Special Education Internship Handbook · Table of Contents Clinical Internship Experience: ... Progress Report ... content knowledge, and instruction for

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George Mason University

College of Education and Human Development Division of Special Education and disAbility Research

Special Education

Internship Handbook

2017-18

A comprehensive guide for Teacher Candidates, University

Supervisors, and Mentor Teachers

Students with Disabilities who Access the General Curriculum

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Table of Contents Clinical Internship Experience: Students with Disabilities who Access the General Curriculum

Program .................................................................................................................................................... 3 Purpose of the Clinical Internship ......................................................................................................... 3 Licensure Requirements Related to the Clinical Internship ............................................................... 3 Types of Clinical Internships.................................................................................................................. 4

On-the-job (OTJ) Clinical Internships: Including cohorts and other on–the-job situations ................. 4 Traditional Clinical Internships: Clinical Internships requiring placement by George Mason

University .............................................................................................................................................. 4 General Clinical Internship Information .............................................................................................. 6

Attendance ............................................................................................................................................ 6 Personal Appearance and Professional Conduct ................................................................................... 6 Holidays and Vacations ........................................................................................................................ 6 Teacher Candidates and Substitute Teachers ........................................................................................ 6 Important Considerations ...................................................................................................................... 6 Duration of the Clinical Internship ....................................................................................................... 7 Grades ................................................................................................................................................... 7 Problem Solving Process ...................................................................................................................... 8 Special Assistance for Teacher Candidates .......................................................................................... 9

On-the-Job Clinical Internship Teacher Candidates ......................................................................... 10 Responsibilities ................................................................................................................................... 11

Traditional Clinical Internship Teacher Candidates ......................................................................... 12 Responsibilities ................................................................................................................................... 13

University Supervisors .......................................................................................................................... 15 Role of University Supervisor............................................................................................................. 16 Unsatisfactory Progress....................................................................................................................... 16 Logistics .............................................................................................................................................. 16 Responsibilities ................................................................................................................................... 17

Mentor Teachers.................................................................................................................................... 19 Role of Mentor Teacher ...................................................................................................................... 20 Trajectory for Traditional Teacher Candidates ................................................................................... 20 Logistics .............................................................................................................................................. 20 Instructions for Stipend Payment ........................................................................................................ 20 Responsibilities ................................................................................................................................... 21

Special Education Clinical Internship Forms ..................................................................................... 22 Instructions for Log of Hours.............................................................................................................. 23 Summary of Placement, Supervisors, Hours, and Final Grade ........................................................... 25 Internship Planning Guide .................................................................................................................. 26 Progress Report ................................................................................................................................... 36

Special Education Clinical Internship Assessments ........................................................................... 37 Internship Rubric................................................................................................................................. 38 Critical Incident Analysis: Impact on Student Learning Assessment Task ........................................ 75 Teacher Candidate Dispositions Rating .............................................................................................. 81 Technology Standards in the Special Education Clinical Internship .................................................. 84 Internship Evaluation by the Teacher Candidate ................................................................................ 96

Supplemental Materials ........................................................................................................................ 98 University Supervisors Tech Tips ....................................................................................................... 99 The Active Teaching Model: Lesson Plan Format A ....................................................................... 103 The Active Teaching Model: Lesson Plan Format B ........................................................................ 104

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Clinical Internship Experience: Students with Disabilities who Access the General

Curriculum Program

The College of Education and Human Development’s clinical internship program aligns

with our core values: Collaboration, Ethical Leadership, Innovation, Research-Based Practice,

and Social Justice. It is our goal to prepare Teacher Candidates to become reflective practitioners

and effective professionals who use research-based practices and integrate technology into their

teaching practices. The clinical internship is the culminating experience in our state-approved

teacher licensure programs. It provides opportunities for extended teaching practice under the

guidance of experienced professionals from the school and university. It is an integral part of a

Teacher Candidate’s coursework and provides the most significant opportunity to apply new

knowledge, skills and dispositions in a classroom setting.

This manual addresses the roles and responsibilities of University Supervisors, Mentor

Teachers and Teacher Candidates. It also includes forms, assessments, and supplemental

materials.

Purpose of the Clinical Internship

The clinical internship in special education provides the opportunity for the Teacher

Candidate to apply what he/she has learned in coursework and field experiences. It is expected

that Candidates will integrate, apply, and refine those competencies that will help them evolve

into an independent special educator who can effectively serve students with disabilities in a

variety of settings.

Candidates are expected to demonstrate competencies in the following areas: human

relations, organization and preparation for instruction, assessment, self-monitoring,

communication skills, classroom management, content knowledge, and instruction for

individuals and groups. Details are found in the Internship Rubric, which is closely aligned with

the Council for Exceptional Children (CEC) standards and InTASC standards. Be aware that

expected competencies vary according to (a) specific area of study, (b) licensure requirements,

and (c) individual professional goals. The clinical internship should be viewed as the final

opportunity for Teacher Candidates to receive supportive feedback and guidance from program

faculty before they either begin new positions or continue in their current positions as fully

licensed special educators.

One of the chief objectives of the clinical internship is to help Candidates become their

own best critics and to teach a method of self-monitoring which will endure beyond the clinical

internship experience. For this reason, evaluation should be looked upon as a helping process so

that the Candidate will develop and maintain a reflective attitude as a teacher of children and

youth with disabilities. By the same token, internship feedback is vital to the process of ongoing

program evaluation and the development of excellence. Candidates should expect to be a critical

part of the evaluation process.

Licensure Requirements Related to the Clinical Internship

In order to meet the regulations of the Virginia Department of Education, the Special

Education-General Curriculum program requires:

1. Two, successful university-supervised clinical internship experiences, one at the

elementary level and the other at the secondary level in a middle or high school.

Each experience is 3 credit hours for a total of 6 credit hours of clinical internship.

The number of weeks on site may vary but all requirements of the clinical internship

must be completed successfully.

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2. The clinical internship experiences must be with students in the area of disability for

which Teacher Candidates are seeking endorsement. For example, to achieve

licensure to work with Students with Disabilities Accessing the General Curriculum,

Teacher Candidates must work with students with disabilities pursuing a standard or

advanced studies diploma and participating in the standard assessment program.

3. Teacher Candidates must complete a minimum of 300 hours of clinical internship across

six credits; 150 hours of indirect teaching (e.g., planning, meeting, various

administrative duties) and 150 hours of direct teaching.

Types of Clinical Internships

There are two types of clinical internships: (a) On-the-job (OTJ) internships and (b)

Traditional internships.

On-the-job (OTJ) Clinical Internships: Including cohorts and other on–the-job situations

Candidates with provisional licenses who are teaching full time in schools may fulfill

their clinical internship requirements at their job sites if they have support from their school and

are working in a setting with students in the area of disability for which they are seeking

endorsement. The clinical internship is monitored on-site by a Mentor Teacher appointed by the

school’s principal and by a University Supervisor from George Mason. Teacher Candidates must

contact their school’s principal to arrange this clinical internship and Mentor Teacher

appointment. The University Supervisor will be assigned by George Mason. Teacher Candidates

teaching in the Mason LIFE program may also apply for an OTJ clinical internship with approval

from the LIFE Program Director through Spring 2018 only. After the Spring 2018 semester,

Teacher Candidates teaching in the Mason LIFE program may not apply for an OTJ clinical

internship in Special Education-General Curriculum.

Note: VDOE does not allow employees in substitute positions to complete on-the-job clinical

internships.

Traditional Clinical Internships: Clinical Internships requiring placement by George

Mason University

Traditional clinical internships requiring placements through George Mason University

are conducted in approved clinics, private and public schools, and institutions educating students

with disabilities in the Candidate’s area of specialization. Faculty at George Mason assign the

Mentor Teacher and University Supervisor.

Note: In the event that a traditional Teacher Candidate is offered a full-time, contracted position

with a local school division while in his/her clinical internship, he/she may not immediately

switch into an on-the-job (OTJ) clinical internship. The Candidate must withdraw from the

traditional clinical internship and may apply for an OTJ clinical internship in a future semester.

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On the Job Traditional

Internship Progression

Teacher Candidateapplies and is accepted

to internship*

Teacher Candidate registersfor EDSE 783, 784, or 785

Teacher Candidatecontacts Principal to

verify internship and tosecure Mentor Teacher

Teacher Candidate iscontacted by George

Mason with internshipplacement

George Mason assignsUniversity Supervisor

University Supervisorcontacts Teacher

Candidate

Teacher Candidate andUniversity Supervisorattend George Mason

orientation

Internshipbegins

Following successful completionof internship, Teacher Candidate,Mentor Teacher, and University

Supervisor completedocumentation in Tk20 and

Clinical Practice Office

*Gray boxesrequire Teacher

Candidateaction

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General Clinical Internship Information

Attendance

Teacher Candidates completing Traditional clinical internships are required to follow the

Mentor Teacher’s daily schedule. Candidates must be punctual, arrive when the Mentor Teacher

arrives, and leave when the Mentor Teacher leaves. When an absence is unavoidable, the

Candidate must notify the school office personnel, Mentor Teacher, and University Supervisor as

far in advance as possible. If the Teacher Candidate is absent on a day when he/she is expected

to teach, lesson plans and materials must be delivered to the Mentor Teacher before class begins.

