6.27.13 revised 10.9.13
Alabama A & M University
College of Education, Humanities, and Behavioral Sciences
“The Educator As a Service Professional”
The AAMU Clinical
Internship Guide
Undergraduate and Initial Graduate
(Alternative Masters)
i
Table of Contents
Topic
Introduction and Welcome From the Director
Terminology
Mission and Objectives
Conceptual Framework
Role of Office of Field Experiences
Responsibilities of Principal & Director
Interns
The Internship Application Process
Policies and Procedures
Attendance Policies
Professional Presentation
Assessment Policies
Assignments and Requirements
Teacher Work Sample Description and Rubric # 10
Limited Language Learners Assessment Rubric # 11
Attendance Form
Daily Schedule
Semester Plan
Lesson Plans
Bloom’s Taxonomy
Reflective Journal
Evaluation of University Supervisor
Evaluation of Cooperating Teacher
Self Assessment Pre-survey
Self Assessment Post-survey
Career Development
Resume
Syllabus
Cooperating Teachers
A Note to the Cooperating Teacher
Responsibilities of Cooperating Teacher
Cooperating Teachers Suggested Assessment Schedule
Honorarium
Evaluation of University Supervisor
Intern’s Career Development Report
Professional Data Sheet
Cooperating Teacher Questionnaire
Intern Assessment Rubrics 1 - 9
University Supervisors
Qualifications and Responsibilities
Supervisor List
Professional Data Sheet
Intern Assessment Rubrics 1-11
Supervisor’s Placement Record
Evaluation of Cooperating Teacher
Procedure for Travel Reimbursement
Final Grade Determination
Intervention Plan
Midterm Recommendation
Final Recommendation
Supervisor’s Suggested Assessment Schedules
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60-84
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Introduction and Welcome From the Director
Hi Intern,
Welcome to the teacher preparation internship! I hope that this will be the most meaningful and
positive experience of your entire teacher preparation program.
The internship program for aspiring teachers bridges the gap between theory and practice. It is
regarded as the most significant clinical experience in the teacher preparation program. The
intern experience is a collaborative endeavor by the school principal, cooperating teacher, and
university supervisor. The AAMU Clinical Internship Guide is designed to provide general
information about the College of Education, Humanities, and Behavioral Sciences and the Office
of Field Experiences and School Partnerships. Included are specific requirements of the
internship program, the responsibilities of all program participants, and procedures to facilitate
successful completion of the pre-service experience.
The internship for Class B and Alternative Class A programs is full-time in the schools for a full
semester (or modified full year depending on the program) with experiences of the intern
progressing to the full responsibilities of the teacher for at least 20 full days, with at least 10
consecutive days. For candidates seeking certification in two or more distinct teaching fields, an
additional internship is required (e.g., physical education and biology). For candidates seeking
certification in two or more related fields (e.g., chemistry and physics), the internship is divided
between the two teaching fields. For P-12 programs such as art, music, or PE, the internship is
divided between (early childhood /elementary) and (middle/secondary) grades. The internship
for the early childhood program includes a pre-school or kindergarten placement and a
placement in grades 1, 2, or 3. The internship for the elementary education program includes a
lower elementary placement (grades K-3) and an upper elementary placement (grades 4-6). The
unit and its school partners, through collaborative procedures, jointly determine the specific
placements of internship candidates to provide appropriate learning experiences.
Please feel free to contact me at (256) 372-5509 or karen.foster@aamu.edu with any questions
you have regarding the internship. I wish you much success in your journey toward beginning a
professional educator.
Sincerely,
Dr. Karen Foster
Director of Field Experiences and School Partnerships
Alabama A & M University
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Terminology
Cooperating Teacher – A mentor teacher who is certificated, holds at least a master’s degree,
has at least three years of educational experience in his/her field of specialization, is currently
teaching classes in the candidate’s area(s) of specialization and models good professional
practice. The cooperating teacher provides direct supervision to the intern at the school setting,
during the clinical experience.
Field Experiences – Graduated learning experiences with P-12 students, provided as a part of
the instructional program, which contribute to the understanding and competence of the teacher
education candidate.
University Supervisor – The professor assigned by the college or university to supervise the
candidates.
Internship - The full-time experiences of a teacher education candidate in P-12 schools,
culminating in the exercise of responsibility for the teaching role for which the candidate is
preparing under the supervision of personnel from a public school system or regionally
accredited private school and the institution of higher education in which the candidate is
enrolled.
Teacher Educator – A person who teaches, supervises, or otherwise contributes to the
preparation of teachers and/or instructional support personnel.
Teaching Field – The component of the teacher education program that comprises a subject
concentration or teaching area, e.g., hearing impaired, biology
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Mission and Objectives of The College of Education, Humanities, and Behavioral Sciences
The College of Education, Humanities, and Behavioral Sciences at Alabama A & M University
views its mission as that of preparing P-12 teacher candidates to be effective educators, and
service professionals, who can help all students learn. Through the various programs, that
incorporate teaching, research, and service, the College of Education, Humanities, and
Behavioral Science’s mission is consistent with the land-grant mission of Alabama A&M
University.
The teaching mission strives to provide P-12 undergraduate and graduate teacher candidates and
other school personnel with professional and disciplined-based knowledge, abilities, and
dispositions to help all children learn and that lead to a State of Alabama Professional Educator’s
Certificate. The research mission promotes and facilitates the development and dissemination of
knowledge, abilities, and dispositions relating to effective teaching and learning. The service
mission establishes and maintains collaborations and partnerships that solidify the infrastructure
and facilitate the changes necessary to improve education. Each teaching, research, and service
mission is supported by a set of objectives that give meaning and direction for its attainment.
Teaching objectives:
identify and select state and national standards that express and exemplify the
knowledge, abilities, and dispositions of educational professionals
create and maintain positive and supportive learning environments in which candidates
desire to acquire the knowledge, abilities, and dispositions possessed by exemplary
professional educators
engage candidates in a series of supervised, developmentally-sequential, clinical field
experiences, to develop the requisite proficiencies of an educational service professional
use a variety of assessment strategies for determining candidate proficiencies and unit
effectiveness
Research objectives:
create and maintain an environment to support engagement in research and other
scholarly pursuits that results in more effective approaches to teaching and learning
maintain a high level of familiarity with current research and scholarly activity within
the field of education
disseminate up-to-date knowledge, abilities, and dispositions through classroom teaching,
professional writing, and presentations to professional associations and other community
groups
conduct assessments for the improvement of programs and operations of the College of
Education, Humanities, and Behavioral Sciences
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Service objectives:
establish and maintain internal and external groups to provide advice and counsel relating
to improving educational services
establish and maintain partnerships with accredited P-12 school sites to improve the
quality of teacher preparation
form alliances with business, cultural, and other community groups in support of public
education
Graduates of the College of Education, Humanities, and Behavioral Sciences are Educators as
Service Professionals who (1) are proficient and effective communicators, (2) have current
professional knowledge and abilities, (3) are able to create and maintain a positive and
supportive learning environment, (4) can facilitate learning by all students, (5) can effectively
assess student learning, (6) engage in continual professional development, and (7) exhibit
professional dispositions at all times.
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Conceptual Framework
College of Education, Humanities, and Behavioral Sciences
Conceptual Framework
“The Educator as a Service Professional”
The conceptual framework of the teacher education program at Alabama A&M University has
grown out of a rich tradition of preparing teachers for North Alabama, for the southern region,
and for the nation. The University’s mission of teaching, research, and public service provides
the context for the development, implementation, and evaluation of the conceptual framework
for the preparation of teachers and other school personnel. The framework is based on national,
state, and institutional standards. The conceptual framework ensures coherence of curriculum
and instruction, field and clinical experiences, and assessment across the professional education
components, as well as, across each teaching field component of the program. Every teacher
education program, initial and advanced, shares the theme of the “Educator as a Service
Professional,” the vision of “producing highly competent providers of professional educational
services,” and ensures that all candidates are competent in the institutional standards
(outcomes) expected of all graduates. Every program is guided by Interstate Teacher
Assessment and Support Consortium (InTASC), which is applicable to all initial preparation
standards. Each graduate program is guided by the propositions of the National Board for
Professional Teaching Standards (NBPTS).
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The faculty of the College of Education, Humanities, and Behavioral Sciences believe that the
complex process of teaching and learning is grounded in constructivism, a theory of knowledge
that suggests that humans generate knowledge and meaning from an interaction between their
experiences and their ideas. The Conceptual Framework is grounded in research, knowledge, and
experiences that describe what undergraduate and graduate candidates should know in order to
become highly competent providers of professional educational services.
The Educator as a Service Professional is the theme of the Alabama A&M University
Conceptual Framework. The theme encompasses the College of Education, Humanities, and
Behavioral Sciences’ vision, and is derived from the university’s motto: Service is Sovereignty.
The vision of the professional education unit at Alabama A&M University is to prepare teachers
and other school personnel who are acknowledged locally, regionally and nationally as highly
competent providers of professional educational services to youths, to their families and to the
communities where the youths live. To do this, the unit has conceptualized candidate learning
and operations as occurring within four distinct areas in which the unit will help prepare teachers
and other school personnel who are capable of planning for effective instructional experiences:
planning instruction, preparing activities and experiences that help all students learn,
performing in a professional and ethical manner to ensure student learning, and continually
assessing proficiencies of students to determine student knowledge and inform educational
activities and experiences.
The planning process categorizes the actions the candidates take in making decisions about what
will be taught, how it will be taught, what candidates and students will do to indicate that they
have learned, and making decisions about how candidate and student learning will be evaluated.
The preparing process categorizes the attributes of the candidate as they engage in the process of
learning through both verbal and nonverbal communications. These attributes include the prior
knowledge, skills and professional dispositions that candidates bring to professional preparation
programs. The performing process engages candidates and students in observable acts to
demonstrate levels of mastery of specific knowledge, skills and professional dispositions. The
domain further categorizes the courses, field experiences, and other activities of the unit that
allow candidates and students to demonstrate learning. Assessing proficiency categorizes the
activities and methods used by candidates to make decisions ascertaining the level to which
proficiency has been obtained with regard to the knowledge, skills and professional dispositions
outlined in institutional, state and national standards.
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Role of the Office of Field Experiences and School Partnerships
The role of the Office of Field Experiences and School Partnerships is to support the teaching
field programs by providing a developmentally sequential continuum of field experiences. The
activities are designed to facilitate the development of refined skills in communicating
successfully, making appropriate decisions, writing objectives, organizing for instruction,
planning daily lessons, selecting proper methods/strategies/materials, understanding how
candidates learn, administering assessments, interpreting assessments and data, and impacting
student learning through effective teaching and reflecting.
The internship at Alabama A&M University is the final major program of preparation for
teaching. It is designed to expose candidates to, and involve them in, teaching and related
activities that will help assure success in their chosen areas of concentration. The experience is
only offered during the Spring and Fall Semesters of the regular academic year.
The planned activities are divided into several components: Participatory observation, teaching,
and assessment. Comprehensive in its approach, the program encompasses the following aims:
(1) to provide the candidates an opportunity to gain greater knowledge of the problems and
concerns that affect education and help them develop greater awareness of the vast
responsibilities inherent in professional teaching.
(2) to provide learning situations through which prospective teachers may develop their
ability to complete the following:
communicate effectively with the school, parents, and the community
function in a democratic and multicultural school and in the greater community
setting
plan for professional development
develop and/or sharpen skills in understanding how candidates learn, managing the
class, organizing the classroom, planning for instruction, and assessing instruction
and candidate performance
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Responsibilities of the Principal
works with the Director of Field Experiences and School Partnerships to select and
match the cooperating teacher with the pre-service candidate
orients the candidate with respect to policies and traditions of the school and
community
works as a team member with the director, university supervisor and the cooperating
teacher to insure that a successful internship experience occurs
assists the cooperating teacher in providing an open and well-balanced learning
situation for the intern
arranges with members of the faculty a schedule of candidate visits to other
classrooms during the internship period
Responsibilities of the Director of Field Experiences and School Partnerships
collaborates and plans with local education agency personnel in making intern
assignments
maintains records of intern assignments, cooperating teachers, and cooperating schools
conducts orientations, training, and other seminars for interns, cooperating teachers and
university supervisors
makes formal and informal assessments of the field experiences program and
recommends adjustments based on the results of the evaluation
serves as liaison between the University and local education agencies.
Collaborative Placements and Assignments
All intern placements are coordinated by the Office of Field Experiences and School
Partnerships. Candidates should not attempt to arrange an assignment with a particular principal,
teacher, or school.
The principal and field director collaborate together in the selection process of the cooperating
teacher. The cooperating teacher must meet the following Alabama State Board of Education
requirements:
certified in the area of teaching
hold at least a master’s degree
have at least three years of educational experience in his/her teaching field
currently teaching classes in the intern’s teaching field
model good professional practice
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INTERNS
(The following section contains information and materials for the internship candidate.)
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The Internship Application Process
Each candidate is responsible for making application for internship to the Office of Field
Experiences and School Partnerships one semester before the intended internship. The final
dates for submission of the application are show below:
INTERNSHIP SEMESTER
APPLICATION DUE
FALL
March 15
SPRING
September 15
Undergraduate eligibility requirements include the following:
Admission to the Teacher Education Program
100% completion of coursework
Minimum required grade point averages (GPA’s) of 2.5/4.0 in general and
professional studies, the teaching field, and overall
Submission of approved substitution forms (if applicable)
Removal of all grades “D,” “F,” and “I,” in professional studies and the teaching field
Minimum of 205 hours of diverse field experiences plus additional documentation of
at least one full day of field experiences at the opening of the school year and one full
day of experiences at the closing of the school year
Passing score on the Praxis II test(s)
Cleared background check
Acceptable professional portfolio
Purchased subscription to LiveText
Nontraditional Alternative graduate eligibility requirements include the following:
Unconditional admission to the Teacher Education Program
Completion of all undergraduate requirements
A grade point average (GPA) of 3.0/4.0
Completion of all coursework
Minimum of 205 hours of diverse field experiences plus additional documentation
of completion of one full day of field experiences at the opening of the school
year and documentation of at least one full day of field experiences at the closing
of the school year
Passing score on Praxis II test(s)
Cleared background check
Acceptable Professional Portfolio
Purchased subscription to LiveText
After the candidate applies for the internship, an eligibility audit is prepared. The Director of
Field Experiences and School Partnerships communicates, in writing and/or email, the
candidate’s status regarding the internship.
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Policies and Procedures
1. The internship is a full-time assignment, for a minimum of a full semester, with a minimum
of twenty days of full-time teaching, ten of which are consecutive.
2. Placements are in accordance with Alabama State Department of Education Code
requirements.
3. The middle-level and secondary internship program is divided between two teaching fields,
if applicable.
4. The P-12 internship programs (art, music, PE) are divided between the (early childhood/
elementary) and (middle/high school) grades.
5. The early childhood internship program includes a pre-school or kindergarten placement.
6. The elementary education internship program includes a lower (K-3 grades) and upper (4-6
grades) placement.
7. Interns are given experiences in all responsibilities of the classroom teacher.
8. Interns are under the control and direction of the cooperating/mentor teacher and principal at
the school during the period of the internship assignment.
9. Interns follow the calendar of the school system to which they are assigned. The vacation
days of the school system to which the candidate is assigned are the days that will be
observed by the candidate regardless of University holidays.
10. Interns assume the schedule of the cooperating teacher during the internship period. That is,
if the cooperating teacher is at school at 7:15 a.m. for duty, the intern is expected to be there
at 7:15 a.m. for duty. If a cooperating teacher remains at school for a faculty meeting or
conference, the intern is expected to remain and attend the meeting or conference.
11. Interns are required to be at school each day during the assignment. Any absence other than
unexpected illness must have prior approval by the Director of Field Experiences and School
Partnerships, the cooperating teacher, and the university supervisor. Documentation of such
absences should be provided in writing to the Director of the Office of Field Experiences and
School Partnerships and to the university supervisor. All absences are made up at the end
of the internship assignment, including absences due to illnesses.
12. Relationships with candidates, colleagues, or other community residents are to be
professional at all times so as to insure effectiveness as a teacher.
13. The College of Education, Humanities, and Behavioral Sciences may withdraw an intern
from a school placement when, in the opinion of the university supervisor, cooperating
teacher, Director of Field Experiences and School Partnerships, and school principal, it is in
the best interest of the intern, the public school, and the University.
14. Interns must present the cooperating teacher and university supervisor with a
written plan before any lesson is taught.
15. Interns are enrolled in an internship course (495 or 595) offered through Alabama
A & M University, while engaged in the internship at the school site. The course
requires attendance at a weekly seminar facilitated by the Director or the University
Supervisor.
16. Should it be determined by the University Supervisor, Cooperating Teacher, Principal
and Director of Field Experiences during the internship, that the intern should
receive compensatory instruction in the planning or implementing (delivery) of
effective lessons (units or strengthening in areas such as classroom management or
procedures), an intervention plan will be devised and implemented for the intern. The
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17.
18.
individualized intervention plan will be developed through the combined recommendations
of the University Supervisor, Cooperating Teacher, Principal, and Director of Field
Experiences and School Partnerships. If the implementation of the plan is unsuccessful in
helping the intern to deliver effective instructions, the internship may be extended or
repeated in its entirety the next semester (after a detailed intervention plan for the intern
with a timeline, personnel involved, and specific compensatory strategies to improve
preparation and instruction are developed).
The internship may not be repeated more than 3 times.
Interns submit proof of professional liability insurance coverage before engaging in the
internship. The National Education Association (NEA) and Alabama Education
Association (AEA) offer one of the cheapest policies. For $35.00 per year, the dual
association membership provides $1 million worth of professional liability insurance
coverage as well as membership in two professional organizations.
Enrollment is online at www.myaea.org or www.nea.org , under student programs. A
printed copy of the membership confirmation must be submitted to the Office of Field
Experiences and School Partnerships prior to beginning the internship.
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Attendance Policies for the Internship, Training Sessions, and Seminars
The intern must be present all days of the assigned placement. Any days missed must be
made up at the end of the internship period. Any absence other than illness must have
prior approval by the Director of Field Experiences and School Partnerships, cooperating
teacher and the university supervisor. All absences for illness, death, etc. must be
substantiated with appropriate documentation (i.e. physician’s excuse, obituary, etc.).
The intern must follow the assigned school’s procedure on reporting a need to be absent.
Notification must be provided to the cooperating teacher no later than 7:30 a.m. on the
day of the absence. The university supervisor and Office of Field Experiences and
School Partnerships must be notified as soon as possible on the day of the absence.
The intern may not serve as a substitute during the internship.
The intern must participate in co-curricular activities in order to become acquainted with
activities of the school programs beyond the classroom.
The intern must assume all responsibilities of the cooperating teacher. When the
cooperating teacher is required to assume co-curricular activities, the candidate is
expected to assume the same responsibilities, such as bus duty, hall duty, etc. The
following are appropriate for candidate observation and/or participation: faculty
meetings, candidate clubs/organization, in-service programs, assemblies, parent-teacher
association meetings, candidate performances, athletic events, parent-teacher
conferences, and Board of Education meetings.
The intern must attend all internship course seminars and training sessions to complete
the requirements of the Internship Program leading to teaching certification.
Whole-group training sessions (AMSTI, ARI, Positive Behavior Intervention, and
Addressing Disproportional Problems in Alabama Schools) and seminars (including
orientation and exit seminars, career development, and certification) are scheduled by
The Office of Field Experiences and School Partnerships.
Small-group seminars are scheduled by university supervisors.
Policy on Pre-existing Medical Conditions and Medical Emergencies
The internship is a semester of fulltime teaching experiences. A candidate who has a preexisting medical condition which may interfere with the completion of the internship
experience will not be allowed to enroll in the internship during the semester in which the
condition is manifested. If a candidate enrolls in an internship and must be absent due to
pre-existing conditions, regardless of the amount of time already spent in the internship
experience, the candidate will be required to repeat the entire internship experience.
If a medical emergency is manifested during the semester of enrollment in internship
which requires absences, the situation will be evaluated on an individual basis in
consultation with the Cooperating Teacher, University Supervisor, and the Director of
Field Experience to determine if the candidate will be allowed to complete the internship
experience.
If the medical emergency requires absences, the candidate will be required to make up
the missed days or repeat the internship experience.
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In the event of a medical emergency, the candidate must initiate the evaluation process by
forwarding, in writing, a formal request accompanied by supporting documentation
delineating the nature and expected duration of the absence to The Office of Field
Experiences and School Partnerships. This request must be made within one week after
the beginning date of the absences.
It is the responsibility of the candidate to notify, by telephone, the cooperating teacher,
university supervisor and the Director of Field Experiences and School Partnerships of all
absences from the internship experience. This notification should be made prior to the
absence but no later than the end of the school day in which the absence occurred.
Notification of absences in excess of two days must be made in writing by submitting the
appropriate documents to the cooperating teacher with copies to the university supervisor
and the Director of Field Experiences and School Partnerships.
Professional Presentation and Behavior Policies
Interns are expected to present a professional appearance at all times. Failure to present a
professional appearance in attire, attitude, and/or behavior constitutes justifiable cause for
withdrawal from the internship.
Interns are to refrain from making comments or any verbal or nonverbal expression that
would be considered unprofessional.
Interns are to maintain professional relationships with candidates, colleagues and
community residents.
Interns are to dress professionally. No jeans, flip flops, or revealing attire.
Assessment Procedures and Policies
Interns are observed and evaluated by the university supervisor and cooperating teacher
continuously throughout the internship period. A conference follows each assessment.
The candidate provides the university supervisor with a daily schedule to facilitate the
scheduling of observations.
At the conclusion of the intern experience, the candidate evaluates the cooperating
teacher and university supervisor.
State Code requires that interns complete a minimum of 20 days of full-time teaching,
with at least 10 consecutive days.
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Assignments and Requirements
THE ELECTRONIC PORTFOLIO:
The electronic portfolio is submitted for evaluation to the University Supervisor for review at the
conclusion (summative) of the internship, as one component of the criteria needed for exit from
the internship. The template for the portfolio is unique to each program areas. Candidates
should submit an artifact (or more than one artifact) that demonstrates understanding,
competence, and mastery of each standard. Reflection comments should support each artifact.
The template for the portfolio is the following:
For the artifact submitted, you must include the following information below. Please directly
type the information under the appropriate sections below.
Description:
What is your artifact?
Analysis:
How does this artifact demonstrate you understand the standard?
Reflection:
How will your understanding of this standard impact your future students’ learning?
The following are examples of items that may be considered artifacts:
1. Lesson Plans (Written lesson plans are submitted to and approved by the Cooperating
Teacher prior to the teaching of the lessons. The lesson plans, any handouts, student
sheets, tests, major project/assignment descriptions, diversity inclusion, and other
artifacts of teaching are included. )
2. Teacher Work Sample
(The work sample is submitted into LiveText at midterm, to assess teaching
competencies and ability to impact student learning.)
The teacher work sample is developed during the 20 days of full time teaching, and
adheres to the template below:
Describe the demographics of the classroom – number of students, ethnicity, gender, age, ELLs, subject area.
Select a lesson or unit to teach in a specific content area.
Administer a pretest (quantitative with a scale of 10 or multiples of 10).
Teach the lesson or unit.
Administer a posttest (the same test as the pretest – however, items may be mixed in order as to not replicate the exact
same pretest)
Analyze the results. List pretest scores and posttest scores. How many students scored higher, how many lower, how
many stayed the same? Use charts and graphs to display the results.
Write a reflective summary. Describe the impact instruction made on student learning. How will the results be used to
improve instruction?
Include a copy of the pretest, lesson plan/unit plan, posttest, answer keys, scoring rubrics, and other relevant artifacts.
3. Teaching Materials – including power-point presentations and other electronic media
4. Bulletin Boards - A photograph of the bulletin boards are displayed
in the portfolio.
5. Evaluations - (Include classroom observations and assessments, copies of the mid- term,
final evaluations, and any correspondence between the candidates, cooperating teacher,
and/or university supervisor.)
6. Limited Language Learner’s Assignment
7. Technology ( Include evidence of use of technology in the classroom, such as powerpoint presentation.)
8. Test Administration: Work with the cooperating teacher and select a student to
administer a battery of formal and informal assessment instruments. The assessments
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should include all basic areas (reading, math, learning styles) as well as any areas
pertinent to that particular student. Prepare a summary of strengths and needs.
Assignments Specific to Majors in Special Education and Working with Exceptional
Learners:
In addition to the items required of all interns, the following must be included in the portfolio of
candidates with a major in special education:
Test Administration: Work with the cooperating teacher and select a student to administer
a battery of formal and informal assessment instruments. The assessments should include all
basic areas (reading, math, learning styles) as well as any areas pertinent to that particular
student. Prepare a summary of strengths and needs.
Individualized Education Program: Work with the cooperating teacher to develop an IEP.
Respect confidentiality.
Special Education Forms: Include a blank copy of each form that is currently used in
special education. Write a brief description of when and how the form is used.
Conferences: Attend at least one parent conference conducted by the special educator.
Analyze, record, and evaluate the conference.
Other Items That Are Stored Electronically But May (or May Not) Be Used as An Artifact
Are the Following:
Faculty Meetings and Professional Development Sessions (agendas, handouts and notes
from faculty meetings)
Reports of Observations/Interviews to include the following
An interview with the principal or assistant principal regarding whole-school
procedures and/or discipline.
A report of attendance at either a PTA meeting or a parent-teacher conference.
Seminars (Include copies of handouts and notes from the group
Seminar as well as the individual seminars conducted by the University Supervisor.)
Other (Include certificates and training information received from AMSTI, ARI, Positive
Behavior Intervention, Addressing Disproportional Problems in Alabama,
Career
Development.)
Reflective Journal Entries (The weekly reflective assignments are not the same as the
reflections from the teacher work sample.) Resume (Career Development Guidelines)
Philosophy of Education (The philosophy is a detailed statement and explanation of the
philosophy of education indicating how the philosophy guided the teaching practices during
the internship.)
Career Development Registration
Items That Are Submitted as a Hard Copy By The Second Week of the Semester to the
Office of Field Experiences( and Stored Electronically in the Portfolio) are the Following:
Daily Class Schedule
Intern’s Semester Plan (The plan follows the Classroom Involvement Schedule and
indicates time allotted for observation, limited involvement in teaching, full responsibility for
teaching and gradual relinquishment of teaching duties. The candidate indicates the nature of
activities during each of the times and the extent of content coverage during the teaching
time. The plan is developed with and approved by the Cooperating Teacher at the beginning
of the internship period. If assigned to two placements, one for each placement is submitted
and revised periodically as time progresses.)
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Teacher Work Sample
The work sample is submitted into LiveText at midterm, to assess teaching competencies
and ability to impact student learning. The teacher work sample is developed during the
20 days of full time teaching, and adheres to the template below:
Describes the demographics of the classroom – number of students, ethnicity,
gender, age, ELLs, subject area.
Includes a pretest (quantitative with a scale of 10 or multiples of 10) administered
before the lesson is taught.
Focuses around a lesson or unit taught in a specific content area.
Includes a posttest (the same test as the pretest – however, items may be mixed in
order as to not replicate the exact same pretest) administered after the lesson or unit
is taught.
Includes an analysis of the results of instruction and impact on student learning.
Lists pretest scores and posttest scores. Describes how many students scored higher,
how many lower, how many stayed the same. Includes charts and graphs to display
the results.
Includes a reflective summary. Describes the impact the instruction made on student
learning and how the results will be used to improve instruction.
Includes a copy of the pretest, lesson plan/unit plan, posttest, answer keys, scoring
rubrics, and other relevant artifacts.
18
Intern - The Teacher Work Sample Description and Rubric
The teacher work sample, assessed at the midterm, is comprised of electronic evidence that
Alabama A & M University candidates know and can demonstrate the content knowledge,
pedagogical content knowledge and skills, and pedagogical and professional knowledge and
skills that are necessary to help all students learn. The work sample evaluation instrument
provides evidence that candidates can plan instruction, teach lessons, complete assessments,
reflect upon teaching and instruction, and can positively impact the learning of their students.
The work sample provides a technological method for candidates to demonstrate ability in the
Alabama Quality Teaching Standards - content knowledge, teaching and learning, literacy,
diversity, and professionalism – the proficiencies that AAMU professional teacher educators and
other school professionals agree, represent the content knowledge and core concepts that
candidates need for successful teaching during the clinical.
At the midterm of the clinical internship, candidates must be able to demonstrate proficiency in
planning, instructing , assessing, analyzing, reflecting, and positively impacting student learning
in order to move forward into the final stage of the clinical internship. Two assessors, the
university supervisor and the director of field experiences, critique and assess the work sample.
The assessment is used to determine what support or intervention is necessary to enable the
candidate to successfully complete the internship and to positively impact student learning.
Candidates use the work sample as a self assessment tool to reflect upon planning and teaching
and to refine instruction .
Candidates demonstrate proficiency with technology during the preparation of the work sample
through the development of charts and graphs to display the pretest and posttest data and to
visually display and interpret the impact upon student learning. The work samples are electronic
and submitted into an electronic LiveText portfolio.
Rating Scale: Directions: The rating scale below is used, with the teacher work sample rubric, to rate the
candidate in terms of how adequately the candidate is prepared to deal with each area listed below.
1 = Unacceptable
This indicates the performance of the clinical candidate is
not acceptable.
Improvement activities must be undertaken immediately.
2 = Acceptable
This indicates the performance of the clinical candidate sometimes
but not always, meets expectations.
Improvement activities are required for performance to
consistently meet standards.
3 = Good
This indicates the clinical candidate meets and sometimes exceeds
expectations for performance. Performance can be improved in area(s)
indicated, but current practices are clearly acceptable.
