Assessment of Intern Progress (Full Form): Secondary English

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Assessment of intern progress (Full form): Secondary English

Intern: / Date(s): / This rubric will provide input for discussion and a cumulative record of the intern’s growth over time. This assessment should be collaboratively completed and returned to the English subject area leader in English Education. Since each standard should be addressed in the final Exit Performance Description (EPD), this rubric is designed to guide conversations about intern progress throughout the year in a manner that aligns with this final assessment. For each of the eight standards, please indicate evidence, strengths, practices to work on, and quality (how well?) for specific performances. It is expected that interns will have specific areas that require further growth and development, since this is a year for the intern to learn to teach.
Fall Semester Conference / Persons present at conference:
Evaluator:
__CT
__intern
__field instructor

Evidence

/ How well?
What sources of data document the performance of this standard? These may include situations, documents, interactions, etc. Some possible evidence includes: observation of teaching, conversations (with field instructor, with mentor, with students, with course instructor, etc.), artifacts (e.g., lesson plans, focus class binder, curricular materials developed by intern, and so on).
/ This scale is designed to allow the Teacher Education Program at MSU to track intern development over time and to compare our success as a program over the years. Teacher candidates should be targeting “Connecting” performances of teaching throughout their intern year.
Beginning. The performance included some of the major elements. The intern’s enactment of those elements vaguely resembled descriptions in the literature and lore. Some students participated in their part of the performance.
Expanding. The performance included a majority of the major elements. The intern connected some of those elements. The intern’s enactment of those elements generally resembled descriptions in the literature and lore. Some or many students responded as intended, and the intern noticed how they responded. [Compared to “beginning,” “expanding” is distinct progress.]
Connecting. The performance included most major elements. The intern connected many of these elements in a coherent performance. The intern’s enactment of those elements largely resembled descriptions in the literature and lore. Many students responded in the intended way, and the intern often noticed and adapted to their responses.
Refining/extending (and rare). The performance included all major elements, which were well integrated and sharply executed. Students and teacher interacted responsively, working together. This is the performance that probationary teachers would aim to achieve consistently by the end of their third year of teaching. For this reason, we do not include this quality on the rubric, but for exemplary teaching performances, this can be added.
NOTE differences between fall and spring: “Beginning” is good enough in the first lead teaching period, but not good enough in the spring. “Expanding” should become visible in the first lead teaching period and increase through the middle of the year. “Connecting” should become visible in the spring lead teaching, and the intern should aim to achieve this performance consistently by the end of the year.
Your grade is / ___ Pass / ___ Pass with concern (please attach detailed improvement plan) / ___ No Pass
Signatures: / Field Instructor
______/ Mentor Teacher
______/ Intern
______

Standard 1: Knows and teaches English/Journalism as a subject matter

The intern: / Evidence / Strengths / Practices to work on / How well?
a. Content knowledge: Demonstrates depth and breadth of content knowledge in English/Journalism. / Beginning
Expanding
Connecting
b. Purpose and coherence: Long-term and short-term objectives are aligned in a purposeful, coherent English language arts curriculum. / Beginning
Expanding
Connecting
c. Promotes independent learning: models and coaches the search for and use of current information, technology, and other resources to help students become independent inquirers in the English language arts. / Beginning
Expanding
Connecting
d. Teaches for understanding: Creates learning environments that promote critical and higher order thinking skills, foster the acquisition of deep knowledge, and allow for substantive conversation with the teacher and/or peers about the English language arts. / Beginning
Expanding
Connecting
STANDARD 1: OVERALL (circle one): Beginning Expanding Connecting
ADDITIONAL COMMENTS:

Standard 2: Works with students as individuals

The intern: / Evidence / Strengths / Practices to work on / How well?
a. Clearly communicates with all students. Communicates high expectations to all students and also communicates what students need to do to achieve those expectations. / Beginning
Expanding
Connecting
b. Adapts the curriculum: Applies knowledge of human development and learning. Gets information from parents and colleagues to adapt the curriculum to students. / Beginning
Expanding
Connecting
c. Employs multiple strategies: Employs a range of strategies to enable all students to learn and succeed in and out of school. / Beginning
Expanding
Connecting
d. Seeks relevance & authenticity: Shows students why what they are doing today matters beyond today. Demonstrates the relevance, purpose, and function of English language arts, making connections to the world beyond the classroom. / Beginning
Expanding
Connecting
e. Includes, accommodates & differentiates instruction for each student, considering maturity, history, interests, achievement, and learning styles; cultural, racial, social and ethnic affiliations; exceptional needs and abilities; and home/native language. / Beginning
Expanding
Connecting
STANDARD 1: OVERALL (circle one): Beginning Expanding Connecting
ADDITIONAL COMMENTS:

Standard 3: Assesses student learning

The intern: / Evidence / Strengths / Practices to work on / How well?
a. Sets measurable goals: Articulates clear objectives across different time scales (year, semester, unit, lesson). / Beginning
Expanding
Connecting
b. Assesses students as individuals. Offers special testing arrangements to students who need them, employs multiple formative and summative assessments of learning to adjust plans and instruction in response to students’ interests, strengths, backgrounds, actions, and learning. / Beginning
Expanding
Connecting
c. Adjusts based on ongoing assessment: Based on class interaction and other formative measures, adjusts organization and instruction to improve fit between instructional strategies and learning goals / Beginning
Expanding
Connecting
d. Technologically enhances assessment: Applies available technology to facilitate a variety of effective assessment and evaluation strategies. / Beginning
Expanding
Connecting
STANDARD 1: OVERALL (circle one): Beginning Expanding Connecting
ADDITIONAL COMMENTS:

