College of Education
Preparing Reflective Practitioners
Program Goals and Indicator Reference Guide
PRE-INTERNSHIP EXPERIENCE
Secondary Education Unit
This assessment is based on the ten standards of effective practice for teachers as adopted by the Michigan Department of Education (MIInTASC).
Standard #1: Learner Development:
The intern teacher understands how children learn and develop, recognizing that patterns of learning and development vary individually within and across
the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning
experiences.
Standard #2: Learning Differences
The intern teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow
each learner to meet standards.
Standard #3: Learning Environments
The intern teacher works with others to create environments that support individual and collaborative learning, encouraging positive social interaction,
active engagement in learning, and self-motivation.
Standard #4: Content Knowledge
The intern teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) she/he teaches and creates learning experiences that
make the discipline accessible and meaningful for learners.
Standard #5: Applications of Content
The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical/creative thinking and collaborative
problem solving related to authentic local and global issues.
Standard #6: Assessment
The intern teacher understands and uses multiple methods of assessment to engage learners in their own growth, to m learner progress, and to inform
ongoing planning and instruction.
Standard #7: Planning for Instruction
The intern teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas,
curriculum, cross-disciplinary, and pedagogy, as well as knowledge of learners and the community context.
Standard #8: Instructional Strategies
The intern teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their
connections, and to build skills to access and appropriately apply information.
Standard #9: Professional Learning and Ethical Practice
The intern teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her
choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
Standard #10: Leadership and Collaboration
The intern teacher seeks appropriate leadership roles and collaborates with students, families, colleagues, other professionals, and community members to
share responsibility for student growth and development, learning, and well-being.
Pre-Internship Midterm Evaluation
Name of Pre-Intern
Semester
School Name/District
Grades/Subjects
Name of Mentor Teacher
WMU Instructor (ED 4060 or ED 4085)
Purpose:
The Pre-Internship Midterm Evaluation process is designed to foster discussion between pre-interns and
mentors about progress during the pre-internship, including goal setting for the remainder of the field
experience. The Michigan Department of Education InTASC Standards guide this process, as well as
the final intern evaluation process.
Pre-Intern Directions:
1. Carefully review the program goals and indicators on the reverse side of this page. As you do so,
consider your strengths and areas of challenge: Where are you with respect to each goal? What do
you most want/need to learn?
2. Summarize in writing (limit to 2 pages) your self-assessment, identifying at least two strengths and
two suggestions for further focus in each area.
3. Share a copy of your self-assessment with your mentor teacher for feedback.
4. Return signed self-assessment to your ED 4060 or 4085 instructor for review.
Mentor Teacher Directions:
1. Read your pre-intern’s self-assessment narrative.
2. Discuss progress with him or her and establish goals for the remaining weeks.
3. Sign this form and attach the self-assessment, adding any additional comments resulting from this
discussion.
Additional comments or concerns:
We have read and discussed the midterm self-assessment.
_____________________
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Pre-Intern Signature
Mentor Teacher Signature
Date
The pre-intern’s signature authorizes this evaluation form to be released to ED 4060/4085/4065
instructors and the Office of Field Placements. Any other use of this form will be in accordance
with University policy on the release of confidential information.