Internship Ev aluation Rubric - UCF College of Education ...education.ucf.edu/clinicalexp/docs/Internship Evaluation Rubric.pdf · College of Education INTERNSHIP EVALUATION RUBRIC

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INTERNSHIP EVALUATION RUBRIC SIGNATURE PAGE

Directions: Interns are evaluated at the pre-professional level using the Florida Educator

Accomplished Practices (FEAPs), using the following holistic rubric. On each page, there are spaces

to document dates that indicators have been observed and discussed with the intern. The dates at the

top correspond with dates at the bottom of each page and specific feedback is written at the bottom of

each page to guide the conversations with the intern.

By the midpoint, the supervising teacher will have discussed feedback from the rubric at least 3times,

as indicated by the spaces on each page. Using the feedback discussed, the supervising teacher will

determine a score for each FEAP and will record on the Midpoint Evaluation Summary Sheet. The

supervising teacher will do the same for the Final Evaluation Summary Sheet. An intern must receive

at least a score of 2 for each FEAP by the final to successfully pass the internship semester. Both the

Midpoint and Final Evaluation Summary Sheets are signed by the intern, the coordinator, and the

supervising teacher. The clinical coordinator will collect all paperwork and turn into the Office of

Clinical Experiences at the end of the semester.

Internship II/Graduate requires evaluation in each of the FEAPs throughout the course of the

internship.

Please complete the information in the box below.

Intern Name ______________________ ___II ___Grad Semester/Year _____________

School ________________________________ Grade Level______________________

Subject(s) Taught______________________________________________________________________

The signatures below verify that the following rubric has been implemented by the observer(s) and that a

rubric score for each FEAP has been reported on the Midpoint and Final Evaluation Summary Sheets

(found on the last page of this rubric).

_______________________________ ________________________________

Supervising Teacher-Print Name Supervising Teacher Signature/Date

________________________________ ________________________________

Intern-Print Name Intern Signature/Date

__________________________________ _________________________________

UCF Clinical Coordinator-Print Name UCF Clinical Coordinator Signature/Date

Distribution of Signature Page: One copy kept each for supervising teacher, intern, and clinical

coordinator; original copy turned into the UCF College of Education by the clinical coordinator.

FLORIDA EDUCATOR ACCOMPLISHED PRACTICE # 1 – ASSESSMENT

Guiding Questions: How do the assessment practices of the candidate help students demonstrate their

knowledge and make learning progress? What is the evidence of student learning? Scoring Directions: Evaluate level of performance based on the following: (0) Unacceptable: Little or no evidence of demonstrating each or some of the indicators (1) Developing: Inconsistently demonstrates each or some of the indicators

(2) Proficient: Consistently demonstrates all indicators (3) Exemplary: Consistently demonstrates all indicators (ONLY IF SHADED INDICATOR IS MET)

Possible Evidence/Artifacts: P-12 samples of student work, student journal entries (What I learned…) used

for assessment and planning; teacher-made tests, P-12 student rubrics for self-evaluation, pre/post

assessments, rubrics for specific assignments, use of computer for feedback or record keeping.

Indicators Date: Date: Midpoint

Date:

Date: Final

Date:

Analyzes individuals’ learning needs and

practices techniques which accommodate

differences, including linguistic and cultural differences

Employs traditional and alternative

assessment strategies in determining

students’ mastery of specified outcomes

Modifies instruction based upon assessed

student performance

Reviews assessment data and identifies

students’ strengths and weaknesses

Grades student performance fairly and

without bias (Disposition)

Employs performance-based

assessment strategies to determine

students’ performance of specified

outcomes and to modify subsequent

instruction

Date of

Observation

Comments (Include specific comments to support the score):

Midpoint

Final

FLORIDA EDUCATOR ACCOMPLISHED PRACTICE # 2 - COMMUNICATION

Guiding Questions: What evidence is provided that demonstrates effective communication between

students and teachers? How does the candidate’s communication practice support inquiry and positive

interaction in the classroom?

Scoring Directions: Evaluate level of performance based on the following:

(0) Unacceptable: Little or no evidence of demonstrating each or some of the indicators (1) Developing: Inconsistently demonstrates each or some of the indicators (2) Proficient: Consistently demonstrates all indicators

(3) Exemplary: Consistently demonstrates all indicators (ONLY IF SHADED INDICATOR IS MET)

Possible Evidence/Artifacts: Divergent questions in lesson plans, samples of student-generated questions,

lesson plans include opportunities for student-to-student interaction, discussion, and feedback, lessons

include time for feedback to learners, lessons include accommodations for learner needs.

Indicators Date: Midpoint

Date:

Date:

Date: Final

Date:

Establishes positive interactions between the teacher and students that are focused

upon learning

Encourages students in a positive and supportive manner

Communicates to all students high

expectations for learning

Demonstrates the ability to write, speak, and listen in a logical, professional, and

understandable style

Designs and conducts lessons that

provide opportunities for students to

learn from each other and that support

individual and group inquiry.

Date of

Observation


Midpoint

Final

FLORIDA EDUCATOR ACCOMPLISHED PRACTICE # 3 – CONTINUOUS IMPROVEMENT

Guiding Questions: What evidence is provided that demonstrates the candidate’s reliance on (mentor)

teachers, peers, and other resources to continually improve practice? How does the professional

development plan reflect an action plan for growth? What evidence is provided that the intern

demonstrates reflective practice in the improvement process?




Indicators Date: Date: Midpoint Date:

Date: Final Date:

Uses data from her/his own learning

environments as a basis for reflecting upon and experimenting with personal

teaching practices

Participates in the design of a personal

professional development plan to guide her/his own improvement

Works to continue the development of

her/his own background in instructional methodology, learning theories, second

language acquisition theories, trends,

and subject matter

Demonstrates commitment to life-long learning (Disposition)

Shows evidence of reflection and

improvement in performance in

teaching/learning activities and in an

increased capacity to facilitate

learning for all students

Possible Evidence/Artifacts: Lessons include material/information from multiple sources, shares lessons

and seeks feedback from mentor teachers and colleagues, written reflective analysis of practice, adapts

lessons based on feedback from student performance and mentor feedback.

Date of

Observation Comments (Include specific comments to support the score):

Midpoint

Final

FLORIDA EDUCATOR ACCOMPLISHED PRACTICE # 4 – CRITICAL THINKING

Guiding Questions: What evidence is provided that demonstrates understanding of principles and

techniques, advantages and limitations associated with various instructional strategies? How does the

candidate use a wide variety of learning sources to enhance and encourage creativity in students? Scoring Directions: Evaluate level of performance based on the following:




Date:

Date: Final

Date:

Provides opportunities for students to

learn higher-order thinking skills

Identifies strategies, materials, and

technologies that she/he will use to

expand students’ thinking abilities

Models and implements the use of higher-order thinking abilities

Demonstrates the ability to problem solve

Conducts lessons that include open-

ended projects and poses problems,

dilemmas, and questions in lessons.

Possible Evidence/Artifacts: Lesson plans include explanation of instructional strategies, learning goals are

aligned with curriculum and needs of learners, instruction includes strategies that require higher order

thinking, instruction includes informal assessment of learners’ problem solving skills.

Date of


Midpoint

Final

FLORIDA EDUCATOR ACCOMPLISHED PRACTICE # 5 - DIVERSITY

Guiding Questions: What is the evidence in teacher practice that the candidate uses different approaches to

learning and performance to address learning styles, ELL needs, and individual talents of students? How

does instruction incorporate students’ experiences and cultures? NOTE: The nature of this FEAP suggests that all indicators capture professional dispositions valued by the UCF

College of Education.


(0) Unacceptable: Little or no evidence of demonstrating each or some of the indicators (1) Developing: Inconsistently demonstrates each or some of the indicators

(2) Proficient: Consistently demonstrates all indicators



Date:

Date: Final

Date:

Accepts and values students from diverse cultures and linguistic backgrounds and treats all students

equitably

Has a repertoire of teaching techniques and

strategies to effectively instruct all students

Employs techniques useful in creating a climate of

openness, mutual respect, support, and inquiry

Demonstrates sensitivity to all students and is

committed to teaching all students regardless of ability, socio-economic, cultural, linguistic, and

ethnic background, exceptionality, gender,

religion, and other variables

Encourages student responsibility, appropriate

social behavior, integrity, valuing of diversity,

honesty, and honoring multiple perspectives

Possible Evidence/Artifacts: Seeks feedback from supervising teacher pertaining to required

accommodations, lesson plans describe accommodations in detail, instruction (verbal) demonstrates

multiple learning strategies, expectations of student work include student experience.

Date of


Midpoint

Final

FLORIDA EDUCATOR ACCOMPLISHED PRACTICE # 6 – ETHICS

Guiding Questions: How does the candidate demonstrate professional and ethical behavior in the learning

environment? How does the candidate encourage and help students understand the importance of

tolerance and restraint? NOTE: The nature of this FEAP suggests that all indicators capture professional dispositions valued by the UCF

College of Education.


(0) Unacceptable: Little or no evidence of demonstrating each or some of the indicators (1) Developing: Inconsistently demonstrates each or some of the indicators

(2) Proficient: Consistently demonstrates all indicators



Date:

Date: Final

Date:

Makes reasonable effort to protect students from

conditions harmful to learning and/or to their

mental and/or physical health and/or safety

Makes reasonable efforts to provide students

access to diverse points of view

Takes reasonable precautions to distinguish

between personal views and those of any

educational institution or organization with

which the individual is affiliated

Maintains honesty in all professional dealings Commits no known or observed violations of the

Code of Ethics of the Education Profession in

Florida and Principles of Professional Conduct

for the Education Profession in Florida

Does not intentionally distort or misrepresent

facts concerning an educational matter in

direct or indirect public expression

Possible Evidence/Artifacts: Professional demeanor in the classroom, professional interaction with students

and colleagues, adheres to Professional Code of Ethics and professional expectations as outlined by the school district.

FLORIDA EDUCATOR ACCOMPLISHED PRACTICE # 7 – HUMAN DEVELOPMENT AND LEARNING

Guiding Questions: How does the candidate demonstrate understanding of how students construct

knowledge? What instructional strategies are in place that promote student learning? How does the

candidate identify levels of readiness in learning and reflect these levels in planning, instruction, and

assessment?

Scoring Directions: Evaluate level of performance based on the following: (0) Unacceptable: Little or no evidence of demonstrating each or some of the indicators (1) Developing: Inconsistently demonstrates each or some of the indicators


Possible Evidence/Artifacts: Lessons include examples of differentiated instruction, adaptations of

materials and lesson plans, differentiated assessment strategies, expectations of learners making

connections to experiences and subject matter.

Date of


Midpoint

Final

Indicators Date: Date: Midpoin

t

Date:

Date: Final

Date:

Uses teaching and learning strategies that include

consideration of each student’s learning styles, needs,

background, and development

Uses previously acquired knowledge to link new

knowledge and ideas to already familiar ideas

Varies activities to accommodate different students’

learning needs, developmental levels, experiential

backgrounds, linguistic development, and cultural heritage

Uses alternative instructional strategies to develop

concepts and principles and is aware of the rationale for

choosing different methods

Recognizes developmental levels of students and identifies

differences within a group of students

Can define, describe, and identify learning theories,

subject matter structure, curriculum development, and

student development processes; can recognize their use

in lesson development; and can reflect upon that use

FLORIDA EDUCATOR ACCOMPLISHED PRACTICE # 8 – KNOWLEDGE OF SUBJECT MATTER

Guiding Questions: How does the candidate provide evidence of subject matter knowledge? What

instructional strategies are in place that help students make connections to other disciplines and acquire

new knowledge?