Candidates who are completing OTJ clinical internships are expected to adhere to their regular

work schedule and responsibilities.

Personal Appearance and Professional Conduct

Teacher Candidates must dress professionally and exhibit professional behavior in their

assigned school at all times. Candidates must read their assigned school’s faculty handbook and

conform to the professional expectations of that school. If a Candidate cannot find a copy of the

faculty handbook, he/she should contact the Mentor Teacher. Candidates should also note that

Mentor Teachers and University Supervisors evaluate a Candidate’s teaching dispositions and

professionalism during the internship. See Assessment C.

Holidays and Vacations

Teacher Candidates must follow the calendar of their assigned school for their clinical

internship. The school’s calendar may be different from George Mason’s calendar during the

semester of the clinical internship. The Teacher Candidate always follows the calendar of the

assigned school during the clinical internship. This applies to Thanksgiving and spring break

holidays as well.

Teacher Candidates and Substitute Teachers

Traditional Teacher Candidates may NOT act as substitute teachers under any

circumstance. A school division-designated substitute teacher must be provided when a Mentor

Teacher is absent.

Important Considerations

If Teacher Candidates do not comply with on-site school expectations, school divisions

have the right to request the Candidate be removed from the assigned school. There is no

guarantee that a Teacher Candidate will be approved for an alternate assignment or location.

Candidates who do not uphold the professional behaviors and dispositions promoted by CEHD

may be removed from the clinical internship and/or referred to the Office of Student and

Academic Affairs as needed. On-site school expectations include the social media presence of

Teacher Candidates. Assessment C includes the expectations for teaching dispositions. Each

school site has faculty expectations outlined in a faculty handbook.

Teacher Candidates are strongly encouraged to purchase professional liability insurance

through membership in the Student Virginia Education Association, the Council for Exceptional

Children, or through a private carrier in case of civil legal action. Candidates employed by a

school division are encouraged to purchase additional coverage to supplement what is provided.

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Duration of the Clinical Internship

Traditional, 3-credit clinical internships shall run approximately 8 weeks. OTJ internships

shall run for between 8 and 12 weeks. Both may vary according to program requirements,

program changes, and Teacher Candidate readiness. The clinical internship usually includes an

introductory visit and a minimum of three, evaluative observations from the University

Supervisor. These observations will be arranged by the University Supervisor with the Teacher

Candidate and Mentor Teacher.

Clinical internships may be extended in order to: 1. address make-ups due to inclement weather or illness,

2. accumulate more teaching hours for the Candidate,

3. provide enough time to develop, present, or demonstrate evidence for the competencies included

in the Internship Rubric, OR

4. address performance-based concerns. There must be documented evidence to warrant approval

for performance-related issues. See the Problem Solving process on page 8.

Extensions must be approved by the Mentor Teacher, Academic Program Coordinator (Kelley

Regan) and clinical practice specialist (Stacy Wilson).

Grades

Grades for the internship are:

• S Satisfactory: Teacher Candidate successfully meets the clinical internship

requirements and can be recommended for teacher licensure.

• NC No Credit: Teacher Candidate will not be recommended for teacher licensure unless

he/she repeats all or part of the internship with satisfactory performance. This may

require enrolling and paying tuition for additional credit hours in a subsequent semester

or paying a fee for extended supervision. In some cases, a grade of NC may be

accompanied by a recommendation that the Teacher Candidate not be allowed to repeat

the internship. In such cases, the Candidate may be counseled out of the licensure

program although not necessarily out of the degree program.

• IP In Progress: The Teacher Candidate’s performance cannot be evaluated at the end of

the grading period. IP grade can be changed to S or NC upon completion of requirements.

It is the responsibility of the Teacher Candidate to provide evidence to the University

Supervisor and Mentor Teacher for the specific competencies that will be evaluated during the

internship. Showing written documentation and/or an observable demonstration of competencies

is the responsibility of the Teacher Candidate. The Teacher Candidate should thoroughly review

the Internship Rubric (Assessment A) and discuss it with the University Supervisor and Mentor

Teacher.

The final grade for the clinical internship will be determined by the University Supervisor

and Mentor Teacher. Teacher Candidates will be evaluated on the course objectives and

requirements as listed in this handbook AND in the course syllabus. Grades will be determined

by the following:

1. Ratings on the following documents by the University Supervisor and Mentor Teacher:

a. Internship Rubric (Assessment A),

b. Dispositions rubric (Assessment C), and

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c. Critical Incident Analysis rubric (Assessment B).

2. Satisfactory submission of all requirements and exit materials, including submission of

documentation to Tk20.

Problem Solving Process

When issues or problems arise within the internship, the University Supervisor, Mentor

Teacher, and Teacher Candidate (i.e., the Triad) need to have a procedure to follow. The

following process is to be followed by all members of the Triad:

Problem resolved

contacts contacts contacts

Problem notresolved

Problem Solving Process

University Supervisor ORMentor Teacher OR Teacher

Candidate has concern orproblem related to the

internship

Discuss with other membersof the Triad (include SchoolAdministration as necessary)

Document meeting;Develop a plan of actionand how progress will be

tracked

Continue withInternship

Contact PamBaker

APC Jeff Davis EPOSchool

Personnel

Issues related toimpropriety, safety,ethics, or violations

of law

Plan developed.

Outcome of unresolved issuemay be extension ofinternship, change ofpersonnel, change of

placement, termination ofinternship

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Special Assistance for Teacher Candidates

Occasionally, Teacher Candidates need special assistance and extraordinary

arrangements to successfully complete their licensure programs. In such cases, the University

Supervisor and the Mentor Teacher will collaboratively develop an individualized plan. The

Educator Preparation Office must be involved in order to approve the plan and advise

accordingly.

Some of the ways to provide special support for a Teacher Candidate are:

1. Arranging for observation of another Candidate or a teacher who models the skills that

the Candidate lacks and then conferencing about it.

2. Changing a placement within the school (on rare occasions) to provide a better match of

Candidate and Mentor Teacher.

3. Changing a placement to another school (on rare occasions) if a suitable alternative

placement is not available in the same school.

4. Modifying the schedule for independent teaching to begin more gradually and/or to add

days.

5. Providing special experiences during the period after independent teaching in order to

address areas needing improvement.

6. Facilitating conferences with the Candidate’s academic advisor and/or course instructors.

7. Sending the Candidate to the Mason Counseling Center for personal or therapeutic

support.

8. Sending the Candidate to the Mason Financial Planning and Assistance office for advice

on financial aid.

9. Sending the Candidate to the Mason Student Health Center or other source of medical

assistance.

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On-the-Job Clinical Internship Teacher Candidates

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Responsibilities

OTJ clinical internship Teacher Candidates are working full time in schools and are

expected to work with their Principals to designate (and have approved) their Mentor Teacher.

OTJ Teacher Candidates must show evidence of successful completion of tasks related to the

Internship Rubric (Assessment A) in their teaching position. The Teacher Candidate is

responsible for understanding and completing the required tasks of the clinical internship.

Requirement Related Document

1. Attend an initial clinical internship orientation meeting

at Mason (You will be notified by the Special Education

program of this date and time.)

none

2. Login to Blackboard course.

3. Read the Special Education Clinical Internship

Handbook, syllabus you receive, and the Internship

Rubric to understand all aspects of the clinical internship

that must be documented.

Complete “Important Documents

to Read” assignment on

Blackboard

4. Meet with Mentor Teacher to plan the clinical

internship and ways you will document all aspects of the

Internship Rubric.

Form 3-Internship Planning Guide

5. Schedule observation visits with University Supervisor.

Complete a lesson plan for each observed lesson.

Participate in a pre- and/or post- observation conference.

Lesson plan form agreed upon by

Teacher Candidate and University

Supervisor

6. Document all direct and indirect teaching hours during

the internship.

Form 1-Log of Hours

7. Document all meetings with Mentor Teacher. Form 5-Progress report

8. Complete Critical Incident Analysis Assessment task.

Upload paper to Tk20.

Assessment B-Critical Incident

Analysis (directions & rubric)

9. Complete Technology Standards Evidence Table.

Upload to Tk20.

Assessment D-Technology

Standards Evidence Table

10. Participate in initial, midpoint, and final conference

with University Supervisor and Mentor Teacher.

University Supervisor will

document

11. Complete online evaluation of the clinical internship

(link sent by Educator Preparation Office)

None

12. AT FINAL CONFERENCE, TURN IN SIGNED PAPER

COPY OF: (A) FORM 1—LOG OF HOURS; (B) FORM 2—

SUMMARY OF PLACEMENT, SUPERVISORS, HOURS,

AND FINAL GRADE; (C) ASSESSMENT A—INTERNSHIP

RUBRIC; (D) FORM 4–SUMMARY OBSERVATION

REPORTS (3 TOTAL), (E) ASSESSMENT E–INTERNSHIP

EVALUATION AND (F) CONFIRMATION FROM ONLINE

SURVEY TO UNIVERSITY SUPERVISOR.

Form 1

Form 2

Assessment A

Form 4

Assessment E

13. Following final conference, upload signed/final

Internship Rubric to Tk20.

Assessment A-Internship Rubric

14. Following final conference, upload signed/final

Summary of Placement, Supervisors, Hours, and Final

Grade document to Blackboard assignment page.