4 = Exemplary
This indicates the intern does an outstanding job. No area for
improvement is readily identifiable.
19
Internship Rubric For Clinical Teacher Work Sample
Name of Candidate _________________________________________________Banner # _____________________
Program Area ________________GRAD____UG__________Course and #______________________________
Name of Instructor Rating the Assignment___________________________________________________________
Semester ___________________________________________________Date________________________________
Criteria
1.
Rating Scale: 1 = unacceptable, 2 = acceptable, 3 = good, 4 = exemplary
4
3
Description of classroom
Description is well-written,
Description is partial
demographics
grammatically correct, and is
and omits one of the
complete - includes age,
following: age,
ethnicity, gender, school,
ethnicity, gender,
grade, subject, teacher.
school, grade,
subject, teacher.
2.
Pretest with Answer Key
Pre test is well written,
grammatically correct, and is
complete.
The pre test does
not cover material
taught in lesson
plan/unit.
3.
Lesson Plan/Unit Plan
Plan is well-written,
grammatically correct, and is
complete.
Plan is partial and
omits some essential
components of a
lesson plan.
4.
Posttest with Answer Key
The Post test is well-written,
grammatically correct, and is
complete.
The post test does
not cover material
taught in lesson
plan/unit.
5.
Display of Pretest and Posttest
Scores with Analysis of
Differences – Represented
Graphically
Display depicts comparison of
pre with post scores for all
students in the class.
Scores are
represented
graphically in chart
or graph.
6.
Reflective Summary With
Impact On Student Learning
Reflection is well-written,
grammatically correct, and
describes the challenges and
successes and impact on
student learning..
Reflection is partial
and does not
sufficiently describe
the challenges and
successes.
7.
Copies of pre and post tests,
lesson plans, unit plan, answer
keys, scoring rubric, and other
artifacts
Sample includes all copies of
pre and post tests, lesson
plans, unit plan, answer keys,
scoring rubric, and other
artifacts
Sample is missing at
least one important
component.
2
Description is
vague and omits
two of the
following: age,
ethnicity, gender,
school, grade,
subject, teacher.
Pre test is vague
and is hand
written and/or
does not include
an answer key.
Plan is vague and
does not discuss
teacher’s
involvement and
strategies or
differentiation of
instruction.
The post test is
vague and is hand
written and/or
does not include
an answer key.
Display is vague
and does not
compare all pre
and post scores.
1
Description is
missing or omits
important variables.
Reflection is
vague and does
not describe the
difficulties and
successes and/or
impact on student
learning.
Sample is missing
at least two
important
components.
Reflection is
missing or omits
how candidate
would teach lesson
differently.
Total
The Pre test is
missing .
Plan is missing or
omits several
important
components of
information.
The post test is
missing .
Comparative scores
and graphic
displays are
missing.
Sample is missing
three or more
important
components.
Total
Score
______out
of
28possible
20
Clinical Internship Limited Language Learners Reflective Assignment
During the course of the internship, the intern candidate will develop knowledge, skills,
and dispositions related to instructing Limited Language Learners. At least one artifact
and reflective entry, in the LiveText electronic portfolio must focus upon Limited and
instructional strategies and assessment related to the specific program area.
1. Select one Limited Language Learner.
2. Describe the learner (i.e., age, ethnicity, grade, gender).
3. Discuss the learner with your cooperating teacher.
4. What special or unique characteristics are presented?
5. What strategies does the cooperating teacher use to facilitate understanding?
6. Reflect upon your previous experiences working with Limited Language Learners.
How does your internship experience differ? What specific instructional and
behavior management challenges do you face as the instructor and what specific
strategies are you utilizing?
21
Rubric – Clinical-Level Limited Language Learners Assignment
Name of Candidate _________________________________________________Banner # _____________________
Program Area ________________GRAD____UG__________Course and #______________________________
Name of Instructor Rating the Assignment___________________________________________________________
Semester ___________________________________________________Date________________________________
Rating Scale: 1 = unacceptable, 2 = acceptable, 3 = good, 4 = exemplary
Criteria
Description of the Limited Language
Learner and classroom.
4
Description is
well-written,
grammatically
correct, and is
complete and
includes age,
ethnicity, gender,
school, grade,
subject, teacher.
3
Description is
partial and omits
one of the
following: age,
ethnicity, gender,
school, grade,
subject, teacher.
Description of the instruction and
lesson
Description is
well written,
grammatically
correct, and is
complete.
Description is
partial and omits
one of the
following:
activity,
objectives,
technology,
materials,
questioning,
evaluation.
Description of strategies used by the
cooperating teacher to facilitate
understanding
Description is
well-written,
grammatically
correct, and is
complete.
Description is
partial and omits
a description of
the strategies.
Description of behavior management
Description is
well-written,
grammatically
correct, and is
complete.
Description is
partial and does
not sufficiently
describe
problems and
strategies.
Reflection on the lesson - describe
specific challenges and strategies used
and how this experience differs from
previous experiences.
Reflection is
well-written,
grammatically
correct, and
describes the
challenges and
successes.
Reflection is
partial and does
not sufficiently
describe the
challenges and
successes.
2
Description
is vague and
omits two of
the
following:
age,
ethnicity,
gender,
school,
grade,
subject,
teacher.
Description
is vague and
omits two of
the
following:
activity,
objectives,
technology,
materials,
questioning,
evaluation.
Description
is vague and
does not
discuss
teacher’s
involvement
and
strategies.
Description
is vague and
does not
describe
problems
and
strategies.
Reflection is
vague and
does not
describe the
difficulties
and
successes.
1
Description
is missing or
omits
important
variables.
Total
Description
is missing or
omits
important
variable.
Description
is missing or
omits
important
information.
Description
is missing or
omits
necessary
information.
Reflection is
missing or
omits how
candidate
would have
taught
lesson.
Total
Score
______out
of 20
possible
22
Intern Attendance Documentation Form
Alabama A & M University
College of Education, Humanities, and Behavioral Sciences
Office of Field Experiences and School Partnerships
Candidate’s Name:__________________________ Grad______ UG_______ Banner #_______________________
Program Area ________________Semester:_____________Grade________________Subject__________________
School: __________________________________________Cooperating Teacher_____________________________
MONDAY
WEEK
DATES
TIME
IN
TIME
OUT
TUESDAY
TIME
IN
TIME
OUT
WEDNESDAY
TIME
IN
TIME
OUT
THURSDAY
TIME
IN
TIME
OUT
FRIDAY
TIME
IN
TIME
OUT
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
________________________________________
SIGNATURE, CANDIDATE
__________________________________________
DATE
_______________________________________
SIGNATURE, COOPERATING TEACHER
_______________________________________
DATE
23
Intern’s Daily Class Schedule
Candidate’s Name_____________________ Grad___ UG___ Banner #____________________
Address:___________________________________________
Phone _____________________
_______________________________________________________________________________
Email__________________________________________
Semester:___________________
School _________________Grade__________ Subject__________ Phone __________________
School Address __________________________________________________________________
Principal: _______________________________________________________________________
Cooperating Teacher(s): ____________________________________________________________
Period
Time
Subject/Grade Level
Complete this schedule and submit it to your university supervisor and The Office of Field
Experiences and School Partnerships no later than the end of the second week of each
placement. Be sure to include breaks, lunch, planning, labs, etc. and times that your candidates
are in P.E., music, art, etc.
24
Semester Plan for Intern
( First Placement)
Name: _______________________Grad___UG____
School: _________________________
Cooperating Teacher: _________________________ Grade/Subject:___________________
In collaboration with your cooperating teacher, complete the plan below. Indicate the subject,
nature and types of activities you will be involved in each week of your internship (i.e.
observation, assisting individual student/groups, teaching reading classes, etc.). The plan may be
revised during your experience. SUBMIT THE COMPLETED FORM TO YOUR
UNIVERSITY SUPERVISOR BY THE END OF THE SECOND WEEK OF THE
INTERNSHIP.
Week
Dates:
1
Nature of Activity, Subjects Taught, Level of Involvement
2
3
4
Five Days of Full Time Teaching
5
Five Days of Full Time Teaching
6
7
8
25
Semester Plan for Intern
( Second Placement)
Name: _______________________Grad___ UG____ School: _________________________
Cooperating Teacher: _________________________ Grade/Subject:___________________
In collaboration with your cooperating teacher, complete the plan below. Indicate the subject,
nature and types of activities you will be involved in each week of your internship (i.e.
observation, assisting individual student/groups, teaching reading classes, etc.). The plan may be
revised during your internship.
SUBMIT THE COMPLETED FORM TO YOUR
UNIVERSITY SUPERVISOR BY THE END OF THE SECOND WEEK OF THE
INTERNSHIP.
Week
Dates:
1
Nature of Activity, Subjects Taught, Level of Involvement
2
3
4
Five Days of Full Time Teaching
5
Five Days of Full Time Teaching
6
7
8
26
Intern Semester Plan
(Single Placement)
Name: ______________________________Grad___UG___ School: _________________________
Cooperating Teacher: ________________________
Grade/Subject:___________________
In collaboration with your cooperating teacher, complete the plan below. Indicate the subject, nature and
types of activities you will be involved in each week of your internship (i.e. observation, assisting
individual candidates/groups, teaching reading classes, etc.). The plan may be revised during your
internship. SUBMIT THE COMPLETED FORM TO YOUR UNIVERSITY SUPERVISOR BY
THE END OF THE SECOND WEEK OF THE PLACEMENT.
WEEK
DATES:
1
Nature of Activity, Subjects Taught, Level of Involvement
2
3
4
5
6
Five days of full time teaching
7
Five days of full time teaching
8
Five days of full time teaching
9
Five days of full time teaching
10
Five days of full time teaching (optional)
11
12
13
14
15
16
27
Strategic Lesson Plan
Teacher:
Content Area:
Grade Level:
Date:
Day:
Course of Study Objective:
Lesson Outcome:
Resources (textbooks/page numbers, trade books, etc.):
Before
During
After
Purpose:
Purpose:
Purpose:
Strategy:
Strategy:
Strategy:
Activity:
Activity:
Activity:
Assessment:
Differentiated Instruction for Advanced Class:
28
Sample Lesson Plan
I.
Performance Objective(s)
II.
Instruction
A. Entry (orient, set stage)
B. Lesson Development (methods and strategies, examples, guided practice, independent
practice)
1. Strategies reflecting diversity of the classroom
2. Strategies for the “at-risk” candidate
3. Differentiated instruction/ tiered instruction
C. Closure (summary, application or integration and such activities as homework or
reinforcement assignment)
III.
Formative Evaluation (assessment of the objective(s) for the lesson including instrument
and level).
IV.
Materials, Equipment, Resources (lists of materials, equipment, resources and preparation
that must be done beforehand as a reminder to the teacher).
29
Sample Lesson Plan
Elementary School
Teacher:_____________________Date:_____________Subject:________________
Objectives
Activities
Resources (Materials)
Procedures
(Examples, guided practice, independent
practice)
Differentiated Instruction:
Learning Styles
Tiered Instruction:
Instructional Method
visual
____
auditory
_____
tactile
_____
kinesthetic
discussion,
technology used
demonstration
technology
modeling technology
outside speaker
ELL:
repetition
other
Evaluation
Closure:
oral
_____
written
_____
observation
_____
30
Homework
____
____
____
____
____
____
Sample Lesson Plan
Middle School/High School
TEACHER: ___________________________SUBJECT: ______________________
Grade: ______________________________DATE: _______________________________
INSTRUCTIONAL MATERIALS NEEDED:
CLASS WARM-UP:
LESSON PLAN
OBJECTIVES:
PROCEDURE:
(INCLUDING EXAMPLES, GUIDED PRACTICE, AND
INDEPENDENT PRACTICE)
Delineations for the “at-risk” candidate
Differentiated Instruction/Tiered Instruction
QUESTIONS FOR THOUGHT/FEEDBACK
EVALUATIVE METHODS AND
QUESTIONS:
HOMEWORK
ASSIGNMENT:
31
Sample Lesson Plan
Middle and High School
Teacher:_____________________________ Subject________________ Grade___________________
Date: _________________________________Period:
____________
Course of Study:______________________________________________________________________
Instructional Objective:
Below check all that apply:
_____Art Activity
_____Brainstorming
_____Charts
_____Competition
_____Critical Thinking Questions
_____Demonstration
_____Discussion
_____Graphs
_____Guided Practice
_____Hands-on Activity
______
_____Interactive Lecture
_____Lab Investigation
_____Mind Maps
_____Note taking
_____Performance Test
_____Portfolio
_____Problem Solving
_____Project
_____Quiz/Test
_____Reading Activity
_____Review
_____Role Play
_____Simulation
_____Candidate Presentation
_____Technology Application
_____Videotape
_____Worksheet
_____Writing Activity
_____Other
Procedural Notes:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Materials:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Assessment:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Homework:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Summation:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
ELL/ Differentiated and Tiered Instruction:
________________________________________________________________________________________
___________________________________________________________________________________________
_______________________________________________________________________________________
________________________________________________________________________________________
32
BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES: COGNITIVE DOMAIN
I.
II.
III.
IV.
V.
VI.
Knowledge
A. Emphasizes remembering by recall or recognition; should not be too different from the way in which knowledge was originally
acquired
B. Behavioral Tasks
1. Defines ……..
2. Recalls ……...
3. Lists …………
4. States ……….
5. Recites ……..
Comprehension
A. Emphasizes a grasping of the meaning of the material; deals with content
B. Involves the ability to interpret or translate from abstract to simple phrases or a generalization
C. Behavioral Tasks
1. States in own words …………
2. Gives an example of …………
3. Illustrates …………………….
4. Describes ……………………
5. Summarizes …………………
6. Interprets ……………………
Application
A. Applies what is remembered and comprehended
B. Applies learning to real life problems
C. Behavioral Tasks
1. Chooses an appropriate procedure …………
2. Applies a principle …………………………
3. Uses an approach …………………………..
4. Identifies a solution ………………………..
Analysis
A. Breaks material into constituent parts and detects relationship of the parts to each other and to the whole
B. Distinguishes fact from hypothesis and from value statements
C. Identified conclusions and generalizations
D. Separates relevant from trivia
E. Differentiates one symbol from another symbol
F. Behavioral Tasks
1. Distinguishes ….
2. Discriminates between …….
3. Discovers ………………….
4. Detects …………………….
Synthesis
A. Learner may exhibit creative behavior
B. Emphasizes originality
C. Organizes ideas into new patterns
D. Tries various approaches
E. Example: Ability to plan a unit for a particular situation or develop a personal theory
F. Ability to use results of research in solving a problem
G. Behavioral Tasks
1. Develops a plan ……..
2. Writes an essay ……...
3. Makes up a story …….
4. Designs a machine ……
Evaluation
A. Makes a judgment concerning the value of ideas, principles, methods, solutions, etc.
B. Uses criteria
C. May precede acquiring new knowledge or occur at any other level
D. Not unfounded opinions
E. Broadens foundations for making judgments
F. Recognizes fallacies
G. Behavioral Tasks
1. Compares ……..
2. Judges ………...
3. Determines the best possible ……..
4. Applies criteria …………
33
Internship Reflective Journal
(The purpose of the journal is to allow interns to reflect upon teaching practices and situations that occur each week
of the internship. It is a mechanism for interns to see professional growth and changes in attitudes and beliefs.)
Name________________________________________________GRAD___UG________
Banner Number______________________ Program Major _________________________
Describe the best aspect of the week:
Describe the worst aspect of the week:
What insight did you gain about teaching this week and what changes would you make to
improve your teaching?
Overall rating of week (circle one):
Bad
1
2
3
4
5
6
7
8
34
9
Good
10
Evaluation of University Supervisor
By Intern
Candidate’s Name:____________________ GRAD ___UG___ Banner#_________________
University Supervisor: _____________________________Semester____________________
School:_______________ Grade ______Cooperating Teacher:_________________________
The instrument is designed to obtain feedback about the performance of the university
supervisor. Please rate each item below.
During the semester, the university supervisor:
1. showed respect for me as a teacher ………………………
2. showed interest in my progress …………………………..
3. communicated realistic expectations to me regarding my
internship experience ………………………………
4. provided constructive feedback …………………………..
5. seemed to enjoy supervising me ………………………….
6. outlined clear objectives for the improvement of my
teaching …………………………………………………..
7. was patient with me ………………………………………
8. collected sufficient information to adequately evaluate
my performance ………………………………………….
9. provided useful feedback on lesson observation …………
10. was dependable …………………………………………
11. demonstrated a professional attitude ……………………
14. pointed out strengths and things I did well ……………..
13. was fair and objective in evaluating my performance ….
14. provided assistance when requested ……………………
15. communicated with skill and effectiveness …………….
Yes
____
_____
No
______
______
_____
_____
_____
______
______
______
_____
_____
______
______
_____
_____
_____
_____
_____
_____
_____
_____
_____
______
______
______
______
______
______
______
Comments:____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________
________________________________________ ____________________________________
Intern’s Signature
Date
35
Evaluation of Cooperating Teacher
By Intern
Candidate’s Name____________________ GRAD___ UG___ Banner#________________________
Cooperating Teacher: ________________________________________ Semester________________
School:_________________ Grade_______ University Supervisor: __________________________
The instrument is designed to obtain feedback about the performance of the cooperating teacher. Please
rate each item below.
During the semester, the cooperating teacher:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
was understanding of my needs as a beginning teacher …………
showed respect for my needs as a beginning teacher …………….
showed respect for me as a person ……………………………….
shared ideas and methods about teaching, discipline, and
other areas of my responsibilities…………………………………
communicated realistic expectations about my duties as
an intern…………………………………………………..
provided constructive feedback …………………………………..
let me take responsibility without unnecessary interference ……..
was patient with me ………………………………………………
treated me as a professional………………………………………
collected sufficient information to adequately evaluate my
performance ……………………………………………………
showed genuine interest in my progress ………………………….
demonstrated a professional attitude…………………..…………..
pointed out strengths and things I did well ……………………….
was fair and objective in evaluating my performance ……………
communicated with skill and effectiveness ………………………
Yes
_____
_____
_____
No
______
______
______
_____
______
_____
_____
_____
_____
_____
______
______
______
______
______
_____
_____
_____
_____
_____
_____
______
______
______
______
______
______
Comments: ______________________________________________________________________
________________________________________________________________________________
Signature of Intern____________________________ Date__________________________
36
Intern Self-Assessment Pre-Survey
Name ________________________________Semester___________________
Major_______________________________ GRAD_____UG_______________
How adequately prepared are you to deal with each of the following areas:
Rating: 1 = not at all, 2 = somewhat, 3 adequately, 4 = well prepared
Criteria
1
2
3
1.Classroom management/discipline
2.Planning lessons
3.Writing lessons
4. Writing unit plans
5.Understanding content material to be taught
6. Being punctual every day
7. Performing extra duties such as, faculty meetings,
PTA meetings
8.Establishing rapport with students
9.Understanding developing levels of students
10.Learning/teaching strategies for working with
diversity (LEP, disabilities,
SES, ESL, cultural, ethnic)
11.Working with parents
12.Working with administrators
13.Working with other faculty
14.Working with your cooperating teacher
15.Working with your university supervisor
16.Fulfilling the full responsibilities of the classroom
17.Actually teaching the lesson and making sure
students learned
18.Evaluating instruction and learning
19.Assessing/evaluating students
20.Administering test and/or standardized test
Total
37
4
Total
Intern Self-Assessment Post-Survey
Name ________________________________Semester___________________
Major_______________________________ GRAD_____UG_______________
How adequately were you prepared to deal with each of the following areas:
Rating: 1 = not at all, 2 = somewhat, 3 adequately, 4 = well prepared
Criteria
1
2
3
1.Classroom management/discipline
2.Planning lessons
3.Writing lessons
4. Writing unit plans
5.Understanding content material to be taught
6. Being punctual every day
7. Performing extra duties such as, faculty meetings,
PTA meetings
8.Establishing rapport with students
9.Understanding developing levels of students
10.Learning/teaching strategies for working with
diversity (LEP, disabilities,
SES, ESL, cultural, ethnic)
11.Working with parents
12.Working with administrators
13.Working with other faculty
14.Working with your cooperating teacher
15.Working with your university supervisor
16.Fulfilling the full responsibilities of the classroom
17.Actually teaching the lesson and making sure
students learned
18.Evaluating instruction and learning
19.Assessing/evaluating students
20.Administering test and/or standardized test
Total
38
4
Total
CAREER DEVELOPMENT SERVICES FOR EDUCATION MAJORS
Career Development Services
101 Patton Building – (256) 372-8179
GENERAL GUIDELINES











Register with Career Development Services. Students pay a $20 registration fee and are issued a password for MonsterTrak.
This computerized, Internet-base database is used by Alabama A&M University’s Career Development Services office, as well
as hundreds of other colleges and universities around the country. The one-time charge keeps a student “active” with CDS for
one year beyond the date the degree is completed.
Obtain copies of the Placement Manual and the Job Search Handbook for Educators. CDS makes these publications available at
no cost to registered students.
Go on line to enter correct personal information. An undergraduate elementary education major, for example, would check
“Elementary Education and “School of Education”, but a graduate student in elementary education would check “Elementary
Education (M.Ed./Ed.S)” and School of Graduate Studies.” Keep this information up to date (especially addresses, phone
numbers, and email addresses). Once you have registered, you will received emails giving you further information about how to
use MonsterTrak, as well as a copy of CDS’s Cancellation/No Show Policy.
Create your resume. Use the attached instructions and sample as a guide. Highlight your work with children, whether on a paid
or volunteer basis. Remember that school systems are always interested in the ages or grade levels of the children with whom
you work(ed). Your resume is your personal advertisement: it must be PERFECT.
Upload your resume onto MonsterTrak. Your resume will be reviewed and you will be emailed as to whether it has been
accepted or requires revisions. CDS does not refer resumes that have not been approved.
If you are required to make revisions, you must resubmit your resume on line and notify CDS that you have done so, in order for
it to be reviewed again.
You are now ready to take full advantage of all CDS services.
Gather recommendations for your “placement file.” You should have at least three rating sheets or letters or recommendation on
file with CDS by the time you begin completing employment applications for school systems. Most systems will accept
recommendations submitted on our forms. Transcripts are not included in this file. The first three file mailings are free; a $3 fee
will be charged for each additional file mailed.
Create an organized “job search file” in which you keep copies of all your correspondence with school systems, system
publications, notes on interviews, etc. Especially important are the names of persons with whom you speak-in person and over
the telephone-as well as the dates of your conversations and submissions. (Make sure names are spelled correctly.) Be
professional in all of your communication, written and oral; the impression you make on a secretary or receptionist can
determine whether you win or lose a position.
Do your homework. Invest in a road atlas so that you can determine locations of school systems in which you might be
interested. Most school systems are named for counties rather than cities, and most students’ knowledge of this kind of
geography is limited. Use the Internet and other resources (see the Job Search Handbook, for example). The Alabama State
Department of Education’s web site (www.alsde.edu) not only provides a listing of systems, but also key personnel contacts.
Follow through. Write thank-you notes to interviewers within 48 hours. Complete and mail your application in a timely fashion.
This is “good manners” and provides you with an opportunity to make (or reinforce) a good impression. Follow directions:
filling out applications is a time-consuming process, but no one will hire you if you have not submitted all of the appropriate
paperwork.
39
Resume
Current and Permanent Addresses and Phone Numbers: Proofread carefully! Including a permanent address and
phone may be necessary if the employer tries to reach you after graduation or during a school break.
Professional Objective: Give the subject area(s) or grade(s) you are interested in teaching. If you are interested in
working with particular extracurricular activities or coaching (and qualified), give that information here.
Education: List the name(s) of the college(s) attended, city(ies), and dates, beginning with your highest degree.
Include type degree pursued, major/minor, anticipated graduation date. List GPA overall or in major only if it is 3.0
or above (ex. 3.5/4.0). After your sophomore year, omit all references to high school.
Honors and Awards: List scholarships, academic honors (including Dean’s List), and dates from college.
Course Work: For juniors and below, list courses related to major which you have completed or in which you are
currently enrolled. Not necessary for seniors who have related work experience.
Activities or Affiliations: List professional and academic organizations first; social, religious, and political
organizations may also be listed but are not required. Include any offices held and dates.
Work Experience: Start with your student teaching. Tell the school, location, grade(s), and subject area(s) in which
you worked. If you were involved in any special programs or projects, give that information. If you have limited
work experience, you may also want to include a summary of your practicum experiences. For the remainder of
your work experience, include paid jobs and volunteer or clinical experiences, especially if they are career- related.
Begin with your current or most recent job and work backward in time. List job title, company, city, dates.
Summarize major duties using sentence fragments and appropriate tense. You may use the language of the job to
describe the job. You may also group special work experiences, especially those relating to the job you are seeking.
For any jobs involving children, include the grade level or age range of the children.
Skills: If you have special skills, including but not limited to computer skills, list them here. Other special skills
might include foreign languages or American Sign Language, use of specific lab instrumentation, or communication
skills ( if you are particularly strong in public speaking or writing).
References: State simply, “Available on request.” At the time of the interview, you should have a typewritten list of
at least three professional references to provide to any employer who requests them. The list should include titles,
addresses, phone numbers, and email addresses, separate from your resume.
USE CAPITALIZATION AND BOLD FOR EMPHASIS: STAY AWAY FROM ITALICS, UNDERLINING,
BOXES, AND FANCY GRAPHICS AND TYPEFACES SINCE THEY DO NOT SCAN WELL.
40
“The Educator as a Service Professional”
COURSE SYLLABUS
This syllabus represents a contract between the candidate and the instructor for this course. The syllabus delineates
essential details about the course, course content, and performance assessment. Any official changes to this syllabus
will be made in writing and provided to each student. Except for changes that substantially affect implementation of
the evaluation (grading) statement, this syllabus is subject to change with advanced notice in writing. Additionally,
a candidate is officially enrolled in this course until such time as the university procedure for withdrawal from the
course has been executed. Some of the materials in this course are possibly copyrighted. They are intended for use
only by candidates registered and enrolled in this course and only for instructional activities associated with and for
the duration of the course. They may not be retained in another medium or disseminated further.
Candidates are responsible for confirming that the call number for the course is the number for the section in which
they are actually registered and should be attending.
Course:
Name:
Course:
Name:
AGB 495/595 Internship in Agriscience
HED 495/595
Internship in Health Education
ART 495/595 Internship in Art
MUS 495/595 Internship in Music Education
BED 495/595 Internship in Business/Marketing Education PED 495/595
Internship in Physical Education
CTE 495/595 Internship in Career Technologies
SED 495/595
Internship in Secondary Education
ECH 495/595 Internship in Early Childhood Education
SPE 495/595
Internship in Special Education
ELE 495/595 Internship in Elementary Education
TTE 495/595
Internship in Technical Education
FCS 495/595 Internship in Family & Consumer Sciences
Credit Hrs.
12 Credit Hours/6 Credit Hours
Prerequisites: Approval to participate
Course Description:
This course entails one semester of full-time teaching under the immediate direction of cooperating teachers and
university supervisors in off-campus public (or approved private) schools. Upon return to the campus, students
share their experiences, discuss problems, and develop new techniques in a professional seminar.
Rationale/Relationship to Conceptual Framework:
This course represents a performance-based approach to teacher education designed to enable the candidate to
become an educational service professional with knowledge, skills, and dispositions required by institutional, state,
regional, and national standards. Through a constructivist design, learning will be facilitated by the candidates’
participation in activities that will involve the intellect as well as dispositions. Creativity in learning will be
facilitated by collaboration and feedback that should result in continual reflection and self-assessment. The ultimate
outcome of this course is the further development of a skilled, highly proficient educational practitioner.
Primary Textbook: Alabama A&M University: The AAM U Clinical Internship Guide- Undergraduate and
Initial Graduate (Alternative Masters)
Suggested Readings:
Additional Resources: LiveText software
Building:
Room:
Instructor:
COURSE LOCATION
Day:
Time:
INSTRUCTOR INFORMATION
Office Hours:
TBD
Office Room Number:
41
Classroom Procedures:
Each candidate receives a Clinical Internship Guide, with course syllabus, during the first internship orientation
meeting of the semester. At that time, the Director of Field Experiences and School Partnerships reviews the
internship guide and syllabus, issues assignments, and responds to candidate inquiry. The instructors of record
for the candidate’s internship course are the assigned university supervisor and cooperating teacher. Candidates
are expected to follow the Clinical Internship Guide for internship requirements and class attendance and
dispositions. Any official changes to the syllabus are made in writing and provided to each candidate.
Additionally, a candidate is officially enrolled in this course until such time as the university procedure for
withdrawal from the course becomes official.
Course Objectives and standards:
Prior to completing this course, the candidate shall exhibit the following:
Knowledge of content and skills - Understands the central concepts, tools of inquiry, and structures of the
disciplines taught, and can create learning experiences that make these aspects of subject matter meaningful for
students.
Knowledge of learners and the learning process - Understands how children learn and develop, and can
provide learning opportunities that support their intellectual, social and personal development.
Knowledge of diversity and the learning process - Understands how students differ in their approaches to
learning and creates instructional opportunities that are adapted to diverse learners.
Ability to use various instructional strategies - Understands and uses a variety of instructional strategies to
encourage students’ development of critical thinking, problem solving and performance skills.
Ability to use motivation strategies - Uses and understands individual and group motivation and behavior to
create a learning environment that encourages positive social interaction, active engagement in learning, and
self-motivation.
Ability to use communication strategies Uses knowledge of effective verbal, nonverbal, and media
communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Ability to plan instruction effectively - Plans instruction based upon knowledge of subject matter, students, the
community, and curriculum goals.