Standard 4: Organizes a class

The intern: / Evidence / Strengths / Practices to work on / How well?
a. Structures participation to engage students in substantive interaction with English language arts (ELA) and with each other / Beginning
Expanding
Connecting
b. Promotes safe and inclusive environment; promotes respect for differences; articulates shared values and expectations. Uses diverse cultural approaches to foster interaction and community. / Beginning
Expanding
Connecting
c. Promotes intellectually engaging environment that supports and respects inquiry, curiosity, and risk-taking. / Beginning
Expanding
Connecting
d. Teaches students to productively participate in classroom community; articulates connections between quality of classroom organization/participation and ELA learning goals; sensitizes students to needs of classmates; teaches and models how to make appropriate responses to others. / Beginning
Expanding
Connecting
e. Organizes activity: Employs routines where desirable, organizes and introduces activities and technologies so that students are prepared for them and can carry them out successfully. Makes good use of time. / Beginning
Expanding
Connecting
STANDARD 1: OVERALL (circle one): Beginning Expanding Connecting
ADDITIONAL COMMENTS:

Standard 5: Uses space and technologies in a classroom

The intern: / Evidence / Strengths / Practices to work on / How well?
a. Designs the classroom as a safe, functional, attractive, and motivating physical environment to promote learning; Capitalizes on classroom space and design to promote learning / Beginning
Expanding
Connecting
b. Uses multiple modes to technologically enhance learning: Employs multiple literacies, materials and available media technology to enhance learning environment and curriculum. Uses technologies to maximize student learning. / Beginning
Expanding
Connecting
c. Provides access to available technology for all students; actively seeks ways to get all students to work with available technology and other resources to reach learning goals. / Beginning
Expanding
Connecting
d. Monitors technological issues: Exercises and models alertness to equity, ethical, legal, social, physical, and psychological issues surrounding the use of technology in P-12 schools. Attends to issues of plagiarism, censorship, equal access, etc. / Beginning
Expanding
Connecting
e. Teaches care of the room: Teaches, and models, care of the classroom equipment, materials, and other resources / Beginning
Expanding
Connecting
STANDARD 1: OVERALL (circle one): Beginning Expanding Connecting
ADDITIONAL COMMENTS:

Standard 6: Joins a faculty and school

The intern: / Evidence / Strengths / Practices to work on / How well?
a. Attends to policies: identifies and balances various policy options (e.g., school disciplinary, curricular, and/or assessment policy) and demands to maximize student benefit, including communicating to students and their families. / Beginning
Expanding
Connecting
b. Forges a school-based practice: works with school, department, and / or team colleagues to assess and improve school goals, policies, curriculum, and instruction; set expectations aligned with those; and use the resources of the school to support student learning. / Beginning
Expanding
Connecting
c. Participates in accountability: participates actively and sensitively in school assessment, evaluation, and accreditation processes, and uses findings to improve practice. / Beginning
Expanding
Connecting
d. Fosters learning communities: with colleagues, seeks and uses research, theory, and other professional and collegial resources to learn about students, curriculum, and pedagogy, and to design goals, curriculum, and classroom practice. / Beginning
Expanding
Connecting
STANDARD 1: OVERALL (circle one): Beginning Expanding Connecting
ADDITIONAL COMMENTS:

Standard 7: Engages guardians and community

The intern: / Evidence / Strengths / Practices to work on / How well?
a. Guards students’ welfare: Recognizes and responds to signs of family situations that threaten students’ well-being. / Beginning
Expanding
Connecting
b. Respectfully engages parents and guardians: Respects diverse family structures, treats parents and guardians with respect, works with them to set expectations and support student learning, communicates assessment data clearly and sensitively. / Beginning
Expanding
Connecting
c. Uses community resources in teaching and/or curriculum: Uses knowledge of these resources to support student growth and achievement. / Beginning
Expanding
Connecting
d. Practices language awareness: Uses knowledge of community/ies language practices in planning, teaching, and assessment. / Beginning
Expanding
Connecting
STANDARD 1: OVERALL (circle one): Beginning Expanding Connecting
ADDITIONAL COMMENTS:

Standard 8: Engages with profession of teaching as a reflective learner

The intern: / Evidence / Strengths / Practices to work on / How well?
a. Meets a teacher's responsibilities: accepts and meets a teacher’s legal and ethical responsibilities (e.g., student retention, corporal punishment, truancy, least restrictive environment, child abuse, managing conflict, first aid, health, and communicable disease). / Beginning
Expanding
Connecting
b. Cultivates a teacher’s manner: participates constructively in the school community, modeling the best of human qualities including honesty, respect, & fairness, and adapting appearance, demeanor, and communication to each situation. / Beginning
Expanding
Connecting
c. Negotiates working relationships: negotiates one’s identity and commitments in interaction with important others. Especially, seeks responsive, demanding, and supportive relationships with students. / Beginning
Expanding
Connecting
d. Teaches responsibly: Habitually and systematically reflects on one’s teaching; applies relevant theory and multiple sources of information (including professional organizations) to assess curriculum practice and results to improve student learning. / Beginning
Expanding
Connecting
STANDARD 1: OVERALL (circle one): Beginning Expanding Connecting
ADDITIONAL COMMENTS: