2 WVPTS: 2D 3.3.3 WVPTS: 3B Comments: O Did not participate in establishing appropriate classroom rules and expectations. O Talked inappropriately with students. O Participated minimally in establishing appropriate classroom rules and expectations. O Inconsistently talked appropriately with students in some settings in school, out of school and with technology, e.g. social networks. Final Score for Characteristic 3: lunch duty, etc.) O Actively participated in establishing appropriate classroom rules and expectations (and posted to mentor teacher s web site where available). O Usually talked appropriately with students in all settings in school, out of school and with technology, e.g. social networks. of pupils. O Routinely took initiative for establishing appropriate classroom rules and expectations. O Routinely talked appropriately with students in school and established and/or used a plan to leverage technology as a way to enhance appropriate out of school communication with students. Internship Rubric Page 6
CHARACTERISTIC 4: WE BELIEVE THE NOVICE TEACHER SHOULD BE A FACILITATOR OF LEARNING FOR ALL STUDENTS. Definition: A facilitator is one who can either provide appropriate learning experiences and resources or find someone else to provide them. Learning is the student s active process of building meanings and knowledge. (See http://facultyportal.cehs.wvu.edu/cils/stallings/courses/educ612 for details.) Element 4.1: Understands how students differ in the approaches to learning. 4.1.1 WVPTS: 2F 4.1.2 WVPTS: 5D O Did not discuss criteria for grouping and/or individualizing instruction with mentor teacher. O Did not review and/or demonstrate an understanding of county policies, procedures, and documentation requirements for working with students with special needs. O Rarely discussed criteria for grouping and individualizing instruction with mentor teacher. O Minimally reviewed and demonstrated slight understanding of county policies, procedures, and documentation requirements for working with students with special needs. O Usually discussed criteria for grouping and individualizing instruction with mentor teacher and, when possible, became involved in these processes for organizing the learning environment. O Reviewed and demonstrated an adequate understanding of county policies, procedures, and documentation requirements for working with students with special needs. O Regularly initiated and/or participated in discussion of criteria for grouping and individualizing instruction with mentor teacher, made useful recommendations, and, when possible, became involved in these processes for organizing the learning environment. O Reviewed and consistently demonstrated a strong understanding of county policies, procedures, and documentation requirements for working with students with special needs. Internship Rubric Page 7
Element 4.2: Creates appropriate instructional opportunities for diverse learners. STANDARDS UNSATISFACTORY = 0 EMERGING =1 BASIC = 2 PROFICIENT = 3 4.2.1 WVPTS: 2C 4.2.2 WVPTS: 4B 4.2.3 WVPTS: 4B 4.2.4 WVPTS: 2A ISTE: 2C 4.2.5 WVPTS: 2A Comments: O Frequently did not maintain and/or communicate appropriate expectations for all students. O Did not seek resources to meet instructional needs of students. O Did not have a discussion about instructional planning with a special educator. O Did not make modifications in lesson plans which accommodated students with special needs. O Did not prepare and/or teach lessons incorporating multiple diversities. O Maintained and communicated minimal expectations for all students. O Minimally sought resources to meet instructional needs of students. O Rarely had discussion about instructional planning with a special educator. O Made minimal modifications in lesson plans which accommodated students with special needs. O Prepared and/or taught a lesson incorporating multiple diversities. Final Score for Characteristic 4: O Sometimes maintained and communicated high, appropriate expectations for all students. (Appropriateness of expectations based on assessment & adjusted accordingly.) O Sometimes sought resources to meet instructional needs of students. O Sometimes consulted with a special educator (or other appropriate professional) in preparing a lesson or unit plan. O Made basic modifications in lesson plans which accommodated students with special needs. O Prepared and taught 2 or more lessons incorporating multiple diversities (learning styles, prior experiences, cultural backgrounds, capabilities) O Consistently maintained and communicated high, appropriate expectations for all students. (Appropriateness of expectations based on assessment and adjusted accordingly.) O Consistently sought resources to meet instructional needs of students (consulting with speech pathologist, counselor, Title I, ESL teacher, 504 coordinator, or online resources). Include this score when calculating the final grade. O Routinely consulted with a special educator in preparing lessons or unit plans O Made thorough & appropriate modifications in lesson plans which accommodated students with special needs. O Consistently prepared and taught lessons incorporating multiple diversities. Internship Rubric Page 8
CHARACTERISTIC 5: WE BELIEVE THAT THE NOVICE TEACHER SHOULD HAVE IN-DEPTH KNOWLEDGE OF PEDAGOGY. Definition: In-depth knowledge of pedagogy includes (a) an understanding of human development and learning theories and their applications, (b) a repertoire of skills that allow for effective management of the learning process, (c) a working knowledge of instructional models and teaching strategies, and (d) an awareness of various educational philosophies. (See http://facultyportal.cehs.wvu.edu/cils/stallings/courses/educ612 for details.) Element 5.1: Understands how learners learn and develop. 5.1.1 WVPTS: 2A O Planned no learning activities for students at a variety of ability O Planned minimal learning activities for students at a variety of O Often planned learning activities for students at a variety of O Consistently planned learning activities for students 5.1.2 WVPTS: 1D ISTE: 2C 5.1.3 WVPTS: 2A 5.1.4 WVPTS: 2C levels. O Planned no learning activities based on a variety of resources for students who learn in a variety of ways O Planned no learning activities for students in developmentally appropriate ways. O Did not establish and communicate clear criteria for high quality work and students were not motivated to reach high expectations. ability levels. O Planned limited # of learning activities based on a variety of resources for students who learn in a variety of ways O Planned minimal learning activities for students in developmentally appropriate ways. O Communicated minimal criteria for high quality work and motivated students to reach high expectations. ability levels. O Often planned learning activities based on a variety of resources (including online resources and adaptive technologies) for students who learn in a variety of ways [including multiple intelligences, grouping arrangements, learning styles]. O Often planned learning activities for students in developmentally appropriate ways. O Often established and communicated clear criteria for high quality work and motivated students to reach high expectations. at a variety of ability levels. O Consistently planned learning activities based on a variety of resources for students who learn in a variety of ways. O Consistently planned learning activities for students in developmentally appropriate ways. O Consistently collaborated with students to establish clear criteria for high quality work. Communicated the criteria and motivated students to reach high expectations. Internship Rubric Page 9
Element 5.2: Manages and organizes the classroom to support appropriate behavior and learning. 5.2.1 WVPTS: 2D O Did not use successful classroom management techniques. O Minimal understanding and use of successful classroom management techniques. O Often used effective classroom management techniques, systematically tried new strategies. O Consistently used effective classroom management techniques, systematically tried new strategies. 5.2.2 WVPTS: 3B ISTE: 3C 5.2.3 WVPTS: 2F O Did not develop a record-keeping system for a student or the entire class (one that could be shared with others). O Did not arrange the classroom to facilitate learning for special needs students. O Minimally used a record-keeping system for a student or the entire class (one that could be shared with others) shared it with students. O Rarely arranged the classroom to facilitate learning for special needs students. O Developed a record-keeping system for a student or the entire class (one that could be shared with others) shared it with students and parents O Often arranged the classroom to facilitate learning for special needs students. O Developed a record-keeping system for student or the entire class (one that could be shared with others), shared it regularly with students and parents, and used it effectively to motivate students. (i.e., display chart of total points earned by the class, individual charts of progress in a skill selected by the student, individual folders for cumulative collections of each student s writing, anecdotal record, portfolios, computer-based system including electronic version of the grade book). O Consistently arranged the classroom to facilitate learning for special needs students. Element 5.3: Uses an understanding of motivation and group motivation. 5.3.1 WVPTS: 3D 5.3.2 WVPTS: 2E O Did not use motivational strategies with both individuals and groups of students. O Did not develop a group or individual behavior management plan. O Used minimal motivational strategies with both individuals and groups of students. O Developed a minimal or basic behavior management plan. O Often used a variety of effective motivational strategies with both individuals and groups of students. O Collaborated with students to develop an effective group or individual behavior management plan. O Consistently used a variety of effective motivational strategies with both individuals and groups of students. O Collaborated with students to develop an effective group or individual behavior management plan and reflected on effectiveness. 5.3.3 WVPTS: 2E O Did not respond appropriately and respectfully to misbehavior based on behavior management plan. O Minimal response to misbehavior based on behavior management plan, but was not always able to redirect behavior. O Responded appropriately and respectfully to misbehavior based on behavior management plan. O Responded appropriately and respectfully to misbehavior based on behavior management plan and helped students reflect on their behaviors. Internship Rubric Page 10