Ability to use assessing, diagnosing and evaluating strategies - Understands and uses formal and informal
assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the
learner.
Ability to reflect on practice - Continually evaluates the effects of his/her choices and actions on others
(students, parents, and other professionals in the learning community) and actively seeks out opportunities to
grow professionally.
Ability to establish home-school-community relations - Fosters relationships with school colleagues, parents,
and agencies in the larger community to support students’ learning and well-being.
42
ASSIGNMENTS
Electronic Portfolio in LiveText
All interns are required to complete and submit an electronic portfolio via LiveText. The portfolio is to be
composed according to the requirements listed in the Clinical Internship Guide. The determination of the final
grade from the University Supervisor will be based, in part, on the performance on this portfolio assignment as
deemed acceptable by the University Supervisor as indicated on the electronic scoring rubric.
Reflective Journal
The candidate will maintain a reflective journal throughout the internship experiences. Journal entries should be
made weekly using the format shown in the Internship Guide on the “Internship Reflective Journal” form .
Journal reflections are uploaded to the LiveText portfolio. Entries may be scanned and uploaded into LiveText.
Alternatively, entries may be created in LiveText as LiveText documents using the format provided in the
internship guide. Journal reflections will be assessed at the time of the submission of the LiveText portfolio
and evaluated as “Satisfactory” or “Unsatisfactory.”
Teacher Work Sample
Although also to be submitted as part of the LiveText portfolio, this assignment is to be submitted separately in
LiveText by midterm. During the 20 days of full time teaching, the candidate completes the teacher work
sample, while addressing all items below:
Identify the demographics of your classroom: Number, gender, ethnicity, etc.
 Select a lesson or unit to teach in a specific content area;
 Administer a pretest (quantitative with a scale of 10 or multiples of 10);
 Teach the lesson or unit;
 Administer a posttest (the same as the pretest – however, items may be mixed in order to not replicate
the exact same pretest);
 Analyze the results. List pretest scores and posttest scores. How many students scored higher? How
many scored lower? How many stayed the same? Use charts and graphs to display the result.
 Write a reflective summary. Describe the impact your instruction made on student learning. How will
you use these results to improve instruction?
 Include a copy of the pretest, lesson plan/unit, and posttest, answer keys, rubrics, other materials
Work sample will be assessed in LiveText using the “Teacher Work Sample Rubric from in the Clinical
Internship Guide. Teacher Work Sample will also be uploaded to your LiveText portfolio as an artifact during
the time of the assessment of the portfolio according to the Portfolio Evaluation Rubric.
Teaching
The internship is a full semester, offered during Fall and Spring semesters. During the full semester, interns
engage in a minimum of 20 days of full time teaching. At least 10 of the 20 days must be consecutive. The
candidate is assessed, by the supervisor and cooperating teacher, on abilities as a professional educator while
engaged in a minimum of 20 full days of actual teaching and related tasks. During Triad Discussions, the
cooperating teacher and university supervisor discuss the evaluations with the candidate, and, if necessary,
develop a plan of action for the candidate to address deficiencies. The plan of action is to be implemented prior
to the summative evaluation. It is assumed that the cooperating teacher and university supervisor have
consistently evaluated the intern’s abilities using the assessment instruments in the Clinical Internship Guide.
The intern must receive an overall rating of “2-Acceptable” by the university supervisor and cooperating teacher.
Final Grade Determination:
Cooperating Teacher:
2/5 (40%)
University Supervisor:
2/5 (40%)
LiveText Portfolio:
1/5 (20%)
Point Scale
100 – 90.0%
A
89.9 – 78.0%
B
77.9 – 66.0%
C
65.9 – 55.0%
D
54.9 – 0.00%
F
43
Topic Area
Content Knowledge:
Academic Discipline
Content Knowledge:
Curriculum
Teaching & Learning:
Human Development
Teaching & Learning:
Organization &
Management
Teaching & Learning:
Learning Environment
Learning Outcome
1. Use student’s prior knowledge and experiences to
introduce new subject area related content;
2. Identify student assumptions and preconceptions about
the content of the subject area and adjust instruction in
consideration of these prior understandings;
3. Help students make connections across the curriculum in
order to promote retention and transfer of knowledge to real
life settings;
1. Provide accommodations, modifications, and/or
adaptations to the general curriculum to meet the needs of
each individual learner;
2. Select content and appropriately design and develop
instructional activities to address the scope and sequence of
the curriculum.
1. Teach explicit cognitive, metacognitive, and other
learning strategies to students to support them in becoming
more successful learners;
2. Use knowledge about human learning and development
in the design of a learning environment and learning
experiences that will optimize each student’s achievement;
3. Recognize individual variations in learning and
development that exceed the typical range and use this
information to provide appropriate learning experiences
1. Plan and implement equitable and effective student
access to available technology and other resources to
enhance student learning;
2. Plan teaching and learning experiences that are
congruent with the Alabama Courses of Study and
appropriate for diverse learners;
3. Collect and use data to plan, monitor, and improve
instruction;
4. Organize, allocate, and manage the resources of time,
space, and activities to support the learning of every
student;
5. Organize, use, and monitor a variety of flexible student
groupings and instructional strategies to support
differentiated instruction.
1. Develop a positive relationship with every student and
take action to promote positive social relationships among
students, including students from different backgrounds and
abilities;
2. Communicate with parents and/or families to support
students’ understanding of appropriate behavior;
3. Create learning environments that increase intrinsic
motivation and optimize student engagement and learning;
4. Use individual behavioral support plans to respond
proactively to the needs of all students;
5. Create a print-rich and language-rich environment that
develops and extends students’ desire and ability to read,
write, speak, and listen;
6. Encourage students to assume increasing responsibility
for themselves and to support one another’s learning.
44
Assessment
Method
Student Work
Sample; Portfolio
(Lesson Plans);
Teaching
[S03(1)(b)3.(c)1.(iii)
; 03(1)(b)3.(c)1.(iv);
03(1)(b)3.(c)1.(v);
P2, 3, 4; N1]
Teaching
[S03(1)(b)3.(c)2.(ii);
03(1)(b)3.(c)2.(iii);
P2, 3, 4; N1]
Teaching; Portfolio
(Lesson Plans)
[S03(2)(c)1.(v);
03(2)(c)1.(vi);
03(2)(c)1.(vii); P2,
4; N2]
Teaching; Portfolio
(Lesson Plans)
[S03(2)(c)2.(v);
03(2)(c)2.(vi);
03(2)(c)2.(vii);
03(2)(c)2.(viii);
03(2)(c)2.(ix); P2, 3,
4, 5; N3, 8]
Teaching; Portfolio
(Interviews)
[S03(2)(c)3.(iii);
03(2)(c)3.(iv);
03(2)(c)3.(v);
03(2)(c)3.(vi);
03(2)(c)3.(vii); P1,
2, 3, 4; N5, 6]
Teaching & Learning:
Instructional Strategies
Teaching & Learning:
Assessment
Literacy: Oral &
Written
Communication
1. Select and support the use of instructional and assistive
technologies and integrate these into a coherent
instructional design;
2. Make developmentally appropriate choices in selecting
teaching strategies to assist diverse learners in meeting
instructional objectives;
3. Evaluate, select, and integrate a variety of strategies
such as cooperative learning, discussion, discovery,
problem based learning, and direct instruction into a
coherent lesson design;
4. Adjust instruction in response to information gathered
from ongoing monitoring of performance via formative
assessment;
5. Use questions and questioning to assist all students in
developing skills and strategies in critical and higher order
thinking and problem solving;
6. Use strategies that promote the independence, selfcontrol, personal responsibility, and self-advocacy of all
students.
1. Design and use a variety of approaches to formal and
informal assessment to plan instruction, monitor student
understanding and progress toward learning, modify
teaching and learning strategies, and measure and report
student progress related to learning objectives;
2. Collaborate with others to design and score common
assessments and use results to share and compare
instructional practice and plan new instruction;
3. Collaborate with others to incorporate accommodations
into all assessments as appropriate;
4. Provide a variety of ways for students with diverse
needs, including students with disabilities, to demonstrate
their learning;
5. Develop rubrics and teach students how to use them to
assess their own performances;
6. Develop and select appropriate performance
assessments;
7. Engage all students in assessing and understanding their
own learning and behavior;
8. Interpret and use reports from state assessments and
results of other assessments to design both group and
individual learning experiences.
1. Model appropriate oral and written communications;
2. Demonstrate appropriate communication strategies that
include questioning and active and reflective listening;
3. Foster effective verbal and nonverbal communications
during ongoing instruction using assistive technologies as
appropriate;
4. Integrate skill development in oral and written
communications into the content area taught;
5. Use effective nonverbal communication and respond
appropriately to nonverbal cues from students.
45
Teacher Work
Sample; Teaching
[S03(2)(c)4.(v);
03(2)(c)4.(vi);
03(2)(c)4.(vii);
03(2)(c)4.(viii);
03(2)(c)4.(ix);
03(2)(c)4.(x); P2, 3,
4, 5; N4, 8]
Teacher Work
Sample; Teaching
[S03(2)(c)5.(v);
03(2)(c)5.(vi);
03(2)(c)5.(vii);
03(2)(c)5.(viii);
03(2)(c)5.(ix);
03(2)(c)5.(x);
03(2)(c)5.(xi);
03(2)(c)5.(xii); P2,
3, 5, 6; N8, 10]
Teaching
[S03(3)(c)1.(iv);
03(3)(c)1.(v);
03(3)(c)1.(vi);
03(3)(c)1.(vii);
03(3)(c)1.(viii); P1,
2, 4; N6]
Literacy: Reading
1. Integrate reading instruction into the content area.
2. Stimulate interest in and foster appreciation for the
written word, promote reading growth, and increase the
motivation of students to read widely and independently for
information and pleasure.
Teaching
1. Integrate technology into the teaching of the content
area;
2. Facilitate students’ individual and collaborative use of
technology, including classroom resources as well as
distance and online learning opportunities when available
and appropriate;
3. Use technology to assess student progress and manage
records;
4. Evaluate students’ technology proficiency and students’
technology-based products within content areas.
Teaching; Student
Work Sample;
Portfolio (Lesson
Plan, Technology)
Diversity: Cultural,
Ethnic, and Social
Diversity
1. Model, teach, and integrate multicultural awareness,
acceptance, and appreciation into ongoing instruction;
2. Communicate in ways that demonstrate sensitivity to
diversity such as appropriate use of eye contact,
interpretation of body language and verbal statements, and
acknowledgement of and responsiveness to different modes
of communication and participation;
Teaching
Diversity: Language
Diversity
1. Differentiate between learner difficulties that are related
to cognitive or skill development and those that relate to
language learning.
Teaching
1. Display the ability to identify and refer students for
diagnosis for special services;
2. Display the ability to address learning differences and
disabilities that are prevalent in an inclusive classroom.
Teaching
1. Help students assess their own learning styles and build
upon identified strengths;
2. Design learning experiences that engage all learning
styles.
Teaching; Portfolio
(Lesson Plans)
Literacy: Technology
Diversity: Special
Needs
Diversity: Learning
Styles
Diversity: General
1. Create a learning community in which individual
differences are respected;
2. Assess and diagnose individual students’ contexts,
strengths, and learning needs and tailor curriculum and
teaching to address these personal characteristics.
46
[S03(3)(c)2.(iii);
03(3)(c)2.(iv); P1, 2,
4; N1]
[S03(3)(c)4.(iii);
03(3)(c)4.(iv);
03(3)(c)4.(v);
03(3)(c)4.(vi); P1, 2,
4, 5; N6]
[S03(4)(c)1.(iv);
03(4)(c)1.(v); P1, 2,
4; N3, 6]
[S03(4)(c)2.(ii); P2,
4; N3]
[S03(4)(c)3.(iii);
03(4)(c)3.(iv); P2, 4,
5; N3]
[S03(4)(c)4.(iii);
03(4)(c)4.(iv); P2, 4,
5; N3]
Teaching
[S03(4)(c)5.(iii);
03(4)(c)5.(iv); P2, 3,
5; N3]
Professionalism:
Collaboration
Professionalism:
Continuous, Lifelong
Professional Learning
1. Show the ability to involve parents and/or families as
active partners in planning and supporting student learning;
2. Show the ability to share instructional responsibility for
students with diverse needs, including students with
disabilities, and to develop collaborative teaching
relationships and instructional strategies
3. Collaborate in the planning of instruction for an
expanded curriculum in general education to include
Individual Education Plans (IEPs) and other plans such as
Section 504 goals for students with disabilities;
4. Communicate and collaborate effectively with
colleagues, students, parents, guardians, and significant
agency personnel who are included and valued equally as
partners;
5. Exhibit professional dispositions delineated in
professional, state, and institutional standards while
working with students, colleagues, families, and
communities.
Teaching; Portfolio
(Interviews)
1. Use best practices, professional literature, and collegial
assistance to improve as a teacher and a learner;
Teaching; Portfolio
(Reflective Journal)
[S03(5)(c)1.(iv);
03(5)(c)1.(v);
03(5)(c)1.(viii);
03(5)(c)1.(ix);
03(5)(c)1.(x); P1, 2,
4, 6, 7; N3, 10]
[S03(5)(c)2.(v); P1,
2, 6; N9, 10]
Teaching
Professionalism:
Alabama-Specific
Improvement
Initiatives
1. Integrate statewide programs and initiatives into the
curriculum and instructional processes;
2. Communicate with students, parents, and the public
about Alabama’s assessment system and major State
educational improvement initiatives.
Professionalism:
Ethics
1. Use and maintain confidential student information in an
ethical and professional manner;
2. Practice safe, responsible, legal, and ethical use of
technology and comply with school and district acceptableuse policies including fair-use and copyright guidelines and
Internet-user protection policies;
Teaching
1. Display the ability to access school, community, state,
and other resources and referral services;
2. Display the ability to access resources to gain
information about federal, state, district, and school policies
and procedures;
3. Display the ability to keep accurate records including
IEPs, especially records related to federal, state, and district
policies and other records with legal implications.
Teaching
Professionalism:
Local, State, and
Federal Laws and
Policies
47
[S03(5)(c)3.(iii);
03(5)(c)3.(iv); P1, 2,
4, 5; N10]
[S03(5)(c)5.(iii);
03(5)(c)5.(iv); P2, 6,
7; N9]
[S03(5)(c)6.(ii);
03(5)(c)6.(iii);
03(5)(c)6.(iv); P2, 4,
6, 7; N10]
Remediation: Candidates whose classroom or clinical performance is judged as “needing improvement” will
be provided reasonable remediation, as stated in the Clinical Internship Guide and Intervention Plan.
Disability Statement (Americans With Disabilities Act):
Alabama A & M University is committed to serving the needs of students with disabilities, and the institution
recognizes its responsibility for creating an instructional climate in which a student with disabilities can
succeed. A student with a disability who needs academic accommodation should:
(1) Register with and provide documentation to the AAMU certifying official in the Office of Disability
Services to verify eligibility and to discuss the options for reasonable academic accommodations
that might be available.
(2) Provide a letter to the instructor indicating the type of accommodation that is needed.
The syllabus and other course materials are available in alternative format upon request. For more
information about services available to AAMU students with disabilities, please go to the Office of Disability
Services.
Academic Dishonesty, Plagiarism, And Ethics:
All acts of dishonesty in any work constitute academic misconduct that could result in such consequences as
receipt of an “F” on a single assignment, failure in a course, and up to dismissal from the university.
Academic dishonesty includes, but not limited to, cheating, plagiarism, and fabrication of information.
48
Cooperating Teachers
(This section contains information for the cooperating teacher and assessments administered by the cooperating
teacher.)
49
A Note to the Cooperating Teacher
The internship is termed by many as the most effective pre-service venture a prospective teacher
can have. This experience allows the individual to interface educational theory and instructional
practice over an extended period in a live classroom setting.
The intern assumes a rigorous role during the internship semester. At the University level,
he/she is a candidate; and in the school setting, he/she is a pre-professional educator. Each
prospective teacher needs the assistance of veteran educators to help him/her in making an
effective transition.
The Teacher Education Program at Alabama A&M University looks to school personnel as the
conveyors of pre-service persons into the in-service world of teaching. Each educator, who
assumes the role of cooperating teacher, determines the quality and effectiveness of learning for
future generations in this state and the world at large.
Alabama school teachers in their supervisory roles have an opportunity to guide the intern
toward realizing the personal enjoyment that teaching brings, actualizing a philosophy of
education, orchestrating a positive learning environment for learners, and maintaining the desire
for life-long learning.
State codes mandates that the internship be a full semester. It specifies that during the internship,
candidates must complete a minimum of 20 full days of teaching, ten must be consecutive.
50
Responsibilities of the Cooperating Teacher
welcomes and orients the intern to the school site
(The orientation should include a tour of the facilities; introduction to students, other
faculty, and staff; and should include information about the use of equipment, parking
space assignment, students, bell schedule, daily class routines and rules, assemblies and
other special events.)
provides the candidate with working space and materials to foster the intern during the
process of becoming a member of the professional team
reviews the requirements and purpose of the internship program and the responsibilities
of the candidate
works with the candidate and university supervisor to schedules a gradual increase of the
candidate’s responsibility and teaching time
monitors the candidate progress and provides appropriate feedback to the candidate and
university supervisor
evaluates the candidate’s performance, utilizing university-provided forms which
address the competencies required of all beginning teachers in the State of Alabama
including:
1. Content Knowledge
2. Teaching and Learning
3. Literacy
4. Diversity
5. Professionalism
conferences with candidate regarding strengths, weaknesses, and when necessary, assists
in developing improvement plans to address weaknesses
completes a final evaluation for the candidate’s career development file
reports any difficulties experienced in working with the candidate to the University
Supervisor and the Director of Field Experiences and School Partnerships
ensures the candidate completes 20 days of full-time teaching, 10 of which are
consecutive
51
Cooperating Teacher’s Suggested Assessment Schedule
( First Placement)
Intern’s Name: _______________________Grad___ UG____ School: _________________________
Grade__________ Subject:___________________
Week
Dates:
1
2
3
4
Five Days of Full Time Teaching – every subject – all duties and
responsibilities
Assessment # 1 Professional Dispositions
Assessment # 2 Technology
5
Five Days of Full Time Teaching – every subject – all duties and
responsibilities
Assessment # 3 Disciplinary Content
Assessment # 4 Diversity
6
7
Internship Midpoint Assessment Rubric # 8
8
52
Cooperating Teacher’s Suggested Assessment Schedule
( Second Placement)
Name: _______________________Grad___ UG____ School: _________________________
Grade__________________ Subject:___________________
Week
Dates:
1
2
3
4
5
Five Days of Full Time Teaching – every subject – all duties and
responsibilities
Assessment # 5 Student Learning
Assessment # 6 Professional and Pedagogical Knowledge
Five Days of Full Time Teaching – every subject – all duties and
responsibilities
Assessment # 7 Pedagogical Content Knowledge
6
7
Assessment # 9 AQTS Summative Assessment
8
53
Cooperating Teacher’s Suggested Assessment Schedule – Single Placement
Name: ______________________________Grad___ UG___ School: _________________________
Grade________________________ Subject:___________________
WEEK
DATES:
1
2
3
Assessment # 1 Professional Dispositions
4
Assessment # 2 Technology
5
Assessment # 3 Disciplinary Content
6
Five Days of Full Time Teaching – every subject – all duties and
responsibilities
Assessment # 4 Diversity
Assessment # 5 Student Learning
7
8
Five Days of Full Time Teaching – every subject – all duties and
responsibilities
Assessment # 6 Professional and Pedagogical Knowledge
Assessment # 8 Internship Midpoint Assessment Rubric # 8
Five Days of Full Time Teaching – every subject – all duties and
responsibilities
Assessment # 7 Pedagogical Content Knowledge
9
Five Days of Full Time Teaching – every subject – all duties and
responsibilities
Assessment # 9 AQTS Summative
10
11
12
13
14
15
16
54
Honorariums for Cooperating Teachers
The Office of Field Experiences and School Partnerships wishes to show its appreciation to the
educators who work so diligently to help Alabama A&M candidates demonstrate, modify, and
refine their teaching techniques and skills in real teaching settings. The professional assistance
that cooperating teachers provide the candidate is worthy of special recognition. Honorariums
are only a small token of sincere gratitude to cooperating teachers for sharing their professional
expertise with the candidates.
Each cooperating teacher receives an honorarium of fifty dollars ($50.00) for mentoring an intern
for the full semester. Each cooperating teacher who mentors an intern for one-half of the
internship period receives one-half of the honorariums ($25.00). The forms that must be
submitted to receive the honorarium are the following:
1.
2.
3.
4.
5.
Evaluation of the University Supervisor by the Cooperating Teacher
Intern’s Career Advisory and Placement Record
Professional Data Sheet
Cooperating Teachers’ Questionnaire
Intern Assessment Rubrics –1-7 and 9 - if have intern a full semester;
1-4 and 8 (for first placement only)
5-7 and 9 (for second placement only)
Internship Midpoint Assessment Rubric # 8 (if have an intern the first placement or
for a full placement)
Internship Final Assessment Rubric – AQTS Summative # 9 (if have intern full
semester or second placement)
6. Vendor Request Form (if this is not on record at AAMU)
Honorariums are usually received by the cooperating teacher a few weeks after all required
documentation is submitted to the Office of Field Experiences and School Partnerships.
Disbursements are mailed to the school address unless a home address is indicated.
55
Evaluation of University Supervisor
By Cooperating Teacher
Candidate’s Name__________________ GRAD___UG___ Banner#_________________________
University Supervisor:_________________________________Semester_____________________
School:________________________ Cooperating Teacher :_________________Grade___________
This instrument is designed to obtain feedback about the performance of your University Supervisor.
Please rate each item below.
During the semester, the university supervisor:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
showed respect for my responsibilities as a cooperating
teacher………………………………………………….................
showed interest in the intern’s progress………………………….
communicated realistic expectations for the candidate’s
teaching performance……………………………………………...
seemed to enjoy supervising the intern……………………………
provided useful feedback on lesson observations…………………
discussed the intern’s progress with me………………………...
observed often enough to evaluate the intern
adequately……………………………………………………….
provided information when requested……………………………
sought my input in evaluating the intern’s
performance………………………………………………………
was dependable…………………………………………………..
collected sufficient information to evaluate the candidate’s
teaching…………………………………………………………..
demonstrated a professional attitude……………………………..
pointed out strengths and weakness of the candidate…………….
was fair and objective in evaluating the intern’s
performance………………………………………………………
communicated with skill and effectiveness………………………
Yes
No
______
______
_____
_____
______
______
______
_____
_____
_____
______
_____
______
______
_____
_____
______
______
_____
_____
______
______
______
_____
_____
_____
______
______
_____
_____
Comments:_________________________________________________________________________
__________________________________________________________________________________
Name of Cooperating Teacher (print)__________________________________________________
Signature of Cooperating Teacher___________________________________ Date______________
56
Cooperating Teacher’s Intern Report for Career Development Services
Candidate’s Name ______________________________GRAD___UG___Program_________________
Name of Cooperating Teacher ___________________________________Date_____________________
As cooperating teacher of this candidate, you are requested to give your opinion as to his/her ability and merit as a
prospective teacher. This document will be included in his/her permanent career development file. You may use
this office for reference should you receive future requests for recommendations concerning this candidate’s
apprentice work.
Subject(s) Taught _______________________________________________________________
Grade(s) Taught ________________________________________________________________
School Assigned ________________________________________________________________
School Address _________________________________________________________________
City
State
Zip
Superior
Good
Needs
Improvement
Unacceptable
Knowledge of subject matter
Organizational skills
Understanding of candidates
Ability to discipline
Professional attitude
Personal appearance
Tact and courtesy
Enthusiasm and creativity
Demonstrated ability to teach
Capacity for development
Comments: ________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________
Signature _________________________________ Name (printed or typed)___________________
Position __________________________________ Date _____________________________________
57
Professional Data Sheet
Cooperating Teacher
Cooperating Teacher’s Name: _______________________________________________
Ethnicity:____ Caucasian_____ African American_____ Native American_____ Hispanic
_____ Other; Gender _________Male ________Female
School System: __________________________________________________________
School: ________________________________________________________________
Candidate’s Name: ____________________Banner Number:_____________________
Ethnicity: ____Caucasian____ African American_____ Native American_____ Hispanic
_____ Other; Gender _______Male ________Female
EDUCATIONAL BACKGROUND
University Attended
Undergraduate
Graduate
____________________________
____________________________
____________________________
____________________________
____________________________
Areas of Certification
Degrees Awarded
_______________________
_______________________
_______________________
_______________________
_______________________
_____________________________________________________
_____________________________________________________
Highest Level of Certification (i.e., Class B, A, AA)_______________________________
Years Experience in Present Position
_________________________________________
Years Experience in Public Schools
__________________________________________
Have You Had Prior Experience as a Cooperating Teacher?
_______________________
Have You Had Prior Experience as a Cooperating Teacher with Alabama A&M
University? _____________________________________________________________
Would you accept an intern from Alabama A&M University?
If no, please list reasons why.
_____________________
_______________________________________________
__________________________________________________________________________
Name :____________________________________________________________________
Mailing Address:____________________________________________________________
__________________________________________________________________________
58
AAMU Cooperating Teacher’s Questionnaire
Cooperating Teacher: __________________________
School: __________________________
Subject Taught: _______________________________
Grade Level: _________________
Candidate’s Name:_________________________ GRAD__ UG__ Banner #:_______________
Directions: The following statements concern the teacher preparation program at Alabama A&M University. Please read each statement
carefully, evaluate the degree of preparation, which you believe your candidate possessed and mark your response by placing a check ( ) in the
appropriate column. THE INFORMATION WILL BE USED TO STRENGTHEN THE TEACHER EDUCATION PROGRAM AT THE
UNIVERSITY AND NOT AS AN EVALUATION OF THE CANDIDATE. At the bottom of the questionnaire, please provide any ideas,
suggestions, comments, etc., which you believe, will assist us as we strive to prepare future teachers.
Use the following criteria for evaluating: 1=Unacceptable, 2=Acceptable, 3=Good, 4= Exemplary
STATEMENT
Unacceptable
Acceptable
(1)
(2)
1. Demonstrates the ability to select and use a variety of
multimedia resources.
2. Demonstrates an understanding of the organization,
management and evaluation of the total school program.
3. Demonstrates the ability to adapt instruction to meet the
individual learning styles and needs of students.
4. Demonstrates the ability to apply critical thinking and
problem solving techniques to instructional activities.
5. Demonstrates the ability to utilize a variety of teaching
methods and materials.
6. Demonstrates the ability to apply principles of learning to
instructional activities.
7. Demonstrates knowledge of national, state and local laws and
regulations in relationship to teacher and student rights.
8. Demonstrates the ability to promote and manage a positive
classroom environment.
9. Demonstrates the ability to use community resources to
enhance the instructional program.
Good
(3)
Exemplary
(4)
Total
10. Demonstrates knowledge of the relationship between
teaching styles and learning styles and the need to modify
teaching techniques to accommodate individual learners.
11. Demonstrates the ability to design programs and plan
instruction for a diverse population including students with
special needs.
12. Demonstrates the ability to provide an atmosphere conducive
to learning by using a variety of effective classroom management
techniques.
13. Demonstrates the ability to communicate effectively with
parents, colleagues, and administrators.
14. Demonstrates the ability to use multiple methods of
assessment appropriate to individual students, including
interpretation of assessment results and integration of
information gained from assessments for instruction.
Total _________out of 56 possible
14-27 =
28-41 =
42-55 =
56 =
Unacceptable
Acceptable
Good
Exemplary
Please provide any ideas, suggestions, comments, etc., which you believe, will assist in preparing future educators .
__________________________________________________________________________________________
___________________________________________________________________________________________
59
Intern Dispositions Assessment Rubric # 1
The field experiences and clinical teacher education faculty at Alabama A & M University (AAMU) are committed
to preparing teacher candidates who demonstrate the professional attitudes, values, and beliefs through both verbal
and non-verbal behaviors as they interact with students, families, colleagues, and communities. The positive
behaviors support student learning and development. The education clinical faculty determined seven dispositions
that are aligned with the Alabama Quality Teaching Standards (AQTS) and AAMU’s conceptual framework.
Faculty members are positioned to identify potential problems and initiate early intervention strategies before
candidates reach candidacy. The college has developed formal disposition criteria for initial program teacher
candidates enrolled in the Teacher Education Program (TEP). The Disposition Rubric consists of seven
characteristics expected of all candidates at all points in their program. The dispositions are developmental in
nature, i.e., there is an expectation of growth as candidates progress through the program from pre-entry to clinical.
Candidates are rated by the cooperating teacher at the school site (and the university-based clinical faculty member
while enrolled in the courses at each level).
Directions: Please check the appropriate box and column for each disposition and
add comments, especially if “unacceptable” is chosen.
Rating Scale:
1 = Unacceptable
This indicates the clinical field experiences candidate’s
performance is not acceptable. Improvement activities
must be undertaken immediately.
2 = Acceptable
This indicates the clinical field experiences candidate’s
performance sometimes, but not always, meets expectations.
Improvement activities are required for performance to
consistently meet standards.
3 = Good
This indicates the clinical field experiences candidate’s
performance meets and sometimes exceeds expectations for
performance. Performance can be improved in area(s)
indicated, but current practices are clearly acceptable.
4 = Exemplary
This indicates the clinical student does an outstanding job.
No area for improvement is readily identifiable.
NO = Not Observed
This indicates the ability was not observed.
