TOWSON UNIVERSITY
SECONDARY EDUCATION: English
EVALUATION OF INTERNSHIP
The Secondary Education - English Program uses the 2011 Interstate Teacher Assessment and Support
Consortium (InTASC) Standards and the 2003 National Council for the Teachers of English (NCTE) program
standards to guide and assess English intern’s 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 demonstrate.
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 or MAT)
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
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.
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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, crossdisciplinary 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.
Leadership and Collaboration
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.
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Part II. Other Performance Factors
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]
The intern differentiated instruction and worked effectively with learners from diverse
backgrounds (ex., socio-economic, racial, ethnic).
The intern differentiated instruction and worked effectively with learners with special
needs.
The intern differentiated instruction and worked effectively with English Language
Learners (ELL).
The intern differentiated instruction and worked effectively with gifted and talented
learners.
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: NCTE English Attitude, Knowledge, and Pedagogy Standards
Teacher Interns in English Language Arts (ELA) should possess the attitudes, content knowledge, and
pedagogical knowledge according to the following National Council for Teachers of English (NCTE)
standards.
Please rate the intern as she/he is able to demonstrate mastery of the specific English content standard
and can create meaningful learning experiences during the course of their internship 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)
English Language Arts Attitudes
Interns adopt and strengthen professional attitudes needed by English language arts teachers (NCTE
Standard 2). AS A RESULT, INTERN’S:
NCTE 2.1 - Create and sustain an inclusive and supportive learning environment in which all
students can engage in learning.
NCTE 2.2 - Use ELA extensively and creatively to help their students become more familiar
with their own and others’ cultures.
NCTE 2.3 - Use the results of reflective practice not only to adapt instruction and behavior to
assist all students to learn but also to design a well-conceived plan for
professional development that features collaboration with the academic
community, professional organizations, and others.
NCTE 2.4 - Design and implement instruction and assessment that assist students in
developing habits of critical thinking.
NCTE 2.5 - Make meaningful and creative connections between the ELA curriculum and
developments in culture, society, and education.
NCTE 2.6 - Plan and carry out frequent and extended learning experiences that integrate arts
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and humanities into the daily learning of their students.
English Language Arts Intern Knowledge
Interns are knowledgeable about language; literature; oral, visual, and written literacy; print and nonprint
media; technology; and research theory and findings (NCTE Standard 3). AS A RESULT INTERN’S:
NCTE 3.1 - Demonstrate knowledge of, and skills in the use of, the English language.
(designing and implementing instruction based on deep knowledge of
students' language acquisition/development;
reading/writing/speaking/listening/viewing/thinking; impact of
cultural/economic/political/social environments on language; how/why
language varies in different regions/cultural groups/different time periods;
historical evolution of the English language; English grammars; and
semantics/syntax/morphology/phonology).
NCTE 3.2 - Demonstrate knowledge of the practices of oral, visual, and written
literacy.(designing and implementing instruction in which students learn
about the influence of language and visual images on thinking and
composing; how they integrate writing/speaking/observing in their own
learning processes; composing processes that result in their creating
various forms of oral/visual/written literacy; writing/speaking/creating
visual images for a variety of audiences and purposes; creating and
critiquing a wide range of print and nonprint texts for multiple purposes;
and the relationship between symbols and meaning).
NCTE 3.3 - Demonstrate their knowledge of reading processes. (designing and
implementing instruction that teaches students to read/respond to a range
of texts of varying complexity/difficulty; draw upon their past
experiences/sociocultural
backgrounds/interests/capabilities/understandings to make meaning of
texts; and interpret/evaluate/appreciate texts).
NCTE 3.4 - Demonstrate knowledge of different composing processes.
(designing and implementing instruction that teaches students to use a wide
variety of effective composing strategies to generate meaning and to clarify
understanding and make appropriate selections from different forms of written
discourse for a variety of audiences/purposes).
NCTE 3.5 - Demonstrate knowledge of, and uses for, an extensive range of literature.
(designing and implementing instruction based on deep knowledge of literary
works representing a broad historical and contemporary spectrum of United
States/British/world literature; from wide variety of genres/cultures; by female
authors; by authors of color; specifically written for older children and younger
adults; and of theory/criticism).
