Course Designator and Title: EDUC 401. Internship I: Understanding Contextual Factors
Fall/XXXX
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Credit Hours: 1
This course requires participation in a pre- and post-semester orientation that follows the school
district calendar. Contact the course instructor for specific requirements.
Course Description: Field-based internship in which teacher candidates investigate the learningteaching context of the internship classroom and individual learner characteristics. The primary focus of
the course is on applying core content and classroom experiences from previous semesters to the
learners in the internship classroom in order to design significant, challenging, and appropriate unit
goals, instruction, and assessments.
Prerequisite: Admission to Teacher Education Program; FERPA Training
Co-Requisite: Program area field-based course
The Education Core
The Winthrop Teacher Education Program is a developmental and clinically-based program that provides
teacher candidates with opportunities to construct knowledge and develop skills through course work
that is integrally linked to practical experiences in schools. Candidates learn by doing under the tutelage
of expert mentor teachers and supportive university instructors and supervisors. The core courses
require candidates to learn about and work with learners with diverse backgrounds and needs, including
but not limited to, learners with special needs, English language learners, learners identified as gifted,
and learners living in poverty. Pedagogical focus is on assessment, classroom management and the
learning environment, technology, and professional learning and ethical practice. Together with content
area courses, the array of experiences in schools and well-sequenced, coordinated content in the
education core provides candidates in all teacher education fields the opportunity to develop the
knowledge, skills, and dispositions needed for success as a teacher in 21st century schools.
Description of Clinical Component of this Core Course
Number of hours in school setting: Program Area:
Approx. number of hours:
Field-performance expectations: Teacher candidates use the internship setting to collect and analyze
contextual information and consider implications for teaching and learning. In collaboration with other
school professionals such as the classroom mentor teacher, candidates develop short and long-range
plans that meet curriculum goals and standards and reflect the developmental needs of learners.
Supervision of field performance: Mentor teacher and university supervisor
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Description of Course in Relation to Education Core
Candidates utilize skills developed throughout the Education Core to gather information through
observation, document analysis, and work with learners. Information is used to understand the
contextual factors of the internship classroom and construct short and long-range planning strategies
learned in EDUC 200 and STAR rotation courses to meet specific learner needs. Experiences from EDCO
305, EDCO 306, and EDCO 350 will support candidate construction of an inclusive environment.
Course Goals, Learning Outcomes, and Assessments
Unit Standards/Elements
Student Learning Outcomes
Key Assessment
CG1. Demonstrate knowledge and skill in observation, data collection, and analysis of the internship
classroom, school, and community to support long- and short-range planning.
US1. Diverse Needs of Learners
SLO1. Uses contextual factors to develop
E2. The teacher candidate
long-range goals and to guide
analyzes relevant motivational
instructional planning.
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and contextual factors that
influence learning to meet the
needs of all learners.
SLO2. Establishes appropriate standards
US5. Instruction and Learner
based long-range learning and
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Engagement
developmental goals for internship.
E1. The teacher candidate
utilizes knowledge of
SLO3. Identifies and sequences
pedagogical content and
instructional units that will lead to the
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developmental science
meeting of learning and developmental
domains to plan and implement long-range goals for internship.
learner-centered lessons
SLO4. Plans developmentally appropriate
aligned with curriculum goals
standards-based lessons in accordance
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and standards.
with the requirements of the discipline.
CG2. Use data gathered about individual learner background and instructional needs to plan and
implement effective teaching strategies.
US4. Assessment
E1. The teacher candidate
designs, selects, and
SLO5. Designs, selects, or modifies
implements valid, reliable, and meaningful assessments that are aligned Internship I Evaluation
appropriately differentiated
with lesson objectives.
assessments that are aligned
with short and long term goals.