60
Internship Professional Dispositions Assessment
Rubric # 1
Alabama A & M University
College of Education, Humanities, and Behavioral Sciences
Assessment Completed by Cooperating Teacher and AAMU Clinical Instructors and Supervisors
The rubric assesses seven proficiencies that the AAMU professional teacher educators and school professionals agree represent the content
knowledge and core concepts of the initial programs. The rubric is to be completed by the team, consisting of the cooperating teacher and the
AAMU Instructor/Supervisor . The team members complete the rubric independently of each other.
Candidate’s name:_________________________________ Major _________________Banner Number__________________________
Name of Course Enrolled - Prefix________ Title__________________ Course Number________________ GRAD____ UG_________
Transitions Point (check one):
_________Pre-Entry _________Entry _______Pre-Clinical _____ ___Clinical _______Completion
Name of School ___________________________________________________ Grade level: __________________________________
Subject Areas Observed_______________________ ____Name of Cooperating Teacher_______________________________________
Name of AAMU Clinical Instructor/Supervisor________________________________________________________________________
Name of Person Completing the Assessment___________________________ _____________________Date_____________________
Signature of Person Completing the Assessment_______________________________________________________________________
Directions: Rate the candidate in terms of how adequately the candidate is prepared to deal with each area listed below.
Rating Scale:
1= Unacceptable
This indicates that the clinical performance is not acceptable .
Improvement activities must be undertaken immediately.
2= Acceptable
This indicates that the clinical performance sometimes, but not always,
meets expectations
Improvement activities are required for performance to consistently
meet standards.
3= Good
This indicates that the clinical performance meets and sometimes
exceeds expectations for performance
Performance can be improved in area(s) indicated, but current practices
are clearly acceptable.
4= Exemplary
This indicates the clinical performance is outstanding. No area
for improvement is readily identifiable.
NO=Not Observed
This indicates the ability was not observed.
The pre-service candidate demonstrates the ability to perform the following:
Competence Indicator
1.
Maintains a high level of professionalism: Ability to articulate and reflect on a personal philosophy and its relationship to
teaching practice and professional learning choices and commitment. AQTS (5)(c)2.(iv)
2.
Conducts self in an ethical manner, consistent with the profession: Ability to exhibit the professional dispositions delineated
in professional, state, and institutional standards while working with students, colleagues, families, and communities. AQTS
(5)(c)1.(x)
3. Demonstrates fairness with all learners, families, and community stakeholders: Ability to share instructional responsibility
for students with diverse needs, including students with disabilities, and to develop collaborative teaching relationships and
instructional strategies. AQTS (5)(c) 1.(v)
4. Displays behavior that reflects the belief that all students can learn: Ability to plan and implement equitable and effective
student access to available technology and other resources to enhance student learning. AQTS (2)(c)2.(v)
5. Demonstrates high expectations for all learners: Ability to use strategies that promote the independence, self-control,
personal responsibility, and self-advocacy of all students. AQTS (2)(c) 4.(x)
6. Displays a spirit of cooperation with learners, parents, and colleagues: Ability to involve families, community agencies and
organizations, and colleagues in helping support academic achievement of diverse learners. AQTS (4)(c)5.(ii)
7. Exemplifies an appreciation for diversity of learners: Ability to develop a positive relationship with every student and to take
action to promote positive social relationships among students, including students from different backgrounds and abilities.
AQTS (2)(c )3.(iii)
Total Score for Professional Dispositions Assessment Rubric _____________out of 28 possible
61
1
Rating Scale
2
3
4
N
O
Intern Technology Assessment Rubric # 2
The Alabama A&M University teacher education faculty is committed to preparing teachers to utilize and integrate
technology to support student learning. While matriculating through the teacher education program, the AAMU
teacher education community strongly upholds the concept of collaborative preparation requiring guidance from
professionals within and beyond the university.
The assessment instrument contains 7 proficiencies taken from the Alabama Quality Teaching Standards (AQTS)
and EDUCATE Alabama. AAMU professional teacher educators and school professionals agree that the
proficiencies represent the technological knowledge and skills our initial programs candidates should have to use
various technologies to deliver different kinds of content. It is appropriate to formally assess candidates'
proficiencies from pre-entry to clinical.
AAMU requests that the team consisting of the cooperating teacher and the AAMU university supervisor complete
the rubric independently of each other. The basis for judgment should be evidence from multiple sources such as
(but not limited to) assignments, journal entries, lesson plans, observations of teaching, portfolio products, servicelearning projects, teacher work samples, and mini-lessons.
Directions:
Rate the candidate in terms of how adequately the candidate is prepared to deal with each area listed below.
Rating Scale:
1=
Unacceptable
This indicates the clinical student's performance is not acceptable.
Improvement activities must be undertaken immediately.
2=
Acceptable
This indicates the clinical student's performance sometimes but not
always, meets expectations. Improvement activities are required for
performance to consistently meet standards.
3=
Good
This indicates the clinical student meets and sometimes exceeds
expectations for performance. Performance can be improved in area(s)
indicated, but current practices are clearly acceptable.
4=
Exemplary
This indicates the intern does an outstanding job. No area for
improvement is readily identifiable.
NO =
Not Observed
This indicates the ability was not observed.
62
Internship Technology Assessment
Rubric # 2
Alabama A & M University
College of Education, Humanities, and Behavioral Sciences
Assessment Completed by Cooperating Teacher and AAMU Field Experiences Instructors and Clinical Supervisors
The rubric assesses seven proficiencies that the AAMU professional teacher educators and school professionals agree represent the content
knowledge and core concepts of the initial programs. The rubric is to be completed by the team, consisting of the cooperating teacher and the
AAMU Instructor/Supervisor. The team members complete the rubric independently of each other.
Candidate’s name:_________________________________ Major _________________Banner Number__________________________
Name of Course Enrolled - Prefix________ Title__________________ Course Number________________ GRAD____ UG_________
Transitions Point (check one):
_________Pre-Entry _________Entry _______Pre-Clinical _____ ___Clinical _______Completion
Name of School ___________________________________________________ Grade level: __________________________________
Subject Areas Observed_______________________ ____Name of Cooperating Teacher_______________________________________
Name of AAMU Clinical Instructor/Supervisor________________________________________________________________________
Name of Person Completing the Assessment___________________________ _____________________Date_____________________
Signature of Person Completing the Assessment_______________________________________________________________________
Directions: Rate the candidate in terms of how adequately the candidate is prepared to deal with each area listed below.
Rating Scale:
1= Unacceptable
This indicates that the clinical performance is not acceptable .
Improvement activities must be undertaken immediately.
2= Acceptable
This indicates that the clinical performance sometimes, but not always,
meets expectations .
Improvement activities are required for performance to consistently
meet standards.
3= Good
This indicates that the clinical performance meets and sometimes
exceeds expectations for performance.
Performance can be improved in area(s) indicated, but current practices
are clearly acceptable.
4= Exemplary
This indicates the clinical performance is outstanding. No area
for improvement is readily identifiable.
NO=Not Observed
This indicates the ability was not observed.
The pre-service candidate demonstrates the ability to perform the following:
Competence Indicator
1.
2.
3.
4.
5.
6.
Rating Scale
1
2 3 4
Ability to select and support the use of instructional and assistive technologies and to integrate these into a coherent instructional
design. AQTS (2)(c)4.(v)
Ability to integrate technology into the teaching of all content areas. AQTS (3)(c)4.(iii)
Ability to facilitate students’ individual and collaborative use of technology, including classroom resources as well as distance and
online learning. AQTS (3)(c)4.(iv)
Ability to use technology to assess student progress and manage records. AQTS (3)(c)4.(v)
Ability to evaluate students’ technology proficiency and students’ technology-based products within content areas.
AQTS(3)(c)4.(vi)
Use available site-based technological resources primarily based on suggestions from colleagues. EDUCATEALABAMA 3.7
7.
Provide learners with some available hardware and software to support content learning, completion of assignments, and/or
practice of basic skills. EDUCATEALABAMA 3.8
Total Score for Technology Assessment Rubric _____________out of 28 possible
63
N
O
Intern Disciplinary Content Knowledge Rubric # 3
The Alabama A&M University teacher education faculty is committed to preparing teachers who demonstrate in
depth understanding of the content areas and are able to provide multiple explanations and instructional strategies to
facilitate learning for all students. While matriculating through the teacher education program, the AAMU teacher
education community strongly upholds the concept of collaborative preparation requiring guidance from
professionals within and beyond the university. The evaluation instrument contains 8 proficiencies taken from the
Alabama Quality Teaching Standards (AQTS) and EDUCATE Alabama. The proficiencies indicate what our
AAMU professional teacher educators and school professionals agree represent the content knowledge and core
concepts our initial programs candidates should have prior to the internship.
It is appropriate to formally assess the candidates' proficiencies during the clinical. AAMU requests that the team
consisting of the cooperating teacher and the AAMU university supervisor complete the rubric independently of
each other. The basis for judgment should be evidence from multiple sources such as (but not limited to)
assignments, journal entries, lesson plans, observations of teaching, portfolio products, service-learning projects,
teacher work samples, and mini-lessons.
Directions: Rate the candidate in terms of how adequately the candidate is prepared to deal with each area listed
below.
Rating Scale:
1 = Unacceptable
This indicates the clinical student's performance is not acceptable.
Improvement activities must be undertaken immediately.
2 = Acceptable
This indicates the clinical student's performance sometimes but not
Always, meets expectations. Improvement activities are required for
performance to consistently meet standards.
3 = Good
This indicates the clinical student meets and sometimes exceeds
expectations for performance. Performance can be improved in area(s)
indicated, but current practices are clearly acceptable.
4 = Exemplary
This indicates the intern does an outstanding job. No area for
improvement is readily identifiable.
NO = Not Observed
This indicates the ability was not observed.
64
Internship Content Knowledge Assessment
Rubric # 3
Alabama A & M University
College of Education, Humanities, and Behavioral Sciences
Assessment Completed by Cooperating Teacher and AAMU Course Instructors and Clinical Supervisors
The rubric assesses eight proficiencies that the AAMU professional teacher educators and school professionals agree represent the content
knowledge and core concepts of the initial programs. The rubric is to be completed by the team, consisting of the cooperating teacher and the
AAMU Instructor/Supervisor. The team members complete the rubric independently of each other.
Candidate’s name:_________________________________ Major _________________Banner Number_________________________
Name of Course Enrolled - Prefix________ Title__________________ Course Number_______________ GRAD____ UG_________
Transitions Point (check one):
_______Pre-Entry ______Entry ______Pre-Clinical _____ Clinical ____Completion
Name of School _____________________________ Grade level: _______________________________________________________
Subject Areas Observed_______________________ Name of Cooperating Teacher__________________________________________
Name of AAMU Clinical Instructor/Supervisor_______________________________________________________________________
Name of Person Completing the Assessment___________________________ _____________________Date_____________________
Signature of Person Completing the Assessment_______________________________________________________________________
Directions: Rate the candidate in terms of how adequately the candidate is prepared to deal with each area listed below.
Rating Scale:
1= Unacceptable
This indicates that the clinical performance is not acceptable .
Improvement activities must be undertaken immediately.
2= Acceptable
This indicates that the clinical performance sometimes, but not always,
meets expectations .
Improvement activities are required for performance to consistently
meet standards.
3= Good
This indicates that the clinical performance meets and sometimes
exceeds expectations for performance.
Performance can be improved in area(s) indicated, but current practices
are clearly acceptable.
4= Exemplary
This indicates the clinical performance is outstanding. No area
for improvement is readily identifiable.
NO=Not Observed
This indicates the ability was not observed.
The pre-service candidate demonstrates the ability to perform the following:
Competence Indicator
1.
2.
3.
4.
5.
6.
Knows the core concepts, facts, and procedures comprising subject matter and their relationship to
specific curricular areas. EDUCATEALABAMA 1.1
Recognizes confusion in some learners during instruction and responds with additional support. Uses assistive technologies
provided for individual learners to facilitate communication. EDUCATEALABAMA3.2
Identifies learners with difficulties in learning. Uses available materials to re-teach skills and concepts.
EDUCATEALABAMA4.6
Demonstrates understanding of the research on learning styles and multiple intelligences and considers ways these influence
learners’ academic growth and access to content. EDUCATEALABAMA4.9
Selects instructional strategies and resources that address some learning styles and intelligences represented in classroom.
EDUCATEALABAMA4.10
Ability to select content and appropriately design and develop instructional activities to address the scope and
sequence of the curriculum. AQTS(1)(c)2.(iii)
7.
Ability to plan teaching and learning experiences that are congruent with the Alabama Courses of Study and appropriate for
diverse learners. AQTS (2)(c)2.(vi)
8. Ability to use questions and questioning to assist all students in developing skills and strategies in critical and higher order thinking
and problem-solving. AQTS (2)(c)4.(ix)
Total Possible for Each Rating Box
Total Score for Disciplinary Content Knowledge Rubric _____________out of 32 possible
65
1
Rating Scale
2
3
4
N
O
Intern Diversity Assessment
Rubric # 4
The Alabama A&M University teacher education faculty is committed to preparing teachers to meet the needs of
diverse learners by providing candidates opportunities to understand diversity and equity in the teaching and
learning process. While matriculating through the teacher education program, the AAMU teacher education
community strongly upholds the concept of collaborative preparation requiring guidance from professionals within
and beyond the university.
The evaluation instrument contains 13 proficiencies taken from the Alabama Quality Teaching Standards (AQTS).
AAMU professional teacher educators and school professionals agree that the proficiencies represent the knowledge
and skills our initial programs candidates should have for understanding and meeting the needs of diverse learners. It
is appropriate to formally assess our candidates' proficiencies during the clinical.
AAMU requests that the team consisting of the cooperating teacher and the AAMU university supervisor complete
this form independently of each other. The basis for judgment should be evidence from multiple sources such as (but
not limited to) assignments, journal entries, lesson plans, observations of teaching, portfolio products, servicelearning projects, teacher work samples, and mini-lessons.
Directions: Rate the candidate in terms of how adequately the candidate is prepared to deal with each area listed
below.
Rating Scale:
1 = Unacceptable
This indicates the clinical student's performance is not acceptable.
Improvement activities must be undertaken immediately.
2 = Acceptable
This indicates the clinical student's performance sometimes but not
Always, meets expectations. Improvement activities are required for
performance to consistently meet standards.
3 = Good
This indicates the clinical student meets and sometimes exceeds
expectations for performance. Performance can be improved in area(s)
indicated, but current practices are clearly acceptable.
4 =Exemplary
This indicates the intern does an outstanding job.
No area for improvement is readily identifiable.
NO =
Not Observed This indicates the ability was not observed.
66
Internship Diversity Assessment Rubric # 4
College of Education, Humanities, and Behavioral Sciences
Assessment Completed by Cooperating Teacher and AAMU Course Instructors and Supervisors
The rubric assesses thirteen proficiencies that the AAMU professional teacher educators and school professionals agree represent the content
knowledge and core concepts of the initial programs. The rubric is to be completed by the team, consisting of the cooperating teacher and the
AAMU Instructor/Clinical Supervisor . The team members complete the rubric independently of each other.
Candidate’s name:_________________________________ Major _________________Banner Number__________________________
Name of Course Enrolled - Prefix________ Title__________________ Course Number ________________GRAD____ UG_________
Transitions Point (check one): _____Pre-Entry ______Entry ____Pre-Clinical _____ Clinical ____Completion
Name of School _____________________________ Grade level: __________________________________
Subject Areas Observed_______________________ Name of Cooperating Teacher_____________________
Name of AAMU Clinical Instructor/Supervisor___________________________________________________
Name of Person Completing the Assessment___________________________ Date_____________________
Directions: Rate the candidate in terms of how adequately the candidate is prepared to deal with each area listed below.
Rating Scale:
1= Unacceptable
This indicates that the clinical performance is not acceptable .
Improvement activities must be undertaken immediately.
2= Acceptable
This indicates that the clinical performance sometimes, but not always,
meets expectations.
Improvement activities are required for performance to consistently
meet standards.
3= Good
This indicates that the clinical performance meets and sometimes
exceeds expectations for performance.
Performance can be improved in area(s) indicated, but current practices
are clearly acceptable.
4= Exemplary
This indicates the clinical performance is outstanding. No area
for improvement is readily identifiable.
NO=Not Observed
This indicates the ability was not observed.
The pre-service candidate demonstrates the ability to perform the following:
Competence Indicator
1.
2.
3.
4.
5.
6.
7.
8.
9.
Ability to plan and implement equitable and effective student access to available technology and other resources to enhance
student learning. AQTS (2)(c)2.(v)
Ability to develop positive relationships with every student and take action to promote positive social relationships among
students, including students from different backgrounds and abilities. AQTS (2)(c )3.(iii)
Ability to involve families, community agencies and organizations and colleagues in helping support academic
achievement in diverse learners. AQTS (4)(c)5.(ii)
Ability to collaborate with others to design and score common assessments and to use results to share and compare
instructional practice and plan new instruction. AQTS (2)(c)5.(vi)
Ability to collaborate with others to incorporate accommodations into all assessments as appropriate. AQTS (2)(c)5.(vii)
Ability to provide a variety of ways for students with diverse needs, including students with disabilities, to demonstrate their
learning. AQTS (2)(c)5.(viii)
Ability to develop and select appropriate performance assessments. AQTS (2)(c)5.(x)
Ability to assess and diagnose individual students’ contexts, strengths, and learning needs and to tailor curriculum and
teaching to address these personal characteristics. AQTS (4)(c)5.(iv)
Ability to use students’ prior knowledge and experiences to introduce new subject-area related content. AQTS (1)(c)1.(iii)
10. Ability to develop culturally responsive curriculum and instruction, i.e., model, teach, and integrate multicultural awareness,
acceptance, and appreciation into ongoing instruction. AQTS (4)(c)1.(iv)
11. Ability to communicate in ways that demonstrate sensitivity to diversity such as appropriate use of eye contact,
interpretation of body language and verbal statements, and acknowledgement of and responsiveness to different modes of
communication and participation. AQTS (4)(c)1.(v)
12. Ability to collaborate with teachers of English language learners and to assist those students with full integration into the
regular classroom. AQTS (4)(c)2.(iii)
13. Ability to keep accurate records including IEPs, especially records related to federal, state, and district policies, and other
records with legal implications. AQTS (5)(c)6.(iv)
Total Score for Diversity Rubric _______out of 52 possible
67
1
Rating Scale
2
3
4
N
O
Intern Student Learning Assessment
Rubric # 5
The Alabama A&M University teacher education faculty is committed to preparing teachers who demonstrate
expertise in facilitating learning in all students. While matriculating through the teacher education program, the
AAMU teacher education community strongly upholds the concept of collaborative preparation requiring guidance
from professionals within and beyond the university.
The evaluation instrument contains 14 proficiencies taken from the Alabama Quality Teaching Standards (AQTS)
that our AAMU professional teacher educators and school professionals agree represent the knowledge and skills
our initial programs candidates should have prior to their internship. It is appropriate to formally assess our
candidates' proficiencies during the clinical.
AAMU requests that the team consisting of the cooperating teacher and the AAMU university supervisor complete this
form independently of each other. The basis for judgment should be evidence from multiple sources such as (but not
limited to) assignments, journal entries, lesson plans, observations of teaching, portfolio products, service-learning
projects, teacher work samples, and mini-lessons.
Directions: Rate the candidate in terms of how adequately the candidate is prepared to deal with each area listed
below.
Rating Scale:
"-j
1 = Unacceptable
This indicates the clinical student's performance is not acceptable.
Improvement activities must be undertaken immediately.
2 = Acceptable
This indicates the clinical student's performance sometimes but not
Always, meets expectations. Improvement activities are required for
performance to consistently meet standards.
3 = Good
This indicates the clinical student meets and sometimes exceeds
expectations for performance. Performance can be improved in area(s)
indicated, but current practices are clearly acceptable.
4 = Exemplary
This indicates the intern does an outstanding job. No area for
improvement is readily identifiable.
NO = Not Observed
This indicates the ability was not observed.
68
Internship Student Learning Assessment
Rubric # 5
Alabama A & M University
College of Education, Humanities, and Behavioral Sciences
Assessment Completed by Cooperating Teacher and AAMU Field Experiences Instructors and Clinical Supervisors
The rubric assesses sixteen proficiencies taken from the Alabama Quality Teaching Standards (AQTS) that our AAMU professional teacher
educators and school professionals agree represent the knowledge and skills our initial programs candidates should have prior to internship. It is
appropriate to formally assess our candidates’ proficiencies during the clinical. The rubric is to be completed by the team, consisting of the
cooperating teacher and the AAMU field experiences instructor/clinical supervisor. The team members complete the rubric independently of
each other.
Candidate’s name:___________________________________ Major ____________________Banner Number___________________________
Name of Course Enrolled - Prefix____________ Title___________________ Course Number______________ GRAD________UG_________
Transitions Point (check one): ______Pre-Entry ______Entry _____Pre-Clinical _____ Clinical _____Completion
Name of School ___________________________________________________ __Grade level: _______________________________________
Subject Areas Observed__________________________________ Name of Cooperating Teacher______________________________________
Name of AAMU Clinical Instructor/Supervisor______________________________________________________________________________
Name of Person Completing the Assessment_________________________________________________ Date___________________________
Directions: Rate the candidate in terms of how adequately the candidate is prepared to deal with each area listed below.
The pre-service candidate demonstrates the ability to perform the following:
Competence Indicator:
1 = unacceptable, 2 = acceptable, 3 = good, 4 = exemplary
1.
2.
3.
4.
5.
6.
7.
8.
9.
NO= Not Observed
Ability to help students make connections across the curriculum in order to promote retention and transfer of knowledge to reallife settings. AQTS (1)(c)1.(v)
Ability to provide accommodations, modifications, and/or adaptations to the general curriculum to meet the needs of each
individual learner. AQTS (1)(c)2.(ii)
Ability to collect and use data to plan, monitor, and improve instruction.
AQTS (2)(c)2.(vii)
Ability to adjust instruction in response to information gathered from ongoing monitoring of performance via formative
assessment. AQTS (2)(c)4.(viii)
Ability to design and use a variety of approaches to formal and informal assessment to plan instruction, monitor student
understanding and progress toward learning, modify teaching and learning strategies, and measure and report student progress
related to learning objectives. AQTS (2)(c)5.(v)
Ability to collaborate with others to design and score common assessments and to use results to share and compare instructional
practice and plan new instruction. AQTS (2)(c)5.(vi)
Ability to collaborate with others to incorporate accommodations into all assessments as appropriate.
AQTS (2)(c)5.(vii)
Ability to provide a variety of ways for students with diverse needs, including students with disabilities, to demonstrate their
learning. AQTS (2)(c)5.(viii)
Ability to develop rubrics and to teach students how to use them to assess their own performance. AQTS (2)(c)5.(ix)
10. Ability to develop and select appropriate performance assessments. AQTS (2)(c)5.(x)
11. Ability to engage all students in assessing and understanding their own learning and behavior. AQTS (2)(c)5.(xi)
12. Ability to interpret and use reports from state assessments and the results of other assessments to design both group and
individual learning experiences. AQTS (2)(c)5.(xii)
13. Ability to assess and diagnose individual students’ contexts, strengths, and learning needs and to tailor curriculum and teaching
to address these personal characteristics. AQTS (4)(c)5.(iv)
14. Ability to use and maintain confidential student information in an ethical and professional manner.
AQTS (5)(c)5.(iii)
15. Ability to identify and refer students for diagnosis for special services.
AQTS (4(c)3.(iii)
16. Ability to address learning differences and disabilities that are prevalent in an inclusive classroom.
AQTS (4)(c)3.(iv)
Total Score for Student Learning Assessment Rubric _____________out of 64 possible
69
1
Rating Scale
2
3
4
N
O
Intern Professional and Pedagogical Knowledge
Rubric # 6
The Alabama A&M University teacher education faculty believe that the professional learning of teachers is an
ongoing process of knowledge building and skill development in effective teaching practice. Therefore,
the faculty is committed to preparing teachers who demonstrate in-depth understanding of their content area and are
able to develop meaningful learning experiences to facilitate learning for all students. While matriculating through
the teacher education program, the AAMU teacher education community strongly upholds the concept of
collaborative preparation requiring guidance from professionals within and beyond the university.
This evaluation instrument contains proficiencies taken from the Alabama Quality Teaching Standards (AQTS) and EDUCATE
Alabama. AAMU professional teacher educators and school professionals agree that the proficiencies represent the content
knowledge and core concepts initial program candidates should have for successful teaching. It is appropriate to formally assess
our candidates' proficiencies during the clinical.
AAMU requests that the team consisting of the cooperating teacher and the AAMU supervisor complete this
form independently of each other. The basis for judgment should be evidence from multiple sources such as (but not
limited to) assignments, journal entries, lesson plans, observations of teaching, portfolio products, service-learning
projects, teacher work samples, and mini-lessons.
Directions: Rate the candidate in terms of how adequately the candidate is prepared to deal with each area listed
below.
Rating Scale:
1 = Unacceptable
This indicates the clinical student's performance is not acceptable.
Improvement activities must be undertaken immediately.
2 = Acceptable
This indicates the clinical student's performance sometimes but not
Always, meets expectations. Improvement activities are required for
performance to consistently meet standards.
3 = Good
This indicates the clinical student meets and sometimes exceeds
expectations for performance. Performance can be improved in area(s)
indicated, but current practices are clearly acceptable.
4 = Exemplary
This indicates the intern does an outstanding job.
No area for improvement is readily identifiable.
NO = Not Observed
This indicates the ability was not observed.
70
Internship Professional and Pedagogical Knowledge
Rubric # 6
Alabama A & M University
College of Education, Humanities, and Behavioral Sciences
Assessment Completed by Cooperating Teacher and AAMU Course Instructors and Clinical Supervisors
The rubric assesses thirty-seven proficiencies that the AAMU professional teacher educators and school professionals agree represent the content
knowledge and core concepts of the initial programs. The rubric is to be completed by the team, consisting of the cooperating teacher and the
AAMU Instructor/Supervisor. The team members complete the rubric independently of each other.
Candidate’s name:___________________________________ Major ____________________Banner Number___________________________
Name of Course Enrolled - Prefix___________ Title__________________ Course Number_______________ GRAD_________UG_________
Transitions Point (check one): ______Pre-Entry ______Entry _____Pre-Clinical _____ Clinical _____Completion
Name of School ___________________________________________________ __Grade level: _______________________________________
Subject Areas Observed__________________________________ Name of Cooperating Teacher______________________________________
Name of AAMU Instructor/Clinical Supervisor______________________________________________________________________________
Name of Person Completing the Assessment_________________________________________________ Date___________________________
Signature of Person Completing the Assessment_____________________________________________________________________________
Directions: Rate the candidate in terms of how adequately the candidate is prepared to deal with each area listed below.
Rating Scale:
1= Unacceptable
This indicates that the clinical performance is not acceptable.
Improvement activities must be undertaken immediately.
2= Acceptable
This indicates that the clinical performance sometimes, but not always,
meets expectations .
Improvement activities are required for performance to consistently
meet standards.
3= Good
This indicates that the clinical performance meets and sometimes
exceeds expectations for performance .
Performance can be improved in area(s) indicated, but current practices
are clearly acceptable.
4= Exemplary
This indicates the clinical performance is outstanding. No area
for improvement is readily identifiable.
NO = Not Observed
This indicates the ability was not observed.
The pre-service candidate demonstrates the ability to perform the following:
Competence Indicator
1
1.
Ability to use students’ prior knowledge and experiences to introduce new subject-area related content. AQTS (1)(c)1.(iii)
2.
Ability to identify student assumptions and preconceptions about the content of a subject area and to adjust instruction in
consideration of these prior understandings AQTS (1)(c)1.(iv)
Ability to teach explicit cognitive, meta-cognitive, and other learning strategies to support students in becoming more successful
learners. AQTS (2)(c)1.(v)
Ability to use knowledge about human learning and development in the design of a learning environment and learning experiences
that will optimize each student’s achievement. AQTS (2)(c)1.(vi)
Ability to recognize individual variations in learning and development that exceed the typical range and use this information to
provide appropriate learning experiences. AQTS (2)(c)1.(vii)
Ability to plan and implement equitable and effective student access to available technology and other resources to enhance student
learning.. AQTS (2)(c)2.(v)
Ability to organize, allocate, and manage the resources of time, space, and activities to support the learning of every student.
AQTS (2)(c)2.(viii)
Ability to organize, use, and monitor a variety of flexible student groupings and instructional strategies to support differentiated
instruction. AQTS (2)(c)2.(ix)
Ability to communicate with parents and/or families to support students’ understanding of appropriate behavior.
AQTS (2)(c)3.(iv)
3.
4.
5.
6.
7.
8.
9.
71
Rating Scale
2
3
4
N
O
10. Ability to create learning environments that increase intrinsic motivation and optimize student engagement and learning.
AQTS (2)(c)3.(v)
11. Ability to use individual behavioral support plans to proactively respond to the needs of all students.
AQTS (2)(c)3.(vi)
12. Ability to create a print/language-rich environment that develops/extends students’ desire and ability to read, write, speak, and
listen. AQTS (2)(c)3.(vii)
13. Ability to encourage students to assume increasing responsibility for themselves and to support one another’s learning.
AQTS (2)(c)3.(viii)
14. Ability to select and support the use of instructional and assistive technologies and to integrate these into a coherent instructional
design. AQTS (2)(c)4.(v)
15. Ability to make developmentally appropriate choices in selecting teaching strategies to assist diverse learners in meeting
instructional objectives. AQTS (2)(c)4.(vi)
16. Ability to evaluate, select, and integrate a variety of strategies such as cooperative learning, discussion, discovery, problem-based
learning, and direct instruction into a coherent lesson design. AQTS (2)(c)4.(vii)
17. Ability to adjust instruction in response to information gathered from ongoing monitoring of performance via formative
assessment.
