MAINE TEACHER CERTIFICATION STANDARDS
ETEP MENTOR End of Placement INTERN Assessment Form
Thank you for mentoring an ETEP intern. You have spent the semester guiding your intern and watching her/him grow. Lead
teaching marks the conclusion of the intern’s current placement, one of three placements. At the End of Placement Conference, the
intern’s supervisor will be evaluating the standards at a meeting with you and the intern. Your assessment of the intern's progress as
the mentor teacher is an important part of our process.
Please consider what you have seen and heard the intern do with students, with you, other colleagues and peers in determining her
or his progress toward proficiency. If it is helpful, you should also review the evidence posted to her/his wiki to get a clear picture of
where she/he is at this point.
To assess each Standard follow these directions:
 Highlight the INDICATORS in the BASIC OR PROFICIENT COLUMNS that correspond to the skills and dispositions you have
seen your intern demonstrate.
 Provide a rationale for WHY you have highlighted these indicators. If necessary indicate if a particular area “needs attention”
and is a potential goal for the intern.
A rating of NEEDS ATTENTION means the intern is not progressing adequately and an Action Plan for remediating that standard is
needed. An intern in this case is at-risk for not completing that standard at the end of the program.
A rating of BASIC indicates that the intern is progressing but that standard is likely one to focus on for improvement.
A rating of BASIC/PROFICIENT indicates adequate progress with no need for specific attention to that standard.
A rating of PROFICIENT indicates a strength and likely a standard in which the intern excels.
NAME:
REVIEW:
DATE:
Standard 1 Learner Development The teacher understands how students 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 teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning
environments that allow each learner to reach his/her full potential.
ELEMENTS
BASIC (2)
Needs
PROFICIENT (3)
Attention
(1)
Data Collection,
Analysis &
Application


Actively gathers information
through various means and sources
(observations, student, parent,
colleague interviews, surveys,

RATIONALE FOR ASSESSMENT OF THIS
STANDARD
Analyzes individual learner
developmental and learning
profiles and how diverse
learners process information
Maine Initial Teacher Certification Standards revised 10.1.14 document revised 10.21.15
1
inventories) about learner’s
cognitive, linguistic, social,
emotional, physical development,
interests and learner profile in order
to
o
Analyze changes and
patterns in learners across areas
of development
o
Design developmentally
appropriate learning
experiences.
Cultural
Responsiveness
(Cultural is
defined broadly
to include major
identity markers
(gender,
ethnicity,
linguistic,
religion, SES,
ability, sexual
orientation)



Students’ Funds
of Knowledge
(athletics,
technology,
region, local)
Modifications
-





and develop skills to
o differentiate learning
experiences, using an
appropriate balance of
support and challenge,
o move learners toward their
next levels of development.
Analyzes potential
curriculum and setting demands
and student readiness to
scaffold learning through
multiple approaches and
methods
Provides opportunities for
learners to discuss personal,
family, community and cultural
values, experiences and
norms.
Uses modified or culturally
relevant materials, resources,
tools and technology to
address exceptional learner
needs.
Builds multicultural
curriculum materials that reflect
global diversity and
demonstrate global
competency.
Actively gathers information about
learner's personal, family,
community and cultural values,
experiences and norms.
Uses understanding of literacy and
language skills, exceptional needs,
and learners’ background
knowledge to identify specific
linguistic needs of individuals and
groups of learners.

Reflects on multiple
perspectives that include
learners’ personal, family,
community, and cultural
experiences and norms.


Designs lessons that
include multiple
perspectives in the
presentation and
discussion of content that
include learners’ personal,
family, community, and
cultural experiences and
norms.
Applies interventions, modifications,
and accommodations based on
IEPs, IFSPs, 504s, gifted, and/or

Employs a range of
individualized supports, flexible
groups and/or extended

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other legal requirements, seeking
advice and support from specialized
support staff and families.
learning experiences to support
students’ development of
literacy and language skills and
cultural awareness.


Addressing
personal bias
and
assumptions
 Recognizes that his/her identity
affects perceptions and biases and
reflects on the fairness and equity of
those views and decisions
 Seeks out opportunities to
examine personal bias or
assumptions and address
expectations for learners.
RATING:
Standard 3: Learning Environments– The teacher works with learners to create environments that support individual and collaborative learning, encouraging
positive social interaction, active engagement in learning, and self motivation.
ELEMENT
BASIC (2)
Needs
PROFICIENT (3)
Attention
(1)
Mutual Respect,
Rapport,
Responsiveness
Classroom
Procedures



Builds positive relationships with
students

Articulates expectations for
behavior that include classroom
norms and values related to respectful
interaction, full engagement in
discussions, and individual
responsibility for quality work

Listens responsively and
supportively to the cultural
backgrounds and differing
perspectives learners bring to the
learning environment



Manages the learning
environment by organizing, allocating
and coordinating resources (e.g. time,
space, materials) to promote learner
engagement and maximize the use of
instructional time.

Develops purposeful routines that
support the class norms., (e.g. posting
schedules, homework, in-out box,
morning meeting, lunch tally, job




RATIONALE FOR ASSESSMENT OF
THIS STANDARD
Collaborates with learners
in the development of
classroom norms and values
related to respectful interaction,
full engagement in discussions,
and individual responsibility for
quality work
Shares these with families
and caregivers.
Communicates verbally
and nonverbally in ways that
demonstrate respect for each
learner’s cultural background
and perspective
Actively involves learners
in managing the learning
environment and making full
use of instructional time
Employs strategies to build
learner and self-direction and
ownership of learning.
Actively involves students
in implementing class routines.
Maine Initial Teacher Certification Standards revised 10.1.14 document revised 10.21.15
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chart, bell-work).
Student
Behavior &
Motivation



Cooperative
learning &
choice
Designs learning experiences that
engage students’ interest and
motivation.
 Uses a range of techniques for
establishing and encouraging positive
behavior, gaining attention, managing
transitions, maintaining focus,
managing whole class and small
groups.

 Varies learning activities to
involve learners in whole group,
small group and individual work and
develop a range of learner skills.
 Uses a system of data
collection to assess behaviors
and implement and evaluate
interventions.
 Consults with other
professionals to address
behaviors.
 Uses techniques to
support students’ self-direction
and ownership of learning.
 Anticipates potential
problems and takes
preventive steps.

Provides options and a
variety of resources to engage
learners with subject matter
and to develop their skills in
both collaborative and selfdirected learning.
RATING:
Standard 4: Content Knowledge - The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and
creates learning experiences that make these aspects of the discipline accessible and meaningful for learners.
Standard 5: Innovative Applications of Content - The teacher 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.
ELEMENTS
BASIC (2)
Needs
PROFICIENT (3)
Attention
(1)

Teacher content
knowledge
-


Uses the disciplinary content
standards and learning
progressions to plan instruction.
Begins to communicate concepts,
processes and knowledge in the
discipline and use vocabulary
and academic language that is
clear, correct and appropriate for
learners
RATIONALE FOR ASSESSMENT OF
THIS STANDARD
 Uses the content standards
and learning progressions in
the discipline(s) fluently to
plan long-term curriculum and
make adjustments for
individual learners.
 Accurately and effectively
communicates concepts,
processes and knowledge in
the discipline and uses and
academic language that is
clear, correct and appropriate
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for learners

Addressing
Misconceptions
Representing
and Linking
Content

 Draws upon initial knowledge of
common misconceptions in the
content area and uses available
resources to address them to plan
instruction.


Uses a variety of means to represent
and explain key ideas in the
discipline.
Links new concepts to familiar
concepts and helps learners see them
in connection to their prior knowledge
and experiences.



Student Inquiry
and Application
of Knowledge

 . Engages learners in recognizing and
applying methods of inquiry used in
the discipline.

Academic
Language

 Models the use of academic language
and uses discipline-specific
vocabulary to express complex
thinking (explanation, analysis,
synthesis).

Engagement in
Disciplinary
Problems and
Questions



Introduces learners to the
problems or issues addressed by
the content area(s) as well as the
local/global contexts for those
issues.
Structures interactions among
learners and/or with local and
global peers to support and
deepen learning.