Form 2-Summary of Placement,

Supervisors, Hours, and Final

Grade

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Traditional Clinical Internship Teacher Candidates

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Responsibilities

Traditional clinical internship Teacher Candidates are placed in schools with a Mentor

Teacher by the George Mason Special Education program. Over the span of the eight-week

internship, traditional clinical internship Teacher Candidates are expected to gradually assume all

of the responsibilities of the Mentor Teacher, including instruction, collaboration with other

professionals and families, and other duties as assigned. Teacher Candidates should plan this

gradual assumption of responsibility with their Mentor Teachers at the earliest date possible (see

Item 5 below). The Teacher Candidate is responsible for understanding and completing the

required tasks of the clinical internship. For traditional Teacher Candidates who are completing

TWO internships, these requirements are repeated for EACH clinical internship.


1. Attend an initial clinical internship orientation meeting at

Mason. (You will be notified by the Special Education

program of this date and time.)

none

2. Login to Blackboard course. none

3. Read the Special Education Clinical Internship Handbook,

syllabus you receive, and the Internship Rubric to understand

all aspects of the clinical internship that must be documented.

Complete “Important

Documents to Read”

assignment on Blackboard

4. When placements are confirmed, arrange an introductory

conference with the Mentor Teacher.

none

5. Meet with Mentor Teacher to plan internship (gradual

assumption of individual, small group, and whole group

instruction) and ways you will document all aspects of the

Internship Rubric.

Form 3-Internship Planning

Guide

6. Maintain same hours and assist with all duties of the Mentor

Teacher.

none

7. Become familiar with school facility, staff and

administrators, classroom routines and management processes,

services provided to students with disabilities in the special

and general education setting, student records, and IEPs.

none

8. Schedule observation visits with University Supervisor.

Complete a lesson plan for each observed lesson. Participate in

a pre- and/or post- observation conference.

Lesson plan form agreed upon

by Teacher Candidate, Mentor

Teacher, and University

Supervisor

(University Supervisor will

document observations)

9. Document all direct and indirect teaching hours during the

clinical internship.

Form 1-Log of Hours

10. Document all meetings with Mentor Teacher Form 5-Progress Report

11. Complete Critical Incident Analysis Assessment task.

Upload paper to Tk20.


Analysis

12. Complete Technology Standards Evidence Table. Upload

to Tk20.

Assessment D-Technology

Standards Evidence Table

13. Participate in initial, midpoint, and final conference with University Supervisor will

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University Supervisor and Mentor Teacher. document

14. Complete online evaluation of the clinical internship (link

sent by Educator Preparation Office)

None

15. AT FINAL CONFERENCE, TURN IN SIGNED PAPER

COPY OF: (A) FORM 1—LOG OF HOURS; (B) FORM 2—

SUMMARY OF PLACEMENT, SUPERVISORS, HOURS, AND

FINAL GRADE; (C) ASSESSMENT A—INTERNSHIP RUBRIC;

(D) FORM 4–SUMMARY OBSERVATION REPORTS (3

TOTAL), (E) ASSESSMENT E–INTERNSHIP EVALUATION

AND (F) CONFIRMATION FROM ONLINE SURVEY TO

UNIVERSITY SUPERVISOR.

Form 1

Form 2

Assessment A

Form 4

Assessment E

16. Following final conference, upload signed/final Internship

Rubric to Tk20

Assessment A-Internship

Rubric

17. Following final conference, upload signed/final Summary

of Placement, Supervisors, Hours, and Final Grade document

to Blackboard assignment page.

Form 2-Summary of

Placement, Supervisors,

Hours, and Final Grade

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University Supervisors

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Role of University Supervisor

As a University Supervisor, you play an important role in the preparation of Teacher

Candidates for careers in special education. You serve not only as a role model for the Teacher

Candidate, but also as an ambassador for George Mason University. University Supervisors and

Mentor Teachers collaborate to ensure that the Candidate is fully prepared to take on the

responsibilities of a full time special education teacher in a variety of settings.

University Supervisors are classified as GMU adjunct instructors and are afforded all the

benefits thereof. University Supervisors are hired by semester on a contractual basis via contracts

generated by the clinical practice specialist (CPS).

University Supervisors serve as liaisons between the school and George Mason

University. They provide support and guidance to the Teacher Candidate and the Mentor Teacher

via feedback, reassurance and evaluations. They facilitate communication among all parties. It is

the University Supervisor’s responsibility to initiate contact with the Mentor Teacher and ensure

the Mentor Teacher has received the Mentor Teacher Handbook from the CPS.

Unsatisfactory Progress

It is the responsibility of the University Supervisor, in collaboration with the Mentor

Teacher, to determine satisfactory progress of the Teacher Candidate during the clinical

internship. If either the Mentor Teacher or the University Supervisor documents that the Teacher

Candidate is NOT making satisfactory progress, the University Supervisor or Mentor Teacher

need to take action immediately. The University Supervisor should thoroughly document

everything observed during the internship. In rare cases, when a candidate is not doing well,

documentation is the only support a supervisor has to justify a failing or “No Credit” grade. If a

candidate is struggling, the US must convey this feedback to a candidate, and have

documentation that this feedback has occurred. Finally, for the steps in addressing unsatisfactory

progress, see the flowchart of the Problem Solving Process on page 8.

Logistics

Once contracts are in order, University Supervisors are paid bi-weekly on the 1st and 16th

of the month. Payment is according to the number of credit hours of each internship supervised.

For trips of 25 miles or more (not including those to the GMU campus), the University

Supervisor may request mileage reimbursement monthly during the semester for accumulated

travel. Reimbursement rates may vary. Contact the CPS (Stacy Wilson, [email protected]) for

reimbursement directions.

Credits

Direct/Indirect Teaching

Hours

(teaching log)

Length of internship Minimum # of observations

3

75/75

8-12 weeks

3

6 150/150 16 weeks 6

The TOTAL 300 hours of direct/indirect teaching needed for state licensure is a

combination of TWO, 8-week internships that the General Curriculum program requires for the

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Teacher Candidate to complete for licensure. These placements must be at two different levels -

elementary and secondary.

If a Teacher Candidate is on-the-job and they are only completing ONE internship, they

will then work with Mason advisors to complete paperwork to determine if they meet the

requirements to “waive” their SECOND internship. On-the-job Candidates and Traditional

Candidates have the SAME requirements and number of hours for each internship experience.

Responsibilities


1. When you receive the course syllabus from Sigrid

Nuckolls, complete and return it immediately.

Course Syllabus

2. Create Blackboard site for course (from shell),

including posting syllabus. Make site available for

students. (Tk20 links will be available as the semester

progresses.)

Blackboard tutorials (as necessary;

see Supplemental Materials)

3. Attend an initial clinical internship orientation

meeting at George Mason (You will be notified by the

Special Education program of this date and time.)

None

4. Review Internship Rubric to understand all aspects

of internship that must be documented.


5. When placements are confirmed, arrange an

introductory meeting with the Mentor Teacher and

Teacher Candidate at the school. Collect contact

information for all (if not already secured).

6. Ensure the MT receives the Mentor Teacher

Handbook from the EPO. Remind MT to submit pay

form as required in the Mentor Teacher Handbook.

7. Verify that Mentor Teacher and Teacher Candidate

have planned the clinical internship and ways they will

document all aspects of the Internship Rubric.

Review Candidate’s Form 3-

Internship Planning Guide

8. Schedule observation visits with Teacher Candidate.

Complete a Summary Observation Report (Form 4)

for each observation (minimum of 3). Conduct a pre-

and/or post-observation conference with the Teacher

Candidate.

Form 4- Summary Observation

Report

9. Verify that Teacher Candidate documents all direct

and indirect teaching hours during the clinical

internship.

Form 1-Log of Hours

10. Verify that Teacher Candidate documents all

meetings with Mentor Teacher

Form 5-Progress Report

11. Conduct initial, midpoint, and final conference

with Teacher Candidate and Mentor Teacher (can

coincide with observation conferences).

12. Complete Internship Rubric and Dispositions

Rubric with assistance of Mentor Teacher. Sign and


Assessment C-Teacher Candidate

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provide paper copy to Teacher Candidate at final

conference.

Dispositions Rating

13. Complete and sign Summary of Placement,

Supervisors, Hours, and Final Grade at final

conference.


Supervisors, Hours, and Final Grade

14. Complete online evaluation of internship (link sent

by Educator Preparation Office)

None

15. AT FINAL CONFERENCE, COLLECT THE

FOLLOWING SIGNED/COMPLETED DOCUMENTS

FROM THE TEACHER CANDIDATE AND TURN IN

TO THE EDUCATOR PREPARATION OFFICE: (A)

FORM 1—LOG OF HOURS; (B) FORM 2—SUMMARY

OF PLACEMENT, SUPERVISORS, HOURS, AND

FINAL GRADE; (C) ASSESSMENT A—INTERNSHIP

RUBRIC; (D) FORM 4–SUMMARY OBSERVATION

REPORTS (3 TOTAL), (E) ASSESSMENT E–

INTERNSHIP EVALUATION AND (F)

CONFIRMATION FROM ONLINE SURVEY.

