TOWSON UNIVERSITY
ELEMENTARY EDUCATION
EVALUATION OF INTERNSHIP
The College of Education uses the 2011 Interstate Teacher Assessment and Support Consortium (InTASC)
standards and the 2007 Association for Childhood Education International (ACEI) standards to guide and assess
Elementary Education teacher candidates' performance. Please use the attached guidelines to evaluate your
intern's performance, relative to what a competent beginning teacher should know and be able to do.
Intern’s Name:
Name of person completing this form:
Position (Mentor Teacher or University Supervisor):
Name of Mentor Teacher/ University Supervisor:
Name of school where intern is placed:
Which rotation are you evaluating? (Rotation 1 or 2):
Grade level taught:
Intern’s Program: (UG, MAT, or M.Ed.)
Intern’s major: (ELED, EESE or ELEC)
At what campus did this intern complete his/her professional education coursework?
[Towson Campus, College of Southern Maryland (CSM), Higher Education and Applied Technology Center
(HEAT), or Universities at Shady Grove (USG)]
Part I. InTASC STANDARDS
Please assess your intern’s performance level and indicate your rating on each of the InTASC Standards
using the rating scale found below.
5 - Distinguished (Consistently demonstrated)
4 - Proficient (Frequently demonstrated)
3 - Satisfactory (Generally demonstrated)
2 - Basic/Needs Improvement (Seldom demonstrated)
1 - Unsatisfactory (Failed to demonstrate)
The Learner and Learning
InTASC 1: Learner Development
The intern demonstrated understanding of how learners grow and develop, recognizing
that patterns of learning and development vary individually within and across the
cognitive, linguistic, social, emotional, and physical areas, and designed and
implemented developmentally appropriate and challenging learning experiences.
InTASC 2: Learning Differences
The intern demonstrated understanding of individual differences and diverse cultures and
communities to ensure inclusive learning environments that enabled each learner to
meet high standards.
InTASC 3 Learning Environments
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The intern worked with others to create environments that supported individual and
collaborative learning, and that encouraged positive social interaction, active
engagement in learning, and self-motivation.
Content
InTASC 4: Content Knowledge
The intern demonstrated understanding of the central concepts, tools of inquiry, and
structures of the discipline(s) he or she taught and created learning experiences that
made the discipline accessible and meaningful for ALL learners to assure mastery of the
content.
InTASC 5: Application of Content
The intern demonstrated understanding of how to connect concepts and use differing
perspectives to engage learners in critical thinking, creativity, and collaborative problem
solving related to authentic local and global issues.
Instructional Practice
InTASC 6: Assessment to Prove and Improve Student Learning
The intern demonstrated understanding and used multiple methods of assessment to
engage learners in their own growth, to monitor learner progress, and to guide the
teacher’s and learner’s decision making.
InTASC 7: Planning for Instruction
The intern planned instruction that supported every student in meeting rigorous learning
goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills,
and pedagogy, as well as knowledge of learners and the community context.
InTASC 8: Instructional Strategies
The intern demonstrated understanding and used a variety of instructional strategies to
encourage learners to develop deep understanding of content areas and their
connections, and to build skills to apply knowledge in meaningful ways.
Professional Responsibility
InTASC 9: Professional Learning and Ethical Practice
The intern engaged in ongoing professional learning and used 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 adapted practice to meet
the needs of each learner.
InTASC 10: Leadership and Collaboration
The intern sought appropriate leadership roles and opportunities to take responsibility for
student learning, to collaborate with learners, families, colleagues, other school
professionals, and community members to ensure learner growth, and to advance the
profession.
Technology
The intern used available technology not as an end in itself, but as a tool for learning and
communication, integrating its use in all facets of professional practice, and for adapting
instruction to meet the needs of each learner.