AQTS (2)(c)4.(viii)
18. Ability to model appropriate oral and written communication. AQTS (3)(c)1.(iv)
19. Ability to demonstrate appropriate communication strategies that include questioning and active and reflective listening.
AQTS (3)(c)1.(v)
20. Ability to foster effective verbal and nonverbal communications during ongoing instruction using assistive technologies as
appropriate. AQTS (3)(c)1.(vi)
21. Ability to integrate skill development in oral and written communications into all content areas that one teaches.
AQTS (3)(c)1.(vii)
22. Ability to use effective nonverbal communication and respond appropriately to nonverbal cues from students.
AQTS (3)(c)1.(viii)
23. Ability to integrate reading instruction into all content areas that one teaches. AQTS (3)(c)2.(iii)
24. Ability to develop culturally responsive curriculum and instruction, i.e., model, teach, and integrate multicultural awareness,
acceptance, and appreciation into ongoing instruction. AQTS (4)(c)1.(iv)
25. Ability to communicate in ways that demonstrate sensitivity to diversity such as appropriate use of eye contact, interpretation of
body language and verbal statements, and acknowledgement of and responsiveness to different modes of communication and
participation. AQTS (4)(c)1.(v)
26. Ability to differentiate between learner difficulties that are related to cognitive or skill development and those that are related to
language learning. AQTS (4)(c)2.(ii)
27. Ability to collaborate with teachers of English language learners and to assist those students with full integration into the regular
classroom. AQTS (4)(c)2.(iii)
28. Ability to help students assess their own learning styles and to build upon identified strengths. AQTS (4)(c)4.(iii)
29. Ability to design learning experiences that engage all learning styles. AQTS (4)(c)4.(iv)
30. Ability to create a learning community in which individual differences are respected. AQTS (4)(c)5.(iii)
31. Ability to involve parents and/or families as active partners in planning and supporting student learning. AQTS (5)(c)1.(iv)
32. Ability to communicate and collaborate effectively with colleagues, students, parents, guardians, and significant agency personnel
who are included and valued equally as partners. AQTS (5)(c)1.(ix)
33. Ability to integrate statewide programs and initiatives into the curriculum and instructional processes. AQTS (5)(c)3.(iii)
34. Ability to communicate with students, parents, and the public about Alabama’s assessment system and major state educational
improvement initiatives. AQTS (5)(c)3.(iv)
35. Ability to use and maintain confidential student information in an ethical and professional manner. AQTS (5)(c)5.(iii)
36. Ability to access resources to gain information about federal, state, district, and school policies and procedures.
AQTS (5)(c)6.(iii)
37. Ability to keep accurate records including IEP’s, especially records related to federal, state, and district policies, and other records
with legal implications. AQTS (5)(c)6.(iv)
Total Score for Professional and Pedagogical Knowledge Assessment Rubric _____________out of 148 possible
72
Intern Pedagogical Content Knowledge
Rubric # 7
The Alabama A&M University teacher education faculty believe that the professional learning of teachers is an
ongoing process of knowledge building and skill development in effective teaching practice. Therefore,
the faculty is committed to preparing teachers who demonstrate in-depth understanding of their content area and are
able to provide multiple explanations and instructional strategies to facilitate learning for all students. While
matriculating through the teacher education program, the AAMU teacher education community strongly upholds the
concept of collaborative preparation requiring guidance from professionals within and beyond the university.
This evaluation instrument contains eleven proficiencies taken from the Alabama Quality Teaching Standards
(AQTS) that our AAMU professional teacher educators and school professionals agree represent the content
knowledge and core concepts our initial programs candidates should have for successful teaching.
It is appropriate to formally assess our candidates' proficiencies during clinical.
AAMU requests that the team consisting of the cooperating teacher and the AAMU supervisor complete this form
independently of each other. The basis for judgment should be evidence from multiple sources such as (but not
limited to) assignments, journal entries, lesson plans, observations of teaching, portfolio products, service-learning
projects, teacher work samples, and mini-lessons.
Directions: Rate the candidate in terms of how adequately the candidate is prepared to deal with each area listed
below.
Rating Scale:
1 = Unacceptable
This indicates the clinical student's performance is not acceptable.
Improvement activities must be undertaken immediately.
2 = Acceptable
This indicates the clinical student's performance sometimes but not
always, meets expectations. Improvement activities are required for
performance to consistently meet standards.
3 = Good
This indicates the clinical student meets and sometimes exceeds
expectations for performance. Performance can be improved in area(s)
indicated, but current practices are clearly acceptable.
4 = Exemplary
NO = Not Observed
This indicates the intern does an outstanding job.
No area for improvement is readily identifiable.
This indicates the ability was not observed.
.
73
Internship Pedagogical Content Knowledge Assessment
Rubric # 7
Alabama A & M University
College of Education, Humanities, and Behavioral Sciences
Assessment Completed by Cooperating Teacher and AAMU Field Experiences Instructors and Clinical Supervisors
The rubric assesses eleven proficiencies that the AAMU professional teacher educators and school professionals agree represent the content
knowledge and core concepts of the initial programs. The rubric is to be completed by the team, consisting of the cooperating teacher and the
AAMU Instructor/Clinical Supervisor. The team members complete the rubric independently of each other.
Candidate’s name:_________________________________ Major _________________Banner Number__________________________
Name of Course Enrolled - Prefix________ Title__________________ Course Number________________ GRAD____ UG_________
Transitions Point (check one):
_________Pre-Entry _________Entry _______Pre-Clinical ________ Clinical _______Completion
Name of School ___________________________________________________ Grade level: __________________________________
Subject Areas Observed_______________________ ____Name of Cooperating Teacher_______________________________________
Name of AAMU Clinical Instructor/Supervisor________________________________________________________________________
Name of Person Completing the Assessment___________________________ _____________________Date_____________________
Signature of Person Completing the Assessment_______________________________________________________________________
Directions: Rate the candidate in terms of how adequately the candidate is prepared to deal with each area listed below.
Rating Scale:
1= Unacceptable
This indicates that the clinical performance is not acceptable.
Improvement activities must be undertaken immediately.
2= Acceptable
This indicates that the clinical performance sometimes, but not always,
meets expectations .
Improvement activities are required for performance to consistently
meet standards.
3= Good
This indicates that the clinical performance meets and sometimes
exceeds expectations for performance.
Performance can be improved in area(s) indicated, but current practices
are clearly acceptable.
4= Exemplary
This indicates the clinical performance is outstanding. No area
for improvement is readily identifiable.
NO = Not Observed
This indicates the ability was not observed.
The pre-service candidate demonstrates the ability to perform the following:
Competence Indicator
1.
2.
3.
4.
1
Ability to identify student assumptions and preconceptions about the content of a subject area and to adjust instruction in
consideration of these prior understandings. AQTS (1)(c )1.(iv)
Ability to select content and appropriately design and develop instructional activities to address the scope and sequence of
the curriculum. AQTS (1)(c )2.(iii)
Ability to use questions and questioning to assist all students in developing skills and strategies in critical and higher order
thinking and problem-solving. AQTS (2)(c )4.(ix)
Ability to integrate statewide programs and initiatives into the curriculum and instructional processes. AQTS (5)(c )3.(iii)
7.
Ability to communicate with students, parents, and the public about Alabama’s assessment system and major state
educational improvement initiatives. AQTS (5)(c )3.(iv)
Ability to stimulate interest in and foster appreciation for the written word, promote reading growth, and increase the
motivation of students to read widely and independently for information and pleasure. AQTS (3)(c )2.(iv)
Ability to solve problems using different strategies to verify and interpret results, and to draw conclusions. AQTS (3)(c )3.(v)
8.
Ability to communicate with others about mathematical concepts, processes, and symbols. AQTS (3)(c )3.(vi)
5.
6.
9.
Ability to use best practices, professional literature, and collegial assistance to improve as a teacher and a learner. AQTS
(5)(c )2.(v)
10. Ability to practice safe, responsible, legal and ethical use of technology and comply with school and district acceptable-use
policies including fair-use and copyright guidelines and internet-user protection policies. AQTS (5)(c)5.(iv)
11. Ability to access school, community, state, and other resources and referral services. AQTS (5)(c )6.(ii)
Total Score for Professional Content Knowledge Rubric _____________out of 44 possible
74
Rating Scale
2
3
4
N
O
Intern Midpoint Assessment
Rubric # 8
The Alabama A&M University teacher education faculty believe that the professional learning of teachers is an
ongoing process of knowledge building and skill development in effective teaching practice. Therefore,
the faculty is committed to preparing teachers who demonstrate in-depth understanding of their content area and are
able to provide multiple explanations and instructional strategies to facilitate learning for all students. While
matriculating through the teacher education program, the AAMU teacher education community strongly upholds the
concept of collaborative preparation requiring guidance from professionals within and beyond the university.
This evaluation instrument contains pre-service and beginning teacher indicators taken from the Alabama
Continuum for Teacher Development that our AAMU professional teacher educators and school professionals agree
describe the initial skills and abilities a novice teacher aims to develop over the course of the induction period.
It is appropriate to formally assess our candidates' proficiencies during clinical.
AAMU requests that the team consisting of the cooperating teacher and the AAMU supervisor complete this form
independently of each other. The basis for judgment should be evidence from multiple sources such as (but not
limited to) assignments, journal entries, lesson plans, observations of teaching, portfolio products, service-learning
projects, teacher work samples, and mini-lessons.
Directions: Rate the candidate in terms of how adequately the candidate is prepared to deal with each area listed
below.
Rating Scale:
1 = Unacceptable
This indicates the clinical student's performance is not acceptable.
Improvement activities must be undertaken immediately.
2 = Acceptable
This indicates the clinical student's performance sometimes but not
always, meets expectations. Improvement activities are required for
performance to consistently meet standards.
3 = Good
This indicates the clinical student meets and sometimes exceeds
expectations for performance. Performance can be improved in area(s)
indicated, but current practices are clearly acceptable.
4 = Exemplary
This indicates the intern does an outstanding job.
No area for improvement is readily identifiable.
NO = Not Observed
This indicates the ability was not observed.
75
Internship Midpoint Assessment Instrument – EDUCATE Alabama
Rubric # 8
Assessment Completed by University Supervisor and Cooperating Teacher at the Midpoint of the Internship
(Instructions: This rubric is used by the university supervisor and cooperating teacher at midterm during the internship to assess the pre-service
candidate’s abilities. The rubric was developed from the Alabama Continuum for Teacher Development with AQTS Indicators for Pre-service
and Beginning Teachers. The indicators describe the initial skills and abilities that a pre-service or novice teacher should aim to develop over the
course of the induction period.)
Candidate’s name: __________________________________ Name of Cooperating Teacher________________________
School_______________________ _____________________Date: __________________________________________
Banner #: ____________________Major: ______________Subject/Grade level: ________________________________
Rating Scale: 1= Unacceptable 2= Needs Improvement 3= Good
4= Exemplary
The pre-service candidate demonstrates the ability to perform the following:
N/O=Not Observed
Standard One: Content Knowledge
Rating Scale
1
2
3
4
1
2
3
4
N
O
1.1 Knows the core concepts, facts, and procedures comprising subject matter and their relationship to specific
curricular areas.
1.2 Values and uses learners’ interests and experiences when introducing new content.
1.3 Knows the importance of making curriculum relevant to learners. Utilizes opportunities to identify real life connections
across curriculum.
1.4 Plans instructional activities that align with Alabama’s Courses of Study
1.5 Considers various learner needs in designing instructional plans using available resources and materials.
Total for Standard One: Content Knowledge _____________OUT OF 20 POSSIBLE
Standard Two: Teaching and Learning
2.1 Establishes rules for classroom management. Implements organization and management strategies in response to specific
classroom issues or individual learner needs. Provides encouragement to learners for positive behaviors.
2.2 Establishes rapport with individual learners. Acknowledges incidents of unfairness and disrespect.
2.3 Responds to unsafe situations as they occur. Implements routines and procedures within the classroom, including plans for
transition. Identifies motivational techniques and utilizes available visuals to stimulate learner interest in topics of study.
2.4 Identifies cognitive, social and emotional needs of learners. Follows required guidelines in standards-based instruction for
establishing academic learning goals.
2.5 Establishes learning and behavior goals and communicates them to learners. Provides feedback on achievement of learning
and behavior goals. Meets with individual learners to promote their increased responsibility in meeting goals.
2.6 Teaches lessons provided in available curriculum and resources. Implements corresponding instructional strategies.
2.7 Creates learning activities using available teaching resources and scope and sequence guides. Understands use of effective
questioning strategies to engage learners in thinking about and learning the content. Supports and encourages individual
learners to achieve. Becomes informed about additional resources to support learners.
2.8 Implements required district and site assessments to monitor progress in relation to content standards. Shares assessment
results with learners following required timelines. Recognizes confusion in students and re-teaches lessons.
2.9 Administers required school and district summative assessments.
2.10 Collects and records required documentation of student learning aligned with content standards using available resources
and technology. Shares assessment feedback with learners, families/guardians, and appropriate school personnel at required
reporting periods.
2.11 Reviews standardized assessment data and uses basic understandings of individual and class performance for planning.
Total for Standard Two: Teaching and Learning ____________OUT OF 44 POSSIBLE
76
N
O
Standard Three: Literacy
1
2
3
4
N
O
1
2
3
4
N
O
1
2
3
4
N
3.1 Uses standard spoken and written language to support clear communications with learners, families/guardians, colleagues
and other audiences. Listens to speakers and uses some questioning strategies to clarify own understanding.
3.2 Recognizes confusion in some learners during instruction and responds with additional support. Uses assistive technologies
provided for individual learners to facilitate communication.
3.3 Uses available age-appropriate instructional strategies to support learners to read and comprehend curriculum within and
across content areas. Seeks supports for struggling learners to improve fluency.
3.4 Teaches reading strategies by following available guidelines in manuals and texts.
3.5 Begins to notice and use opportunities for mathematical problem solving to further understanding of content across
disciplines. Encourages learners to approach mathematical problem solving in various ways.
3.6 Utilizes available resources to communicate mathematical concepts, processes, and symbols.
3.7 Uses available site-based technological resources primarily based on suggestions from colleagues.
3.8 Provides learners with some available hardware and software to support content learning, completion of assignments,
and/or practice of basic skills.
Total for Standard Three: Literacy ________OUT OF 32 POSSIBLE
Standard Four: Diversity
4.1 Is aware of the diverse cultural, ethnic groups, and language backgrounds represented among learners. Selects instructional
strategies, resources, and technologies with some consideration for diverse learners.
4.2 Follows available guidelines for periodic communications with families/guardians. Is aware of differences in
communication modes between self and learners and their families/guardians. Varies instruction to increase learner
participation.
4.3 Is aware of the need to consider own assumptions, attitudes, and expectations about learners. Begins to reflect on possible
personal biases and their impact on learning.
4.4 Recognizes the value of using learners’ native language and linguistic background during instruction. Works with
colleagues and community to provide native language support services to learners as available.
4.5 Utilizes available program materials for second language instruction. Uses some English Language Development (ELD)
strategies for content instruction.
4.6 Identifies learners with difficulties in learning. Uses available materials to re-teach skills and concepts.
4.7 Assists in identifying at-risk students, gifted students and those with disabilities, as appropriate. Has basic understanding of
laws and policies regarding exceptional learners. Implements IEPs and 504 plans with support from staff as needed.
4.8 Varies some instructional activities to provide options for learners with learning differences and disabilities. Provides some
visuals as environmental references using available resources.
4.9 Demonstrates understanding of the research on learning styles and multiple intelligences and considers ways these influence
learners’ academic growth and access to content.
4.10 Selects instructional strategies and resources that address some learning styles and intelligences represented in classroom.
Total for Standard Four: Diversity ___________OUT OF 40 POSSIBLE
Standard Five: Professionalism
O
5.1 Communicates with families/guardians to share learning goals. Responds to issues as they arise. Has basic communication
protocols in place. Communicates with colleagues and shares resources for each learner’s growth, including learners on an
Individual Education Plan and/or 504 Plan.
5.2 Sets required individual professional goals. Participates in job-embedded professional development related to school,
district, and state goals.
5.3 Shares resources with colleagues, families, and community members to enhance teaching and learning.
5.4 Sets required individual professional goals. Participates in job-embedded professional development related to school,
district, and state goals.
5.5 Locates information and identifies key contacts to access laws and policies. Builds understanding of local, state, and
federal requirements related to students’ and teachers’ rights, and student plans, including those with IEPs.
Total for Standard Five: Professionalism _____________OUT OF 20 POSSIBLE
TOTAL FOR ALL 5 STANDARDS ____________OUT OF 156 POSSIBLE
77
Discussion must follow the completion of the assessment. Triad discussions between the intern, cooperating teacher, and supervisor are
encouraged and are the best methods for formative feedback for interns at the midpoint of the internship. If triad discussions are not
possible, it is essential that a discussion between the cooperating teacher and intern or supervisor and intern follow the completion of the
assessment rubric. Comments must be included in the section below entitled “comments”.
Comments:
University Supervisor______________________________________________Date_____________________________________________
And/Or
Cooperating Teacher______________________________________________Date______________________________________________
And
Intern___________________________________________________________Date______________________________________________
78
Intern AQTS Summative Assessment
Rubric # 9
The Alabama A&M University teacher education faculty believe that the professional learning of teachers is an
ongoing process of knowledge building and skill development in effective teaching practice. Therefore,
the faculty is committed to preparing teachers who demonstrate in-depth understanding of their content area and are
able to provide multiple explanations and instructional strategies to facilitate learning for all students. While
matriculating through the teacher education program, the AAMU teacher education community strongly upholds the
concept of collaborative preparation requiring guidance from professionals within and beyond the university.
The assessment instrument was developed from the Alabama Quality Teaching Standards (AQTS). It contains
indicators that our AAMU professional teacher educators and school professionals agree describe the initial skills
and abilities a novice teacher should develop over the course of the induction period.
It is appropriate to formally assess our candidates' proficiencies during clinical.
AAMU requests that the team consisting of the cooperating teacher and the AAMU supervisor complete this form
independently of each other. The basis for judgment should be evidence from multiple sources such as (but not
limited to) assignments, journal entries, lesson plans, observations of teaching, portfolio products, service-learning
projects, teacher work samples, and mini-lessons.
Directions: Rate the candidate in terms of how adequately the candidate is prepared to deal with each area listed
below.
Rating Scale:
1 = Unacceptable
This indicates the clinical student's performance is not acceptable.
Improvement activities must be undertaken immediately.
2 = Acceptable
This indicates the clinical student's performance sometimes but not
always, meets expectations. Improvement activities are required for
performance to consistently meet standards.
3 = Good
This indicates the clinical student meets and sometimes exceeds
expectations for performance. Performance can be improved in area(s)
indicated, but current practices are clearly acceptable.
4 = Exemplary
NO = Not Observed
This indicates the intern does an outstanding job.
No area for improvement is readily identifiable.
This indicates the ability was not observed.
79
Internship Assessment Instrument – AQTS Summative
Rubric # 9
Assessment Completed by University Supervisor and Cooperating Teacher
Candidate’s Name: _________________________________________________Banner#____________________________
School: __________________________________________________Major:______________________________________
Cooperating Teacher: ___________________________________________________Grade:________________________
Subject: _____________________________________________________________________________________________
Please check one of the following: ( ) Graduate ( ) Undergraduate
This evaluation serves as one of numerous means of communication between the intern and the cooperating teacher. It provides an opportunity
for triad discussion to discuss and develop strategies to assist the intern in his/her role as a pre-service teacher.
RATING SCALE:
1 – Unacceptable
This indicates the intern’s performance is not acceptable
Improvement activities must be undertaken immediately.
2 – Acceptable
This indicates the intern’s performance sometimes, but not always, meets
expectations. Improvement activities are required for performance to
consistently meet standards.
3 – Good
This indicates the intern meets and sometimes exceeds expectations for
performance. Performance can be improved in area(s) indicated, but current
practices are clearly acceptable.
4 – Exemplary
This indicates the intern does an outstanding job. No area for improvement is
readily identifiable.
NO-Not Observed
This indicates that the ability was not observed during the internship.
The assessment rubric should be copied and completed by the university supervisor and cooperating teacher and shared with the intern
during the internship experience (as a final assessment). The evaluation should be discussed with the candidate; and if necessary, a plan
of action developed and implemented. A copy of this form should be forwarded to The Office of Field Experiences and School
Partnerships after the assessment.
(1) CONTENT KNOWLEDGE
(1) (c)1. Academic Discipline:
1
(1)(c)1.(iii) Ability to use students’ prior knowledge and experiences
to introduce new subject-area related content
(1)(c)1.(iv) Ability to identify student assumptions and
preconceptions about the content of a subject area and to adjust
instruction in consideration of these prior understandings.
(1)(c)1.(v) Ability to help students make connections across the
curriculum in order to promote retention and transfer of knowledge to
real-life settings.
(1)(c).2. Curriculum:
(1)(c)2.(ii) Ability to provide accommodations, modifications, and/or
adaptations to the general curriculum to meet the needs of each
individual learner.
(1)(c)2.(iii) Ability to select content and appropriately design and
develop instructional activities to address the scope and sequence of
the curriculum.
Average Score: (Sum of ratings divided by 5)
80
2
3
4
NO
1
(2) TEACHING AND LEARNING
(2)(c)1. Human Development:
(2)(c)1.(v) Ability to teach explicit cognitive, metacognitive and other learning
strategies to support students in becoming more successful learners.
(2)(c)1.(vi) Ability to use knowledge about human learning and development in
the design of a learning environment and learning experiences that will optimize
each student’s achievement.
(2)(c)1.(vii) Ability to recognize individual variations in learning and
development that exceed the typical range and use this information to provide
appropriate learning experiences.
(2)(c)2. Organization and Management
(2)(c)2.(v) Ability to plan and implement equitable and effective student access
to available technology and other resources to enhance student learning.
(2)(c)2.(vi) Ability to plan teaching and learning experiences that are congruent
with the Alabama Courses of Study and appropriate for diverse learners.
(2)(c)2.(vii) Ability to collect and use data to plan, monitor, and improve
instruction.
(2)(c)2.(viii) Ability to organize, allocate, and manage the resources of time,
space, and activities to support the learning of every student.
(2)(c)2.(ix) Ability to organize, use, and monitor a variety of flexible student
groupings and instructional strategies to support differentiated instruction.
(2)(c)3. Learning Environment:
(2)(c)3.(iii) Ability to develop a positive relationship with every student and to
take action to promote positive social relationships among students, including
students from different backgrounds and abilities.
(2)(c)3.(iv) Ability to communicate with parents and/or families to support
students’ understanding of appropriate behavior.
(2)(c)3.(v) Ability to create learning environments that increase intrinsic
motivation and optimize student engagement and learning.
(2)(c)3.(vi) Ability to use individual behavioral support plans to proactively
respond to the needs of all students.
(2)(c)3.(vii)
Ability to create a print/language-rich environment that
develops/extends students’ desire and ability to read, write, speak, and listen.
(2)(c)3.(viii) Ability to encourage students to assume increasing responsibility
for themselves and to support one another’s learning.
(2)(c)4. Instructional Strategies:
(2)(c)4.(v) Ability to select and support the use of instructional and assistive
technologies and to integrate these into a coherent instructional design.
(2)(c)4.(vi) Ability to make developmentally appropriate choices in selecting
teaching strategies to assist diverse learners in meeting instructional objectives.
(2)(c)4.(vii) Ability to evaluate, select, and integrate a variety of strategies such
as cooperative learning, discussion, discovery, problem-based learning, and
direct instruction into a coherent lesson design.
(2)(c)4.(viii) Ability to adjust instruction in response to information gathered
from ongoing monitoring of performance via formative assessment.
(2)(c)4.(ix) Ability to use questions and questioning to assist all students in
developing skills and strategies in critical and higher order thinking and
problem-solving.
(2)(c)4.(x) Ability to use strategies that promote the independence, self-control,
personal responsibility, and self-advocacy of all students.
81
2
3
4
NA
(2)(c)5. Assessment:
1
2
3
4
NA
(2)(c)5.(v) Ability to design and use a variety of approaches to formal and
informal assessment to plan instruction, monitor student understanding and
progress toward learning, modify teaching and learning strategies, and measure
and report student progress related to learning objectives.
(2)(c)5.(vi) Ability to collaborate with others to design and score common
assessments and to use results to share and compare instructional practice and
plan new instruction.
(2)(c)5.(vii) Ability to collaborate with others to incorporate accommodations
into all assessments as appropriate.
(2)(c)5.(viii) Ability to provide a variety of ways for students with diverse
needs, including students with disabilities, to demonstrate their learning.
(2)(c)5.(ix) Ability to develop rubrics and to teach students how to use them to
assess their own performance.
(2)(c)5.(x) Ability to develop and select appropriate performance assessments.
(2)(c)5.(xi) Ability to engage all students in assessing and understanding their
own learning and behavior.
(2)(c)5.(xii) Ability to interpret and use reports from state assessments and the
results of other assessments to design both group and individual learning
experiences.
Average Score: (Sum of ratings divided by 28)
1
(3)LITERACY
(3)(c)1. Oral and Written Communication:
(3)(c)1.(iv) Ability to model appropriate oral and written communications.
(3)(c)1.(v) Ability to demonstrate appropriate communication strategies that
include questioning and active and reflective listening.
(3)(c)1.(vi) Ability to foster effective verbal and nonverbal communications
during ongoing instruction using assistive technologies as appropriate.
(3)(c)1.(vii) Ability to integrate skill development in oral and written
communications into all content areas that one teaches.
(3)(c)1.(viii) Ability to use effective nonverbal communication and respond
appropriately to nonverbal cues from students.
(3)(c)2. Reading:
(3)(c)2.(iii) Ability to integrate reading instruction into all content areas that
one teaches.
(3)(c)2.(iv) Ability to stimulate interest in and foster appreciation for the
written word, promote reading growth, and increase the motivation of students
to read widely and independently for information and pleasure.
(3)(c)3. Mathematics:
(3)(c)3.(v) Ability to solve problems using different strategies to verify and
interpret results, and to draw conclusions.
(3)(c)3.(vi) Ability to communicate with others about mathematical concepts,
processes, and symbols.
(3)(c)4. Technology:
(3)(c)4.(iii) Ability to integrate technology into the teaching of all content
areas.
(3)(c)4.(iv) Ability to facilitate students’ individual and collaborative use of
technology, including classroom resources as well as distance and online
learning opportunities when available and appropriate.
(3)(c)4.(v) Ability to use technology to assess student progress and manage
records.
(3)(c)4.(vi) Ability to evaluate students’ technology proficiency and students’
technology-based products within content areas.
Average score: (Sum of ratings divided by 13)
82
2
3
4
NA
(4) DIVERSITY
1
2
3
4
N
A
(4)(c)1. Cultural, Ethnic, and Social Diversity:
(4)(c)1. (iv) Ability to develop culturally responsive curriculum and instruction,
i.e., model, teach, and integrate multicultural awareness, acceptance, and
appreciation into ongoing instruction.
(4)(c)1.(v) Ability to communicate in ways that demonstrate sensitivity to
diversity such as appropriate use of eye contact, interpretation of body language
and verbal statements, and acknowledgement of and responsiveness to different
modes of communication and participation.
(4)(c)2. Language Diversity:
(4)(c)2.(ii) Ability to differentiate between learner difficulties that are related to
cognitive or skill development and those that are related to language learning.
(4)(c)2.(iii) Ability to collaborate with teachers of English language learners
and to assist those students with full integration into the regular classroom.
(4)(c).3. Special Needs:
(4)(c)3.(iii) Ability to identify and refer students for diagnosis for special
services.
(4)(c)3.(iv) Ability to address learning differences and disabilities that are
prevalent in an inclusive classroom.
(4)(c)4. Learning Styles:
(4)(c)4.(iii) Ability to help students assess their own learning styles and to build
upon identified strengths.
(4)(c)4.(iv) Ability to design learning experiences that engage all learning
styles.
(4)(c)5. General
(4)(c)5.(ii) Ability to involve families, community agencies and organizations,
and colleagues in helping support academic achievement of diverse learners.
(4)(c)5.(iii) Ability to create a learning community in which individual
differences are respected.
(4)(c)5.(iv) Ability to assess and diagnose individual students’ contexts,
strengths, and learning needs and to tailor curriculum and teaching to address
these personal characteristics.
Average Score: (Sum of rating divided by 11)
(5) PROFESSIONALISM
1
(5)(c)1. Collaboration:
(5)(c)1.(iv) Ability to involve parents and/or families as active partners in
planning and supporting student learning.
(5)(c)1.(v) Ability to share instructional responsibility for students with diverse
needs, including students with disabilities, and to develop collaborative
teaching relationships and instructional strategies.
(5)(c)1.(ix) Ability to communicate and collaborate effectively with
colleagues, students, parents, guardians, and significant agency personnel who
are included and valued equally as partners.
(5)(c)1.(x) Ability to exhibit the professional dispositions delineated in
professional, state, and institutional standards while working with students,
colleagues, families, and communities.
(5)(c)2. Continuous, Lifelong Professional Learning:
(5)(c)2.(iv) Ability to articulate and reflect on a personal philosophy and its
relationship to teaching practice and professional learning choices and
commitment.
(5)(c)2.(v) Ability to use best practices, professional literature, and collegial
assistance to improve as a teacher and a learner.
(5)(c)3. Alabama-Specific Improvement Initiatives:
(5)(c)3.(iii) Ability to integrate statewide programs and initiatives into the
curriculum and instructional processes.
(5)(c)3.(iv) Ability to communicate with students, parents, and the public
about Alabama’s assessment system and major state educational improvement
initiatives.