Element 5.4: Uses a variety of instructional strategies. STANDARDS UNSATISFACTORY = 0 EMERGING = 1 BASIC = 2 PROFICIENT =3 5.4.1 WVPTS: 3D O Did not implement a variety of instructional strategies in lessons. 5.4.2 WVPTS: 3E 5.4.3 ISTE: 2A O Did not develop and/or implement re-teach activities. O No use of computer technology with students in instruction. O Attempted basic instructional strategies in lessons, including active learning and students working in small groups. O Developed a few re-teach activities for a student based on an analysis of lesson assessment data. O Attempts to utilize computer technology with students in instruction were not effective. O Implemented a variety of instructional strategies in lessons, including active learning and students working in small groups. O Developed and implemented effective re-teach activities for a student based on an analysis of lesson assessment data. O When utilizing computer technology with students in instruction, it was often effective. O Effectively implemented a variety of instructional strategies in lessons, including active learning and students working in small groups and reflected on effectiveness. O Developed and implemented effective re-teach activities for multiple students based on an analysis of lesson assessment data. O When utilizing computer technology with students in instruction, it was consistently effective. Element 5.5: Develops and implements well-defined lesson and unit plans. 5.5.1 WVPTS: 1D 5.5.2 WVPTS: 1D 5.5.3 WVPTS: 1D O Did not prepare written plans for lessons and units taught. Rarely followed the standard lesson plan format used in the school or in methods courses. O Made no preparations for necessary materials and equipment before teaching. O Instruction often did not include focus, review, clear procedures, closure, and smooth transitions. O Prepared written plans for lessons and units taught. However, inconsistently followed the lesson plan format required by mentor teacher and/or coordinator. O Made limited preparations for some necessary materials and equipment before teaching. O Instruction included minimal focus, review, clear procedures, closure, and smooth transitions. O Often prepared adequate written plans for each lesson and unit taught. Consistently followed the lesson plan format required by mentor teacher and/or coordinator. O Often made preparations for all necessary materials, technologies, media and equipment before teaching. O Instruction often included focus, review, clear procedures, closure, and smooth transitions. O Consistently prepared well developed written plans for each lesson and unit taught. Consistently followed the lesson plan format required by mentor teacher and/or coordinator. O Consistently made preparations for all necessary materials and equipment before teaching. O Instruction consistently included focus, review, clear procedures, closure, and smooth transitions. 5.5.4 WVPTS: 1D 5.5.5 WVPTS: 3F 5.5.6 WVPTS: 1D O Not able to implement plans as written, activities and time allocations not reasonable. O During implementation, not able to assess effectiveness of instruction and make adjustments. O Did not develop sequential learning experiences. O Minimally able to implement plans as written, activities and time allocations were reasonable. O During implementation, minimally able to assess effectiveness of instruction and make adjustments. O Minimally developed sequential learning experiences. O Often able to implement plans as written, activities and time allocations were reasonable. O During implementation, often able to assess effectiveness of instruction and make adjustments. O Often developed sequential learning experiences. O Consistently able to implement plans as written, activities and time allocations were reasonable. O During implementation, consistently able to assess effectiveness of instruction and make effective adjustments. O Consistently developed sequential learning experiences. Internship Rubric Page 11
Element 5.6: Understands and uses formal and informal assessment strategies. 5.6.1 WVPTS: 1E ISTE: 2D O Did not use formal and informal assessment techniques to assess student learners learning. O Minimal use of formal and informal assessment techniques to assess student learners learning. O Often used a variety of formal and informal assessment techniques to assess student learner s learning. O Consistently used a variety of formal and informal assessment techniques to assess student learner s learning (including computer-based assessments such as Rubistar, Writing Roadmap, and I Know; observation, chapter tests, teacher tests, modified assessments for students with 5.6.2 WVPTS: 3E O Did not interpret the results of formal assessments. O Minimal attempt to interpret the results of formal assessments in collaboration with mentor teacher. O Often interpreted the results of formal assessments (standardized tests) appropriately in collaboration with mentor teacher. special needs). O Routinely interpreted the results of formal assessments appropriately in collaboration with mentor teacher. 5.6.3 WVPTS: 3C O Did not prompt students to explain/elaborate responses and comments. O Sometimes prompted students to explain/elaborate responses and comments. O Often prompted students to explain/elaborate responses and comments. O Consistently prompted students to explain/elaborate responses and comments. Final Score for Characteristic 5: Comments: Internship Rubric Page 12
CHARACTERISTIC 6: WE BELIEVE THAT THE NOVICE TEACHER SHOULD HAVE IN-DEPTH KNOWLEDGE OF CONTENT. Definition: In-depth knowledge of content includes the range of existing information in the discipline, the structure of knowledge within the discipline, and the processes used to develop new knowledge in that discipline. (See http://facultyportal.cehs.wvu.edu/cils/stallings/courses/educ612 for details.) Element 6.1: Understands the central concepts of content. STANDARDS UNSATISFACTORY = 0 EMERGING= 1 BASIC = 2 PROFICIENT = 3 6.1.1 WVPTS: 3A O Relied heavily on text/lesson plans for content while teaching. O Sometimes referred to text/lesson plans for content while O Rarely referred to text/lesson plans for content while teaching. O Taught without having to refer to text/lesson plans for 6.1.2 WVPTS: 3A 6.1.3 WVPTS: 1A O Did not develop and teach lessons with accurate information that adequately covered concepts. O Not able to respond appropriately to questions about content and to correct student errors. teaching. O Rarely developed and taught lessons with accurate information that adequately covered concepts. O Rarely able to respond appropriately to questions about content and to correct student errors. O Often developed and taught lessons with accurate information that adequately covered concepts. O Often able to respond appropriately to questions about content and to correct student errors. content while teaching. O Consistently developed and taught lessons with accurate information that adequately covered concepts. O Consistently able to respond appropriately to questions about content and to correct student errors. Element 6.2: Understands the tools of inquiry for the content. 6.2.1 WVPTS: 3A ISTE: 1B O Did not develop lessons requiring students to engage in inquiry. O Rarely developed effective and appropriate lessons requiring students to engage in inquiry. O Often developed effective and appropriate lessons requiring students to engage in inquiry. O Consistently developed effective and appropriate lessons requiring students to engage in inquiry (using strategies such as Project-based learning and ones incorporating 6.2.2 WVPTS: 1A O Not able to locate appropriate resources to answer questions about unfamiliar content/concepts. O Minimally able to locate appropriate resources to answer questions about unfamiliar content/concepts. O Often able to locate appropriate resources to answer questions about unfamiliar content/concepts. instructional technologies.). O Routinely able to locate appropriate resources to answer questions about unfamiliar content/concepts and to supplement instruction with research. Internship Rubric Page 13
Element 6.3: Understands the structure of the discipline. 6.3.1 WVPTS: 1A 6.3.2 WVPTS: 1A 6.3.3 WVPTS: 1A Element Final Score Comments: O Sequencing of instruction did not reflect understanding of the structure of the discipline and/or prerequisite relationships among topics and concepts. O Strategies for helping struggling students did not demonstrate an understanding of the structure of the discipline. O Made no connections between the content being taught and other parts of the discipline and other disciplines. O Sequencing of instruction reflected minimal understanding of the structure of the discipline and/or prerequisite relationships among topics and concepts. O Strategies for helping struggling students demonstrated minimal understanding of the structure of the discipline. O Made minimal connections between the content being taught and other parts of the discipline and other disciplines. Final Score for Characteristic 6: O Sequencing of instruction often reflected understanding of the structure of the discipline and/or prerequisite relationships among topics and concepts. O Strategies for helping struggling students often demonstrated an understanding of the structure of the discipline. O Often made connections between the content being taught and other parts of the discipline and other disciplines. O Sequencing of instruction often reflected deep understanding of the structure of the discipline and/r prerequisite relationships among topics and concepts. O Strategies for helping struggling students often demonstrated a deep understanding of the structure of the discipline. O Consistently made connections between the content being taught and other parts of the discipline and other disciplines. Internship Rubric Page 14
CHARACTERISTIC 7: WE BELIEVE THAT THE NOVICE TEACHER SHOULD EFFECTIVELY INTEGRATE CONTENT AND PEDAGOGY. Definition: Integration of content and pedagogy is the process of linking content knowledge with pedagogical knowledge. The blending of the two enables teachers to know what and how to teach in a particular content. (See http://facultyportal.cehs.wvu.edu/cils/stallings/courses/educ612 for details.) Element 7.1: Plans instruction based on knowledge of content, student, community, school mission, and curriculum goals. 7.1.1 WVPTS: 2A O Did not relate prior knowledge and skills of students to current lesson. O Minimally related prior knowledge and skills of students to current lesson. O Often related prior knowledge and skills of students to current lesson. O Consistently related prior knowledge and skills 7.1.2 WVPTS: 3C O Did not demonstrate ability to identify and address student misconceptions. O Minimally able to identify and address student misconceptions. O Often able to identify and address student misconceptions. of students to current lesson. O Consistently able to identify and address student misconceptions. 7.1.3 WVPTS: 2A O Did not become familiar with social, emotional, cultural background of students and community. O Became minimally familiar with social, emotional, cultural background of students and community. O Became adequately familiar with social, emotional, cultural background of students and community. O Became very familiar with social, emotional, cultural background of students and community. 7.1.4 WVPTS: 5A 7.1.5 WVPTS: 1C 7.1.6 WVPTS: 1C ISTE: 2B 7.1.7 WVPTS: 1C O Did not plan and teach in ways that made content meaningful based on understandings of students and community. O Did not plan and teach lessons which were consistent with national content standards. O Did not integrate at least one technology CSO into instruction to enhance student learning. O Planning for the semester reflected no understanding of the scope of the curriculum. O Minimally planned and taught in ways that made content meaningful based on understandings of students and community. O Minimally planned and taught lessons which were consistent with national content standards (sometimes documented standards addressed on each plan). O Minimally integrated technology CSOs into instruction to enhance student learning. O Planning for the semester reflected minimal understanding of the scope of the curriculum. O Often planned and taught in ways that made content meaningful based on understandings of students and community. O Often planned and taught lessons which were consistent with national content standards (often documented standards addressed on each plan). *See web site addresses for national standards below. O Often integrated several technology CSOs and technology teaching standards into instruction to enhance student learning. O Planning for the semester reflected an adequate understanding of the scope of the curriculum. *Elementary: http://www.ncate.org/programstandards/acei/aceistandards.doc Foreign Language National Standards: www.actfl.org Science National Standards: www.nap.edu/catalog/4962.html Language Arts National Standards: www.ncte.org Social Studies National Standards: www.ncss.org Mathematics National Standards: www.nctm.org Early Childhood: http://www.naeyc.org/faculty/pdf/2001.pdf Internship Rubric Page 15 O Consistently planned and taught in ways that made content meaningful based on understandings of students and community. O Consistently planned and taught lessons which were consistent with national content standards (consistently documented standards addressed on each plan). O Often integrated a significant number of technology CSOs and technology teaching standards into instruction to enhance student learning. O Planning for the semester reflected a more than adequate understanding of the scope of the curriculum.
Element 7.2: Uses a variety of appropriate materials and resources. 7.2.1 WVPTS: 1D ISTE: 2C 7.2.2 WVPTS: 1D ISTE: 3A 7.2.3 ISTE: 4B 7.2.4 WVPTS: 1B ISTE: 3D O Materials and resources did not support the instructional goals and/or engage students in meaningful learning. O Did not develop ways to increase student proficiency in using resource materials. O Did not supervise students using computers in the classroom or the lab. O Did not use technologies other than computers during instruction. O Materials and resources rarely supported the instructional goals, and some engaged students in meaningful learning. O Minimally developed ways to increase student proficiency in using resource materials. O Minimally supervised students using computers in the classroom or the lab. O Minimal use of technology other than computers during instruction. O Materials and resources often supported the instructional goals, and most engaged students in meaningful learning. O Developed and often implemented ways to increase student proficiency in using resource materials O Often supervised students using computers in the classroom or the lab ensuring equitable access to resources. O Used 2 or more technologies other than computers during instruction. O Materials and resources consistently supported the instructional goals, and most engaged students in meaningful learning. O Developed and consistently implemented effective ways to increase student proficiency in using resource materials when appropriate (dictionaries, encyclopedias, library, media, field trips, speakers, models, instructional technologies, Internet). O Consistently supervised students and collaborated with lab teacher to teach students using computers in the classroom or lab ensuring equitable access to resources. O Used 4 or more library media resources (e.g., online encyclopedias, EBSCO mentor, OPAC) and/or technologies other than computers during instruction (e.g., TV, video, DVD, audio, overhead projector, graphing calculators). Element 7.3: Uses instructional strategies appropriate to the content. 