Uses analysis of group
discourse and learner work to
identify learner misconceptions
and uses the processes,
vocabulary, and strategic tools
of the discipline to address
those misconceptions and
build accurate and deep
understanding
Provides multiple
representations and
explanations of key ideas with
connections to varied learner
background knowledge and
experiences.
Engages learners in reflecting
upon the connection between
prior content knowledge and
new ideas and concepts..
Facilitates learners’
independent use of disciplinary
methods of inquiry and
standards of evidence
Uses a variety of methods to
scaffold learners’ use of
academic language and
vocabulary in order to express
their complex thinking
(explanation, analysis,
synthesis).
Uses problems or questions to
guide learners in applying the
critical thinking skills and other
tools in the content area.
Reinforces learners’ use of
these skills to solve problems
or answer questions.
Engages learners in identifying
and connecting with people and
resources, locally and globally
to explore topics or questions.
Maine Initial Teacher Certification Standards revised 10.1.14 document revised 10.21.15
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RATING:
Standard 6 Assessment - The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner
progress, and to guide the teacher’s on - going planning and instruction.
ELEMENTS
BASIC (2)
Needs
PROFICIENT (3)
Attention
(1)
Assessment
types


Uses a variety of classroom
formative assessments, matching the
method with the type of learning
objective.

Interpretation


Uses data from formative
assessments to draw conclusions
about learner progress toward
learning objectives and determine
subsequent instructional moves.

Criteria Setting
& Feedback


Articulates criteria for quality work
through verbal explanations, product
descriptors, rubrics or models.
 Provides feedback on learners’
performance pointing out strengths
and suggestions for improvement.
Helps learners apply the feedback to
strengthen their performance.




Modifications
-


Implements required assessment
accommodations and testing
conditions for learners with disabilities

RATIONALE FOR ASSESSMENT OF
THIS STANDARD
Describes and designs,
adapts, or selects appropriate
assessments to address
specific learning goals and
individual differences
methods/modes and matches
the method to the learning
objectives.
Analyses data from multiple
types of assessments to draw
conclusions about learner
progress toward learning
objectives and plan
differentiated individual
learning experiences and
assessments.
Composes clear criteria for
assignments in rubrics,
checklists, scoring guides.
Engages learners in
understanding criteria for
quality work by examining
exemplars and/or generating
criteria for quality work on a
particular assignment.
Structures reflection
prompts to assist each learner
in examining his/her work and
making suggestions or
improvement.
Differentiates assessment
methods and tools to support
and challenge learners who are
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and language learning needs.
Documentation


Maintains digital and/or other records
of formative learner performance and
monitors and reports learners'
progress.


learning English and/or
academically advanced.
Maintains accurate
formative and summative
digitally and/or other records of
learner performance
Communicates assessment
information to learners and
parents so they can monitor
progress and identify areas for
additional practice or support.
RATING:
Standard 7 Planning for Instruction - The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the community, and pedagogy to
plan instruction that supports every student in meeting rigorous learning goals.
ELEMENTS
BASIC (2)
Needs
PROFICIENT (3)
Attention
(1)
Coherence




Implementation




Uses curriculum materials and
content standards to identify learning
objectives for lessons and mini-units
based on targeted knowledge and
skills
Plans and sequences learning
experiences linked to the learning
objectives and makes content relevant
to learners.
Identifies formative means for
assessing learning outcomes.
Makes learning objectives clear to
learners
Addresses learning goals by
selecting a few strategies, resources
or materials to differentiate instruction
for individuals and groups.
Recognizes when to adjust plans
RATIONALE FOR ASSESSMENT OF
THIS STANDARD

Uses curriculum materials
and content standards to identify
learning objectives for long-term
units based on targeted
knowledge, big ideas, and skills

Structures time in plans to
build learners' prerequisite skills,
support steady progress and/or
extend learning.

Uses assessment methods
that match learning objectives.
 Effectively communicates
short- and long-term learning
goals to students.
 Chooses from a repertoire
of strategies, resources and
materials prior to and during
instruction to support learning,
 Regularly adjusts plans
based on student responses,
informal assessment data, and
other contingencies, and makes
the appropriate changes.
Maine Initial Teacher Certification Standards revised 10.1.14 document revised 10.21.15
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Responsivenes
s to students
Evaluates
effectiveness




Uses learner performance data
and his/her knowledge of learners to
identify learners who need significant
intervention to support or advance
learning.