Date:

Date: Final

Date:

Communicates knowledge of subject matter in a manner that enables students to learn

Increases subject matter knowledge in order to

integrate the learning activities

Uses the materials and technologies of the subject field in developing learning activities for students

Values high academic standards and believes

students deserve a high-quality education (Disposition)

Uses breadth of subject matter knowledge to

interrelate topics from a variety of

perspectives, interests, and points of view

within the subject area

Possible Evidence/Artifacts: References various resources in lesson plans or projects, plans include

material that enriches lessons, adapts subject matter to learner needs.

Date of


Midpoint

Final

FLORIDA EDUCATOR ACCOMPLISHED PRACTICE # 9 – LEARNING ENVIRONMENTS

Guiding Questions: What evidence in practice demonstrates the candidate’s understanding of effective

classroom management and strategies that promote positive relationships and cooperation in the

classroom? How do students demonstrate their understanding of working cooperatively?




Date:

Date: Final

Date:

Practices a variety of techniques for establishing

smooth and efficient routines

Applies the established rules and standards for

behaviors consistently and equitably

Recognizes cognitive, linguistic, and affective

needs of individual students and arranges learning environments and activities to meet these needs

Reflects research-based best practices in

instructional methods (Disposition)

Works to maintain instructional momentum during transitions between activities .

Possible Evidence/Artifacts: Explains classroom organization, displays/explains procedures and routines in

each lesson, clarifies work expectations, teaches and reinforces working cooperatively, instruction

demonstrates effective organization and use of time.

Date of


Midpoint

Final

FLORIDA EDUCATOR ACCOMPLISHED PRACTICE # 10 - PLANNING

Guiding Questions: Are plans for instruction based on state and content standards? How do the

candidate’s plans provide evidence of instruction that meets student needs? How does the candidate adjust

plans based upon student needs and responses?




Date:

Date: Final

Date:

Plans and conducts lessons with identified student

performance and learning outcomes

Provides comprehensible instruction based on

performance standards required of students in

Florida public schools (NGSSS)

Plans activities that engage students in learning activities and employs strategies to re-engage

students who are off task

Is organized and plans ahead Learns to adapt plans while a lesson is in

progress to take advantage of unexpected

opportunities and address unexpected

problems.

Possible Evidence/Artifacts: Lesson plans link instruction to assessment, plans link learning goals to

curriculum and Next Generation Sunshine State Standards (NGSSS), written and verbal evidence of

accommodations, plans reflect impact of pre-assessment data, continuous planning based on student

performance.

Date of


Midpoint

Final

FLORIDA EDUCATOR ACCOMPLISHED PRACTICE # 11 – ROLE OF THE TEACHER

Guiding Questions: What evidence is provided that the candidate considers learners’ needs? How does the

candidate demonstrate understanding of the school as an organization and the context of the community?





Date:

Date: Final

Date:

Develops and expands strategies that are effective in fulfilling the role of student advocate and is familiar

with the laws (State and Federal) and court-ordered

Consent Decrees which assure the rights of students

Provides meaningful feedback on students’ progress

to students and families and seeks assistance for self

and families

Proposes ways in which families can support and reinforce classroom goals, objectives, and standards

Demonstrates concern for student learning and

promotes student well-being through professional

commitment including being punctual, responsible, organized, attends class regularly, demonstrates pride

in self and work, gets along well with others, is self-

controlled, and is flexible (Disposition)

Works with colleagues to meet identified

educational, physical, social, linguistic, cultural,

and emotional needs of students

Possible Evidence/Artifacts: Addresses learner needs in planning and instruction, adheres to existing

formats for communicating with parents, demonstrates knowledge of school community, consistently

provides feedback to students about progress, consistently consults with supervising teacher about learner

needs and progress.

Date of

Observation


Midpoint

Final

FLORIDA EDUCATOR ACCOMPLISHED PRACTICE # 12 - TECHNOLOGY

Guiding Questions: What evidence is provided of the candidate’s skill in the use of technology in the

classroom? How is technology integrated in instruction? How do students demonstrate their technology

skills?