US4. Assessment
SLO6. Plans strategies for tracking
E2. The teacher candidate uses student progress and communicating
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data from a variety of
results that reflect student achievement.
formative, diagnostic, and
SLO7. Assesses student learning during
summative assessments to
instruction by using a variety of formative Internship I Evaluation
guide instruction, determine
assessment strategies.
impact on learning,
SLO8. Uses student performance data to
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differentiate instruction, and
accommodate diverse learners.
US4. Assessment
E3. The teacher candidate
effectively and ethically
communicates assessment
information to learners,
parents, guardians, colleagues,
and administrators.
US1. Diverse Needs of Learners
E3. The teacher candidate plans
and implements differentiated
learning experiences that
address diverse learner needs.
US5. Instruction and Learner
Engagement
E4. The teacher candidate plans
and implements instruction
that allows learners to reflect
on prior content knowledge,
link new concepts to familiar
concepts and experiences, and
use academic language to
express content understanding.
US3. Technology
E1. The teacher candidate
models and facilitates effective
use of current and emerging
digital tools to promote
authentic problem solving,
support learning, conduct
research, and/or engage in
creative expression.
US5. Instruction and Learner
Engagement
E1. The teacher candidate
utilizes knowledge of
pedagogical content and
developmental science
domains to plan and implement
learner-centered lessons
aligned with curriculum goals
and standards.
US6. Literacy
E1. The teacher candidate
applies essential components
of literacy instruction using
evidence-based practices
appropriate for the
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guide instructional planning.
SLO9. Provides specific and timely
instructional feedback to students
pertaining to stated outcomes.
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SLO10. Uses informal and formal
assessments to guide instruction and
provide feedback to students.
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SLO11. Communicates to the students (a)
what they are expected to learn (i.e., to
know and be able to do) and (b) the
overall purpose and relevance (i.e., why
they are expected to know and/or be
able to do it).
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SLO12. Demonstrates a command of the
content taught.
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SLO13. Uses current and emerging digital
tools to enhance student learning.
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SLO14. Implements strategies that
address the needs of students from
diverse cultural and/or linguistic
backgrounds.
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SLO15. Employs literacy strategies that
assist learners in accessing content in
their discipline
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discipline(s).
E2. The teacher candidate
models the use of literacy
strategies within the
discipline(s).
CG3. Maintain a positive classroom and school climate.
US2. Learning Environment
SLO16. Develops a plan for proactive
E1. The teacher candidate
classroom management that promotes
identifies factors that promote positive behaviors and maximizes
a positive, safe, and caring
instructional time.
environment.
SLO17. Maintains a physically safe
classroom that is conducive to learning.
SLO18. Maintains a caring, fair, and
equitable classroom environment.
US2. Learning Environment
E2. The teacher candidate
SLO19. Uses proactive classroom
develops and implements a
management strategies that promote
proactive classroom
positive behaviors and active
management plan that
engagement.
promotes positive behaviors,
SLO20. Manages instructional routines
active engagement, and respect and transitions between activities or
for individual differences.
classes in an efficient and orderly
manner.
US2. Learning Environment
E3. The teacher candidate
SLO21. Uses appropriate voice tone,
promotes positive social
inflection and nonverbal communication
interaction and a sense of
to deliver instruction effectively.
community in the learning
environment.
CG4. Engage as a member of a professional learning community.
US5. Instruction and Learner
SLO22. Effectively co-teaches with the
Engagement
mentor teacher.
E4. The teacher candidate plans
and implements models of
SLO23. Establishes professional
collaboration (with colleagues,
relationships with school personnel and
parents and/or guardians) and
students.
co-teaching to support
learning.
US7. Professional Learning and
SLO24. Is receptive to constructive
Ethical Practice
criticism from mentor teacher, university
E1. The teacher candidate
supervisor, and administrators and
engages in professional
incorporates feedback.
learning opportunities and
SLO25. Uses self-reflection to evaluate
draws upon current education
and improve professional practice.
research and policy to reflect
SLO26. Is a member of a state or national
upon and improve practice.
professional educator organization.
CG5. Fulfill the responsibilities of the profession.