Form 1

Form 2

Assessment A

Form 4

Assessment E

16. Evaluate Teacher Candidate’s Critical Incident

Analysis Assessment Task in Tk20.


Analysis Assessment Task

17. Verify Teacher Candidate has uploaded the

completed Technology Standards Evidence Table to

Tk20.

Assessment D-Technology Standards

Evidence Table

18. Within 48 hours of completion of internship, post

grade to PatriotWeb.

Supplemental materials

19. Evaluate the Internship Rubric in Tk20 (after

Teacher Candidate uploads all pages of

signed/completed rubric) within 10 days of internship

completion.


20. Evaluate Dispositions Rubric in Tk20 within 10

days of internship completion.

Assessment C-Dispositions Rating

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Mentor Teachers

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Role of Mentor Teacher

As a Mentor Teacher for George Mason University’s teacher licensure program, your

knowledge of content and expertise in classroom management, instruction and assessment will

provide a guide and model for your Teacher Candidate. Mentor Teachers are role models and

advocates for the Teacher Candidate.

This clinical internship is the culminating experience of the Teacher Candidate’s

program. With the University Supervisor, you will ensure that the Candidate is fully prepared to

take on the responsibilities of a full-time teacher of students with disabilities (or continue them

effectively).

Note: Teacher Candidates completing on-the-job (OTJ) clinical internships select Mentor

Teachers. Candidates who are placed are assigned a Mentor Teacher by George Mason in

conjunction with the assigned site.

Trajectory for Traditional Teacher Candidates

Traditional Teacher Candidates must log at least 75 hours of direct teaching with students

and 75 hours of indirect teaching over an 8-week period in each of two clinical internships. It is

important for them to move into the role of instructor quickly. Mentor Teachers should orient

Traditional Candidates to materials, processes and procedures quickly. Traditional Candidates

are expected to observe and assist their Mentor Teacher, move to co-teaching and finally to solo

teaching with students in whatever setting they receive special education services.

Logistics Mentor Teachers are paid according to the credit hours the Teacher Candidate is completing

and the length of the clinical internship. Most Candidates will be registered for 3 credit hours in a

semester. It is anticipated that 3 credit hour internships run from 8-12 weeks and the stipend is

$125.00.

Instructions for Stipend Payment

Please note that payment will take a minimum of 4-6 weeks and that forms must be

turned in no later than 30 days after the last day of the clinical internship. Questions: Contact

Beth Rooney [email protected], 703-993-4507 (office), 703-993-5701 (fax). To ensure

efficient compensation for your services, follow these procedures.

Send to Beth Rooney:

• The Mentor Teacher Pay form (top of School Partners page:

https://cehd.gmu.edu/epo/school-partners-clinical-practice/field-experiences)

• A completed W-9

(http://www.doa.virginia.gov/Admin_Services/CVG/Forms/W9_COVSubstitute.pdf )

o Note: We require the Virginia W-9 and not federal.

• Beth’s mailing information:

Beth Rooney

College of Education and Human Development

Accreditation and External Reporting Office (AERO)

Educator Preparation Office (EPO)

4400 University Drive – MSN 6C13/Thompson Hall, Suite 1700

Fairfax, VA 22030

mailto:[email protected]

https://cehd.gmu.edu/epo/school-partners-clinical-practice/field-experiences

http://www.doa.virginia.gov/Admin_Services/CVG/Forms/W9_COVSubstitute.pdf

Updated 11/2017

21

Responsibilities


1. Review Special Education Clinical Internship

handbook when received.

2. Meet with Teacher Candidate to plan internship and

documentation of activities related to Internship

Rubric.

Form 3-Internship Planning Guide

3. Attend an introductory meeting with the University

Supervisor and Teacher Candidate at the school.

Collect contact information for all (if not already

secured).

4. Schedule observations of Teacher Candidate to

address areas in Internship Rubric not visible by

University Supervisor. Complete a Summary

Observation form for each observation. Conduct a pre-

and/or post-observation conference with the Teacher

Candidate.

Form 4-Summary Observation Report

5. Verify that Teacher Candidate documents all direct

and indirect teaching hours during the internship.

Form 1-Log of Hours

6. Meet with Teacher Candidate at regular intervals to

discuss progress. Document the meetings on Form 5.

Form 5-Progress Report

7. Conduct initial, midpoint, and final conference with

Teacher Candidate and University Supervisor (can

coincide with observation conferences; University

Supervisor will document).

none

8. In conjunction with the University Supervisor,

complete and sign final Internship Rubric and

Dispositions Rating.


Assessment C-Dispositions rating

9. In conjunction with the University Supervisor,

complete the Summary of Placement, Supervisors,

Hours, and Final Grade document.


Supervisors, Hours, and Final Grade

10. Complete online evaluation of internship (link sent

by Educator Preparation Office)

None

Updated 11/2017

22

Special Education Clinical Internship Forms

Updated 11/2017

23

Form 1 Instructions for Log of Hours

In Virginia, the application for teacher licensure requires reporting the amount of time spent in

certain activities during the clinical internship. The state mandates a minimum of 300 hours in

such activities, of which 150 hours must be independent or direct teaching. A total of 150 hours

is required for each 3-credit section of EDSE 783 (clinical internship experience). This includes

at least 75 hours of direct teaching and at least 75 hours for consultation/planning (i.e., indirect

teaching). All Teacher Candidates enrolled in EDSE 783 have these same expectations.

Teacher Candidates are encouraged to record times daily, which will improve accuracy. A

separate log should be kept for each Mentor Teacher, and verified by them before being

submitted to the University Supervisor.

Conferences include discussion with the Mentor Teacher, the University Supervisor, the

principal, and other faculty; attendance at seminars and professional meetings. (indirect

teaching)

Teaching includes full responsibility for instructing or supervising an entire class, specific

individuals or small groups. (direct teaching)

Preparation includes time spent during or outside the instructional day in planning,

preparation, and evaluation of students’ work. (indirect teaching)

Observation includes all other activities such as observations in classrooms, cafeteria,

hall or bus duty, or time spent in the office or library. (indirect teaching)

Hours are to be totaled by the Teacher Candidate, and each page of the log verified by the

Mentor Teacher and reviewed by the University Supervisor. A separate log sheet should be

started when working with a second (or third) Mentor Teacher. During the last visit of the

clinical internship, the Teacher Candidate submits the summary log of hours (Form 2) to the

University Supervisor, which may require estimating for the final days.

Updated 11/2017

24

Form 1 (cont.)

Log of Hours

(Make sufficient copies for the student teaching/internship period)

Teacher Candidate: ___ ___ ____________ Log Sheet # of ____

Verified by Mentor Teacher (Signature)

Reviewed by University Supervisor (Signature)

Date Hours in

Conference

Hours in

Teaching

Hours in

Preparation

Hours in

Observation

Hours

Per Day

Total Hours

Updated 11/2017

25

Form 2

Summary of Placement, Supervisors, Hours, and Final Grade

Teacher Candidate: Spring Fall Yr

License: Endorsement:

Site (1) School Division:

Site (2)

Mentor Teacher (1) Grade/Subject(s)

Taught by Intern

Mentor Teacher (2) Grade/Subject(s)

Taught by Intern

University Supervisor

Signature

Totals from Log Sheets

Summary of Hours Spent in: Page

#1

Page

#2

Page

#3

Page

#4

Page

#5

Page

#6

Grand

Total

Conference:

Teaching:

Preparation:

Observation:

Totals from Log Sheets:

Final Grade_________

Grading Scale: S (Satisfactory), NC (No Credit), IP (In Progress)

Updated 11/2017

26

Form 3

Internship Planning Guide

InTASC Key Element CEC Key Element Evidence Source/Activities Week

1.1 The candidate applies appropriate

learning theories recognizing that patterns of

learning and development vary individually

within and across the cognitive, linguistic,

social, emotional, and physical areas.

1.2 The candidate designs and implements

developmentally appropriate and challenging

learning experiences that include the use of

technology.

2.1 Candidate creates an environment that

values individual differences and diverse

cultures, and communities.

2c. Organizes, develops, and sustains a safe,

equitable, positive and supportive learning

environment in which diversities are valued.

2.2 Candidate ensures inclusive learning by

addressing the needs of diverse learners.

3.1 Candidate organizes and manages create

face-to-face and virtual environments that

support individual and collaborative learning.

2d. Designs learning environments that

encourage active participation in individual and

group activities and encourage student

independence.

3.2 Teacher Candidate encourages positive

social interaction, active engagement in

learning, and self- motivation.

2a. Creates an orderly and supportive

environment by designing and managing

routines.

2b. Teaches individuals with exceptionalities to

give and receive meaningful feedback from

peers and adults.

Updated 11/2017

27

2e. Modifies the learning environment to

manage behaviors, time, space, and materials to

keep students with mild to moderate

exceptionalities productively involved in

learning.

2f. Demonstrates the ability to manage two or

more classroom activities simultaneously, with

evidence of attention to each.

2g. Uses effective and varied behavior

management strategies and handles disruptive or

destructive behavior firmly and fairly.

2h. Promotes appropriate behavior through clear

communication of realistic expectations while

respecting and valuing individual differences

and cultural diversity.

2i. Uses the least intensive behavior

management strategy consistent with the needs

of the individual with exceptionalities.

2j. Establishes and maintains rapport with

individuals with and without exceptional

learning needs.