83
2
3
4
NA
NA
PROFESSIONALISM
1
2
3
4
(5)(c)4. School Improvement:
(5)(c)5. Ethics:
(5)(c)5.(iii) Ability to use and maintain confidential student information in an
ethical and professional manner.
(5)(c)5.(iv) Ability to practice safe, responsible, legal and ethical use of
technology and comply with school and district acceptable-use policies
including fair-use and copyright guidelines and internet-user protection
policies.
(5)(c)6. Local, State, and Federal Laws and Policies:
(5)(c)6.(ii) Ability to access school, community, state, and other resources and
referral services.
(5)(c)6.(iii) Ability to access resources to gain information about federal, state,
district, and school policies and procedures.
(5)(c)6.(iv) Ability to keep accurate records including IEP’s, especially records
related to federal, state, and district policies, and other records with legal
implications.
Average Score: (Sum of ratings divided by 13)
Total Score: from all five areas (Sum of average scores divided by 70)
Evaluation #__________________Date_________ Midterm Grade_________ Final Grade_________
Cooperating Teacher’s Signature ____________________________________________________________________
Intern’s Signature_________________________________________________________________________________
Comments:______________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
Based on this evaluation, what is your overall rating of this candidate at this time?
_____ 1 – Unacceptable ____ 2 – Acceptable ____ 3 – Good ____ 4 – Exemplary
Is an intervention plan necessary to correct candidate difficulties? _____ Yes
_____ No
Candidates Strengths and/or Areas for Improvement:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
84
University Supervisors
(This section provides information for university supervisors and contains assessment instruments used to evaluate
intern performance.)
85
Qualifications of the University Supervisor
1. The supervisor has recent P-12 experiences. Each semester, the supervisor completes a minimum of 10
clock hours of ongoing, structured, real-world experiences in P-12 settings to complete and add to past
educational experiences (if the supervisor has not been employed in P-12 schools within last five years),
e.g., substitute teach, co-teach, guest teach, or teach methods courses in P-12 schools, at the levels of
supervision.
2. The supervisor holds a minimum of a masters degree.
3. The supervisor has a history of systematic and regular collaboration with colleagues in P-12 setting.
Responsibilities of the University Supervisor
1. Meets with cooperating teacher and intern during the first week at the placement site.
2. Provides written and oral explanation to the cooperating teacher of the duties and expectations
including:
Forms to be completed
Assessments to be completed
Conferencing with intern
Any data input (if applicable)
3. Meets with the principal (to introduce self) and provides a schedules of when will be in the school.
4. For a split placement (one-half semester), visits the intern a minimum of four (4) times (every other
week, with a final review and conference).
5. For a single placement (entire semester), visits the intern a minimum of seven (7) times (every other
week, with a final review and conference).
6. Provides a schedule of expectations for the mandatory assessments and provides copies of required
assessments to the Office of Field Experiences and School Partnerships.
7. Supervises field experiences through regular, on-site visits with the cooperating school principal and
teacher to allow for feedback on field experience placements and intern performance.
8. Makes regular evaluation visits and provides immediate feedback to the intern and the cooperating
teacher (Constructive triad discussions lead the intern to become a self-evaluating professional.)
9. Evaluates candidate performance utilizing University-provided forms which address the competencies
required for all beginning teachers in the State of Alabama including:
1. Content Knowledge
2. Teaching and Learning
3. Literacy
4. Diversity
5. Professionalism
10. Conducts debriefing sessions with candidates for the purpose of discussing their experiences and
understanding their written assessments
11. Addresses any questions on needs for adjustment that may arise for immediate and effective
resolution during site visits.
12. Ensures that data is “In” for all assessments.
13. Compiles the End of Term Checklist and final report.
14. Conducts debriefing sessions with candidates for the purpose of discussing their experiences and
understanding their written evaluations.
15. Addresses any questions or needs for adjustment that may require immediate and effective resolution
during site visits.
16. Plans and conducts weekly seminars for assigned interns (and keeps weekly attendance sheets).
86
17. Interacts with public school personnel regarding the preparation of the candidate for field experiences,
evaluation of the candidate’s performance, and enhancement of the University’s relationship with school
personnel.
18. Works in consonance with the Office of Field Experiences and School Partnerships Program (OFE &
SPP) to meet the needs of teacher education candidates.
19. Ensures the candidate completes a minimum of 20 days of full-time teaching, 10 of which must be
consecutive.
87
Supervisor Checklist
_____Meet with cooperating teacher and intern during the first week at the placement site
_____ Provide written and oral explanation to the cooperating teacher of the duties and expectations
including:
Forms to be completed
Assessments to be completed
Conferencing with intern
Any data input (if applicable)
_____Meet with the principal (to introduce self) and provide a schedule of when will be in the school.
_____For a split placement (one-half semester), visit the intern a minimum of four (4) times (every other
week, with final review and conference).
_____For a single placement (entire semester), visit the intern a minimum of seven (7) times (every other
week, with a final review and conference).
_____ Provide a schedule of expectations for the mandatory assessment and submit copies to the Office
of Field Experiences and School Partnerships
_____ Ensure that data is “In” for all assessments.
_____Compile the End of Term Checklist and final report
_____ Conduct debriefing sessions with candidates for the purpose of discussing their experiences and
understanding their written evaluations.
_____Address any questions or needs for adjustment that may arise require immediate and effective
resolution during site visits.
_____Plan and conduct weekly seminars for assigned interns (and keep weekly attendance sheets).
_____ Interact with public school personnel regarding the preparation of the candidate for field
experiences, evaluation of the candidate’s performance, and enhancement of the University’s relationship
with school personnel.
_____ Work in consonance with the Office of Field Experiences and School Partnerships Program (OFE
& SPP) to meet the needs of teacher education candidates.
_____ Ensure that the candidate complete a minimum of 20 days of full-time teaching, 10 of which are
consecutive.
_____Meet with other supervisors and Director of Field Experiences to share final summations and
submit written summaries and assessments to Office of Field Experiences and School Partnerships
_____Complete the checklist, sign, date, and submit to Office of Field Experiences and School
Partnerships
Checklist submitted by _______________________________________________
Date Submitted_____________________________________________________
88
Professional Data Sheet
University Supervisor
University Supervisor’s Name: _______________________________________________
Ethnicity:____ Caucasian_____ African American_____ Native American_____ Hispanic
_____ Other; Gender _____Male _____Female
Work Phone____________________Cell_________________email__________________
Mailing Address: __________________________________________________________
___________________________________________________________
Educational Background
Name of University
Undergraduate
Graduate
____________________________
____________________________
____________________________
____________________________
____________________________
Type of Degree
_______________________
_______________________
_______________________
_______________________
_______________________
Areas of Certification_____________________________________________________
_____________________________________________________
Highest Level of Certification _______________________________________________
Current Position and Years Experience in Present
Position________________________________________________________________
Years Experience in Public Schools __________________________________________
Have You Had Prior Experience as a university supervisor? _______________________
Have You Had Prior Experience as a university supervisor with Alabama A&M
University? _____________________________________________________________
89
Intern Dispositions Assessment Rubric # 1
The field experiences and clinical teacher education faculty at Alabama A & M University (AAMU) are committed
to preparing teacher candidates who demonstrate the professional attitudes, values, and beliefs through both verbal
and non-verbal behaviors as they interact with students, families, colleagues, and communities. The positive
behaviors support student learning and development. The education clinical faculty determined seven dispositions
that are aligned with the Alabama Quality Teaching Standards (AQTS) and AAMU’s conceptual framework.
Faculty members are positioned to identify potential problems and initiate early intervention strategies before
candidates reach candidacy. The college has developed formal disposition criteria for initial program teacher
candidates enrolled in the Teacher Education Program (TEP). The Disposition Rubric consists of seven
characteristics expected of all candidates at all points in their program. The dispositions are developmental in
nature, i.e., there is an expectation of growth as candidates progress through the program from pre-entry to clinical.
Candidates are rated by the cooperating teacher at the school site (and the university-based clinical faculty member
while enrolled in the courses at each level).
Directions: Please check the appropriate box and column for each disposition and
add comments, especially if “unacceptable” is chosen.
Rating Scale:
1 = Unacceptable
This indicates the clinical field experiences candidate’s
performance is not acceptable. Improvement activities
must be undertaken immediately.
2 = Acceptable
This indicates the clinical field experiences candidate’s
performance sometimes, but not always, meets expectations.
Improvement activities are required for performance to
consistently meet standards.
3 = Good
This indicates the clinical field experiences candidate’s
performance meets and sometimes exceeds expectations for
performance. Performance can be improved in area(s)
indicated, but current practices are clearly acceptable.
4 = Exemplary
This indicates the clinical student does an outstanding job.
No area for improvement is readily identifiable.
NO = Not Observed
This indicates the ability was not observed.
90
Internship Professional Dispositions Assessment
Rubric # 1
Alabama A & M University
College of Education, Humanities, and Behavioral Sciences
Assessment Completed by Cooperating Teacher and AAMU Clinical Instructors and Supervisors
The rubric assesses seven proficiencies that the AAMU professional teacher educators and school professionals agree represent the content
knowledge and core concepts of the initial programs. The rubric is to be completed by the team, consisting of the cooperating teacher and the
AAMU Instructor/Supervisor . The team members complete the rubric independently of each other.
Candidate’s name:_________________________________ Major _________________Banner Number__________________________
Name of Course Enrolled - Prefix________ Title__________________ Course Number________________ GRAD____ UG_________
Transitions Point (check one):
_________Pre-Entry _________Entry _______Pre-Clinical _____ ___Clinical _______Completion
Name of School ___________________________________________________ Grade level: __________________________________
Subject Areas Observed_______________________ ____Name of Cooperating Teacher_______________________________________
Name of AAMU Clinical Instructor/Supervisor________________________________________________________________________
Name of Person Completing the Assessment___________________________ _____________________Date_____________________
Signature of Person Completing the Assessment_______________________________________________________________________
Directions: Rate the candidate in terms of how adequately the candidate is prepared to deal with each area listed below.
Rating Scale:
1= Unacceptable
This indicates that the clinical performance is not acceptable .
Improvement activities must be undertaken immediately.
2= Acceptable
This indicates that the clinical performance sometimes, but not always,
meets expectations
Improvement activities are required for performance to consistently
meet standards.
3= Good
This indicates that the clinical performance meets and sometimes
exceeds expectations for performance
Performance can be improved in area(s) indicated, but current practices
are clearly acceptable.
4= Exemplary
This indicates the clinical performance is outstanding. No area
for improvement is readily identifiable.
NO=Not Observed
This indicates the ability was not observed.
The pre-service candidate demonstrates the ability to perform the following:
Competence Indicator
1.Maintains a high level of professionalism: Ability to articulate and reflect on a personal philosophy and its relationship to
teaching practice and professional learning choices and commitment. AQTS (5)(c)2.(iv)
2. Conducts self in an ethical manner, consistent with the profession: Ability to exhibit the professional dispositions
delineated in professional, state, and institutional standards while working with students, colleagues, families, and
communities. AQTS (5)(c)1.(x)
3.Demonstrates fairness with all learners, families, and community stakeholders: Ability to share instructional responsibility
for students with diverse needs, including students with disabilities, and to develop collaborative teaching relationships and
instructional strategies. AQTS (5)(c) 1.(v)
4.Displays behavior that reflects the belief that all students can learn: Ability to plan and implement equitable and effective
student access to available technology and other resources to enhance student learning. AQTS (2)(c)2.(v)
5.Demonstrates high expectations for all learners: Ability to use strategies that promote the independence, self-control,
personal responsibility, and self-advocacy of all students. AQTS (2)(c) 4.(x)
6.Displays a spirit of cooperation with learners, parents, and colleagues: Ability to involve families, community agencies and
organizations, and colleagues in helping support academic achievement of diverse learners. AQTS (4)(c)5.(ii)
7.Exemplifies an appreciation for diversity of learners: Ability to develop a positive relationship with every student and to
take action to promote positive social relationships among students, including students from different backgrounds and
abilities. AQTS (2)(c )3.(iii)
Total Score for Professional Dispositions Assessment Rubric _____________out of 28 possible
91
1
Rating Scale
2
3
4
N
O
Intern Technology Assessment Rubric # 2
The Alabama A&M University teacher education faculty is committed to preparing teachers to utilize and integrate
technology to support student learning. While matriculating through the teacher education program, the AAMU
teacher education community strongly upholds the concept of collaborative preparation requiring guidance from
professionals within and beyond the university.
The assessment instrument contains 7 proficiencies taken from the Alabama Quality Teaching Standards (AQTS)
and EDUCATE Alabama. AAMU professional teacher educators and school professionals agree that the
proficiencies represent the technological knowledge and skills our initial programs candidates should have to use
various technologies to deliver different kinds of content. It is appropriate to formally assess candidates'
proficiencies from pre-entry to clinical.
AAMU requests that the team consisting of the cooperating teacher and the AAMU university supervisor complete
the rubric independently of each other. The basis for judgment should be evidence from multiple sources such as
(but not limited to) assignments, journal entries, lesson plans, observations of teaching, portfolio products, servicelearning projects, teacher work samples, and mini-lessons.
Directions:
Rate the candidate in terms of how adequately the candidate is prepared to deal with each area listed below.
Rating Scale:
1=
Unacceptable
This indicates the clinical student's performance is not acceptable.
Improvement activities must be undertaken immediately.
2=
Acceptable
This indicates the clinical student's performance sometimes but not
always, meets expectations. Improvement activities are required for
performance to consistently meet standards.
3=
Good
This indicates the clinical student meets and sometimes exceeds
expectations for performance. Performance can be improved in area(s)
indicated, but current practices are clearly acceptable.
4=
Exemplary
This indicates the intern does an outstanding job. No area for
improvement is readily identifiable.
NO =
Not Observed
This indicates the ability was not observed.
92
Internship Technology Assessment
Rubric # 2
Alabama A & M University
College of Education, Humanities, and Behavioral Sciences
Assessment Completed by Cooperating Teacher and AAMU Field Experiences Instructors and Clinical Supervisors
The rubric assesses seven proficiencies that the AAMU professional teacher educators and school professionals agree represent the content
knowledge and core concepts of the initial programs. The rubric is to be completed by the team, consisting of the cooperating teacher and the
AAMU Instructor/Supervisor. The team members complete the rubric independently of each other.
Candidate’s name:_________________________________ Major _________________Banner Number__________________________
Name of Course Enrolled - Prefix________ Title__________________ Course Number________________ GRAD____ UG_________
Transitions Point (check one):
_________Pre-Entry _________Entry _______Pre-Clinical _____ ___Clinical _______Completion
Name of School ___________________________________________________ Grade level: __________________________________
Subject Areas Observed_______________________ ____Name of Cooperating Teacher_______________________________________
Name of AAMU Clinical Instructor/Supervisor________________________________________________________________________
Name of Person Completing the Assessment___________________________ _____________________Date_____________________
Signature of Person Completing the Assessment_______________________________________________________________________
Directions: Rate the candidate in terms of how adequately the candidate is prepared to deal with each area listed below.
Rating Scale:
1= Unacceptable
This indicates that the clinical performance is not acceptable .
Improvement activities must be undertaken immediately.
2= Acceptable
This indicates that the clinical performance sometimes, but not always,
meets expectations .
Improvement activities are required for performance to consistently
meet standards.
3= Good
This indicates that the clinical performance meets and sometimes
exceeds expectations for performance.
Performance can be improved in area(s) indicated, but current practices
are clearly acceptable.
4= Exemplary
This indicates the clinical performance is outstanding. No area
for improvement is readily identifiable.
NO=Not Observed
This indicates the ability was not observed.
The pre-service candidate demonstrates the ability to perform the following:
Competence Indicator
Rating Scale
1
2 3 4
1.Ability to select and support the use of instructional and assistive technologies and to integrate these into a coherent instructional
design. AQTS (2)(c)4.(v)
2. Ability to integrate technology into the teaching of all content areas. AQTS (3)(c)4.(iii)
3. Ability to facilitate students’ individual and collaborative use of technology, including classroom resources as well as distance
and online learning. AQTS (3)(c)4.(iv)
4. Ability to use technology to assess student progress and manage records. AQTS (3)(c)4.(v)
5. Ability to evaluate students’ technology proficiency and students’ technology-based products within content areas.
AQTS(3)(c)4.(vi)
6.Use available site-based technological resources primarily based on suggestions from colleagues. EDUCATEALABAMA 3.7
7.Provide learners with some available hardware and software to support content learning, completion of assignments, and/or
practice of basic skills. EDUCATEALABAMA 3.8
Total Score for Technology Assessment Rubric _____________out of 28 possible
93
N
O
Intern Disciplinary Content Knowledge Rubric # 3
The Alabama A&M University teacher education faculty is committed to preparing teachers who demonstrate in
depth understanding of the content areas and are able to provide multiple explanations and instructional strategies to
facilitate learning for all students. While matriculating through the teacher education program, the AAMU teacher
education community strongly upholds the concept of collaborative preparation requiring guidance from
professionals within and beyond the university. The evaluation instrument contains 8 proficiencies taken from the
Alabama Quality Teaching Standards (AQTS) and EDUCATE Alabama. The proficiencies indicate what our
AAMU professional teacher educators and school professionals agree represent the content knowledge and core
concepts our initial programs candidates should have prior to the internship.
It is appropriate to formally assess the candidates' proficiencies during the clinical. AAMU requests that the team
consisting of the cooperating teacher and the AAMU university supervisor complete the rubric independently of
each other. The basis for judgment should be evidence from multiple sources such as (but not limited to)
assignments, journal entries, lesson plans, observations of teaching, portfolio products, service-learning projects,
teacher work samples, and mini-lessons.
Directions: Rate the candidate in terms of how adequately the candidate is prepared to deal with each area listed
below.
Rating Scale:
1 = Unacceptable
This indicates the clinical student's performance is not acceptable.
Improvement activities must be undertaken immediately.
2 = Acceptable
This indicates the clinical student's performance sometimes but not
Always, meets expectations. Improvement activities are required for
performance to consistently meet standards.
3 = Good
This indicates the clinical student meets and sometimes exceeds
expectations for performance. Performance can be improved in area(s)
indicated, but current practices are clearly acceptable.
4 = Exemplary
This indicates the intern does an outstanding job. No area for
improvement is readily identifiable.
NO = Not Observed
This indicates the ability was not observed.
94
Internship Content Knowledge Assessment
Rubric # 3
Alabama A & M University
College of Education, Humanities, and Behavioral Sciences
Assessment Completed by Cooperating Teacher and AAMU Course Instructors and Clinical Supervisors
The rubric assesses eight proficiencies that the AAMU professional teacher educators and school professionals agree represent the content
knowledge and core concepts of the initial programs. The rubric is to be completed by the team, consisting of the cooperating teacher and the
AAMU Instructor/Supervisor. The team members complete the rubric independently of each other.
Candidate’s name:_________________________________ Major _________________Banner Number_________________________
Name of Course Enrolled - Prefix________ Title__________________ Course Number_______________ GRAD____ UG_________
Transitions Point (check one):
_______Pre-Entry ______Entry ______Pre-Clinical _____ Clinical ____Completion
Name of School _____________________________ Grade level: _______________________________________________________
Subject Areas Observed_______________________ Name of Cooperating Teacher__________________________________________
Name of AAMU Clinical Instructor/Supervisor_______________________________________________________________________
Name of Person Completing the Assessment___________________________ _____________________Date_____________________
Signature of Person Completing the Assessment_______________________________________________________________________
Directions: Rate the candidate in terms of how adequately the candidate is prepared to deal with each area listed below.
Rating Scale:
1= Unacceptable
This indicates that the clinical performance is not acceptable .
Improvement activities must be undertaken immediately.
2= Acceptable
This indicates that the clinical performance sometimes, but not always,
meets expectations .
Improvement activities are required for performance to consistently
meet standards.
3= Good
This indicates that the clinical performance meets and sometimes
exceeds expectations for performance.
Performance can be improved in area(s) indicated, but current practices
are clearly acceptable.
4= Exemplary
This indicates the clinical performance is outstanding. No area
for improvement is readily identifiable.
NO=Not Observed
This indicates the ability was not observed.
The pre-service candidate demonstrates the ability to perform the following:
Competence Indicator
1.Knows the core concepts, facts, and procedures comprising subject matter and their relationship to
specific curricular areas. EDUCATEALABAMA 1.1
2. Recognizes confusion in some learners during instruction and responds with additional support. Uses assistive technologies
provided for individual learners to facilitate communication. EDUCATEALABAMA3.2
3. Identifies learners with difficulties in learning. Uses available materials to re-teach skills and concepts.
EDUCATEALABAMA4.6
4. Demonstrates understanding of the research on learning styles and multiple intelligences and considers ways these influence
learners’ academic growth and access to content. EDUCATEALABAMA4.9
5. Selects instructional strategies and resources that address some learning styles and intelligences represented in classroom.
EDUCATEALABAMA4.10
6.Ability to select content and appropriately design and develop instructional activities to address the scope and
sequence of the curriculum. AQTS(1)(c)2.(iii)
7.Ability to plan teaching and learning experiences that are congruent with the Alabama Courses of Study and appropriate for
diverse learners. AQTS (2)(c)2.(vi)
8.Ability to use questions and questioning to assist all students in developing skills and strategies in critical and higher order
thinking and problem-solving. AQTS (2)(c)4.(ix)
Total Possible for Each Rating Box
Total Score for Disciplinary Content Knowledge Rubric _____________out of 32 possible
95
1
Rating Scale
2
3
4
N
O
Intern Diversity Assessment
Rubric # 4
The Alabama A&M University teacher education faculty is committed to preparing teachers to meet the needs of
diverse learners by providing candidates opportunities to understand diversity and equity in the teaching and
learning process. While matriculating through the teacher education program, the AAMU teacher education
community strongly upholds the concept of collaborative preparation requiring guidance from professionals within
and beyond the university.
The evaluation instrument contains 13 proficiencies taken from the Alabama Quality Teaching Standards (AQTS).
AAMU professional teacher educators and school professionals agree that the proficiencies represent the knowledge
and skills our initial programs candidates should have for understanding and meeting the needs of diverse learners. It
is appropriate to formally assess our candidates' proficiencies during the clinical.
AAMU requests that the team consisting of the cooperating teacher and the AAMU university supervisor complete
this form independently of each other. The basis for judgment should be evidence from multiple sources such as (but
not limited to) assignments, journal entries, lesson plans, observations of teaching, portfolio products, servicelearning projects, teacher work samples, and mini-lessons.
Directions: Rate the candidate in terms of how adequately the candidate is prepared to deal with each area listed
below.
Rating Scale:
1 = Unacceptable
This indicates the clinical student's performance is not acceptable.
Improvement activities must be undertaken immediately.
2 = Acceptable
This indicates the clinical student's performance sometimes but not
Always, meets expectations. Improvement activities are required for
performance to consistently meet standards.
3 = Good
This indicates the clinical student meets and sometimes exceeds
expectations for performance. Performance can be improved in area(s)
indicated, but current practices are clearly acceptable.
4 =Exemplary
This indicates the intern does an outstanding job.
No area for improvement is readily identifiable.
NO =
Not Observed This indicates the ability was not observed.
96
Internship Diversity Assessment Rubric # 4
College of Education, Humanities, and Behavioral Sciences
Assessment Completed by Cooperating Teacher and AAMU Course Instructors and Supervisors
The rubric assesses thirteen proficiencies that the AAMU professional teacher educators and school professionals agree represent the content
knowledge and core concepts of the initial programs. The rubric is to be completed by the team, consisting of the cooperating teacher and the
AAMU Instructor/Clinical Supervisor . The team members complete the rubric independently of each other.
Candidate’s name:_________________________________ Major _________________Banner Number__________________________
Name of Course Enrolled - Prefix________ Title__________________ Course Number ________________GRAD____ UG_________
Transitions Point (check one): _____Pre-Entry ______Entry ____Pre-Clinical _____ Clinical ____Completion
Name of School _____________________________ Grade level: __________________________________
Subject Areas Observed_______________________ Name of Cooperating Teacher_____________________
Name of AAMU Clinical Instructor/Supervisor___________________________________________________
Name of Person Completing the Assessment___________________________ Date_____________________
Directions: Rate the candidate in terms of how adequately the candidate is prepared to deal with each area listed below.
Rating Scale:
1= Unacceptable
This indicates that the clinical performance is not acceptable .
Improvement activities must be undertaken immediately.
2= Acceptable
This indicates that the clinical performance sometimes, but not always,
meets expectations.
Improvement activities are required for performance to consistently
meet standards.
3= Good
This indicates that the clinical performance meets and sometimes
exceeds expectations for performance.
Performance can be improved in area(s) indicated, but current practices
are clearly acceptable.
4= Exemplary
This indicates the clinical performance is outstanding. No area
for improvement is readily identifiable.
NO=Not Observed
This indicates the ability was not observed.
The pre-service candidate demonstrates the ability to perform the following:
Competence Indicator
1.Ability to plan and implement equitable and effective student access to available technology and other resources to
enhance student learning. AQTS (2)(c)2.(v)
2. Ability to develop positive relationships with every student and take action to promote positive social relationships
among students, including students from different backgrounds and abilities. AQTS (2)(c )3.(iii)
3. Ability to involve families, community agencies and organizations and colleagues in helping support academic
achievement in diverse learners. AQTS (4)(c)5.(ii)
4. Ability to collaborate with others to design and score common assessments and to use results to share and compare
instructional practice and plan new instruction. AQTS (2)(c)5.(vi)
5. Ability to collaborate with others to incorporate accommodations into all assessments as appropriate. AQTS (2)(c)5.(vii)
6.Ability to provide a variety of ways for students with diverse needs, including students with disabilities, to demonstrate
their learning. AQTS (2)(c)5.(viii)
7.Ability to develop and select appropriate performance assessments. AQTS (2)(c)5.(x)
8.Ability to assess and diagnose individual students’ contexts, strengths, and learning needs and to tailor curriculum and
teaching to address these personal characteristics. AQTS (4)(c)5.(iv)
9.Ability to use students’ prior knowledge and experiences to introduce new subject-area related content. AQTS (1)(c)1.(iii)
10.Ability to develop culturally responsive curriculum and instruction, i.e., model, teach, and integrate multicultural
awareness, acceptance, and appreciation into ongoing instruction. AQTS (4)(c)1.(iv)
11.Ability to communicate in ways that demonstrate sensitivity to diversity such as appropriate use of eye contact,
interpretation of body language and verbal statements, and acknowledgement of and responsiveness to different modes of
communication and participation. AQTS (4)(c)1.(v)
12.Ability to collaborate with teachers of English language learners and to assist those students with full integration into the
regular classroom. AQTS (4)(c)2.(iii)
13.Ability to keep accurate records including IEPs, especially records related to federal, state, and district policies, and other
records with legal implications. AQTS (5)(c)6.(iv)
Total Score for Diversity Rubric _______out of 52 possible
97
1
Rating Scale
2
3
4
N
O
Intern Student Learning Assessment
Rubric # 5
The Alabama A&M University teacher education faculty is committed to preparing teachers who demonstrate
expertise in facilitating learning in all students. While matriculating through the teacher education program, the
AAMU teacher education community strongly upholds the concept of collaborative preparation requiring guidance
from professionals within and beyond the university.
The evaluation instrument contains 14 proficiencies taken from the Alabama Quality Teaching Standards (AQTS)
that our AAMU professional teacher educators and school professionals agree represent the knowledge and skills
our initial programs candidates should have prior to their internship. It is appropriate to formally assess our
candidates' proficiencies during the clinical.
AAMU requests that the team consisting of the cooperating teacher and the AAMU university supervisor complete this
form independently of each other. The basis for judgment should be evidence from multiple sources such as (but not
limited to) assignments, journal entries, lesson plans, observations of teaching, portfolio products, service-learning
projects, teacher work samples, and mini-lessons.
Directions: Rate the candidate in terms of how adequately the candidate is prepared to deal with each area listed
below.
Rating Scale:
"-j
1 = Unacceptable
This indicates the clinical student's performance is not acceptable.
Improvement activities must be undertaken immediately.
2 = Acceptable
This indicates the clinical student's performance sometimes but not
Always, meets expectations. Improvement activities are required for
performance to consistently meet standards.
3 = Good
This indicates the clinical student meets and sometimes exceeds
expectations for performance. Performance can be improved in area(s)
indicated, but current practices are clearly acceptable.
4 = Exemplary
This indicates the intern does an outstanding job. No area for
improvement is readily identifiable.
NO = Not Observed
This indicates the ability was not observed.
98
Internship Student Learning Assessment
Rubric # 5
Alabama A & M University
College of Education, Humanities, and Behavioral Sciences
Assessment Completed by Cooperating Teacher and AAMU Field Experiences Instructors and Clinical Supervisors
The rubric assesses sixteen proficiencies taken from the Alabama Quality Teaching Standards (AQTS) that our AAMU professional teacher
educators and school professionals agree represent the knowledge and skills our initial programs candidates should have prior to internship. It is
appropriate to formally assess our candidates’ proficiencies during the clinical. The rubric is to be completed by the team, consisting of the
cooperating teacher and the AAMU field experiences instructor/clinical supervisor. The team members complete the rubric independently of
each other.
Candidate’s name:___________________________________ Major ____________________Banner Number___________________________
Name of Course Enrolled - Prefix____________ Title___________________ Course Number______________ GRAD________UG_________
Transitions Point (check one): ______Pre-Entry ______Entry _____Pre-Clinical _____ Clinical _____Completion
Name of School ___________________________________________________ __Grade level: _______________________________________
Subject Areas Observed__________________________________ Name of Cooperating Teacher______________________________________
Name of AAMU Clinical Instructor/Supervisor______________________________________________________________________________
Name of Person Completing the Assessment_________________________________________________ Date___________________________
Directions: Rate the candidate in terms of how adequately the candidate is prepared to deal with each area listed below.