US7. Professional Learning and
SLO27. Demonstrates effective verbal
Ethical Practice
communication that is appropriate for
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E2. The teacher candidate
meets expectations of the
profession including codes of
ethics, professional standards
of practice, and relevant law
and policy, and carries out
practice in ways that uphold
the rights and responsibilities
of teachers and learners.
the intended audiences and uses
standard English
SLO28. Demonstrates effective external
written communication that is
appropriate for the intended audience
and uses standard English.
SLO29. Adheres to the university and
school/district rules, Standards of
Conduct for South Carolina Educators,
and FERPA requirements and acts
appropriately when faced with legal
issues with children.
SLO30. Demonstrates professional
responsibility (e.g. preparedness,
responsibility, initiative, time
management).
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Course Requirements
Required and Optional Texts:
 Developing Teachers as Educational Leaders: Responsibilities, Policies, and Practices for the
Year-Long Internship (available on-line at
http://www.winthrop.edu/uploadedFiles/coe/IERP/YearLongInternshipIandIIHandbook.pdf)
 Live-Text account (available for purchase on-line or at the Winthrop Bookstore)
Reading List: not applicable to the field work
Relationship to NCATE and the Unit Standards Framework
The National Council for Accreditation of Teacher Education (NCATE) sets standards for accrediting
programs that prepare teachers. Each teacher education program must develop a conceptual
framework that (1) describes its mission, philosophy, knowledge base, and performance expectations
and (2) provides guidance for constructing a system of performance assessment for teacher education
candidates. Assessments must provide documentation that candidates meet standards of national
professional organizations, certification standards for the state of South Carolina, and standards of
Winthrop University. Winthrop’s standards for teacher education candidates are specified in the Initial
Teacher Preparation Unit Standards Framework.
According to NCATE 2008 standards, teacher education candidates must demonstrate knowledge, skills,
and dispositions that enable them to address the needs of a diverse group of learners. Interns must
provide evidence that their teaching results in learning for all students. To this end, interns will analyze
their students’ work samples, reflect on objectives of lessons, and develop lesson plans to help students
who have difficulty mastering the concepts that are taught. Further information about NCATE standards
is available at the following web address: http://www.ncate.org/public/standards.asp
Assignments: Lesson plans are required for each lesson taught during the Field Experience or Internship
1. The University supervisor will complete 2 summative observations of lessons taught by the Field
Experience or Internship 1 student. The Long Range Plan (LRP) ,completed with the mentor teacher, is
reviewed and evaluated by the supervisor and submitted to Live Text.
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Grading System: Students are evaluated using Field Experience or Internship 1 Mid-term and Final
Evaluation Reports. Results are conveyed to students during mid-term and final evaluation conferences
with the University supervisor and mentor teacher. Copies of the Internship 1 Mid-term and Final
Evaluation Reports are located on Office of Field and Clinical Experiences website. Students receive a
grade of Satisfactory (S) or Unsatisfactory (U) for the field experience.
Class Attendance Policy: Absences are not allowed. The attendance policy is described on page 21 of
the handbook, Teachers as Educational Leaders: Responsibilities, Policies, and Practices for the YearLong Internship (available on the Office of Field and Clinical Experiences website).
Students with Disabilities Policy: Winthrop University is dedicated to providing access to education. If
you have a disability and require specific accommodations to complete this course, contact Gena Smith,
Program Director, Office of Disability Services, at 323-3290. Once you have your official notice of
accommodations from the Office of Disability Services, please inform your university supervisor as early
as possible in the semester.
Final Exam Date and Time: The final assessment is the Internship Final Evaluation Report. The Final
Evaluation Report is due to the Office of Field and Clinical Experiences on XX/XX
Student Code of Conduct: As noted in the Student Conduct Code, “Responsibility for good conduct rests
with students as adult individuals.” The policy on student academic misconduct is outlined in the
Student Conduct Code Academic Misconduct Policy in the Student Handbook online
(http://www2.winthrop.edu/studentaffairs/handbook/StudentHandbook.pdf).