4.1 Candidate understands the tools of inquiry

and structures of the discipline. (NOTE: Tools

of inquiry and structures of the discipline are

content specific strategies for instruction, e. g.

manipulatives in math, inquiry in science,

primary sources in social studies, and personal

narrative to English.)

4.2 Candidate creates learning experiences that

make content accessible and meaningful for

learners to ensure content mastery.

5.1 Candidate connects concepts and uses

different perspectives and digital resources to

engage learners in critical thinking, creativity,

and collaborative problem solving.

5.2 Candidate plans rigorous, sequenced

instruction related to authentic local and global

issues.

Updated 11/2017

28

6.1 Candidate uses multiple methods of

assessment, including digital tools, to engage

learners in their own growth, to monitor

learner progress, and to guide teacher and

learner decision making.

4a. Develops or modifies individualized

assessment strategies.

4c. Conducts formal and informal assessments

using appropriate technologies as supports.

4d. Keeps records of students’ progress and

problems and uses data from multiple sources to

assess student learning.

6.2 Candidate uses formative assessment to

monitor and adjust instruction and to guide the

learner decision making.

4b. Regularly monitors student progress and

assesses for understanding and mastery through

observation of students’ performance and

evaluation of their work.

4e. Analyzes, evaluates and reflects on student

assessment data and instruction to make

eligibility, program, and placement decisions.

7.1 Candidate plans instruction to support every

learner in meeting rigorous learning goals by

drawing upon knowledge of digital age

technology, content areas, curriculum, cross-

disciplinary skills, and pedagogy. (NOTE:

Planning must include evidence of use of

Virginia's Standards of Learning and College-

and Career-Ready standards, and technology)

5a. Selects and implements a variety of research-

supported methods for academic and

nonacademic instruction.

5d. Identifies and teaches essential concepts,

vocabulary, and content across the general

curriculum.

5j. Prepares lesson plans to meet learning

objectives and organizes material to implement

these lesson plans.

Updated 11/2017

29

5k. Plans a sequence of activities, which are

focused on achievement of the instructional

objective(s).

7.2 Candidates effectively plans instruction

based on knowledge of learners and the

community context.

5b. Candidate is responsive to student needs by

selecting, adapting, and using instructional

strategies and materials according to

characteristics of individuals with

exceptionalities.

5i. Uses task analysis to sequence, implement,

and evaluate individualized learning objectives.

5n. Provides opportunities for learners with mild

to moderate exceptionalities to participate

actively and successfully in classroom

environment.

8.1 The candidate understands and uses a

variety of instructional strategies to encourage

learners to develop deep understanding of

content areas and their connections.

5c. Uses responses and errors to guide

instructional decisions and provide feedback to

learners.

5e. Demonstrates competence in using

technology to achieve instructional objectives.

5f. Implements systematic instruction to teach

accuracy, fluency, and comprehension in content

area reading and written language.

5g. Uses specialized instructional strategies.

5h. Uses communication strategies and resources

to facilitate understanding of subject matter for

individuals with exceptional learning needs

whose primary language is not the dominant

language.

5m. Presents content accurately and instructions

clearly.

Updated 11/2017

30

5l. Makes responsive adjustments to instruction

based on continual observations and ongoing

assessment data.

8.2 Candidates build skills to apply knowledge

in contemporary meaningful ways. (NOTE:

“Contemporary meaningful ways” is evidenced

in making connections to content of current

interest to the learners and includes the use of

current, appropriate technologies.)

9.1 Candidate engages in ongoing professional

learning.

6h. Engages in professional activities that

benefit individuals with exceptionalities, their

families, and his/her colleagues.

9.2 Candidate uses evidence to continually

evaluate his or her practice, particularly the

effects of teacher choices and actions on others

(learners, families, other professionals, and the

community).

6c. Reflects on his/her professional practice.

6g. Demonstrates commitment to engage in

research-supported practices.

9.3 Candidate adapts practice to meet the needs

of each learner in an ethical and responsible

manner.

6a. Exhibits a commitment to practice within the

CEC Code of Ethics.

6b. Demonstrates commitment to developing

educational and quality of life potential of

individuals with exceptionalities.

6d. Observes school policies and procedures.

6e. Demonstrates effective oral communication

skills.

6f. Demonstrates effective written

communication skills.

10.1 Candidates seeks

appropriate leadership roles and opportunities

to take responsibility for learning.

Updated 11/2017

31

10. 2 Candidate collaborates with learners,

families, colleagues, other school professionals,

and community members (using digital tools and

resources) to ensure learner growth and to

advance the profession.

7a. Communicates regularly with parents and

involves them in problem solving and learning

activities.

7b. Engages in productive relationships with

other educators, service providers, and personnel

from community agencies.

7c. Maintains confidential communication about

students with mild to moderate exceptional

learning needs.

7d. Fosters respectful and beneficial

relationships between families and professionals.

7e. Collaborates with school personnel and

community members in integrating individuals

with exceptional learning needs into various

settings.

7f. Observes, evaluates, and provides feedback

to paraeducators.

7g. Communicates effectively with school

personnel and families about the characteristics

and needs of individuals with exceptionalities.

Updated 11/2017

32

Form 4

Summary Observation Report

The purpose of this report is to document observations completed by the University Supervisor

or Mentor Teacher in areas directly related to the Internship Rubric and CEC standards. Please

use this report form to provide a summary of the observation after the signatures and specific

statements related to the identified CEC standards on this page. This documentation will provide

evidence for outcomes on the Internship Rubric at the end of the internship.

Teacher Candidate Observation Date

Observer School

_____Mentor Teacher or _____University Supervisor

Activities Observed Grade/Subject(s)

INSTRUCTIONAL PLANNING (CEC Standard 5):

Elements of CEC Standards were noted for the following:

Standard 5: Instructional Planning and Strategies

5a. Selects and implements a variety of research-supported methods for academic and


___ 5b. Candidate is responsive to student needs by selecting, adapting, and using instructional

strategies and materials according to characteristics of individuals with exceptionalities.

___ 5c. Uses responses and errors to guide instructional decisions and provide feedback to learners.

___ 5d. Identifies and teaches essential concepts, vocabulary, and content across the general

curriculum.

___ 5e. Demonstrates competence in using technology to achieve instructional objectives.

___ 5i. Uses task analysis to sequence, implement, and evaluate individualized learning objectives.

___ 5j. Prepares lesson plans to meet learning objectives and organizes material to implement these

lesson plans.

___ 5k. Plans a sequence of activities, which are focused on achievement of the instructional

objective(s).

___ 5l. Makes responsive adjustments to instruction based on continual observations and ongoing

assessment data.

___ 5m. Presents content accurately and instructions clearly.

___ 5n. Provides opportunities for learners with mild to moderate exceptionalities to participate

actively and successfully in classroom environment.

INSTRUCTIONAL STRATEGIES (CEC Standard 5):

Elements of the CEC Standards were noted for the following:

Standard 5: Instructional Planning and Strategies

Updated 11/2017

33

___ 5a. Selects and implements a variety of research-supported methods for academic and


___ 5b. Candidate is responsive to student needs by selecting, adapting, and using instructional

strategies and materials according to characteristics of individuals with exceptionalities.

___ 5c. Uses responses and errors to guide instructional decisions and provide feedback to learners.

___ 5d. Identifies and teaches essential concepts, vocabulary, and content across the general

curriculum.

___ 5e. Demonstrates competence in using technology to achieve instructional objectives.

___ 5f. Implements systematic instruction to teach accuracy, fluency, and comprehension in content

area reading and written language.

___ 5g. Uses specialized instructional strategies.

___ 5h. Uses communication strategies and resources to facilitate understanding of subject matter for

individuals with exceptional learning needs whose primary language is not the dominant

language.

___ 5i. Uses task analysis to sequence, implement, and evaluate individualized learning objectives.

___ 5l. Makes responsive adjustments to instruction based on continual observations and ongoing

assessment data.

___ 5m. Presents content accurately and instructions clearly.

___ 5n. Provides opportunities for learners with mild to moderate exceptionalities to participate

actively and successfully in classroom environment.

CLASSROOM MANAGEMENT/CLIMATE (CEC Standard 2):


CEC Standard 2: Learning Environments

___ 2a. Creates an orderly and supportive environment by designing and managing routines.

___ 2b. Teaches individuals with exceptionalities to give and receive meaningful feedback from

peers and adults.

___ 2c. Organizes, develops, and sustains a safe, equitable, positive and supportive learning

environment in which diversities are valued.

___ 2d. Designs learning environments that encourage active participation in individual and group

activities and encourage student independence.

___ 2e. Modifies the learning environment to manage behaviors, time, space, and materials to keep

students with mild to moderate exceptionalities productively involved in learning.

___ 2f. Demonstrates the ability to manage two or more classroom activities simultaneously, with

evidence of attention to each.

___ 2g. Uses effective and varied behavior management strategies and handles disruptive or

destructive behavior firmly and fairly.

___ 2h. Promotes appropriate behavior through clear communication of realistic expectations while

respecting and valuing individual differences and cultural diversity.

___ 2i. Uses the least intensive behavior management strategy consistent with the needs of the

individual with exceptionalities.

___ 2j. Establishes and maintains rapport with individuals with and without exceptional learning

needs.