Part II. Other Performance Factors
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Please assess your intern’s demonstrated ability, using the rating scale found below:
5 – Distinguished (Consistently)
4 – Proficient (Frequently)
3 – Satisfactory (Generally)
2 – Basic/Needs Improvement (Seldom)
1 – Unsatisfactory (Failed to)
NA – Not Applicable [if placement did not provide opportunity]
1. The intern differentiated instruction and worked effectively with learners from diverse
backgrounds (ex., socio-economic, racial, ethnic).
2. The intern differentiated instruction and worked effectively with learners with special
needs.
3. The intern differentiated instruction and worked effectively with English Language
Learners (ELL).
4. The intern differentiated instruction and worked effectively with gifted and talented
learners.
5. The intern collaboratively planned and/or taught with specialized resource personnel
(ex., guidance counselor, resource teacher, special educator, reading specialist, media
specialist, speech pathologist).
Part III. ACEI STANDARDS
The Standards for Initial Preparation of Elementary Teachers by the Association for Childhood Education
International (ACEI; 2007) form the basis for the content, professional, and pedagogical requirements of the
Elementary Education Program at Towson University.
Using the following evaluation criteria, please assess your intern’s performance level for each ACEI
performance indicator listed below:
5 – Distinguished: Intern performs skill or displays competency independently and consistently
throughout the semester or rotation.
4 – Proficient: Intern performs skill or displays competency frequently throughout semester or rotation,
requiring minimal support from mentor or supervisor.
3 – Satisfactory: Intern performs skill or displays competency on an increasing basis during semester or
rotation, requiring some support from mentor or supervisor.
2 – Basic/Needs Improvement: Intern seldom performs skill or displays competency during semester or
rotation, requiring frequent and direct support from mentor or supervisor.
1 – Unsatisfactory: Intern does not perform skill or display competency during semester or rotation.
NA – Not Applicable: Intern did not have an opportunity during rotation or semester to perform skill or
display competency.
Standard 1: Development, Learning and Motivation
1A. Demonstrates through planning and instruction that all children can learn.
1B. Assesses student development and learning and uses the results to design and implement
instruction that meets individual students’ needs and interests.
1C. Recognizes when an individual student’s development differs from typical developmental
patterns and collaborates with specialists to plan, implement, and assess appropriate learning
experiences that address individual needs.
Standard 2: Curriculum
Standard 2.1: Reading, Writing, and Oral Language
2.1A Uses multiple strategies to help readers recognize words in print.
2.1B Uses multiple strategies to help readers construct meaning from print and monitor their
comprehension.
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2.1C Teaches the conventions of language needed to compose oral and written texts for a
range of purposes and audiences.
2.1D Selects, produces, and/or engages with high quality texts that are accessible and
provide support for the development of literacy skills.
2.1E Uses instructional strategies that promote a critical stance toward text analysis and
interpretation and encourage multiple perspectives.
Standard 2.2: Science
2.2A Designs and implements lessons that use multiple strategies to teach science (such as
structured, guided, and open-ended inquiry).
2.2B Guides students to make science connections within the discipline, to other disciplines,
and to life.
2.2C Creates a classroom environment that promotes positive attitudes toward science and
technology.
2.2D Designs and implements lessons that require students to demonstrate the thinking and
acting inherent in the practice of science (such as question-asking, observing, data-collecting,
and inferring).
2.2E Guides students to analyze science issues using data and information as resources.
Standard 2.3: Mathematics
2.3A Balances and links conceptual understanding and computational proficiency when
teaching whole numbers, integers, and rational numbers.
2.3B Facilitates student use of problem solving strategies and a problem-based focus to
mathematics learning.
2.3C Integrates the use of a variety of representations (including narratives, diagrams, mental
mathematics, manipulatives and technology) to help students organize, record, and
communicate mathematical ideas.
2.3D Guides students to make mathematical connections within the discipline, to other
disciplines, and to life.
2.3E Plans and implements instruction that requires students to apply reasoning skills by
justifying ideas or solutions with mathematical concepts or proofs.
Standard 2.4: Social Studies
2.4A Designs and implements lessons that use a variety of strategies to teach social studies.