Syllabus Change Policy: The syllabus reflects expectations for the course; however, the instructor may
find it necessary to make changes in the syllabus after the course begins. In such cases, students will be
notified accordingly.
Tentative Course Calendar: Provided by the individual university supervisor.
Year-long Internship Important Dates 2014-2015
Internship I
Dates are subject to change.
University supervisors will set assignment due dates and time for evaluation conferences.
Friday, August 8
 Deadline for completing the EEDA and BBP on-line courses
Week of August 11 – refer
 Report to assigned schools for professional development days; interns
to host school district
engage all day, every day until Winthrop classes begin
calendar for start date
 Attend introductory meeting with mentor teacher and university
supervisor at assigned school
Monday, August 11*
Required Internship Institute – 5:00 pm -7:45 pm (Plowden Auditorium)
Tuesday, August 12*
Required Seminar: FERPA (Family Educational Rights and Privacy Act)
Training and Working with My Mentor Through Co-Teaching
5:00 pm – 6:30 pm (Plowden Auditorium)
Monday, August 25
Winthrop University classes begin at 5:00 pm – report to your host school
as usual for the entire school day
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Tuesday, August 26
Wednesday, September
10*
Monday, September 22
Week of October 13
Friday, October 24
Winthrop University classes begin at 8:00 am – begin reporting to your
host school on a modified calendar – refer to your program area for
specific days in your host school
Required Seminar Panel Discussion: The Mentor/Intern Relationship and
Tips for Working Together Successfully 5:30 pm – 7:00 pm (Plowden
Auditorium)
Long Range Plan (APS 1) uploaded to LiveText for grading by university
supervisor (ECED, ELEM, MLED, SPED, and PHED)
Midterm Conference to be held
Internship I Midterm Evaluation Report Cover Page with supporting
evidence due to the Office of Field and Clinical Experiences and midterm
evaluation grade submitted on LiveText by university supervisor
Wednesday, November 5
Required Seminar NAMI (National Alliance for Mental Illness) 5:30 pm –
7:00 pm (Plowden Auditorium)
Week of December 1
Tuesday, December 9
Final Evaluation Conferences to be held
Study Day - no classes, no internship
Wednesday, December 10
– Tuesday, December 16
Final Exams (see fall exam schedule) – report to assigned schools as much
as possible (days on which interns have no exams scheduled)
Wednesday, December 17
Internship I Final Evaluation Report Cover Page with supporting evidence
due to the Office of Field and Clinical Experiences and final evaluation
grade submitted on LiveText by university supervisor
Required Seminar Understanding the Internship Work Sample – interns
required – mentors and supervisors are welcome to attend
Stewards of Children/Darkness to Light Training
1:30 pm – 4:30 pm Plowden Auditorium
Wednesday, December 17*
Key Assessment RUBRIC
EDUC 401. Internship I: Understanding Contextual Factors
Assessment Outcomes*
I. TC uses contextual
factors to develop longrange goals and to guide
instructional planning.
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Exceeds Expectations
Meets Expectations
Domain 1: Planning – Long Range
TC analyzes relevant
TC references contextual
contextual factors (e.g.,
factors (e.g., informal and
informal and formal
formal assessment data,
assessment data, prior
prior achievement levels,
achievement levels, learning
learning styles and needs,
styles and needs, interests,
interests, cultural or ethnic
cultural or ethnic origins) to
origins, etc.) to develop
make direct connections to
long-range goals and guide
long-range goals and
instructional planning.
Below Expectations
Long-range goals chosen
are unrelated to
contextual factors.
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2. TC establishes
appropriate standardsbased long-range
learning and
developmental goals for
internship.
3. TC identifies and
sequences instructional
units that will lead to the
meeting of learning and
developmental longrange goals for
internship.
4. TC develops a plan for
proactive classroom
management that
promotes positive
behaviors and maximizes
instructional time.