ASSESSMENT (CEC Standard 4)


Updated 11/2017

34

Standard 4: Assessment

___ 4a. Develops or modifies individualized assessment strategies.

___ 4b. Regularly monitors student progress and assesses for understanding and mastery through

observation of students’ performance and evaluation of their work.

___ 4c. Conducts formal and informal assessments using appropriate technologies as supports.

___ 4d. Keeps records of students’ progress and problems and uses data from multiple sources to

assess student learning.

___ 4e. Analyzes, evaluates and reflects on student assessment data and instruction to make

eligibility, program, and placement decisions.

PROFESSIONAL LEARNING AND ETHICAL PRACTICE (CEC Standard 6)


Standard 6: Professional Learning & Ethical Practice

___ 6a. Exhibits a commitment to practice within the CEC Code of Ethics.

___ 6b. Demonstrates commitment to developing educational and quality of life potential of

individuals with exceptionalities.

___ 6c. Reflects on his/her professional practice.

___ 6d. Observes school policies and procedures.

___ 6e. Demonstrates effective oral communication skills.

___ 6f. Demonstrates effective written communication skills.

___ 6g. Demonstrates commitment to engage in research-supported practices.

___ 6h. Engages in professional activities that benefit individuals with exceptionalities, their

families, and his/her colleagues.

COLLABORATION (CEC Standard 7)


Standard 7: Collaboration

___ 7a. Communicates regularly with parents and involves them in problem solving and learning

activities.

___ 7b. Engages in productive relationships with other educators, service providers, and personnel

from community agencies.

___ 7c. Maintains confidential communication about students with mild to moderate exceptional

learning needs.

___ 7d. Fosters respectful and beneficial relationships between families and professionals.

___ 7e. Collaborates with school personnel and community members in integrating individuals with

exceptional learning needs into various settings.

___ 7f. Observes, evaluates, and provides feedback to paraeducators.

___ 7g. Communicates effectively with school personnel and families about the characteristics and

needs of individuals with exceptionalities.

RECOMMENDATIONS:

Updated 11/2017

35

Observation Summary

Candidate’s Signature Date _______________

University Supervisor’s Signature Date _______________

Updated 11/2017

36

Form 5

Progress Report

Candidate Date

Mentor Teacher

Type of Meeting: ___ Planning ___ IEP ___ Eligibility ___ Problem Solving ___ Other

NOTE: The Teacher Candidate (TC) completes #1, the Mentor Teacher (MT) completes #2, and

the Mentor Teacher develops #3. A copy is provided for the University Supervisor.

(TC) 1. Briefly describe the purpose of this meeting.

(MT) 2. Briefly describe the content of the discussion.

(MT) 3. What are the action items from this meeting?

Updated 11/2017

37

Special Education Clinical Internship Assessments

Updated 11/2017

38

Assessment A

Internship Rubric for Candidates in Initial Individualized General Curriculum Licensure Program

Candidate’s Name

Mentor Teacher


School

School Division

Subject Area

Grade Level

Year

Semester

Date of Observations

Date of Conference

Mid-Point _____ Final _____

Signature Indicating Participation in Review/Conference Process:

_________________________________________________________

Mentor Teacher Date

_________________________________________________________

University Supervisor Date

_________________________________________________________

Candidate Date

Updated 11/2017

39

Purpose and Instructions

Consistent with the College of Education and Human Development’s conceptual framework, the purpose of the Internship Rubric is to

prepare candidates to reflect on their practice and to provide a system for Candidates, Mentor Teachers, and University Supervisors to assess a

candidate’s growth over time. The Rubric is designed to assess a candidate’s growth during the internship. The Rubric consists of Interstate

Teacher Assessment and Support Consortium (InTASC) and Council for Exceptional Children (CEC) standards, each with a series of key

elements. The first column indicates key elements of the InTASC standards, and the second column indicates key elements of the CEC

standards (i.e., the Specialized Professional Association [SPA] for special education programs). The candidate is assessed on each element

across the rubric.

The University Supervisor and Mentor Teacher will complete the Rubric with the Candidate at the end of each internship. The

University Supervisor and Mentor Teacher should evaluate every item on the Rubric, whether by observation or by other documentation. The

University Supervisor submits the final, completed Rubric to the Educator Preparation Office (EPO) and the Candidate uploads a copy of the

Rubric (including signature page and all rubric pages) to Tk20.

Scoring Guidelines

4-Exceeds Standard: Candidates receive a score of 4 if they perform beyond the expectations of candidates at this point in their programs.

There is evidence that candidates have done additional research, identified additional resources, and/or demonstrate exceptional understanding

and application of the standard.

3-Meets Standard: This is the TARGET score. This score reflects that candidates have met the standard at the level expected at this point in

their program. Candidates who receive a 3 have successfully met the standard.

2-Approaching Standard: Candidates receive this score when their understanding and effort does not meet the Target but shows basic

understanding of the content being assessed. Do not score CEC Key Element items as a 2.

1-Does not meet standard: Candidates who do not submit work, and/or who submit work that is clearly below the expectations for a candidate

at this point in their program. For CEC Key Element items, a 1 is used to score any item in which the candidate does not meet the Target.

Note: CEC Key Element items are only scored as a 1, 3, or 4; do not rate any CEC Key Element items as a 2.

Updated 11/2017

40

InTASC 1 Learner Development

The candidate understands 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 designs and implements developmentally appropriate and challenging learning

experiences that include the use of technology.

InTASC Key

Element

CEC Key

Element

1

Does Not Meet

2

Approaching

3

Meets

4

Exceeds

Evidence

1.1 The candidate

applies appropriate

learning theories

recognizing that

patterns of learning

and development

vary individually

within and across

the cognitive,

linguistic, social,

emotional, and

physical areas.

VDOE 1

Candidate displays

little or no

knowledge of the

developmental

characteristics of

the age group.

Candidate displays

partial knowledge

of the broad

developmental

characteristics of

the age group.

Candidate displays

accurate

understanding of

the typical

developmental

characteristics of

the age group, as

well as exceptions

to the general

patterns across the

cognitive,

linguistic, social,

emotional, and

physical areas.

In addition to accurate

knowledge of the typical

developmental

characteristics of the age

group and exceptions to

the general patterns, the

candidate displays

knowledge that

individual learner

development varies

within and across the

cognitive, linguistic,

social, emotional, and

physical areas.

Updated 11/2017

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InTASC 1 Learner Development

The candidate understands 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 designs and implements developmentally appropriate and challenging learning

experiences that include the use of technology.

InTASC Key

Element

CEC Key

Element

1

Does Not Meet

2

Approaching

3

Meets

4

Exceeds

Evidence

1.2 The candidate

designs and

implements

developmentally

appropriate and

challenging

learning

experiences that

include the use of

technology.

VDOE 2

Technology

Diversity

Candidate lacks

understanding how

learners learn and

does not seek

information about

developmentally

appropriate

learning

experiences nor

uses technology as

an instructional

tool.

Candidate

recognizes the

value of

understanding how

learners learn, but

their knowledge is

limited or outdated.

Technology is not

used as an

instructional tool or

the technology used

is not appropriate

for the task or

developmental

characteristics of

the age group.

Candidate’s

knowledge of how

learners learn is

accurate and

current. Candidate

designs and

implements

technology enhanced,

developmentally

appropriate and

challenging

learning

experiences for

both the class as a

whole and

individual learner.

Candidate demonstrates

extensive and subtle

understanding of how

learners learn and applies

this knowledge to the

classroom community.

The candidate

implements a range of

developmentally

appropriate and

challenging learning

experiences for the class

as a whole, small groups,

and individual learners.

Appropriate technologies

are used to enhance

learning, collaboration,

and high order thinking.

Updated 11/2017

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InTASC 2 Learning Differences

The candidate uses understanding of individual differences, diverse cultures, and communities to ensure inclusive learning environments that enable

each learner to meet high standards.

InTASC Key

Element

CEC Key

Element

1

Does Not Meet

2

Approaching

3

Meets

4

Exceeds

Evidence

2.1 Candidate

creates an

environment that

values individual

differences and

diverse cultures,

and communities.

VDOE 1

Diversity

The candidate’s

plans and practice

display little

understanding of

the relevance of

individual

differences to

learning. The

candidate provides

minimal

information to

families about

individual learners,

or the

communication is

inappropriate to the

cultures of the

families. Candidate

does not respond,

or responds

insensitively, to

family or

community

concerns about

learners.

Candidate’s plans

and practice

indicate some

awareness of how

to address

individual

differences to

learning, although

such knowledge

may be inaccurate

or incomplete.

Candidate adheres

to required school

procedures for

communicating

with families.

Responses to

family concerns are

minimal or may

reflect occasional

insensitivity to

cultural norms.

Candidate’s plans

and practice

address individual

learning

differences.

Candidate

communicates with

families about

learners’ progress

on a regular basis,

respecting cultural

norms, and is

available as needed

to respond to

family concerns.

Candidate’s plans

and practice

consistently exhibit

a variety of ways to

meet individual

differences to

learning. Candidate

frequently provides

information to

families related to

learner progress,

with learners

contributing to the

design of the

system. Response

to family concerns

is handled with

professional and

cultural sensitivity.