2.4B Builds students’ background knowledge through reading, writing, listening, discussing,
speaking and researching strategies.
2.4C Provides students with a variety of resources to analyze points of view.
2.4D Guides students to locate, gather and interpret data and information from appropriate
print and non-print sources (such as artifacts, charts, maps, graphs, photographs, video clips,
paintings, etc.).
2.4E Facilitates student development of well-supported oral and written arguments, policies,
and positions.
Standard 2.5: The Arts
2.5A Uses the arts as a means for communication, inquiry, and insight.
Standard 2.6: Health Education
2.6A Creates opportunities for students to develop and practice skills that contribute to good
health.
Standard 2.7: Physical Education
2.7A Demonstrates sensitivity to student needs for physical movement.
Standard 3: Instruction
Standard 3.1: Integrating and Applying Knowledge for Instruction
3.1A Develops instructional plans that build on and connect with students’ prior knowledge.
3.1B Provides a reasonable rationale to support his/her choice of instructional materials and
strategies in light of learning theory, curricular goals and student outcomes.
3.1C Uses a variety of instructional approaches including the effective use of technology.
3.1D Uses informational resources beyond the classroom to enhance instruction and increase
student learning.
Standard 3.2: Adaptation to Diverse Students
3.2A Plans and implements instruction and assessment that are appropriate to the needs of
students who are culturally
diverse.
3.2B Plans and implements instruction and assessments appropriate to the needs of students
who have exceptional needs (including ELL, gifted and talented, and students with needs met
through an IEP).
3.2C Applies his/her knowledge of contributions from diverse cultures to the content studied in
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the classroom.
Standard 3.3: Development of Critical Thinking and Problem Solving
3.3A Enhances students learning through a variety of materials, strategies, and resources that
promote the development of critical thinking, problem solving, and performance skills.
Standard 3.4: Active Engagement in Learning
3.4A Knows and successfully applies a variety of effective classroom management strategies.
3.4B Creates learning communities in which students assume responsibility for themselves
and one another.
3.4C Uses appropriate and effective interpersonal and small-group communication techniques
to create an active learning environment.
Standard 3.5: Communication to Foster Learning
3.5A Uses and models effective oral communication strategies in conveying ideas and
information.
3.5B Uses and models effective written communication strategies in conveying ideas and
information.
3.5C Uses and models effective strategies in using audio-visual aids, computer-based
technologies, and other media communication tools.
3.5D Uses oral and written strategies that encourage student discussion and extend their
understanding of subject matter.
Standard 4.0: Assessment for Instruction
4A. Uses a variety of appropriate formal and informal assessment techniques.
4B. Uses assessment data to monitor and promote learning for each student.
4C. Uses assessment data to monitor his/her own teaching strategies and behaviors in terms
of improving student learning.
4D. Uses available technology to promote the efficiency of assessment data collection and
management of instruction.
Standard 5: Professionalism
Standard 5.1: Professional Growth, Reflection, and Evaluation
5.1A Reflects on his/her practice and actively seeks ways to grow professionally.
5.1B Demonstrates the ability to adapt to evolving issues and conditions as time and
situations change, making logical decisions according to time, place, and population.
5.1C Demonstrates a commitment to the professional codes of ethical conduct.
5.1D Works independently to resolve a variety of disciplinary and/or pedagogical issues and
seeks assistance when necessary.
Standard 5.2: Collaboration with Families
5.2A Establishes and maintains positive, collaborative relationships with families.
5.2B Participates in collegial activities to sustain a productive learning environment.
5.2C Uses multiple strategies to communicate with families about curriculum and children’s
progress.
5.2D Uses knowledge of family beliefs, traditions, values, and practices, as well as other
factors outside of the school environment, to effectively plan for student learning.
Summarizing statements regarding the intern’s classroom experiences during this placement and ability to
assume the role of classroom teacher:
Final
Rating:
SIGNATURE:
Satisfactory
Unsatisfactory
DATE:
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