5. TC plans strategies for
tracking student progress
and communicating
results that reflect
student achievement.
6. TC plans
developmentally
appropriate standardsbased lessons in
accordance with the
requirements of the
discipline.
7. TC designs, selects, or
modifies meaningful
assessments that are
aligned with lesson
objectives.
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instructional plans.
Unit goal(s) is/are measurable,
aligned with state and/or
national standards, and reflect
the appropriate level of
difficulty for the range of
students in the classroom.
Instructional units are
sequenced and aligned with
developmental long-range
goals. TC provides a progressive
and logical set of integrated
lessons (scope and sequence).
Unit goal(s) is/are
measureable and aligned
with state and/or national
standards.
Unit goal(s) is/are not
measurable and fail to
align with state and/or
national standards.
Instructional units are
sequenced and aligned
with developmental longrange goals. TC provides a
progressive and logical set
of lessons (scope and
sequence).
TC’s plan includes proactive
management techniques
that promote positive
classroom behaviors, plans
for transitions and routines
that maximize instructional
time, and positively stated
classroom rules.
Strategies for tracking
student progress include
plans for communicating
achievement results to
students in an appropriate
manner.
Instructional units are
tangentially aligned with
developmental long-range
goals. TC fails to provide a
progressive and logical set
of lessons (scope and
sequence).
TC’s plan includes general
classroom management
techniques that do not
maximize instructional
time and/or rules and/or
routines are not identified
in the plan.
TC’s plan includes a variety of
specific proactive management
techniques that promote
positive classroom behaviors
and includes plans for
providing explicit instruction
on transition procedures and
routines and classroom rules.
Strategies for tracking student
progress include wellorganized plans for
communicating achievement
results on a regular basis to
students in an appropriate
manner.
Domain 1: Planning – Short Range
Lesson plans are directly
Lesson plans are aligned
aligned with long-range goals
with long-range goals and
and include measurable
include measurable
objectives, developmentally
objectives,
appropriate learning
developmentally
experiences aligned with the
appropriate learning
objectives, procedures for
experiences aligned with
ensuring student engagement, the objectives, and
and differentiation for
procedures for ensuring
individual learners. Lesson
student engagement.
plans meet expectations of the Lesson plans meet
discipline.
expectations of the
discipline.
Lesson assessments are
meaningful, align with lesson
objectives, and occur at various
points during the lesson
and/or are differentiated to
Lesson assessments are
meaningful and align with
lesson objectives and occur
at least once during the
lesson. Informal or formal
TC plans strategies for
tracking student progress;
however, communication
to students is limited to
the use of report cards.
Lesson plans do not align
with unit goals. Some
learning experiences
included in the lessons do
not meet any identified
objectives or are
developmentally
inappropriate. Learning
experiences are passive
and do not ensure student
engagement. Lesson plans
do not meet expectations
of the discipline.
Assessments do not align
with lesson objectives, or
no assessments are
identified.
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8. TC uses student
performance data to
guide instructional
planning.
9. TC communicates to
the students (a) what
they are expected to
learn (i.e., to know and
be able to do) and (b) the
overall purpose and
relevance (i.e., why they
are expected to know
and/or be able to do it)
10. TC demonstrates a
command of the content
taught.
11. TC assesses student
learning during
instruction by using a
variety of formative
assessment strategies.
12. TC uses current and
emerging digital tools to
enhance student
learning.
13. TC provides specific
and timely instructional
feedback to students
pertaining to stated
outcomes.
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meet individual needs of
assessments are used.
learners. Informal or formal
assessments are used.
The TC uses a relevant and
The TC uses student
thorough analysis of student
performance data (from
performance data (from
previous assessments or
previous assessments or prepre-assessment) to
assessment) to determine
determine lesson
lesson objectives and
objectives or instructional
instructional strategies.
strategies.
