Internship Evaluation Training

1. Internship Evaluation Training George Mason University College of Education and Human Development Accreditation and External Evaluation Office Summer 2018

2. CAEP, the accrediting group for teacher education programs, uses the InTASC standards to assess the performance of our teacher candidates and candidates in advanced programs. For more information on CAEP and CCSSO, click below.

3. InTASC’s New Vision of Teaching for Improved Student Achievement The updating of the core teaching standards was driven not only by new understandings of learners and learning but also by the new imperative that every student can and must achieve to high standards. Educators are now being held to new levels of accountability for improved student outcomes. These standards embrace this new emphasis and describe what effective teaching that leads to improved student achievement looks like. The standards are based on our best understanding of current research on teaching practice with the acknowledgement that how students learn and strategies for engaging learners are evolving more quickly than ever. The key themes that run through the updated teaching standards and how they will drive improved student learning: The InTASC standards are assessed in multiple course assignment and are the foundation for the Internship Evaluation. (page 3, InTASC Model Core Teaching Standards) These standards promote a new paradigm for delivering education and call for a new infrastructure of support for professionals in that system.

4. Internship Evaluation Form What is it? All initial licensure programs require an internship experience. This Internship Evaluation Form was designed to assess a candidate’s performance with regard to the Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards and Learning Progressions for Teachers 1.0. These standards guide teacher education programs around the country and are a required part of Mason’s accreditation process.Each standard is assessed in a rubric common to all programs. Rows have been developed to assess specific elements in each standard. When applicable, further explanation for some standards is included in the first column of the rubric. For additional information, please complete the InTASC Training Module XXXX (insert link). How does it work? This rubric used in the internship, and the focus of this training, assesses the clinical experience performance standards in the College of Education and Human Development at George Mason University. If the average score for all standards is less than 3, or if any individual standard is less than 3, the clinical experience/internship may be extended and materials resubmitted per instruction from a candidate’s university supervisor and Program Coordinator. This Internship Evaluation also assesses the Virginia Department of Education (VDOE) Standards for the Professional Practice of All Teachers. Each InTASC standard is tagged with the appropriate VDOE standard, as applicable. Virginia Department of Education’s technology standards for educators are assessed after the InTASC standards assessments.

5. Internship Evaluation Form Each rubric row in the Internship Evaluation form, is aligned to the InTASC standards. A 4-point rating scale is used for each row. Each performance level includes descriptions of the performance at each of the 4 levels. A 3 is the target score and is required for the standard to be considered mastered. Scoring Guidelines Use the definition of the levels of performance when scoring each standard. 4-Exceeds Standard: Candidates receive a score of 4 if they perform beyond the expectations of candidates at this point in their programs. There is evidence that candidates have done additional research, identified additional resources, and/or demonstrate exceptional understanding and application of the standard. (Few 4s will be given.) 3-Meets Standard: This is the TARGET score. This score reflects that candidates have met the standard at the level expected at this point in their program. Candidates who receive a 3 have successfully met the standard. 2-Approaching Standard: Candidates receive this score when their understanding and effort does not meet the Target, but candidates show a basic understanding of the content being assessed. 1-Does Not Meet Standard: Candidates who do not submit work, and/or who submit work that is clearly below the expectations for a candidate at this point in his or her program receive this score.

6. Example The standard InTASC 1: Learner Development Each standard has multiple rubric rows (usually 2) to ensure that all aspects of the InTASC standard are assessed. Additional standards are also included. Target score Virginia Department of Education (VDOE) Standards CAEP cross-cutting themes

7. Accreditation: a process of self-study & external evaluation/validation The College of Education and Human Development (CEHD), as required by the Virginia Department of Education, is pursuing accreditation by the Council for the Accreditation of Educator Preparation (CAEP). CAEP Standard 1.1 requires the use of the InTASC Model Core Teaching Standards to assess our candidates’ performance regardless of program, level, or placement. The Interstate Teacher Assessment and Support Consortium (InTASC) standards have been around since the early 1990s and were originally developed specifically for NEW teachers by the Council of Chief State School Officers. The ten standards have recently been revised for use with all teachers. They were grouped into four categories and the descriptors revised to include more global, contemporary, and technology enhanced language. The four categories are: Information used in this material was adapted from Council of Chief State School Officers. (2011, April). Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards: A Resource for State Dialogue. Washington, DC: Author. The Learner and Learning Content Instructional Practice Professional Responsibility

8. The Learner and Learning Standard #1: Learner Development The candidate understands how learners grow 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 candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. Standard #3: Learning Environments The candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation. Consider: Why are these three identified as the first three standards? How are they similar and how do they differ? How do the knowledge, skills, and clinical experiences in your program prepare you to be success at meeting these standards?