Updated 11/2017

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InTASC 2 Learning Differences

The candidate uses understanding of individual differences, diverse cultures, and communities to ensure inclusive learning environments that enable

each learner to meet high standards.

InTASC Key

Element

CEC Key

Element

1

Does Not Meet

2

Approaching

3

Meets

4

Exceeds

Evidence

2c. Organizes,

develops, and

sustains a safe,

equitable,

positive and

supportive

learning

environment in

which diversities

are valued.

Candidate organizes,

develops, and

sustains a safe,

equitable, positive

and supportive

learning environment

but fails to

demonstrate that

diversities are valued.

DO NOT USE Candidate organizes,

develops, and

sustains a safe,

equitable, positive

and supportive

learning environment

but fails to

demonstrate that

diversities are valued.

Candidate solicits

student input and

provides

opportunities for

choice making in

order to organize,

develop and sustain a

safe, equitable,

positive and

supportive learning

environment.

Candidate analyzes

students’ linguistic

and cultural

background and

considers the class

diversity while

establishing the

learning

environment.

2.2 Candidate

ensures inclusive

learning by

addressing the needs

of diverse learners.

VDOE 1

Diversity

Candidate does not

monitor learning.

Instructional

outcomes, activities

and assignments,

and classroom

interactions convey

low expectations

for at least some

learners.

Candidate monitors

the progress of the

class as a whole but

elicits no diagnostic

information.

Instructional


and assignments,

and classroom

interactions convey

only modest

expectations for

learning and

achievement.

Candidate monitors

the progress of

groups of learners

in the curriculum,

making use of

diagnostic prompts

to elicit

information.

Instructional


and assignments,

and classroom

interactions convey

high expectations

for learners.

Candidate actively

and systematically

gathers and uses

diagnostic

information from

individual learners

and monitors their

progress,

Instructional


and assignments,

and classroom

interactions convey

high expectations

for all learners.

Updated 11/2017

44

InTASC 3. Learning Environments

The candidate works with others to create face-to-face and virtual environments that support individual and collaborative learning, encourage positive

social interaction, active engagement in learning, and self- motivation.

InTASC Key

Element

CEC Key

Element

1

Does Not Meet

2

Approaching

3

Meets

4

Exceeds

Evidence

3.1 Candidate

organizes and

manages create

face-to-face and

virtual environments

that support

individual and

collaborative

learning.

VDOE 5

Technology

College-and-

Career-

Ready

There is little, if

any, evidence of

routines,

procedures, or

proactive actions to

establish a climate

for learning.

Candidate

recognizes the

value of a learner-

centered classroom

but the application

of these tenets are

not applied in all

management

situations.

The classroom is a

learner-centered

environment that is

a safe and positive

environment for

learning. The

classroom

environment

supports individual

and collaborative

learning.

The classroom

conveys a safe,

positive, and

inclusive

environment that is

learner-centered,

supports individual

and collaborative

learning and meets

the needs of both

the group and

individual learners.

2d. Designs

learning

environments

that encourage

active

participation in

individual and

group activities

and encourage

student

independence.

Candidate fails to

design learning

environments that

encourage

participation in

individual and group

activities or to

encourage student

independence.

DO NOT USE Candidate designs

learning

environments that

encourage active

participation in


activities and

encourage increased

independence.

Candidate integrates

social skills

instruction and

strategies for

enhancing motivation

for each individual

student and the group

as a whole as they

design learning

environments that

encourage active

participation in


activities and

encourage student

independence.

Updated 11/2017

45




InTASC Key

Element

CEC Key

Element

1

Does Not Meet

2

Approaching

3

Meets

4

Exceeds

Evidence

3.2 Teacher

Candidate

encourages positive

social interaction,

active engagement

in learning, and

self- motivation.

VDOE 5

College-and-

Career-

Ready

The classroom is a

teacher-centered

environment.

Activities and

assignments are

inappropriate for

learners’ age or

background.

Learners are not

engaged in

learning.

The classroom is a

teacher-centered

environment.

Candidate attempts

to accommodate

learners’ questions

or interests.

Activities and

assignments are

appropriate to some

learners and engage

them mentally, but

other learners are

not engaged or self-

motivated.

The classroom is a

learner-centered

environment.

Candidate

successfully

accommodates

learners’ questions

or interests.

Activities and

assignments are

appropriate to

learners, and

learners are

cognitively

engaged in

exploring content.

Learners are self-

motivated.

Candidate seizes

every opportunity

to enhance

learning, building

on learner interests

or a spontaneous

event.

All learners are

cognitively

engaged in the

activities and

assignments in their

exploration of

content. Learners

initiate or adapt

activities and

projects to enhance

their understanding.

2a. Creates an

orderly and

supportive

environment by

designing and

managing

routines.

Candidate fails to

design and manage

classroom routines

thereby fails to create

an orderly and

supportive

environment.

DO NOT USE Candidate creates an

orderly and

supportive

environment by

establishing

consistent classroom

routines.

Candidate actively

analyzes the needs of

the learners with

exceptionalities in

order to create an

orderly and

supportive

environment.

Candidate manages

classroom routines

and is responsive to

the changing needs of

an individual with an

exceptionality.

Updated 11/2017

46




InTASC Key

Element

CEC Key

Element

1

Does Not Meet

2

Approaching

3

Meets

4

Exceeds

Evidence

2b. Teaches

individuals with

exceptionalities

to give and

receive

meaningful

feedback from

peers and adults.

Candidate allows

students to give

inappropriate

feedback to peers and

adults OR candidate

fails to provide

instruction in how to

appropriately receive

meaningful feedback

from peers and

adults.

DO NOT USE Candidate explicitly

teaches individuals

with exceptionalities

to give and receive

meaningful feedback

from peers and

adults.

Candidate explicitly

teaches individuals

with exceptionalities

to give and receive

meaningful feedback

from peers and

adults. Candidate

provides multiple

opportunities for

practice of these

skills.

2e. Modifies the

learning

environment to

manage

behaviors, time,

space, and

materials to

keep students

with mild to

moderate

exceptionalities

productively

involved in

learning.

Candidate fails to

modify the learning

environment to

manage behaviors to

keep learners with

exceptionalities

productively involved

in learning.

DO NOT USE Candidate modifies

the learning

environment to

manage behaviors,

time, and space to

keep learners with

exceptionalities


in learning.

Candidate establishes

clear classroom

procedures.

Candidate modifies

the learning

environment to

manage behaviors,

time, space, and

materials to keep

learners with

exceptionalities


in learning.

Candidate establishes

clear classroom

procedures,

discourages

disruptions, and

promotes interaction

with learners with

exceptionalities.

Updated 11/2017

47




InTASC Key

Element

CEC Key

Element

1

Does Not Meet

2

Approaching

3

Meets

4

Exceeds

Evidence

2f.

Demonstrates

the ability to

manage two or

more classroom

activities

simultaneously,

with evidence of

attention to

each.

Candidate

demonstrates the

ability to manage two

or more classroom

activities

simultaneously but

fails to provide

attention to each.

DO NOT USE Candidate

demonstrates the


or more classroom

activities

simultaneously, with

evidence of attention

to each.

Candidate

demonstrates the


or more classroom

activities

simultaneously, with

evidence of attention

to each. Candidate

moves efficiently

between and among

activities, making

adaptations as

necessary to promote

student success.

2g. Uses

effective and

varied behavior

management

strategies and

handles

disruptive or

destructive

behavior firmly

and fairly.

Candidate is

ineffective in using

behavior

management

strategies to handle

disruptive or

destructive behavior.

DO NOT USE Candidate uses

effective and varied

behavior

management

strategies and handles

disruptive or

destructive behavior

firmly and fairly.

Candidate plans and

implements

individualized

behavior plans, which

include effective and

varied behavior

management

strategies and handles

disruptive or

destructive behavior

firmly and fairly.

Updated 11/2017

48




InTASC Key

Element

CEC Key

Element

1

Does Not Meet

2

Approaching

3

Meets

4

Exceeds

Evidence

2h. Promotes

appropriate

behavior

through clear

communication

of realistic

expectations

while respecting

and valuing

individual

differences and

cultural

diversity.

Candidate fails to

communicate high

expectations for all

learners with

exceptionalities.

DO NOT USE Candidate promotes

appropriate student

behavior through

clear communication

of realistic

expectations for

personal and social

behavior.

Candidate promotes

appropriate student

behavior through

clear communication

of realistic

expectations for

personal and social

behavior. Candidate

describes an

awareness of student

behavior within the

context of student

background and

cultural diversity.

2i. Uses the least

intensive

behavior

management

strategy

consistent with

the needs of the

individual with

exceptionalities.

Candidate uses

behavior

management

strategies that do not

meet the needs of the

individual with

exceptionalities.

DO NOT USE Candidate uses the

least intensive

behavior

management strategy

consistent with the

needs of the

individual with

exceptionalities and

implements the

strategy with fidelity.

Candidate gathers

background

information on the

individual with


uses this information

in order to determine

the most appropriate

least intensive

behavior

management strategy.

Candidate

implements this

strategy with fidelity,

makes modifications

as needed, and

examines the efficacy

of the strategy

following the

intervention.