The pre-service candidate demonstrates the ability to perform the following:
Competence Indicator:
1 = unacceptable, 2 = acceptable, 3 = good, 4 = exemplary
NO= Not Observed
1.Ability to help students make connections across the curriculum in order to promote retention and transfer of knowledge to
real-life settings. AQTS (1)(c)1.(v)
2. Ability to provide accommodations, modifications, and/or adaptations to the general curriculum to meet the needs of each
individual learner. AQTS (1)(c)2.(ii)
3.Ability to collect and use data to plan, monitor, and improve instruction.
AQTS (2)(c)2.(vii)
4. Ability to adjust instruction in response to information gathered from ongoing monitoring of performance via formative
assessment. AQTS (2)(c)4.(viii)
5.Ability to design and use a variety of approaches to formal and informal assessment to plan instruction, monitor student
understanding and progress toward learning, modify teaching and learning strategies, and measure and report student progress
related to learning objectives. AQTS (2)(c)5.(v)
6.Ability to collaborate with others to design and score common assessments and to use results to share and compare
instructional practice and plan new instruction. AQTS (2)(c)5.(vi)
7.Ability to collaborate with others to incorporate accommodations into all assessments as appropriate.
AQTS (2)(c)5.(vii)
8.Ability to provide a variety of ways for students with diverse needs, including students with disabilities, to demonstrate their
learning. AQTS (2)(c)5.(viii)
9.Ability to develop rubrics and to teach students how to use them to assess their own performance. AQTS (2)(c)5.(ix)
10.Ability to develop and select appropriate performance assessments. AQTS (2)(c)5.(x)
11.Ability to engage all students in assessing and understanding their own learning and behavior. AQTS (2)(c)5.(xi)
12.Ability to interpret and use reports from state assessments and the results of other assessments to design both group and
individual learning experiences. AQTS (2)(c)5.(xii)
13.Ability to assess and diagnose individual students’ contexts, strengths, and learning needs and to tailor curriculum and
teaching to address these personal characteristics. AQTS (4)(c)5.(iv)
14.Ability to use and maintain confidential student information in an ethical and professional manner.
AQTS (5)(c)5.(iii)
15.Ability to identify and refer students for diagnosis for special services.
AQTS (4(c)3.(iii)
16.Ability to address learning differences and disabilities that are prevalent in an inclusive classroom.
AQTS (4)(c)3.(iv)
Total Score for Student Learning Assessment Rubric _____________out of 64 possible
99
1
Rating Scale
2
3
4
N
O
Intern Professional and Pedagogical Knowledge
Rubric # 6
The Alabama A&M University teacher education faculty believe that the professional learning of teachers is an
ongoing process of knowledge building and skill development in effective teaching practice. Therefore,
the faculty is committed to preparing teachers who demonstrate in-depth understanding of their content area and are
able to develop meaningful learning experiences to facilitate learning for all students. While matriculating through
the teacher education program, the AAMU teacher education community strongly upholds the concept of
collaborative preparation requiring guidance from professionals within and beyond the university.
This evaluation instrument contains proficiencies taken from the Alabama Quality Teaching Standards (AQTS) and EDUCATE
Alabama. AAMU professional teacher educators and school professionals agree that the proficiencies represent the content
knowledge and core concepts initial program candidates should have for successful teaching. It is appropriate to formally assess
our candidates' proficiencies during the clinical.
AAMU requests that the team consisting of the cooperating teacher and the AAMU supervisor complete this
form independently of each other. The basis for judgment should be evidence from multiple sources such as (but not
limited to) assignments, journal entries, lesson plans, observations of teaching, portfolio products, service-learning
projects, teacher work samples, and mini-lessons.
Directions: Rate the candidate in terms of how adequately the candidate is prepared to deal with each area listed
below.
Rating Scale:
1 = Unacceptable
This indicates the clinical student's performance is not acceptable.
Improvement activities must be undertaken immediately.
2 = Acceptable
This indicates the clinical student's performance sometimes but not
Always, meets expectations. Improvement activities are required for
performance to consistently meet standards.
3 = Good
This indicates the clinical student meets and sometimes exceeds
expectations for performance. Performance can be improved in area(s)
indicated, but current practices are clearly acceptable.
4 = Exemplary
This indicates the intern does an outstanding job.
No area for improvement is readily identifiable.
NO = Not Observed
This indicates the ability was not observed.
100
Internship Professional and Pedagogical Knowledge
Rubric # 6
Alabama A & M University
College of Education, Humanities, and Behavioral Sciences
Assessment Completed by Cooperating Teacher and AAMU Course Instructors and Clinical Supervisors
The rubric assesses thirty-seven proficiencies that the AAMU professional teacher educators and school professionals agree represent the content
knowledge and core concepts of the initial programs. The rubric is to be completed by the team, consisting of the cooperating teacher and the
AAMU Instructor/Supervisor. The team members complete the rubric independently of each other.
Candidate’s name:___________________________________ Major ____________________Banner Number___________________________
Name of Course Enrolled - Prefix___________ Title__________________ Course Number_______________ GRAD_________UG_________
Transitions Point (check one): ______Pre-Entry ______Entry _____Pre-Clinical _____ Clinical _____Completion
Name of School ___________________________________________________ __Grade level: _______________________________________
Subject Areas Observed__________________________________ Name of Cooperating Teacher______________________________________
Name of AAMU Instructor/Clinical Supervisor______________________________________________________________________________
Name of Person Completing the Assessment_________________________________________________ Date___________________________
Signature of Person Completing the Assessment_____________________________________________________________________________
Directions: Rate the candidate in terms of how adequately the candidate is prepared to deal with each area listed below.
Rating Scale:
1= Unacceptable
This indicates that the clinical performance is not acceptable.
Improvement activities must be undertaken immediately.
2= Acceptable
This indicates that the clinical performance sometimes, but not always,
meets expectations .
Improvement activities are required for performance to consistently
meet standards.
3= Good
This indicates that the clinical performance meets and sometimes
exceeds expectations for performance .
Performance can be improved in area(s) indicated, but current practices
are clearly acceptable.
4= Exemplary
This indicates the clinical performance is outstanding. No area
for improvement is readily identifiable.
NO = Not Observed
This indicates the ability was not observed.
The pre-service candidate demonstrates the ability to perform the following:
Competence Indicator
1
1.Ability to use students’ prior knowledge and experiences to introduce new subject-area related content. AQTS (1)(c)1.(iii)
2. Ability to identify student assumptions and preconceptions about the content of a subject area and to adjust instruction in
consideration of these prior understandings AQTS (1)(c)1.(iv)
3.Ability to teach explicit cognitive, meta-cognitive, and other learning strategies to support students in becoming more successful
learners. AQTS (2)(c)1.(v)
4. Ability to use knowledge about human learning and development in the design of a learning environment and learning
experiences that will optimize each student’s achievement. AQTS (2)(c)1.(vi)
5.Ability to recognize individual variations in learning and development that exceed the typical range and use this information to
provide appropriate learning experiences. AQTS (2)(c)1.(vii)
6.Ability to plan and implement equitable and effective student access to available technology and other resources to enhance
student learning.. AQTS (2)(c)2.(v)
7.Ability to organize, allocate, and manage the resources of time, space, and activities to support the learning of every student.
AQTS (2)(c)2.(viii)
8.Ability to organize, use, and monitor a variety of flexible student groupings and instructional strategies to support differentiated
instruction. AQTS (2)(c)2.(ix)
9.Ability to communicate with parents and/or families to support students’ understanding of appropriate behavior.
AQTS (2)(c)3.(iv)
101
Rating Scale
2
3
4
N
O
10.Ability to create learning environments that increase intrinsic motivation and optimize student engagement and learning.
AQTS (2)(c)3.(v)
11.Ability to use individual behavioral support plans to proactively respond to the needs of all students.
AQTS (2)(c)3.(vi)
12.Ability to create a print/language-rich environment that develops/extends students’ desire and ability to read, write, speak, and
listen. AQTS (2)(c)3.(vii)
13.Ability to encourage students to assume increasing responsibility for themselves and to support one another’s learning.
AQTS (2)(c)3.(viii)
14.Ability to select and support the use of instructional and assistive technologies and to integrate these into a coherent
instructional design. AQTS (2)(c)4.(v)
15.Ability to make developmentally appropriate choices in selecting teaching strategies to assist diverse learners in meeting
instructional objectives. AQTS (2)(c)4.(vi)
16.Ability to evaluate, select, and integrate a variety of strategies such as cooperative learning, discussion, discovery, problembased learning, and direct instruction into a coherent lesson design. AQTS (2)(c)4.(vii)
17.Ability to adjust instruction in response to information gathered from ongoing monitoring of performance via formative
assessment.
AQTS (2)(c)4.(viii)
18.Ability to model appropriate oral and written communication. AQTS (3)(c)1.(iv)
19. Ability to demonstrate appropriate communication strategies that include questioning and active and reflective listening.
AQTS (3)(c)1.(v)
20. Ability to foster effective verbal and nonverbal communications during ongoing instruction using assistive technologies as
appropriate. AQTS (3)(c)1.(vi)
21. Ability to integrate skill development in oral and written communications into all content areas that one teaches.
AQTS (3)(c)1.(vii)
22. Ability to use effective nonverbal communication and respond appropriately to nonverbal cues from students.
AQTS (3)(c)1.(viii)
23. Ability to integrate reading instruction into all content areas that one teaches. AQTS (3)(c)2.(iii)
24. Ability to develop culturally responsive curriculum and instruction, i.e., model, teach, and integrate multicultural awareness,
acceptance, and appreciation into ongoing instruction. AQTS (4)(c)1.(iv)
25.Ability to communicate in ways that demonstrate sensitivity to diversity such as appropriate use of eye contact, interpretation of
body language and verbal statements, and acknowledgement of and responsiveness to different modes of communication and
participation. AQTS (4)(c)1.(v)
26. Ability to differentiate between learner difficulties that are related to cognitive or skill development and those that are related to
language learning. AQTS (4)(c)2.(ii)
27. Ability to collaborate with teachers of English language learners and to assist those students with full integration into the
regular classroom. AQTS (4)(c)2.(iii)
28. Ability to help students assess their own learning styles and to build upon identified strengths. AQTS (4)(c)4.(iii)
29. Ability to design learning experiences that engage all learning styles. AQTS (4)(c)4.(iv)
30. Ability to create a learning community in which individual differences are respected. AQTS (4)(c)5.(iii)
31. Ability to involve parents and/or families as active partners in planning and supporting student learning. AQTS (5)(c)1.(iv)
32.Ability to communicate and collaborate effectively with colleagues, students, parents, guardians, and significant agency
personnel who are included and valued equally as partners. AQTS (5)(c)1.(ix)
33.Ability to integrate statewide programs and initiatives into the curriculum and instructional processes. AQTS (5)(c)3.(iii)
34.Ability to communicate with students, parents, and the public about Alabama’s assessment system and major state educational
improvement initiatives. AQTS (5)(c)3.(iv)
35.Ability to use and maintain confidential student information in an ethical and professional manner. AQTS (5)(c)5.(iii)
36.Ability to access resources to gain information about federal, state, district, and school policies and procedures.
AQTS (5)(c)6.(iii)
37.Ability to keep accurate records including IEP’s, especially records related to federal, state, and district policies, and other
records with legal implications. AQTS (5)(c)6.(iv)
Total Score for Professional and Pedagogical Knowledge Assessment Rubric _____________out of 148 possible
102
Intern Pedagogical Content Knowledge
Rubric # 7
The Alabama A&M University teacher education faculty believe that the professional learning of teachers is an
ongoing process of knowledge building and skill development in effective teaching practice. Therefore,
the faculty is committed to preparing teachers who demonstrate in-depth understanding of their content area and are
able to provide multiple explanations and instructional strategies to facilitate learning for all students. While
matriculating through the teacher education program, the AAMU teacher education community strongly upholds the
concept of collaborative preparation requiring guidance from professionals within and beyond the university.
This evaluation instrument contains eleven proficiencies taken from the Alabama Quality Teaching Standards
(AQTS) that our AAMU professional teacher educators and school professionals agree represent the content
knowledge and core concepts our initial programs candidates should have for successful teaching.
It is appropriate to formally assess our candidates' proficiencies during clinical.
AAMU requests that the team consisting of the cooperating teacher and the AAMU supervisor complete this form
independently of each other. The basis for judgment should be evidence from multiple sources such as (but not
limited to) assignments, journal entries, lesson plans, observations of teaching, portfolio products, service-learning
projects, teacher work samples, and mini-lessons.
Directions: Rate the candidate in terms of how adequately the candidate is prepared to deal with each area listed
below.
Rating Scale:
1 = Unacceptable
This indicates the clinical student's performance is not acceptable.
Improvement activities must be undertaken immediately.
2 = Acceptable
This indicates the clinical student's performance sometimes but not
always, meets expectations. Improvement activities are required for
performance to consistently meet standards.
3 = Good
This indicates the clinical student meets and sometimes exceeds
expectations for performance. Performance can be improved in area(s)
indicated, but current practices are clearly acceptable.
4 = Exemplary
NO = Not Observed
This indicates the intern does an outstanding job.
No area for improvement is readily identifiable.
This indicates the ability was not observed.
.
103
Internship Pedagogical Content Knowledge Assessment
Rubric # 7
Alabama A & M University
College of Education, Humanities, and Behavioral Sciences
Assessment Completed by Cooperating Teacher and AAMU Field Experiences Instructors and Clinical Supervisors
The rubric assesses eleven proficiencies that the AAMU professional teacher educators and school professionals agree represent the content
knowledge and core concepts of the initial programs. The rubric is to be completed by the team, consisting of the cooperating teacher and the
AAMU Instructor/Clinical Supervisor. The team members complete the rubric independently of each other.
Candidate’s name:_________________________________ Major _________________Banner Number__________________________
Name of Course Enrolled - Prefix________ Title__________________ Course Number________________ GRAD____ UG_________
Transitions Point (check one):
_________Pre-Entry _________Entry _______Pre-Clinical ________ Clinical _______Completion
Name of School ___________________________________________________ Grade level: __________________________________
Subject Areas Observed_______________________ ____Name of Cooperating Teacher_______________________________________
Name of AAMU Clinical Instructor/Supervisor________________________________________________________________________
Name of Person Completing the Assessment___________________________ _____________________Date_____________________
Signature of Person Completing the Assessment_______________________________________________________________________
Directions: Rate the candidate in terms of how adequately the candidate is prepared to deal with each area listed below.
Rating Scale:
1= Unacceptable
This indicates that the clinical performance is not acceptable.
Improvement activities must be undertaken immediately.
2= Acceptable
This indicates that the clinical performance sometimes, but not always,
meets expectations .
Improvement activities are required for performance to consistently
meet standards.
3= Good
This indicates that the clinical performance meets and sometimes
exceeds expectations for performance.
Performance can be improved in area(s) indicated, but current practices
are clearly acceptable.
4= Exemplary
This indicates the clinical performance is outstanding. No area
for improvement is readily identifiable.
NO = Not Observed
This indicates the ability was not observed.
The pre-service candidate demonstrates the ability to perform the following:
Competence Indicator
1
1.Ability to identify student assumptions and preconceptions about the content of a subject area and to adjust instruction in
consideration of these prior understandings. AQTS (1)(c )1.(iv)
2. Ability to select content and appropriately design and develop instructional activities to address the scope and sequence of
the curriculum. AQTS (1)(c )2.(iii)
3.Ability to use questions and questioning to assist all students in developing skills and strategies in critical and higher order
thinking and problem-solving. AQTS (2)(c )4.(ix)
4.Ability to integrate statewide programs and initiatives into the curriculum and instructional processes. AQTS (5)(c )3.(iii)
5.Ability to communicate with students, parents, and the public about Alabama’s assessment system and major state
educational improvement initiatives. AQTS (5)(c )3.(iv)
6.Ability to stimulate interest in and foster appreciation for the written word, promote reading growth, and increase the
motivation of students to read widely and independently for information and pleasure. AQTS (3)(c )2.(iv)
7.Ability to solve problems using different strategies to verify and interpret results, and to draw conclusions.
AQTS (3)(c )3.(v)
8.Ability to communicate with others about mathematical concepts, processes, and symbols. AQTS (3)(c )3.(vi)
9.Ability to use best practices, professional literature, and collegial assistance to improve as a teacher and a learner. AQTS
(5)(c )2.(v)
10.Ability to practice safe, responsible, legal and ethical use of technology and comply with school and district acceptableuse policies including fair-use and copyright guidelines and internet-user protection policies. AQTS (5)(c)5.(iv)
11.Ability to access school, community, state, and other resources and referral services. AQTS (5)(c )6.(ii)
Total Score for Professional Content Knowledge Rubric _____________out of 44 possible
104
Rating Scale
2
3
4
N
O
Intern Midpoint Assessment
Rubric # 8
The Alabama A&M University teacher education faculty believe that the professional learning of teachers is an
ongoing process of knowledge building and skill development in effective teaching practice. Therefore,
the faculty is committed to preparing teachers who demonstrate in-depth understanding of their content area and are
able to provide multiple explanations and instructional strategies to facilitate learning for all students. While
matriculating through the teacher education program, the AAMU teacher education community strongly upholds the
concept of collaborative preparation requiring guidance from professionals within and beyond the university.
This evaluation instrument contains pre-service and beginning teacher indicators taken from the Alabama
Continuum for Teacher Development that our AAMU professional teacher educators and school professionals agree
describe the initial skills and abilities a novice teacher aims to develop over the course of the induction period.
It is appropriate to formally assess our candidates' proficiencies during clinical.
AAMU requests that the team consisting of the cooperating teacher and the AAMU supervisor complete this form
independently of each other. The basis for judgment should be evidence from multiple sources such as (but not
limited to) assignments, journal entries, lesson plans, observations of teaching, portfolio products, service-learning
projects, teacher work samples, and mini-lessons.
Directions: Rate the candidate in terms of how adequately the candidate is prepared to deal with each area listed
below.
Rating Scale:
1 = Unacceptable
This indicates the clinical student's performance is not acceptable.
Improvement activities must be undertaken immediately.
2 = Acceptable
This indicates the clinical student's performance sometimes but not
always, meets expectations. Improvement activities are required for
performance to consistently meet standards.
3 = Good
This indicates the clinical student meets and sometimes exceeds
expectations for performance. Performance can be improved in area(s)
indicated, but current practices are clearly acceptable.
4 = Exemplary
This indicates the intern does an outstanding job.
No area for improvement is readily identifiable.
NO = Not Observed
This indicates the ability was not observed.
105
Internship Midpoint Assessment Instrument – EDUCATE Alabama
Rubric # 8
Assessment Completed by University Supervisor and Cooperating Teacher at the Midpoint of the Internship
(Instructions: This rubric is used by the university supervisor and cooperating teacher at midterm during the internship to assess the pre-service
candidate’s abilities. The rubric was developed from the Alabama Continuum for Teacher Development with AQTS Indicators for Pre-service
and Beginning Teachers. The indicators describe the initial skills and abilities that a pre-service or novice teacher should aim to develop over the
course of the induction period.)
Candidate’s name: __________________________________ Name of Cooperating Teacher________________________
School_______________________ _____________________Date: __________________________________________
Banner #: ____________________Major: ______________Subject/Grade level: ________________________________
Rating Scale: 1= Unacceptable 2= Needs Improvement 3= Good
4= Exemplary
The pre-service candidate demonstrates the ability to perform the following:
N/O=Not Observed
Standard One: Content Knowledge
Rating Scale
1
2
3
4
1
2
3
4
N
O
1.1 Knows the core concepts, facts, and procedures comprising subject matter and their relationship to specific
curricular areas.
1.2 Values and uses learners’ interests and experiences when introducing new content.
1.3 Knows the importance of making curriculum relevant to learners. Utilizes opportunities to identify real life connections
across curriculum.
1.4 Plans instructional activities that align with Alabama’s Courses of Study
1.5 Considers various learner needs in designing instructional plans using available resources and materials.
Total for Standard One: Content Knowledge _____________OUT OF 20 POSSIBLE
Standard Two: Teaching and Learning
2.1 Establishes rules for classroom management. Implements organization and management strategies in response to specific
classroom issues or individual learner needs. Provides encouragement to learners for positive behaviors.
2.2 Establishes rapport with individual learners. Acknowledges incidents of unfairness and disrespect.
2.3 Responds to unsafe situations as they occur. Implements routines and procedures within the classroom, including plans for
transition. Identifies motivational techniques and utilizes available visuals to stimulate learner interest in topics of study.
2.4 Identifies cognitive, social and emotional needs of learners. Follows required guidelines in standards-based instruction for
establishing academic learning goals.
2.5 Establishes learning and behavior goals and communicates them to learners. Provides feedback on achievement of learning
and behavior goals. Meets with individual learners to promote their increased responsibility in meeting goals.
2.6 Teaches lessons provided in available curriculum and resources. Implements corresponding instructional strategies.
2.7 Creates learning activities using available teaching resources and scope and sequence guides. Understands use of effective
questioning strategies to engage learners in thinking about and learning the content. Supports and encourages individual
learners to achieve. Becomes informed about additional resources to support learners.
2.8 Implements required district and site assessments to monitor progress in relation to content standards. Shares assessment
results with learners following required timelines. Recognizes confusion in students and re-teaches lessons.
2.9 Administers required school and district summative assessments.
2.10 Collects and records required documentation of student learning aligned with content standards using available resources
and technology. Shares assessment feedback with learners, families/guardians, and appropriate school personnel at required
reporting periods.
2.11 Reviews standardized assessment data and uses basic understandings of individual and class performance for planning.
Total for Standard Two: Teaching and Learning ____________OUT OF 44 POSSIBLE
106
N
O
Standard Three: Literacy
1
2
3
4
N
O
1
2
3
4
N
O
1
2
3
4
N
3.1 Uses standard spoken and written language to support clear communications with learners, families/guardians, colleagues
and other audiences. Listens to speakers and uses some questioning strategies to clarify own understanding.
3.2 Recognizes confusion in some learners during instruction and responds with additional support. Uses assistive technologies
provided for individual learners to facilitate communication.
3.3 Uses available age-appropriate instructional strategies to support learners to read and comprehend curriculum within and
across content areas. Seeks supports for struggling learners to improve fluency.
3.4 Teaches reading strategies by following available guidelines in manuals and texts.
3.5 Begins to notice and use opportunities for mathematical problem solving to further understanding of content across
disciplines. Encourages learners to approach mathematical problem solving in various ways.
3.6 Utilizes available resources to communicate mathematical concepts, processes, and symbols.
3.7 Uses available site-based technological resources primarily based on suggestions from colleagues.
3.8 Provides learners with some available hardware and software to support content learning, completion of assignments,
and/or practice of basic skills.
Total for Standard Three: Literacy ________OUT OF 32 POSSIBLE
Standard Four: Diversity
4.1 Is aware of the diverse cultural, ethnic groups, and language backgrounds represented among learners. Selects instructional
strategies, resources, and technologies with some consideration for diverse learners.
4.2 Follows available guidelines for periodic communications with families/guardians. Is aware of differences in
communication modes between self and learners and their families/guardians. Varies instruction to increase learner
participation.
4.3 Is aware of the need to consider own assumptions, attitudes, and expectations about learners. Begins to reflect on possible
personal biases and their impact on learning.
4.4 Recognizes the value of using learners’ native language and linguistic background during instruction. Works with
colleagues and community to provide native language support services to learners as available.
4.5 Utilizes available program materials for second language instruction. Uses some English Language Development (ELD)
strategies for content instruction.
4.6 Identifies learners with difficulties in learning. Uses available materials to re-teach skills and concepts.
4.7 Assists in identifying at-risk students, gifted students and those with disabilities, as appropriate. Has basic understanding of
laws and policies regarding exceptional learners. Implements IEPs and 504 plans with support from staff as needed.
4.8 Varies some instructional activities to provide options for learners with learning differences and disabilities. Provides some
visuals as environmental references using available resources.
4.9 Demonstrates understanding of the research on learning styles and multiple intelligences and considers ways these influence
learners’ academic growth and access to content.
4.10 Selects instructional strategies and resources that address some learning styles and intelligences represented in classroom.
Total for Standard Four: Diversity ___________OUT OF 40 POSSIBLE
Standard Five: Professionalism
O
5.1 Communicates with families/guardians to share learning goals. Responds to issues as they arise. Has basic communication
protocols in place. Communicates with colleagues and shares resources for each learner’s growth, including learners on an
Individual Education Plan and/or 504 Plan.
5.2 Sets required individual professional goals. Participates in job-embedded professional development related to school,
district, and state goals.
5.3 Shares resources with colleagues, families, and community members to enhance teaching and learning.
5.4 Sets required individual professional goals. Participates in job-embedded professional development related to school,
district, and state goals.
5.5 Locates information and identifies key contacts to access laws and policies. Builds understanding of local, state, and
federal requirements related to students’ and teachers’ rights, and student plans, including those with IEPs.
Total for Standard Five: Professionalism _____________OUT OF 20 POSSIBLE
TOTAL FOR ALL 5 STANDARDS ____________OUT OF 156 POSSIBLE
107
Discussion must follow the completion of the assessment. Triad discussions between the intern, cooperating teacher, and supervisor are
encouraged and are the best methods for formative feedback for interns at the midpoint of the internship. If triad discussions are not
possible, it is essential that a discussion between the cooperating teacher and intern or supervisor and intern follow the completion of the
assessment rubric. Comments must be included in the section below entitled “comments”.
Comments:
University Supervisor______________________________________________Date_____________________________________________
And/Or
Cooperating Teacher______________________________________________Date______________________________________________
And
Intern___________________________________________________________Date______________________________________________
108
Intern AQTS Summative Assessment
Rubric # 9
The Alabama A&M University teacher education faculty believe that the professional learning of teachers is an
ongoing process of knowledge building and skill development in effective teaching practice. Therefore,
the faculty is committed to preparing teachers who demonstrate in-depth understanding of their content area and are
able to provide multiple explanations and instructional strategies to facilitate learning for all students. While
matriculating through the teacher education program, the AAMU teacher education community strongly upholds the
concept of collaborative preparation requiring guidance from professionals within and beyond the university.
The assessment instrument was developed from the Alabama Quality Teaching Standards (AQTS). It contains
indicators that our AAMU professional teacher educators and school professionals agree describe the initial skills
and abilities a novice teacher should develop over the course of the induction period.
It is appropriate to formally assess our candidates' proficiencies during clinical.
AAMU requests that the team consisting of the cooperating teacher and the AAMU supervisor complete this form
independently of each other. The basis for judgment should be evidence from multiple sources such as (but not
limited to) assignments, journal entries, lesson plans, observations of teaching, portfolio products, service-learning
projects, teacher work samples, and mini-lessons.
Directions: Rate the candidate in terms of how adequately the candidate is prepared to deal with each area listed
below.
Rating Scale:
1 = Unacceptable
This indicates the clinical student's performance is not acceptable.
Improvement activities must be undertaken immediately.
2 = Acceptable
This indicates the clinical student's performance sometimes but not
always, meets expectations. Improvement activities are required for
performance to consistently meet standards.
3 = Good
This indicates the clinical student meets and sometimes exceeds
expectations for performance. Performance can be improved in area(s)
indicated, but current practices are clearly acceptable.
4 = Exemplary
NO = Not Observed
This indicates the intern does an outstanding job.
No area for improvement is readily identifiable.
This indicates the ability was not observed.
109
Internship Assessment Instrument – AQTS Summative
Rubric # 9
Assessment Completed by University Supervisor and Cooperating Teacher
Candidate’s Name: _________________________________________________Banner#____________________________
School: __________________________________________________Major:______________________________________
Cooperating Teacher: ___________________________________________________Grade:________________________
Subject: _____________________________________________________________________________________________
Please check one of the following: ( ) Graduate ( ) Undergraduate
This evaluation serves as one of numerous means of communication between the intern and the cooperating teacher. It provides an opportunity
for triad discussion to discuss and develop strategies to assist the intern in his/her role as a pre-service teacher.
RATING SCALE:
1 – Unacceptable
This indicates the intern’s performance is not acceptable
Improvement activities must be undertaken immediately.
2 – Acceptable
This indicates the intern’s performance sometimes, but not always, meets
expectations. Improvement activities are required for performance to
consistently meet standards.
3 – Good
This indicates the intern meets and sometimes exceeds expectations for
performance. Performance can be improved in area(s) indicated, but current
practices are clearly acceptable.
4 – Exemplary
This indicates the intern does an outstanding job. No area for improvement is
readily identifiable.
NO-Not Observed
This indicates that the ability was not observed during the internship.
The assessment rubric should be copied and completed by the university supervisor and cooperating teacher and shared with the intern
during the internship experience (as a final assessment). The evaluation should be discussed with the candidate; and if necessary, a plan
of action developed and implemented. A copy of this form should be forwarded to The Office of Field Experiences and School
Partnerships after the assessment.
(1) CONTENT KNOWLEDGE
(1) (c)1. Academic Discipline:
1
(1)(c)1.(iii) Ability to use students’ prior knowledge and experiences
to introduce new subject-area related content
(1)(c)1.(iv) Ability to identify student assumptions and
preconceptions about the content of a subject area and to adjust
instruction in consideration of these prior understandings.
(1)(c)1.(v) Ability to help students make connections across the
curriculum in order to promote retention and transfer of knowledge to
real-life settings.
(1)(c).2. Curriculum:
(1)(c)2.(ii) Ability to provide accommodations, modifications, and/or
adaptations to the general curriculum to meet the needs of each
individual learner.
(1)(c)2.(iii) Ability to select content and appropriately design and
develop instructional activities to address the scope and sequence of
the curriculum.
Average Score: (Sum of ratings divided by 5)
110
2
3
4
NO
1
(2) TEACHING AND LEARNING
(2)(c)1. Human Development:
(2)(c)1.(v) Ability to teach explicit cognitive, metacognitive and other learning
strategies to support students in becoming more successful learners.
(2)(c)1.(vi) Ability to use knowledge about human learning and development in
the design of a learning environment and learning experiences that will optimize
each student’s achievement.
(2)(c)1.(vii) Ability to recognize individual variations in learning and
development that exceed the typical range and use this information to provide
appropriate learning experiences.
(2)(c)2. Organization and Management
(2)(c)2.(v) Ability to plan and implement equitable and effective student access
to available technology and other resources to enhance student learning.
(2)(c)2.(vi) Ability to plan teaching and learning experiences that are congruent
with the Alabama Courses of Study and appropriate for diverse learners.
(2)(c)2.(vii) Ability to collect and use data to plan, monitor, and improve
instruction.
(2)(c)2.(viii) Ability to organize, allocate, and manage the resources of time,
space, and activities to support the learning of every student.
(2)(c)2.(ix) Ability to organize, use, and monitor a variety of flexible student
groupings and instructional strategies to support differentiated instruction.
(2)(c)3. Learning Environment:
(2)(c)3.(iii) Ability to develop a positive relationship with every student and to
take action to promote positive social relationships among students, including
students from different backgrounds and abilities.
(2)(c)3.(iv) Ability to communicate with parents and/or families to support
students’ understanding of appropriate behavior.
(2)(c)3.(v) Ability to create learning environments that increase intrinsic
motivation and optimize student engagement and learning.
(2)(c)3.(vi) Ability to use individual behavioral support plans to proactively
respond to the needs of all students.
(2)(c)3.(vii)
Ability to create a print/language-rich environment that
develops/extends students’ desire and ability to read, write, speak, and listen.
(2)(c)3.(viii) Ability to encourage students to assume increasing responsibility
for themselves and to support one another’s learning.
(2)(c)4. Instructional Strategies:
(2)(c)4.(v) Ability to select and support the use of instructional and assistive
technologies and to integrate these into a coherent instructional design.
(2)(c)4.(vi) Ability to make developmentally appropriate choices in selecting
teaching strategies to assist diverse learners in meeting instructional objectives.
(2)(c)4.(vii) Ability to evaluate, select, and integrate a variety of strategies such
as cooperative learning, discussion, discovery, problem-based learning, and
direct instruction into a coherent lesson design.
(2)(c)4.(viii) Ability to adjust instruction in response to information gathered
from ongoing monitoring of performance via formative assessment.
(2)(c)4.(ix) Ability to use questions and questioning to assist all students in
developing skills and strategies in critical and higher order thinking and
problem-solving.
(2)(c)4.(x) Ability to use strategies that promote the independence, self-control,
personal responsibility, and self-advocacy of all students.
111
2
3
4
NA
(2)(c)5. Assessment:
1
2
3
4
NA
(2)(c)5.(v) Ability to design and use a variety of approaches to formal and
informal assessment to plan instruction, monitor student understanding and
progress toward learning, modify teaching and learning strategies, and measure
and report student progress related to learning objectives.
(2)(c)5.(vi) Ability to collaborate with others to design and score common
assessments and to use results to share and compare instructional practice and
plan new instruction.
(2)(c)5.(vii) Ability to collaborate with others to incorporate accommodations
into all assessments as appropriate.
(2)(c)5.(viii) Ability to provide a variety of ways for students with diverse
needs, including students with disabilities, to demonstrate their learning.
(2)(c)5.(ix) Ability to develop rubrics and to teach students how to use them to
assess their own performance.
(2)(c)5.(x) Ability to develop and select appropriate performance assessments.
(2)(c)5.(xi) Ability to engage all students in assessing and understanding their
own learning and behavior.
(2)(c)5.(xii) Ability to interpret and use reports from state assessments and the
results of other assessments to design both group and individual learning
experiences.
Average Score: (Sum of ratings divided by 28)
1
(3)LITERACY
(3)(c)1. Oral and Written Communication:
(3)(c)1.(iv) Ability to model appropriate oral and written communications.
(3)(c)1.(v) Ability to demonstrate appropriate communication strategies that
include questioning and active and reflective listening.
(3)(c)1.(vi) Ability to foster effective verbal and nonverbal communications
during ongoing instruction using assistive technologies as appropriate.
(3)(c)1.(vii) Ability to integrate skill development in oral and written
communications into all content areas that one teaches.
(3)(c)1.(viii) Ability to use effective nonverbal communication and respond
appropriately to nonverbal cues from students.
(3)(c)2. Reading:
(3)(c)2.(iii) Ability to integrate reading instruction into all content areas that
one teaches.
(3)(c)2.(iv) Ability to stimulate interest in and foster appreciation for the
written word, promote reading growth, and increase the motivation of students
to read widely and independently for information and pleasure.
(3)(c)3. Mathematics:
(3)(c)3.(v) Ability to solve problems using different strategies to verify and
interpret results, and to draw conclusions.
(3)(c)3.(vi) Ability to communicate with others about mathematical concepts,
processes, and symbols.
(3)(c)4. Technology:
(3)(c)4.(iii) Ability to integrate technology into the teaching of all content
areas.
(3)(c)4.(iv) Ability to facilitate students’ individual and collaborative use of
technology, including classroom resources as well as distance and online
learning opportunities when available and appropriate.
(3)(c)4.(v) Ability to use technology to assess student progress and manage
records.
(3)(c)4.(vi) Ability to evaluate students’ technology proficiency and students’
technology-based products within content areas.
Average score: (Sum of ratings divided by 13)
112
2
3
4
NA
(4) DIVERSITY
1
2
3
4
N
A
(4)(c)1. Cultural, Ethnic, and Social Diversity:
(4)(c)1. (iv) Ability to develop culturally responsive curriculum and instruction,
i.e., model, teach, and integrate multicultural awareness, acceptance, and
appreciation into ongoing instruction.
(4)(c)1.(v) Ability to communicate in ways that demonstrate sensitivity to
diversity such as appropriate use of eye contact, interpretation of body language
and verbal statements, and acknowledgement of and responsiveness to different
modes of communication and participation.
(4)(c)2. Language Diversity:
(4)(c)2.(ii) Ability to differentiate between learner difficulties that are related to
cognitive or skill development and those that are related to language learning.
(4)(c)2.(iii) Ability to collaborate with teachers of English language learners
and to assist those students with full integration into the regular classroom.
(4)(c).3. Special Needs:
(4)(c)3.(iii) Ability to identify and refer students for diagnosis for special
services.
(4)(c)3.(iv) Ability to address learning differences and disabilities that are
prevalent in an inclusive classroom.
(4)(c)4. Learning Styles:
(4)(c)4.(iii) Ability to help students assess their own learning styles and to build
upon identified strengths.
(4)(c)4.(iv) Ability to design learning experiences that engage all learning
styles.
(4)(c)5. General
(4)(c)5.(ii) Ability to involve families, community agencies and organizations,
and colleagues in helping support academic achievement of diverse learners.
(4)(c)5.(iii) Ability to create a learning community in which individual
differences are respected.
(4)(c)5.(iv) Ability to assess and diagnose individual students’ contexts,
strengths, and learning needs and to tailor curriculum and teaching to address
these personal characteristics.
Average Score: (Sum of rating divided by 11)
(5) PROFESSIONALISM
1
(5)(c)1. Collaboration:
(5)(c)1.(iv) Ability to involve parents and/or families as active partners in
planning and supporting student learning.
(5)(c)1.(v) Ability to share instructional responsibility for students with diverse
needs, including students with disabilities, and to develop collaborative
teaching relationships and instructional strategies.
(5)(c)1.(ix) Ability to communicate and collaborate effectively with
colleagues, students, parents, guardians, and significant agency personnel who
are included and valued equally as partners.
(5)(c)1.(x) Ability to exhibit the professional dispositions delineated in
professional, state, and institutional standards while working with students,
colleagues, families, and communities.
(5)(c)2. Continuous, Lifelong Professional Learning:
(5)(c)2.(iv) Ability to articulate and reflect on a personal philosophy and its
relationship to teaching practice and professional learning choices and
commitment.
(5)(c)2.(v) Ability to use best practices, professional literature, and collegial
assistance to improve as a teacher and a learner.
(5)(c)3. Alabama-Specific Improvement Initiatives:
(5)(c)3.(iii) Ability to integrate statewide programs and initiatives into the
curriculum and instructional processes.
(5)(c)3.(iv) Ability to communicate with students, parents, and the public
about Alabama’s assessment system and major state educational improvement
initiatives.
113
2
3
4
NA
NA
PROFESSIONALISM
1
2
3
4
(5)(c)4. School Improvement:
(5)(c)5. Ethics:
(5)(c)5.(iii) Ability to use and maintain confidential student information in an
ethical and professional manner.
(5)(c)5.(iv) Ability to practice safe, responsible, legal and ethical use of
technology and comply with school and district acceptable-use policies
including fair-use and copyright guidelines and internet-user protection
policies.
(5)(c)6. Local, State, and Federal Laws and Policies:
(5)(c)6.(ii) Ability to access school, community, state, and other resources and
referral services.
(5)(c)6.(iii) Ability to access resources to gain information about federal, state,
district, and school policies and procedures.
(5)(c)6.(iv) Ability to keep accurate records including IEP’s, especially records
related to federal, state, and district policies, and other records with legal
implications.
Average Score: (Sum of ratings divided by 13)
Total Score: from all five areas (Sum of average scores divided by 70)
Evaluation #__________________Date_________ Midterm Grade_________ Final Grade_________
Cooperating Teacher’s Signature ____________________________________________________________________
Intern’s Signature_________________________________________________________________________________
Comments:______________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
Based on this evaluation, what is your overall rating of this candidate at this time?
_____ 1 – Unacceptable ____ 2 – Acceptable ____ 3 – Good ____ 4 – Exemplary
Is an intervention plan necessary to correct candidate difficulties? _____ Yes
_____ No
Candidates Strengths and/or Areas for Improvement:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
114
Teacher Work Sample #10
The work sample is submitted into LiveText at midterm, to assess teaching competencies
and ability to impact student learning. The teacher work sample is developed during the
20 days of full time teaching, and adheres to the template below:
Describes the demographics of the classroom – number of students, ethnicity,
gender, age, ELLs, subject area.
Includes a pretest (quantitative with a scale of 10 or multiples of 10) administered
before the lesson is taught.
Focuses around a lesson or unit taught in a specific content area.
Includes a posttest (the same test as the pretest – however, items may be mixed in
order as to not replicate the exact same pretest) administered after the lesson or unit
is taught.
Includes an analysis of the results of instruction and impact on student learning.
Lists pretest scores and posttest scores. Describes how many students scored higher,
how many lower, how many stayed the same. Includes charts and graphs to display
the results.
Includes a reflective summary. Describes the impact the instruction made on student
learning and how the results will be used to improve instruction.
Includes a copy of the pretest, lesson plan/unit plan, posttest, answer keys, scoring
rubrics, and other relevant artifacts.
115
Intern - Teacher Work Sample Description and Rubric #10
The teacher work sample, assessed at the midterm, is comprised of electronic evidence that
Alabama A & M University candidates know and can demonstrate the content knowledge,
pedagogical content knowledge and skills, and pedagogical and professional knowledge and
skills that are necessary to help all students learn. The work sample evaluation instrument
provides evidence that candidates can plan instruction, teach lessons, complete assessments,
reflect upon teaching and instruction, and can positively impact the learning of their students.
The work sample provides a technological method for candidates to demonstrate ability in the
Alabama Quality Teaching Standards - content knowledge, teaching and learning, literacy,
diversity, and professionalism – the proficiencies that AAMU professional teacher educators and
other school professionals agree, represent the content knowledge and core concepts that
candidates need for successful teaching during the clinical.
At the midterm of the clinical internship, candidates must be able to demonstrate proficiency in
planning, instructing , assessing, analyzing, reflecting, and positively impacting student learning
in order to move forward into the final stage of the clinical internship. Two assessors, the
university supervisor and the director of field experiences, critique and assess the work sample.
The assessment is used to determine what support or intervention is necessary to enable the
candidate to successfully complete the internship and to positively impact student learning.
Candidates use the work sample as a self assessment tool to reflect upon planning and teaching
and to refine instruction .
Candidates demonstrate proficiency with technology during the preparation of the work sample
through the development of charts and graphs to display the pretest and posttest data and to
visually display and interpret the impact upon student learning. The work samples are electronic
and submitted into an electronic LiveText portfolio.
Rating Scale: Directions: The rating scale below is used, with the teacher work sample rubric, to rate the
candidate in terms of how adequately the candidate is prepared to deal with each area listed below.
1 = Unacceptable
This indicates the performance of the clinical candidate is
not acceptable.
Improvement activities must be undertaken immediately.
2 = Acceptable
This indicates the performance of the clinical candidate sometimes
but not always, meets expectations.
Improvement activities are required for performance to
consistently meet standards.
3 = Good
This indicates the clinical candidate meets and sometimes exceeds
expectations for performance. Performance can be improved in area(s)
indicated, but current practices are clearly acceptable.
4 = Exemplary
This indicates the intern does an outstanding job. No area for
improvement is readily identifiable.
116
Internship Rubric for Clinical Teacher Work Sample # 10
Name of Candidate _________________________________________________Banner # _____________________
Program Area ________________GRAD____UG__________ Course and #______________________________
Name of Instructor Rating the Assignment___________________________________________________________
Semester ___________________________________________________Date________________________________
Criteria
Rating Scale: 1 = unacceptable, 2 = acceptable, 3 = good, 4 = exemplary
4
3
1. Description of
Description is well-written,
Description is partial
classroom
grammatically correct, and is
and omits one of the
demographics
complete - includes age,
following: age,
ethnicity, gender, school,
ethnicity, gender,
grade, subject, teacher.
school, grade,
subject, teacher.
2.
Pretest with Answer
Key
Pre test is well written,
grammatically correct, and is
complete.
The pre test does
not cover material
taught in lesson
plan/unit.
3.
Lesson Plan/Unit
Plan
Plan is well-written,
grammatically correct, and is
complete.
Plan is partial and
omits some essential
components of a
lesson plan.
4.
Posttest with Answer
Key
The Post test is well-written,
grammatically correct, and is
complete.
The post test does
not cover material
taught in lesson
plan/unit.
5.
Display of Pretest
and Posttest Scores
with Analysis of
Differences –
Represented
Graphically
Display depicts comparison of
pre with post scores for all
students in the class.
Scores are
represented
graphically in chart
or graph.
6.
Reflective Summary
With Impact On
Student Learning
Reflection is well-written,
grammatically correct, and
describes the challenges and
successes and impact on
student learning..
Reflection is partial
and does not
sufficiently describe
the challenges and
successes.
7.
Copies of pre and
post tests, lesson
plans, unit plan,
answer keys, scoring
rubric, and other
artifacts
Sample includes all copies of
pre and post tests, lesson
plans, unit plan, answer keys,
scoring rubric, and other
artifacts
Sample is missing at
least one important
component.
2
Description is
vague and omits
two of the
following: age,
ethnicity, gender,
school, grade,
subject, teacher.
Pre test is vague
and is hand
written and/or
does not include
an answer key.
Plan is vague and
does not discuss
teacher’s
involvement and
strategies or
differentiation of
instruction.
The post test is
vague and is hand
written and/or
does not include
an answer key.
Display is vague
and does not
compare all pre
and post scores.
1
Description is
missing or omits
important
variables.
Reflection is
vague and does
not describe the
difficulties and
successes and/or
impact on student
learning.
Sample is missing
at least two
important
components.
Reflection is
missing or omits
how candidate
would teach lesson
differently.
Total
The Pre test is
missing .
Plan is missing or
omits several
important
components of
information.
The post test is
missing .
Comparative scores
and graphic
displays are
missing.
Sample is missing
three or more
important
components.
Total
Score
______out
of
28possible
117
Intern Clinical Internship Limited Language Learners Reflective Assignment # 11
During the course of the internship, the intern candidate will develop knowledge, skills,
and dispositions related to instructing Limited Language Learners. At least one artifact
and reflective entry in the LiveText Electronic portfolio must focus upon Limited
Language Learners and instructional strategies and assessment related to the specific
program area. Below are the minimum procedures and elements that the intern
candidate must follow and address:
Select one Limited Language Learner.
Describe the learner (i.e., age, ethnicity, grade, gender).
Discuss the learner with your cooperating teacher.
What special or unique characteristics are presented?
What strategies does the cooperating teacher use to facilitate understanding?
Reflect upon your previous experiences working with Limited Language
Learners. How does your internship experience differ? What specific challenges
do you face as the instructor?
118
Internship Rubric – Clinical-Level Limited Language Learners Assignment # 11
Name of Candidate _________________________________________________Banner # _____________________
Program Area ________________GRAD____ UG__________ Course and #______________________________
Name of Instructor Rating the Assignment___________________________________________________________
Semester ___________________________________________________Date________________________________
Rating Scale: 1 = unacceptable, 2 = acceptable, 3 = good, 4 = exemplary
Criteria
4
Description is
well-written,
grammatically
correct, and is
complete and
includes age,
ethnicity, gender,
school, grade,
subject, teacher.
3
Description is
partial and omits
one of the
following: age,
ethnicity, gender,
school, grade,
subject, teacher.
Description of
the instruction
and lesson
Description is
well written,
grammatically
correct, and is
complete.
Description is
partial and omits
one of the
following:
activity,
objectives,
technology,
materials,
questioning,
evaluation.
3.
Description of
strategies used by
the cooperating
teacher to
facilitate
understanding
Description is
well-written,
grammatically
correct, and is
complete.
Description is
partial and omits
a description of
the strategies.
4.
Description of
behavior
management
Description is
well-written,
grammatically
correct, and is
complete.
Description is
partial and does
not sufficiently
describe
problems and
strategies.
5.
Reflection on the
lesson - describe
specific
challenges and
strategies used
and how this
experience differs
from previous
experiences
Reflection is
well-written,
grammatically
correct, and
describes the
challenges and
successes.
Reflection is
partial and does
not sufficiently
describe the
challenges and
successes.
1.
Description of
the Limited
Language
Learner and
classroom.
2.
2
Description
is vague and
omits two of
the
following:
age,
ethnicity,
gender,
school,
grade,
subject,
teacher.
Description
is vague and
omits two of
the
following:
activity,
objectives,
technology,
materials,
questioning,
evaluation.
Description
is vague and
does not
discuss
teacher’s
involvement
and
strategies.
1
Description
is missing or
omits
important
variables.
Description
is vague and
does not
describe
problems
and
strategies.
Reflection is
vague and
does not
describe the
difficulties
and
successes.
Description
is missing or
omits
necessary
information.
Total
Description
is missing or
omits
important
variable.
Description
is missing or
omits
important
information.
Reflection is
missing or
omits how
candidate
would have
taught
lesson.
Total
Score
______out
of 20
possible
119
UNIVERSITY SUPERVISOR’S PLACEMENT REPORT OF INTERNS
(Submit a copy to Office of Field Experiences and School Partnerships after the first week of internship.)
CANDIDATE
Banner
SCHOOL
PRINCIPAL
COOPERATING
GRADE
SUBJECT
Number
TEACHER
___________________________
University Supervisor/Department
___________________________
Semester/Year
___________________________
Date
Based on the data, do the placements of the candidates you are supervising appear appropriate for their
majors? ______________________________
If not, which candidates’ placements need to be checked?
_________________________________________________________________
120
Evaluation of Cooperating Teacher
By University Supervisor
Cooperating Teacher:______________________________________Semester___________________
School:_______________________System:_______________Teaching Area:__________________
This instrument is designed to obtain feedback about the performance of the cooperating teacher.
Please rate each item below.
During the semester, the cooperating teacher:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Yes
was understanding of my candidate as a beginning teacher……… ______
showed respect for the beginning teacher………………………… ______
conducted regular conferences and sessions………………………______
shared ideas and methods about teaching, discipline, and
other areas of the intern’s responsibilities…………………………______
communicated realistic expectations about duties of the
intern……………………………………………………………….______
provided constructive feedback…………………………………….______
let the candidate take responsibility with necessary
guidance and support………………………………………………._____
was patient with the intern…………………………………………._____
treated the intern as a professional…………………………………._____
collected sufficient information to adequately evaluate the
intern’s performance……………………………………………….._____
showed genuine interest in the candidate’s progress……………….._____
demonstrated a professional attitude………………………………. _____
pointed out strengths and weakness of the candidate………………._____
was fair and objective in evaluating performance………………….._____
communicated with skill and effectiveness…………………………_____
No
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
Comments:________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
___________________________________
University Supervisor’s Signature
__________________________
Date
121
Procedures for Reimbursement of Travel Costs
University Supervisors are reimbursed for all transportation expenses incurred while
visiting interns. The State of Alabama mileage rate is used to determine reimbursement.
Reimbursement will be provided only for those visits that are documented in the Office of
Field Experiences and School Partnerships. The initial Report on Interns and copies of
evaluation reports submitted after each visit to the Office of Field Experiences are the official
documentation of observation and will be used to determine whether requested
reimbursement is allowable. Documented reimbursements for actual mileage will be paid.
Documentation should be sent to the Office of Field Experience and School Partnerships
within 2 weeks following the end of the supervision period. Requisitions are processed
through the Office of Financial Services as soon as all reimbursement requests and
appropriate documentations have been submitted. Please adhere to the university policy that
the home base, when calculating travel mileage, is Alabama A & M University. When
calculating mileage to the schools when supervising interns, please let the original point of
travel be from Alabama A & M University.
122
Final Grade Determination Sheet
Use the following formula when calculating the final grade.
Grades from the following
Co-op
Teacher
2/5
University
Supervisor
2/5
Intern
Portfolio
1/5
Grade
5/5
**Submit this form to the OFFICE OF FIELD EXPERIENCES & SCHOOL PARTNERSHIPS during the last week of the internship.
Candidate’s Name
Banner
Number
Coop
Teacher 1
Coop
Teacher 2
____________________________
Signature/ University Supervisor
University
Supervisor
Portfolio
Grade
Final
Grade
________________
Date
123
Internship Intervention Plan
Policy on Intervention and/or Removal During Internship/Clinical
The purpose of the Internship/Clinical Intervention Plan is to provide structured support for a
candidate during enrollment in the internship. The plan is focused on the areas of professional
practice (planning, implementing, assessing) needing improvement. The plan is developed on a
case by case basis, specifically for the individual internship candidate. The intern must adhere to
the plan. If the Intervention Plan is completed satisfactorily during the internship, the candidate
will receive a passing grade for the internship course. If implementation of the intervention plan
is unsuccessful in helping the internship candidate to deliver effective instruction and in
assuming the full responsibility of the classroom teacher, during the twenty days of full time
teaching, the internship may be extended or repeated in its entirety. The internship may not be
repeated more than three times. If the internship is not successfully completed at the end of the
third internship, the candidate will be permanently removed from the teacher education program.
Steps to Follow in Developing the Intervention Plan:
1. University Supervisor and/or cooperating teacher identify, as early in the internship as
possible, areas for improvement.
2. Supervisor and cooperating teacher provide informal support to the intern.
3. Office of Field Experiences and School Partnerships is informed of the need for
intervention.
4. The team, composed of university supervisor, cooperating teacher, director of field
experiences and in some cases, the principal, meet to formalize the support and develop
the intervention plan.
5. The intervention includes the following:
Current status of the intern’s progress
Strengths
Specific Concerns
Plan of Action
Support Needed
Timeline for Implementation of the Plan
Recommended Support for the Internship Candidate
6. The intern meets with the team to discuss the plan and recommendations
7. The intern and all members of the team ( the university supervisor, cooperating teacher,
intern, Director of Field Experiences and School Partnerships) sign the plan
8. The plan includes the next date to reconvene and review the progress
9. A copy of the plan is kept in The Office of Field Experiences and School Partnerships
10. Once the plan is implemented, the university supervisor monitors frequently (weekly is
recommended) to ensure that the intern is making sufficient progress in strengthening
performance and in demonstrating sufficient mastery of skills and professional attitudes
necessary for taking full classroom responsibility.
124
Policy for Extending, Repeating, or Removing From the Internship:
If extending the internship is necessary, it is specified in and included in the
intervention plan. If the intern exhibits sufficient mastery of skills and professional
attitudes necessary for the full takeover of the classroom during the twenty days of full
time teaching, the intern may continue in the current placement, extending the time in
fulltime teaching responsibilities to meet internship requirements.
If, at that point, prior to, during, or after the implementation of the intervention plan,
appropriate skills and professional attitudes are not present, the team may recommend
that the intern be removed from the internship, and assigned an incomplete grade for
the internship.
If an intern is removed, the review team meets to determine if the internship should be
repeated. The review team consists of the university supervisor, director of field
experiences, and department chair.
If it is recommended that the internship be repeated, another intervention plan will be
developed with an appropriate plan of action and timelines.
The internship will not be repeated at the same school site if the intern is removed
from the internship. A new placement, at a different school, will be assigned.
125
Intervention Plan – Clinical/Internship
Name of Intern _____________________Major_____________ Date____________
Current status of the intern’s progress:
Strengths:
Specific Concerns:
Plan of Action:
126
Support Needed:
Timeline for Implementation of the Plan:
Recommended Support for the Internship Candidate:
Signatures:
____________________________University Supervisor __________Date
____________________________Cooperating Teacher __________Date
____________________________ Intern ______________________Date
_____________________________Director of OFE & SP ________ Date
_____________________________Principal (optional)
*Include artifacts of candidates work (e.g., lesson plans) during the internship –
before the intervention plan and after the intervention plan. Include copies of
assessments by cooperating teacher and university supervisors.
127
Intern Continuing Status Assessment
Midterm Recommendation
Intern_____________________________________________________________
Cooperating School:__________________________________________________
Semester/Year:______________________________Grade Level______________
Subject Matter:______________________________________________________
Cooperating Teacher :_________________________________________________
Directions: Select the appropriate status recommendation for the intern.
________Recommend the candidate to continue with the Internship/Clinical
Experience
________Recommend the candidate to continue the Internship/Clinical
Experience with an Intervention Plan
________Recommend the candidate be removed from the Internship/
Clinical Experience and be placed in a Remediation Program
________Midterm Grade
Narrative Description:
Name of Supervisor______________________________ Date__________________
128
Intern Continuing Status Assessment
Final Recommendation
Intern___________________________________________________________________
Cooperating School________________________________________________________
Semester/Year_________________________________Grade Level_________________
Subject Matter____________________________________________________________
Directions: Select the appropriate status recommendation for the intern.
_________Candidate successfully completed the Internship/Clinical Experience
_________Candidate was placed in an intervention program
(see attached intervention plan)
_________Candidate failed the Internship/Clinical Experience
_________Final Grade
Narrative Description:
University Supervisor’s Signature________________________ Date___________________
129
Supervisor’s Suggested Assessment Schedule
(First Placement)
Intern’s Name: _______________________Grad___ UG____ School: _________________________
Cooperating Teacher: _________________________ Grade/Subject:___________________
Week
Dates:
1
Visit 1
Initial visit to meet principal, cooperating teacher, and check placement
2
3
4
5
Visit 2
Assessment # 1 Professional Dispositions
Assessment # 2 Technology
Five Days of Full Time Teaching
Five Days of Full Time Teaching
Visit 3
Assessment # 3 Disciplinary Content
Assessment # 4 Diversity
6
7
Visit 4
Assessment # 8 Midpoint Assessment Rubric
8
Assessment # 10 Midterm Assessment - Teacher Work Sample
130
Suggested Assessment Schedule
( Second Placement)
Intern’s Name: _______________________Grad___ UG____ School: _________________________
Cooperating Teacher: _________________________ Grade/Subject:___________________
.
Week
Dates:
1
Visit 1
Initial visit to meet principal, cooperating teacher, and check placement
2
3
4
5
6
7
Five Days of Full Time Visit 2
Assessment # 5 Student Learning
Assessment # 6 Professional & Pedagogical Knowledge
Five Days of Full Time Teaching
Visit # 3
Assessment # 7 Professional Content Knowledge
REVIEW and ASSESSMENT OF PORTFOLIOS IN LIVETEXT
And Assessment # 11 Limited Language Learners
Visit # 4
Assessment # 9 AQTS Summative
8
131
Supervisor’s Suggested Assessment Schedule
(Single Placement)
Name: ______________________________Grad ___UG___ School: _________________________
Cooperating Teacher: ________________________
Grade/Subject:___________________
WEEK
DATES:
1
Visit 1
Initial visit to meet principal, cooperating teacher, and check placement
2
3
Visit 2
Assessment # 1 Professional Dispositions
Assessment # 2 Technology
4
5
6
7
8
Five Days of Full Time Teaching
Visit 3
Assessment # 3 Disciplinary Content
Assessment # 4 Diversity
Five Days of Full Time Teaching
Internship Midpoint Assessment Rubric # 8
Assessment Rubric # 10 – Midterm Assignment – Teacher Work Sample
Five days of full time teaching
Visit 4
Assessment # 5 Student Learning
Assessment # 6 Professional and Pedagogical Knowledge
Five days of full time teaching
Visit 5
Assessment # 7 Professional Content Knowledge
9
10
11
Visit 6
Assessment # 9 AQTS Summative
12
13
Visit 7
REVIEW AND ASSESSMENT OF PORTFOLIOS IN LIVETEXT and
Internship Assessment # 11 Limited Language Learners
14
15
16
132
133