9. Content Standard #4: Content Knowledge The candidate 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 to assure mastery of the content. Standard #5: Application of Content The candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Consider: How are they similar and how do they differ? How do the knowledge, skills, and clinical experiences in your program prepare you to be success at meeting these standards?

10. Instructional Practice Standard #6: Assessment The candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the candidate’s and learner’s decision making. Standard #7: Planning for Instruction The candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross- disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Standard #8: Instructional Strategies The candidate 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 apply knowledge in meaningful ways. Consider: Why are these three identified grouped together as “Instructional Practice”? Why might the standards be listed in this order? How do the knowledge, skills, and clinical experiences in your program prepare you to be success at meeting these standards?

11. Professional Responsibility Standard #9: Professional Learning and Ethical Practice The candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. Standard #10: Leadership and Collaboration The candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. Consider: How are they similar and how do they differ? How do the knowledge, skills, and clinical experiences in your program prepare you to be success at meeting these standards? How can teacher candidates demonstrate mastery of these standards during the internship?

12. Exploring the standards:InTASC 1 Learner Development The candidate understands how learners grow 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. • In your own words, what does this standard seek assess? • In addition to the Common Assessments, where is this standard assessed in your program? Courses, field experiences, internship? • What indicators would you be looking for to demonstrate a candidates’ mastery of the standard?

13. InTASC 1 Learner Development The candidate understands how learners grow 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.

14. Exploring the standards:InTASC 2 Learner Differences The candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. • In your own words, what does this standard seek assess? • In addition to the Common Assessments, where is this standard assessed in your program? Courses, field experiences, internship? • What indicators would you be looking for to demonstrate a candidates’ mastery of the standard?

15. InTASC 2 Learner Differences The candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

16. Exploring the standards:InTASC 3 Learning Environments The candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. • In your own words, what does this standard seek assess? • In addition to the Common Assessments, where is this standard assessed in your program? Courses, field experiences, internship? • What indicators would you be looking for to demonstrate a candidates’ mastery of the standard?

17. InTASC 3 Learning Environments The candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

18. InTASC 1, 2 & 3 The Learner and Learning Possible indicators…The candidate: • demonstrates ongoing assessment to design, adapt/modify and deliver instruction to meet learner strengths and needs in each area of development. Instruction includes high expectations, respectful interactions, rigorous academic discussions, and individual and group responsibility for quality work. • creates developmentally appropriate instruction for all learners to address specific learning differences or needs. • collaborates with members of the school community to promote learner growth and development, including multiple perspectives, appropriate resources and specialized assistance to meet particular learning differences and needs, including tools of language development for making content accessible to English language learners. • builds a safe, positive learning climate of openness, mutual respect, support, and inquiry. This includes developing shared values, respect for and responsiveness to the cultural backgrounds and differing perspectives learners bring to the learning environment. • intentionally builds learner capacity to collaborate in face-to-face and virtual environments through applying effective interpersonal communication skills to extend the possibilities for learning locally and globally.

19. Questions to consider when observing teaching: Standard #1:Learner Development. • Does the candidate use research -based, knowledge, and appropriate skills and dispositions when planning developmentally appropriate learning experiences for all learners? • Does the candidate address all developmental areas when planning instruction? Standard #2: Learning Differences. • Does the candidate create learning experiences guided by the needs of individual learners, and addressing the range of learning differences and cultural and community diversity? • Does the candidate hold high standards and expectations that all learners can succeed? Standard #3: Learning Environments. • Does the candidate use knowledge of learner development and learning differences to create an environment that supports learning for all? • Does the candidate create opportunities for individual and group learning tasks that support the development of positive relationships in addition to active learning and self-motivation?

20. Content Teachers must have a deep and flexible understanding of their content areas and be able to draw upon content knowledge as they work with learners to access information, apply knowledge in real world settings, and address meaningful issues to assure learner mastery of the content. Today’s teachers make content knowledge accessible to learners by using multiple means of communication, including digital media and information technology. They integrate cross-disciplinary skills (e.g., critical thinking, problem solving, creativity, communication) to help learners use content to propose solutions, forge new understandings, solve problems, and imagine possibilities. Finally, teachers make content knowledge relevant to learners by connecting it to local, state, national, and global issues.

21. Content • Standard #4: Content Knowledge. The candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content. • Standard #5: Application of Content. The candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

22. Exploring the standards:InTASC 4 Content Knowledge in YOUR program: The candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content. • In your own words, what does this standard seek assess? • In addition to the Common Assessments, where is this standard assessed in your program? Courses, field experiences, internship? • What indicators would you be looking for to demonstrate a candidates’ mastery of the standard?