Domain 2: Instruction
TC makes connections to prior TC sets expectations for
knowledge and sets
what students will know
expectations for what students and be able to do by the
will know and be able to do by
end of the lesson while
the end of the lesson while
explaining the purpose and
explaining the purpose and
relevance of the lesson
relevance of the lesson
content.
content.
TC presentation of content is
clear, precise, and accurate.
The TC uses content knowledge
to accurately field student
questions and address
misconceptions.
TC uses a variety of formative
assessments (e.g. checks for
understanding, quizzes,
probing questions) with
established performance
criteria throughout the
instructional episode.
TC uses digital tools to support
content presentation, engage
students in learning activities,
and facilitate content mastery.
TC and students use
technology to enhance the
learning experience.
TC provides specific, corrective,
and timely instructional
feedback to students related to
lesson objectives. Feedback is
based on both class-wide and
individual responses.
The TC does not gather or
examine student
performance data or does
not use data appropriately
in the planning process.
TC does not set
expectations for what
students will know and be
able to by the end of the
lesson and/or does not
explain the purpose and
relevance of the lesson
content.
TC presentation of content
is clear, precise, and
accurate.
TC presentation of
content has
misinformation and lacks
clarity.
TC uses formative
assessments (e.g. checks
for understanding, quizzes,
probing questions) with
established performance
criteria throughout the
instructional episode.
TC uses digital tools to
support content
presentation, engage
students in learning
activities, and facilitate
content mastery. TC or
students use technology to
enhance the learning
experience.
TC provides specific,
corrective, and timely
instructional feedback to
students related to lesson
objectives. Feedback is
based on class-wide or
individual responses.
TC does not establish
performance criteria for
formative assessment
and/or does not assess
during the instructional
episode.
TC uses digital tools, but
the use of the digital tools
does not enhance content
presentation, engagement
of students or facilitate
content mastery. Only TC
uses the technology.
TC provides general and
motivational feedback
unrelated to lesson
objectives. For example,
student is told that it was
better without TC
identifying why it was
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better.
14. TC uses informal and
formal assessments to
guide instruction and
provide feedback to
students.
15. TC employs literacy
strategies that assist
learners in accessing
content in their discipline
TC effectively modifies
instruction and/or learning
tasks based on student
responses, informal, or formal
assessments. Modifications
may include things such as
choosing alternative
instructional strategies, reteaching, modifying
instructional sequence,
restating the questions,
providing additional
explanation, etc.
TC models appropriate and
varied content-specific literacy
strategies involving print
(reading, writing) and non-print
(speaking, listening, viewing,
visually representing) to assist
learners in accessing content in
their discipline.
16. TC uses appropriate
voice tone, inflection, and
nonverbal
communication to
manage instruction
effectively.
TC demonstrates effective and
strategic teaching and
communication skills by varying
voice inflection and tone,
changing the pacing of the
presentation, and using body
language that encourages
student engagement. In
addition, TC moves throughout
the space to maintain eye
contact with students.
17. TC implements
strategies that address
the needs of students
from diverse cultural
and/or linguistic
backgrounds.
TC individualizes the use of a
variety of strategies specific to
each lesson that address the
needs of students from diverse
cultural and/or linguistic
backgrounds including such
strategies as providing
examples from different
cultures or using multiple
methods for presenting
content.
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TC attempts to modify
instruction and/or learning
tasks based on student
responses, informal, or
formal assessments.
Modifications may include
things such as choosing
alternative instructional
strategies, re-teaching,
modifying instructional
sequence, restating the
questions, providing
additional explanation, etc.
TC models appropriate
content-specific literacy
strategies involving print
(reading, writing) and nonprint (speaking, listening,
viewing, visually
representing) to assist
learners in accessing
content in their discipline.
TC demonstrates effective
teaching and
communication skills by
varying voice inflection and
tone, changing the pacing
of the presentation, and
using body language that
encourages student
engagement.
TC uses strategies that
address the needs of
students from diverse
cultural and/or linguistic
backgrounds including such
strategies as providing
examples from different
cultures or using multiple
methods for presenting
content.