Reflects on planned instruction
and identifies areas of effectiveness
and improvement based on feedback
and learner performance

Consults with
specialists(e.g., special
educators, language learning
specialists, librarians, media
specialists) to design learning
experiences to meet unique
learning needs.
Evaluates plans in relation
to short- and long-range goals
and adjusts plans and thinking
to meet students’ learning
needs.
RATING:
Standard 8 Instructional Strategies - The 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
ELEMENTS
BASIC (2)
Needs
PROFICIENT (3)
Attention
(1)
Variety






-
Makes the learning objectives
and content standards explicit and
understandable to learners by
providing a variety of graphic
organizers, non-linguistic
representations, concept mapping
and writing.
Experiments with varying her/his
role in the instructional process (e.g.,
instructor, facilitator, coach, audience)
in relation to the content and
purposes of instruction and the needs
of learners
Experiments with hooks,
activating activities, summarizers, etc.
to maintain learner involvement and
inquiry
Uses selected literacy strategies
to expand communication through
speaking, listening, writing, reading
and other media.
Models higher order questioning
skills related to content areas (e.g.
generating hypotheses, taking





RATIONALE FOR ASSESSMENT OF
THIS STANDARD
Conveys ideas, content and
concepts in a variety of forms
and contexts.
Introduces options for
extensions and independent
projects.
Varies his/her role in the
instructional process (e.g.,
instructor, facilitator, coach,
audience) and engages
learners in assuming similar
roles within small group
settings.
Incorporates a variety of
hooks, activating activities,
summarizers, etc. to engage
learners and facilitate their
student-generated inquiries.
Uses a variety of literacy
strategies to expand
communication through
speaking, listening, writing,
reading and other media.
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Group work
skills


multiple perspectives, using
metacognitive processes).

Incorporates strategies to build
group work skills including: thoughtful
listening, extending or connecting one
another’s ideas and questioning for
clarifications.

Goal Setting
Develops learners’ abilities
to pose questions that can
guide individual and group
exploration of concepts and
their application.
Engages learners in
expanding their abilities to use
group discussion to learn from
each other and to build
interpretation, perspectivetaking, and connection-making
skills.
 Analyzes individual learner
needs (e.g. language, thinking,
processing) as well as patterns
across groups of learners and
sets goals for students.
RATING:
Standard 9: Reflection and Continuous Growth - The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly
the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the
needs of each learner.
ELEMENTS
BASIC (2)
Needs
PROFICIENT (3)
Attention
(1)
Beliefs &
Dispositions


Professional
Learning &
Reflection



Clearly articulates her/his beliefs
about the role of education in a
democracy, the nature of knowledge
and learning, the dimensions of quality
teaching, and the importance of an
equitable education for all learners.
Accepts responsibility for student
learning and uses ongoing analysis
and reflection to improve planning and
practice.
Participates in professional
learning opportunities such as:
professional networks, professional
learning communities, community and
technological resources within and
Maine Initial Teacher Certification Standards revised 10.1.14 document revised 10.21.15
RATIONALE FOR ASSESSMENT OF
THIS STANDARD
 Reflects on and refines
her/his beliefs based on
practices that are congruent
with beliefs.
 Seeks out opportunities to
communicate and challenge
those beliefs.
 Observes and reflects upon
learners’ responses to her/his
instruction to identify areas and
set goals for improved practice.
 Uses evidence from
multiple sources to evaluate
effectiveness of his/her
teaching.
 Engages in professional
9
outside the school
Feedback



learning experiences that
broaden her/his understanding
of learner development and
diverse needs in order to
personalize and enhance
practice.

 Seeks out and reflects upon
feedback from colleagues to
evaluate the effects of his/her
actions on learners.
 Listens, shares ideas and
materials, gives positive
feedback, and engages in
teamwork with colleagues by
supporting their ideas and
showing confidence in them.
Openly accepts and evaluates
feedback with tact, honesty, and
openness, and responds to feedback
in a timely and thoughtful manner.
Makes practice transparent by
sharing plans and inviting observation
and feedback.
RATING:
Standard 10: Collaboration - The teacher seeks 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.
ELEMENT
Needs
BASIC (2)
PROFICIENT (3)
Attention
(1)
Professionalism
All interns are expected to meet the
indicators in the Proficient column.