Date:

Date: Final

Date:

Uses technology appropriately in lesson and

material preparation

Creates authentic tasks using technology tools and

recognizes the need for learner-centered

environments

Demonstrates a basic level of technology competency and ensures that students have

opportunities to attain basic technology literacy

skills.

Values technology as a tool to enhance learning. (Disposition)

Uses technology tools that enhance learning

opportunities that are aligned with the NGSSS

Possible Evidence/Artifacts: Lessons integrate use of technology, when used, technology requires student

interaction, instruction includes technology in spite of limited resources, if limited, provide alternative ways

for students to access technology.

Date of


Midpoint

Final


Internship Evaluation Rubric Summary Midpoint

Student Name: ________________________________ Major: __________________________ School Assignment: _____________________________ Grade Level: ______________________ Subject(s) Taught: ______________________________________________________________________ Supervising Teacher: _______________________ UCF Coordinator: ___________________________ Internship Semester and year: Fall _____ Spring _____

Internship Type: Internship II ____ Graduate/On-the-Job ____

S = Satisfactory U = Unsatisfactory

The Florida Educator Accomplished Practices (FEAPs) listed below are addressed throughout the intern’s program and measured during the internship semester. Please record the score from the Internship Evaluation Rubric for each FEAP and an “S” or “U”. At the final evaluation, the intern must earn at least a 2 for each FEAP to earn an “S”. A score less than 2 will result in a “U” at the final evaluation. Graduate/On-the-Job interns receive a letter grade, ie. A, B, C, D or F.

Rubric Score

S / U

EXAMPLE: FEAP - Ethics 2 S

Assessment

Communication

Continuous Improvement

Critical Thinking

Diversity

Ethics

Human Development and Learning

Knowledge of Subject Matter

Learning Environment

Planning

Role of the Teacher

Technology

Comments:

___________________________________________ ______________________________________________

Supervising Teacher Date University Coordinator Date

______________________________________ ___ Student has completed ESOL requirements

Student Date as documented on the ESOL Performance

Profile (*if applicable).

Distribution of Summary Sheet: One copy kept each for supervising teacher, intern, and clinical coordinator;

original copy turned into the UCF College of Education by the clinical coordinator.


Internship Evaluation Rubric Summary Final

Student Name: ________________________________ Major: __________________________ School Assignment: _____________________________ Grade Level: ______________________ Subject(s) Taught: ______________________________________________________________________ Supervising Teacher: _______________________ UCF Coordinator: ___________________________ Internship Semester and year: Fall _____ Spring _____

Internship Type: Internship II ____ Graduate/On-the-Job ____

S = Satisfactory U = Unsatisfactory

The Florida Educator Accomplished Practices (FEAPs) listed below are addressed throughout the intern’s program and measured during the internship semester. Please record the score from the Internship Evaluation Rubric for each FEAP and an “S” or “U”. At the final evaluation, the intern must earn at least a 2 for each FEAP to earn an “S”. A score less than 2 will result in a “U” at the final evaluation. Graduate/On-the-Job interns receive a letter grade, ie. A, B, C, D or F.

Rubric Score

S / U

EXAMPLE: FEAP - Ethics 2 S

Assessment

Communication

Continuous Improvement

Critical Thinking

Diversity

Ethics

Human Development and Learning

Knowledge of Subject Matter

Learning Environment

Planning

Role of the Teacher

Technology

Comments:

___________________________________________ ______________________________________________

Supervising Teacher Date University Coordinator Date

______________________________________ ___ Student has completed ESOL requirements

Student Date as documented on the ESOL Performance

Profile (*if applicable).

Distribution of Summary Sheet: One copy kept each for supervising teacher, intern, and clinical coordinator;

original copy turned into the UCF College of Education by the clinical coordinator.

Documents

Internship Ev aluation Rubric - UCF College of Education ...education.ucf.edu/clinicalexp/docs/Internship Evaluation Rubric.pdf · College of Education INTERNSHIP EVALUATION RUBRIC