23. InTASC 4 Content Knowledge The candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

24. Exploring the standards:InTASC 5 Content Application in YOUR program:: The candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. • In your own words, what does this standard seek assess? • In addition to the Common Assessments, where is this standard assessed in your program? Courses, field experiences, internship? • What indicators would you be looking for to demonstrate a candidates’ mastery of the standard?

25. InTASC 5 Application of Content The candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

26. ContentSelected performance examples from InTASC Core Teaching Standards The candidate: • effectively uses multiple representations that capture key ideas in the discipline, guide learners through learning progressions, and promote learner achievement of content standards by applying methods of inquiry and standards of evidence used in the discipline. • stimulates learner reflection on prior content knowledge, links new concepts to familiar concepts, and makes connections to learners’ experiences. • encourages learners to understand, question, and analyze ideas from diverse perspectives so that they master the content. This includes recognizing learner misconceptions in a discipline that interfere with learning, and creating experiences to build accurate conceptual understanding to generate and evaluate new ideas and novel approaches, seeking inventive solutions to problems, and developing original work. • uses supplemental resources and technologies to ensure accessibility and relevance for all learners, including those in their primary language. • engages learners in applying content knowledge to real world problems through the lens of interdisciplinary themes and fosters innovation and problem solving in local and global contexts. • develops and implements projects (including those that connect content knowledge to real world problems) that guide learners in analyzing the complexities of an issue or question using perspectives from varied disciplines and cross-disciplinary skills

27. Questions related to the InTASC Standards to ask about your candidate's work: Are there other questions YOUR program might ask that are different? Standard #4: Content Knowledge. • Does the candidate understand that content is taught in different ways based upon the structure of each discipline? • Does that candidate use their understanding of the learner and learning differences to make learning accessible to all and meaningful for the learners in his/her classroom? Standard #5: Application of Content. • Does the candidate use different perspectives and cross-disciplinary connections to engage learners? • Does the candidate create meaningful, authentic tasks that require critical thinking, creativity, and problem-solving local and global issues?

28. Instructional Practice Effective instructional practice requires that teachers understand and integrate assessment, planning, and instructional strategies in coordinated and engaging ways. Beginning with their end or goal, teachers first identify student learning objectives and content standards and align assessments to those objectives. Teachers understand how to design, implement and interpret results from a range of formative and summative assessments. This knowledge is integrated into instructional practice so that teachers have access to information that can be used to provide immediate feedback to reinforce student learning and to modify instruction. Planning focuses on using a variety of appropriate and targeted instructional strategies to address diverse ways of learning, to incorporate new technologies to maximize and individualize learning, and to allow learners to take charge of their own learning and do it in creative ways.

29. Instructional Practice • Standard #6: Assessment.The candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the candidate’s and learner’s decision making. • Standard #7: Planning for Instruction.The candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. • Standard #8: Instructional Strategies.The candidate 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 apply knowledge in meaningful ways.

30. Exploring the standards:InTASC 6 Assessment in YOUR program: The candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the candidate’s and learner’s decision making. • In your own words, what does this standard seek assess? • In addition to the Common Assessments, where is this standard assessed in your program? Courses, field experiences, internship? • What indicators would you be looking for to demonstrate a candidates’ mastery of the standard?

31. InTASC 6 Assessment The candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the candidate’s and learner’s decision making.

32. Exploring the standards:InTASC 7 Planning YOUR program: The candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. • In your own words, what does this standard seek assess? • In addition to the Common Assessments, where is this standard assessed in your program? Courses, field experiences, internship? • What indicators would you be looking for to demonstrate a candidates’ mastery of the standard?

33. InTASC 7 Planning for Instruction The candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

34. Exploring the standards:InTASC 8 Instructional Strategies in YOUR program: The candidate 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 apply knowledge in meaningful ways. • In your own words, what does this standard seek assess? • In addition to the Common Assessments, where is this standard assessed in your program? Courses, field experiences, internship? • What indicators would you be looking for to demonstrate a candidates’ mastery of the standard?

35. InTASC 8 Instructional Strategies The candidate 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 apply knowledge in meaningful ways.

36. Instructional PracticeSelected performance examples from InTASC Core Teaching Standards The candidate: • designs assessments that match learning objectives with assessment methods and minimizes sources of bias that can distort assessment results, balancing the use of formative and summative assessments. • engages learners in multiple ways of demonstrating knowledge and skill as part of the assessment process. And assists learners in identifying quality work and provides them with effective, descriptive feedback to guide their progress toward that work. • effectively uses multiple and appropriate types of assessment data to identify each student’s learning needs and to develop differentiated learning experiences, including technology tools to support assessment practice both to engage learners more fully and to assess and address learner needs. • individually and collaboratively plans how to achieve each learning goals, choosing appropriate strategies and accommodations, resources, and materials to differentiate instruction for individuals and groups of learners. Candidate collaborates with professionals with specialized expertise to jointly deliver appropriate learning experiences to meet unique learner needs. • uses appropriate strategies and resources to adapt instruction to the needs of individuals and groups of learners, continuously monitoring student learning, engaging learners in assessing their progress, and adjusting instruction in response to student learning needs. • engages all learners in developing higher order questioning skills and metacognitive processes.

37. Questions related to the InTASC Standards to ask about your candidate's work: Are there other questions YOUR program might ask that are different? Standard #6: Assessment. • Does the candidate use both formative and summative assessments to monitor learner progress and guide future instruction? • Does the candidate involve the learner in tracking personal growth and planning to improve their progress? • Does the candidate use technology for assessment and tracking learner progress? Standard #7: Planning for Instruction. • Does the candidate use their knowledge of the learning and learning differences, along with an understanding of content, to plan instruction that meets the needs of all learners? • Does the candidate plan instruction that is relevant to their learners, timely/responsive to the community, and create cross-disciplinary connections? • Does the candidate plan instruction that is challenging, yet accessible for all learners? Standard #8: Instructional Strategies. • Does the candidate vary instruction based upon the needs of the learners? • Does the candidate plan instruction that actively engages learners with the content in meaningful ways?

38. Professional Responsibility Creating and supporting safe, productive learning environments that result in learners achieving at the highest levels is a teacher’s primary responsibility. To do this well, teachers must engage in meaningful and intensive professional learning and self-renewal by regularly examining practice through ongoing study, self-reflection, and collaboration. A cycle of continuous self-improvement is enhanced by leadership, collegial support, and collaboration. Active engagement in professional learning and collaboration results in the discovery and implementation of better practice for the purpose of improved teaching and learning. Teachers also contribute to improving instructional practices that meet learners’ needs and accomplish their school’s mission and goals. Teachers benefit from and participate in collaboration with learners, families, colleagues, other school professionals, and community members. Teachers demonstrate leadership by modeling ethical behavior, contributing to positive changes in practice, and advancing their profession.

39. Professional Responsibility • Standard #9: Professional Learning and Ethical Practice.The candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. • Standard #10: Leadership and Collaboration.The candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

40. Exploring the standards:InTASC 9 Professional Learning in YOUR program: The candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. • In your own words, what does this standard seek assess? • In addition to the Common Assessments, where is this standard assessed in your program? Courses, field experiences, internship? • What indicators would you be looking for to demonstrate a candidates’ mastery of the standard?

41. InTASC 9 Professional Learning and Ethical Practice The candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

42. Exploring the standards:InTASC 10 Leadership and Collaboration in YOUR program: The candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. • In your own words, what does this standard seek assess? • In addition to the Common Assessments, where is this standard assessed in your program? Courses, field experiences, internship? • What indicators would you be looking for to demonstrate a candidates’ mastery of the standard?

43. InTASC 10 Leadership and Collaboration The candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

44. Professional ResponsibilitySelected performance examples from InTASC Core Teaching Standards The candidate: • engages in meaningful and appropriate professional learning experiences aligned with his/her own needs and the needs of the learners, school, and system. • independently and in collaboration with colleagues, the candidate uses a variety of data to evaluate outcomes of teaching and learning and to adapt planning and practice. • reflects on his/her personal biases and accesses resources to deepen his/her own understanding of cultural, ethnic, gender, and learning differences to build relationships and create more relevant learning experiences. • advocates, models, and teaches safe, legal, and ethical use of information and technology. • takes an active role on the instructional team, giving and receiving feedback on practice, examining learner work, analyzing data from multiple sources, and sharing responsibility for decision making and accountability for each student’s learning. • uses technological tools and a variety of communication strategies to build local and global learning communities that engage learners, families, and colleagues. • advocates to meet the needs of learners, to strengthen the learning environment, and to enact system change, taking leadership roles, as appropriate.

45. Questions related to the InTASC Standards to ask about your candidate's work: Are there other questions YOUR program might ask that are different? Standard #9: Professional Learning and Ethical Practice. • Does the candidate take initiative to research/verify content and/or identify new strategies for their learners? • Does the candidate use reflection-in-action to improve teaching and learning for all learners? • Does the candidate have appropriate disposition regarding professionalism, confidentiality, and ethical use of data and technology? Standard #10: Leadership and Collaboration. • Is the candidate an active member of the instructional team, providing input on ways to improve teaching and learning? • Does the candidate collaborate with all stakeholders to ensure all learners are successful?

46. Questions or Clarifications? • Contact Dr. Teresa T. Edkins at tedkins@gmu.edu