TC does not attempt to
modify instruction and/or
learning tasks based on
student responses,
informal, or formal
assessments.
TC use of content-specific
literacy strategies is
limited or inappropriate.
TC exhibits one or more of
the following: (a) a
monotone voice with no
changes in inflection or
tone, (b) flat presentation
with no changes in pacing,
(c) body language that
does not encourage
student engagement, (d)
limited eye contact with
students, and/or (e)
limited movement (rooted
in one place).
TC exhibits a “one size fits
all” approach to content
presentation and learning
experiences, ignoring
cultural and linguistic
backgrounds.
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18. TC maintains a
physically safe classroom
that is conducive to
learning.
19. TC maintains a caring,
fair, and equitable
classroom environment.
20. TC uses proactive
classroom management
strategies that promote
positive behaviors and
active engagement.
21. TC manages
instructional routines and
transitions between
activities or classes in an
efficient and orderly
manner.
22. TC effectively coteaches with the mentor
teacher.
23. TC establishes
professional relationships
with school personnel
and students.
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Domain 3: Environment
TC follows safety procedures
TC follows the mentor
and makes appropriate
teacher’s safety procedures
adjustments to the physical
to physically arrange the
environment to promote
classroom to promote
learning, avoid distractions,
learning, avoid distractions,
and ensure safe use of
and ensure safe use of
materials.
materials.
TC responds positively to
TC responds positively to
student difficulties, concerns,
student difficulties,
and questions without bias
concerns, and questions
towards gender, ethnicity,
without bias towards
exceptionality, sexual
gender, ethnicity,
orientation, or social economic exceptionality, sexual
status. The TC considers
orientation, or social
proactive measures to foster
economic status.
classroom community and
respect for diversity.
TC follows and makes
TC follows the mentor
appropriate adjustments to
teacher’s proactive
the mentor teacher’s proactive procedures for setting
procedures for setting
behavioral, social, and
behavioral, social, and
academic expectations for
academic expectations for
active engagement,
active engagement, positively
positively reinforcing
reinforcing students who meet students who meet those
those expectations and
expectations, and
positively redirecting student
positively redirecting
behavior as needed.
student behavior as
needed.
TC follows and makes
TC follows the mentor
appropriate adjustments to
teacher’s procedures for
the mentor teacher’s
managing instructional and
procedures for managing
non-instructional routines
instructional and non(e.g., bathroom breaks,
instructional routines (e.g.,
sharpening pencils, turning
bathroom breaks, sharpening
in work), and transitions.
pencils, turning in work), and
transitions.
Domain 4: Professionalism
TC collaborates with the
TC follows the guidance of
mentor teacher to plan and
the mentor teacher to plan
implement co-taught lessons.
and implement co-taught
lessons.
TC not only conducts self in a
TC conducts self in a
professional manner, but, also, professional manner when
takes initiative to establish
interacting with school
positive relationships with
personnel (e.g. colleagues,
school personnel (e.g.
administrators, mentor
TC does not follow safety
procedures, which results
or could result in lack of
learning and/or student
harm.
Responds with bias
toward students who
differ by gender, ethnicity,
exceptionality, sexual
orientation, or social
economic status.
TC implements
ineffective, reactive
classroom management
strategies resulting in
persistent problem
behavior.
TC implements ineffective
procedures for managing
routines and transitions
resulting in reduced active
engagement in
instructional activities and
increased problem
behavior.
TC does not engage in coteaching with the mentor
teacher.
TC exhibits unprofessional
behaviors that damage
relationships with school
personnel (e.g.
colleagues,
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colleagues, administrators,
mentor teachers, other school
staff members, and university
supervisor) and students.
teachers, other school staff
members, and university
supervisor) and students.
24. TC demonstrates
effective verbal
communication that is
appropriate for the
intended audiences and
uses standard English.
TC’s verbal communication
integrates professional
vocabulary which is
appropriate for students and
professionals and reflects
standard English conventions.