NCTE 3.6 - Demonstrate knowledge of the range and influence of print and nonprint media
and technology in contemporary culture designing and implementing instruction
that teaches students how to construct meaning from media/nonprint texts and \
compose/respond to film/video/graphic/photographic/audio/multimedia texts).
NCTE 3.7 - Demonstrate knowledge of research theory and findings in English language arts
use research/theory on how students compose/respond to text to reflect on and
adjust their own teaching performances; and use teacher-researcher models of
classroom inquiry to analyze their own teaching practices).
English Language Arts Candidate Pedagogy
Intern’s acquire and demonstrate the dispositions and skills needed to integrate knowledge of English
language arts, students, and teaching (NCTE Standard 4). AS A RESULT, INTERN’S:
NCTE 4.1 - Understand the purposes and characteristics of different kinds of curricula and
related teaching resources and select or create instructional materials that are
consistent with what is currently known about student learning in ELA.
NCTE 4.2 - Create literate classroom communities by presenting varied structures and
techniques for group interactions by employing effective classroom management
strategies and by providing students with opportunities for feedback and reflection.
NCTE 4.3 - Work with teachers in other content areas to help students connect important
ideas, concepts, and skills within ELA with similar ones in other disciplines.
NCTE 4.4 - Create opportunities for students to analyze how social context affects language
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and to monitor their own language use and behavior in terms of demonstrating
respect for individual differences of ethnicity, race, language, culture, gender, and
ability.
NCTE 4.5 - Help students to participate in dialogue within a community of learners by making
explicit for all students the speech and related behaviors appropriate for
conversing about ideas presented through oral, written, and/or visual forms.
NCTE 4.6 - Engage students in critical analysis of different media and communications
technologies and their effect on students’ learning.
NCTE 4.7 - Integrate throughout the ELA curriculum learning opportunities in which students
demonstrate their abilities to use language for a variety of purposes in
communication.
NCTE 4.8 - Engage students in discovering their personal response to texts and ways to
connect such responses to other larger meanings and critical stances.
NCTE 4.9 - Demonstrate how reading comprehension strategies are flexible for making and
monitoring meaning in both print and nonprint texts and teach a wide variety of
such strategies to all students.
NCTE 4.10 - Integrate assessment consistently into instruction.
Summarizing statements regarding the intern’s classroom experiences during this placement and ability to assume
the role of classroom teacher:
Overall Performance: ____Distinguished ____Proficient ____Satisfactory* ____Basic ___Unsatisfactory
*Minimum Level of Competency is a rating of 3 or higher on each standard
University Supervisor Final Rating: ____ Satisfactory ___Unsatisfactory
SIGNATURE:
DATE:
Revised 11/13/13_MKM
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The 2011 InTASC Standards are performance-based standards for a common core of professional
performances, knowledge, and dispositions that should be demonstrated by all teachers. Please evaluate your
intern’s performance by the following criteria.
1
2
3
4
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.
5-DISTINGUISHED
Consistently designed and implemented developmentally appropriate and
challenging learning experiences.
4-PROFICIENT
Frequently designed and implemented developmentally appropriate and
challenging learning experiences.
3-SATISFACTORY
Generally designed and implemented developmentally appropriate and
challenging learning experiences.
2-BASIC/NEEDS
Seldom designed and implemented developmentally appropriate and challenging
IMPROVEMENT
learning experiences.
1-UNSATISFACTORY
Was unable to design and implement developmentally appropriate and challenging
learning experiences.
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.
5-DISTINGUISHED
Consistently demonstrated understanding of individual differences and diverse
cultures and communities to ensure inclusive learning environments that enable
each learner to meet high standards
4-PROFICIENT
Frequently demonstrated understanding of individual differences and diverse
cultures and communities to ensure inclusive learning environments …
3-SATISFACTORY
Generally demonstrated understanding of individual differences and diverse
cultures and communities to ensure inclusive learning environments
2-BASIC/NEEDS
Seldom demonstrated understanding of individual differences and diverse cultures
IMPROVEMENT
and communities to ensure inclusive learning environments …
1-UNSATISFACTORY
Lacked understanding of individual differences and diverse cultures and
communities to ensure inclusive learning environments …
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.
5-DISTINGUISHED
Consistently created an environment that supported individual and collaborative
learning….
4-PROFICIENT
Frequently created an environment that supported individual and collaborative
learning….