7.3.1 WVPTS: 3A O No selection or implementation of appropriate strategies for each content area taught. O Minimal selection and implementation of appropriate strategies for each content area taught. O Often selected and implemented appropriate strategies for the content area(s) taught (i.e., for science, discovery learning; for language arts, literature circles; for math, manipulatives). O Consistently selected and implemented appropriate strategies for each content area taught. Internship Rubric Page 16
Element 7.4: Uses assessment appropriate to the content. 7.4.1 WVPTS: 1E O Did not select and/or implement appropriate assessments of content. O Minimal selection and implementation appropriate assessments of content. O Often selected and implemented appropriate assessments of content. O Consistently selected and implemented a variety of appropriate assessments of content. Element 7.5: Meets certification requirements for content and content-specific pedagogy (refer to list, locate all certification areas, and check those completed/satisfied) Note: Some activities required here will also count for other indicators. 7.5.1 O Does not possess basic skills and abilities specific to chosen specialization. O Possesses minimal skills and abilities specific to chosen specialization. O Possesses basic skills and abilities specific to chosen specialization. O Proficient in the skills and abilities specific to chosen specialization. Note: Check associated content-specific performance assessment rubrics to score this item. In order to be assessed as Distinguished, the intern must 1) complete each activity listed on the associated rubrics and have them checked off (if listed) and 2) must perform at the Distinguished level for each of the indicators required by the content association, e.g. ACEI, NAEYC, NCTM, NSTA, NCSS, NCTE, ACTFL. Comments: Final Score for Characteristic 7: Internship Rubric Page 17
CHARACTERISTIC 8: WE BELIEVE THAT THE NOVICE TEACHER SHOULD BE A REFLECTIVE PRACTITIONER. Definition: A reflective practitioner is one who attempts to make sense of events in the educational environment and who critically examines choices to inform practice. (See http://facultyportal.cehs.wvu.edu/cils/stallings/courses/educ612 for details.) Element 8.1: Reflects on classroom practice. 8.1.1 WVPTS: 4A O Not able to articulate in discussion and writing the connection between teaching and quality of learning. O Rarely able to articulate in discussion and writing the connection between teaching and quality of learning. O Often able to articulate in discussion and writing the connection between teaching and quality of learning. O Consistently able to articulate in discussion and writing the connection between teaching and quality of learning. 8.1.2 WVPTS: 4C 8.1.3 WVPTS: 4B ISTE: 5D 8.1.4 WVPTS: 5H 8.1.5 WVPTS: 5H O Did not evaluate in writing each lesson taught for student learning, own ability to teach successfully, and use of technologies where appropriate. O Did not share Year 4 portfolio with mentor teacher or other preservice teachers. O Did not demonstrate a commitment to collecting, reflecting, and acting on data for action research study. O Did not discuss progress of action research study with mentor teacher. O Rarely evaluated in writing lessons taught for student learning, own ability to teach successfully, and use of technologies where appropriate. O Minimally shared Year 4 portfolio with mentor teacher or other pre-service teachers. O Minimally demonstrated a commitment to collecting, reflecting, and acting on data for action research study. O Minimally discussed progress of action research study with mentor teacher. O Evaluated in writing each lesson taught for student learning, own ability to teach successfully, and use of technologies where appropriate. O Effectively shared Year 4 portfolio with mentor teacher and other pre-service teachers. O Often demonstrated a commitment to collecting, reflecting, and acting on data for action research study. O Often discussed progress of action research study with mentor teacher. O Evaluated in writing each lesson taught for student learning, own ability to teach successfully, and use of technologies where appropriate, including suggestions for improvement. O Effectively Shared Year 4 portfolio with mentor teacher and other pre-service teachers, and used Year 4 portfolio as a tool to guide efforts to improve practice. O Consistently demonstrated a commitment to collecting, reflecting, and acting on data for action research study. O Consistently initiated discussions about progress of action research study with mentor teacher. Internship Rubric Page 18