TC’s verbal communication
is appropriate for students
and professionals and
reflects standard English
conventions.
25. TC demonstrates
effective external written
communication that is
appropriate for the
intended audience and
uses standard English.
TC’s external written
communication is clear,
appropriate for varied
audiences, and reflects
standard English conventions
(i.e., with no errors in writing
mechanics and sentence
structure).
TC’s external written
communication is
appropriate for students
and professionals and
reflects standard English
conventions (i.e., very few
errors in writing mechanics
and sentence structure).
26. TC adheres to the
university and
school/district rules,
Standards of Conduct for
South Carolina Educators,
and FERPA requirements
and acts appropriately
when faced with legal
issues with children. **
TC meets all requirements at
the acceptable level and acts as
an advocate, when
appropriate, when faced with
legal issues with children the
TC serves.
27. TC is receptive to
constructive criticism
from mentor teacher,
university supervisor, and
administrators and
incorporates feedback.
TC seeks feedback without
prompting and receives
constructive criticism in a
mature manner. Changes in
behavior demonstrate
feedback has been
incorporated.
TC’s conduct conforms to
school/district rules as well
as the Standards of
Conduct for South Carolina
Educators. The TC observes
confidentiality of student
information (FERPA). The
TC acts appropriately when
faced with legal issues
facing the children he/she
serves.
TC is receptive to
constructive criticism and
often incorporates
appropriate feedback from
others (e.g., planning,
instruction, assessment,
management,
communication, and/or
dispositions).
28. TC uses self-reflection
to evaluate and improve
professional practice.
TC’s reflections provide a
detailed analysis of student
learning supported by evidence
09.18.13
TC’s reflections include
specific statements
supported by evidence
administrators, mentor
teachers, other school
staff members, and
university supervisor) or
students.
TC’s verbal
communication is not
appropriate for students
and/or professionals
and/or does not reflect
standard English
conventions.
TC’s external written
communication is not
appropriate for students
and/or professionals
and/or does not reflect
standard English
conventions (i.e., frequent
or substantive errors in
writing mechanics and/or
sentence structure).
TC violates the
school/district rules,
Standards of Conduct for
South Carolina Educators,
or FERPA requirements,
and/or the TC’s lack of
actions on legal issues
involves harm to the
children served.
TC is argumentative,
oppositional, or defensive
when receiving
constructive feedback. TC
makes no attempt to
incorporate appropriate
feedback from others
(e.g., planning,
instruction, assessment,
management,
communication, and/or
dispositions).
TC’s reflections include
general statements not
supported by specific
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29. TC is a member of a
state or national
professional educator
organization
30. TC demonstrates
professional
responsibility (e.g.
preparedness,
responsibility, initiative,
time management)
(e.g., assessment data,
observation, student behavior).
Reflections include specific
strategies for improving
instruction and student
learning.
TC is active in state or national
professional organizations.
Examples include presentations
at state or local conferences or
leadership in a student chapter
of the professional
organization.
TC is consistently prepared to
teach each day and displays a
high degree of planning,
organization, creativity, and
initiative. Plans are prepared in
advance and discussed with
mentor teacher.
(e.g., assessment data,
observation, student
behavior) with suggestions
to improve instruction and
student learning.
examples and plans for
change are not included.
TC is a member of a state
or national professional
educator organization.
TC is not a member of a
state or national
professional educator
organization.
TC is not prepared to
teach each day. Lesson
plans may be missing or
incomplete; materials
may not be organized in
advance; others
(assistants or colleagues)
may not be informed of
their instructional roles
for the lesson. Lack of
preparedness and
initiative negatively
impacts student learning
opportunities.
*Program Area Outcomes added to assess teacher candidate mastery of content delivery.
** A Below Expectations rating on this item may result in failure for the internship.
09.18.13
TC comes to the classroom
prepared for each day. TC
prepares plans in advance
and discusses them with
the mentor teacher. TC
organizes materials and
activities in advance.
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