3-SATISFACTORY
Generally created an environment that supported individual and collaborative
learning….…
2-BASIC/NEEDS
Seldom created an environment that supported individual and collaborative
IMPROVEMENT
learning….…
1-UNSATISFACTORY
Failed to create an environment that supported individual and collaborative
learning….
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.
5-DISTINGUISHED
Consistently demonstrated understanding… and created learning experiences….
4-PROFICIENT
Frequently demonstrated understanding… and created learning experiences….
3-SATISFACTORY
Generally demonstrated understanding… and created learning experiences…..
2-BASIC/NEEDS
IMPROVEMENT
1-UNSATISFACTORY
Seldom demonstrated understanding… and created learning experiences….….
Failed to demonstrate understanding… and created learning experiences….….
6
5
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.
Consistently demonstrated understanding…engage learners… in critical thinking,
creativity….
4-PROFICIENT
Frequently demonstrated understanding…engage learners… in critical thinking,
creativity….
3-SATISFACTORY
Generally demonstrated understanding…engage learners… in critical thinking,
creativity….
2-BASIC/NEEDS
Seldom demonstrated understanding…engage learners… in critical thinking,
IMPROVEMENT
creativity….
1-UNSATISFACTORY
Failed to demonstrate demonstrated understanding…engage learners… in critical
thinking….
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.
5-DISTINGUISHED
6
5-DISTINGUISHED
3-SATISFACTORY
Consistently demonstrated understanding and used multiple methods of
assessment…
Frequently demonstrated understanding and used multiple methods of
assessment
Generally demonstrated understanding and used multiple methods of assessment
2-BASIC/NEEDS
IMPROVEMENT
1-UNSATISFACTORY
Seldom demonstrated understanding and used multiple methods of assessment
….
Failed to demonstrate understanding and use multiple methods of assessment
4-PROFICIENT
7
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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.
5-DISTINGUISHED
Consistently planned instruction that supported every student in meeting….
4-PROFICIENT
Frequently planned instruction that supported every student in meeting…. ….
3-SATISFACTORY
Generally planned instruction that supported every student in meeting…. …
2-BASIC/NEEDS
IMPROVEMENT
1-UNSATISFACTORY
Seldom planned instruction that supported every student in meeting…. ….
Failed to plan instruction that supported every student in meeting….
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.
5-DISTINGUISHED
4-PROFICIENT
3-SATISFACTORY
2-BASIC/NEEDS
IMPROVEMENT
1-UNSATISFACTORY
Consistently demonstrated understanding and used a variety of instructional
strategies …
Frequently demonstrated understanding and used a variety of instructional
strategies…
Generally demonstrated understanding and used a variety of instructional
strategies…
Seldom demonstrated understanding and used a variety of instructional
strategies…
Lacked understanding of and failed to use a variety of instructional strategies….
7
9
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.
5-DISTINGUISHED
Consistently engaged in ongoing professional learning and used evidence to
continually evaluate his/her practice…, and adapted practice to meet the needs of
each learner.
4-PROFICIENT
Frequently engaged in professional learning…evaluate practice… and adapted
practice ….
3-SATISFACTORY
Generally engaged in professional learning…evaluate practice… and adapted
practice ….
2-BASIC/NEEDS
Seldom engaged in professional learning…evaluate practice… and adapted
IMPROVEMENT
practice ….
1-UNSATISFACTORY
Failed to engage in professional learning…evaluate practice… and adapted
practice ….
10 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.
Consistently sought...leadership roles…to ensure learner growth…advance the
profession.
4-PROFICIENT
Frequently sought…leadership roles… to ensure learner growth…advance the
profession….
3-SATISFACTORY
Generally sought…leadership roles… to ensure learner growth…advance the
profession….
2-BASIC/NEEDS
Seldom sought…leadership roles… to ensure learner growth…advance the
IMPROVEMENT
profession….
1-UNSATISFACTORY
Failed to seek leadership roles… to ensure learner growth…advance the
profession….
11 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.
5-DISTINGUISHED
5-DISTINGUISHED
4-PROFICIENT
Consistently used available technology 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.
Frequently used available technology…..
3-SATISFACTORY
Generally used available technology ….
2-BASIC/NEEDS
IMPROVEMENT
1-UNSATISFACTORY
Seldom used available technology ….
Failed to use available technology…
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