-
RATIONALE FOR ASSESSMENT OF
THIS STANDARD
Uses tact and discretion
regarding private student or
colleague information and is
clear about the ground rules;
uses names/information only
when a child’s safety is at issue.
Honors time commitments
(school schedule, meetings).
Is well-informed about
school policies on health/safety.
Dresses neatly in keeping
with the norms of the school,
arrives on time, and is fully
prepared.
Fulfills university and
program requirements in a
timely and professional manner.
10
Collaboration &
Consultation



Participates constructively with
colleagues (mentor, team or
departmental colleagues, program
colleagues) to meet the needs of all
learners including RTI system.
Is aware of formal and informal
services or resources to inform
thinking about questions which arose
in data collection and/or observations
(guidance, Life Skills, Special
Education, social work, gifted &
talented).





Collaborates with
colleagues to probe data and
seek and offer feedback on
practices that support learners.
Collaborates to design
lessons,
Elicits information about
learners and their experiences
from families, and uses this
ongoing communication to
support learner development
and growth.
Accesses resources to
deepen his/her understanding of
subtle and complex learner
situations, including, the cultural,
ethnic, gender and learning
differences among learners and
their communities.
Seeks out appropriate
formal and informal services or
resources to inform thinking
about questions which arose in
data collection and/or
observations (guidance, Life
Skills, Special Education, social
work, gifted & talented).
RATING:
Standard 11: Technology Standards for Teachers - (NETS.T) - Effective teachers model and apply the National Educational Technology Standards for
Students (NETS•S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and
provide positive models for students, colleagues, and the community. All teachers will meet the following standards and performance indicators.
ELEMENT
BASIC (2)
Needs
PROFICIENT (3)
Attention
(1)
Digital Learning
Experiences


Engages students in using
technological applications and
resources to promote student
reflection, communication of
conceptual understanding and
thinking, and collaboration (e.g. online
presentations, MLTI applications, on-
Maine Initial Teacher Certification Standards revised 10.1.14 document revised 10.21.15
RATIONALE FOR ASSESSMENT OF
THIS STANDARD
 Engages students in using
a variety of technological
applications and resources
strategically in solving
authentic local/global
problems, engaging in creative
processes, pursuing questions
11


Digital-Age
Professional
Work and
Learning




line learning tools, wikis, blogs,
portaportals,)
Uses digital media tools and
formats to explain concepts,
processes or procedures
Experiments with technology
applications and resources to tailor
instruction to address student
diversity.
Explores how available
technology applications and systems
work together to support their own
and students' work
Uses digital communication and
collaboration tools to communicate
with students and peers
Identifies and critiques local and
global learning communities and
resources to explore creative uses of
technology to support student
learning.




Digital
Citizenship



-
Articulates school and/or district
policies regarding ethical, legal and
safe use of digital information and
technology regarding
Models ethical and legal use of
digital materials and technology for
students (digital etiquette, copyright,
plagiarism, credible information
sources)

and interests, setting goals and
monitoring their own learning.
 Communicates relevant
information and ideas
effectively to students, parents
and peers using a variety of
digital age media and formats.
 Uses assistive technologies
to support students with
disabilities
Uses technology tools and
systems flexibly ethically to
create learning environments,
monitor student progress,
maintain records and create
learning materials.
Uses a variety of examined
digital communication and
collaboration tools to
communicate with peers,
students, parents and
community members (both local
and global)
Models and facilitates
effective use of current and
emerging digital tools to locate,
analyze, evaluate and use
information resources to
support research and learning.
Participates in local and
global learning communities to
explore creative applications of
technology to improve student
learning.
Actively teach students
safe, ethical and legal use of
digital materials and technology
for students (digital etiquette,
copyright, plagiarism, credible
information sources)
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RATING:
Maine Initial Teacher Certification Standards revised 10.1.14 document revised 10.21.15
13