Updated 11/2017

49




InTASC Key

Element

CEC Key

Element

1

Does Not Meet

2

Approaching

3

Meets

4

Exceeds

Evidence

2j. Establishes

and maintains

rapport with

individuals with

and without

exceptional

learning needs.

Candidate fails to

establish caring,

friendly interactions

or a rapport with

individuals with and

without

exceptionalities.

DO NOT USE Candidate establishes

and maintains rapport

with individuals with

and without

exceptionalities.

Candidate

consistently

establishes caring,

friendly interactions

and a positive rapport

with individuals with

and without

exceptionalities.

Comments/Goals:

Updated 11/2017

50

InTASC 4. Content Knowledge

The candidate 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 accessible and meaningful for learners to ensure content mastery.

InTASC Key

Element

CEC Key

Element

1

Does Not Meet

2

Approaching

3

Meets

4

Exceeds

Evidence

4.1 Candidate

understands the

tools of inquiry and

structures of the

discipline,

(NOTE: Tools of

inquiry ad

structures of the

discipline are

content specific

strategies for

instruction, e. g.

manipulatives in

math, inquiry in

science, primary

sources in social

studies, and

personal narrative

to English.)

VDOE 1

In planning and

practice, candidate

makes content

errors or does not

correct errors made

by learners.

Candidate’s plans

and practice display

little understanding

of the tools of

inquiry and

structures of the

discipline.

Candidate is

familiar with the

important concepts

in the discipline but

may display lack of

awareness of how

these concepts

relate to one

another.

Candidate’s plans

and practice

indicate some

awareness of

prerequisite

relationships,

although such

knowledge may be

inaccurate or

incomplete.

Candidate displays

solid knowledge of

the important

concepts in the

discipline and how

concepts relate to

one another.

Candidate’s plans

and practice reflect

accurate

understanding of

prerequisite

relationships

among topics and

concepts.

Candidate displays

extensive

knowledge of the

important concepts

in the discipline

and how concepts

relate both to one

another and to

other disciplines.

Candidate’s plans

and practices

reflect

understanding of

prerequisite

relationships

among topics and

concepts and a link

to necessary

cognitive structures

by learners to

ensure

understanding.

Updated 11/2017

51

InTASC 4. Content Knowledge

The candidate 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 accessible and meaningful for learners to ensure content mastery.

InTASC Key

Element

CEC Key

Element

1

Does Not Meet

2

Approaching

3

Meets

4

Exceeds

Evidence

4.2 Candidate

creates learning

experiences that

make content

accessible and

meaningful for

learners to ensure

content mastery.

VDOE 3

Diversity

Candidate conveys

a negative attitude

toward the content

and suggests that

the content is not

important or was

mandated by

others.

Candidate

communicates

importance of the

work but with little

conviction and only

minimal apparent

buy-in by the

learners.

Candidate accepts

responsibility for

the success of

learning but has

only a limited

repertoire of

instructional

strategies.

Candidate conveys

enthusiasm for the

content, and

learners

demonstrate

commitment to its

value. Candidate

accepts

responsibility for

the success of all

learners through a

repertoire of

instructional

strategies.

Candidate conveys

genuine enthusiasm

for the content, and

learners

demonstrate

consistent

commitment to its

value. Learners

demonstrate

through their active

participation,

curiosity, and

taking initiative

that they value the

importance of the

content.

Updated 11/2017

52

InTASC 5. Content Application

The candidate understands how to connect concepts and use different perspectives and digital resources to engage learners in critical thinking, creativity,

and collaborative problem solving related to authentic local and global issues.

InTASC Key

Element

CEC Key

Element

1

Does Not Meet

2

Approaching

3

Meets

4

Exceeds

Evidence

5.1 Candidate

connects concepts

and uses different

perspectives and

digital resources to

engage learners in

critical thinking,

creativity, and

collaborative

problem solving.

VDOE 2

College-and-

Career-

Ready

Candidate does

not connect

concepts, address

different

perspectives or


engage learners i n

h i g h e r - l e v e l

l e a r n i n g .

Candidate connect

concepts,

addresses

different

perspectives or


engage learners

b u t a t a b a s i c

l e v e l o f

l e a r n i n g a n d

r e ca l l .

Candidate

connects

concepts, addresses

different

perspectives and


engage learners h i g h e r - l e v e l

l e a r n i n g i n a t

l e a s t o n e o f

t h e s e h i g h e r –

o r d e r s k i l l s :

critical thinking,

creativity, and

collaborative

problem solving.

Candidate creates

multi-

disciplinary and

a range of

multiple

perspectives to

engage learners in

critical thinking,

creativity, and

collaborative

problem solving.

5.2 Candidate plans

rigorous, sequenced

instruction related

to authentic local

and global issues.

VDOE 5

Diversity

College-and-

Career-

Ready

Outcomes represent

low expectations

for learners and

lack of rigor.

Lesson plans do not

reflect a sequence

of learning and

have no connection

to authentic local

and global issues.

Outcomes represent

moderately high

expectations and

rigor. Some plans

reflect important

learning in the

discipline and at

least some

connection to a

sequence of

learning but have

little connection to

authentic local and

global issues.

Outcomes represent

high expectations

and rigor and

important learning

in the discipline.

Plans exhibit a

sequence of

learning with

connection to

authentic local and

global issues.

All outcomes

represent high

expectations and

rigor and important

learning in the

discipline. Plans

connect to a

consistent sequence

of learning both in

the discipline and in

related disciplines.

Connection to

authentic local and

global issues is

consistently found in

lessons.

Comments/Goals:

Updated 11/2017

53

InTASC 6. Assessment

The candidate understands and uses multiple methods of assessment, including digital tools, to engage learners in their own growth, to monitor learner

progress, and to guide teacher and learner decision making.

InTASC Key

Element

CEC Key

Element

1

Does Not Meet

2

Approaching

3

Meets

4

Exceeds

Evidence

6.1 Candidate uses

multiple methods

of assessment,

including digital

tools, to engage

learners in their

own growth, to

monitor learner

progress, and to

guide teacher and

learner decision

making.

VDOE 4

Technology

College-and-

Career-

Ready

Assessment

procedures are not

congruent with

instructional

outcomes.

Some instructional

outcomes are

assessed through

the planned lesson,

but many are not.

All the instructional

outcomes are

assessed through

multiple methods

of assessment.

Assessment

methodologies

monitor learner

progress, and

guide teacher and

learner decision

making.

The candidate’s

approach to

assessment is fully

aligned with the

instructional

outcomes for both

content and process

are assessed

through multiple

methods.

Assessment

methodologies

have been adapted

for individual

learners, and guide

teacher and learner

decision making.

4a. Develops or

modifies

individualized

assessment

strategies.

Candidate develops

assessment strategies

that are not

individualized.

DO NOT USE Candidate develops

or modifies

individualized

assessment strategies

and can articulate the

purpose of each

assessment.

Candidate develops

or modifies

individualized

assessment strategies,

can articulate the

purpose of each

assessment, and

states links to student

characteristics.

Updated 11/2017

54




InTASC Key

Element

CEC Key

Element

1

Does Not Meet

2

Approaching

3

Meets

4

Exceeds

Evidence

4c. Conducts

formal and

informal

assessments

using

appropriate

technologies as

supports.

Candidate fails to

conduct formal and

informal assessments

using appropriate

technologies as

supports.


administers formal

and informal

assessments using

appropriate

technologies as

supports.

Candidate conducts

formal and informal

assessments using

appropriate

technologies as

supports. Candidate

demonstrates

understanding of

measurement theory

and practices for

addressing issues of

validity, reliability,

norms, bias, and

interpretation of

assessment results.

Candidate

demonstrates

understanding of the

appropriate use and

limitations of various

types of assessments.

4d. Keeps

records of

students’

progress and

problems and

uses data from

multiple sources

to assess student

learning.

Candidate fails to

keep records of

students’ progress or

does not use student

assessment data to

make instructional

decisions.

DO NOT USE Candidate creates and

maintains records of

students’ progress

and problems and

uses data from

multiple sources to

assess student

learning.

Candidate maintains

records of students’

progress and analyzes

assessment outcomes

for individual and

group learning to

determine

appropriateness of

methods, design of

assessment tools,

clarity of criteria,

and/or need for

additional data.

Updated 11/2017

55




InTASC Key

Element

CEC Key

Element

1

Does Not Meet

2

Approaching

3

Meets

4

Exceeds

Evidence

6.2 Candidate uses

formative

assessment to

monitor and adjust

instruction and to

guide the learner

decision making.

VDOE 4

Candidate does not

incorporate

formative

assessment in the

lesson or unit.

The candidate’s

approach to the use

of formative

assessment is

rudimentary,

including only

some of the

instructional

outcomes and does

not involve the

learner in decision

making.

The candidate’s

approach to using

formative

assessment to

monitor and adjust

instruction and

includes a process

where the learner,

as well as teacher,

uses information

from the

assessments.

Candidate has a

well-developed

formative

assessment plan

that uses formative

assessment to

monitor and adjust

instruction. The

Teacher Candidate

has designed

particular

approaches to be

used and actively

involved the learner

in decision making.

4b. Regularly

monitors student

progress and

assesses for

understanding

and mastery

through

observation of

students’

performance and

evaluation of

their work.

Candidate fails to

monitor student

progress and assesses

for understanding and

mastery through

observation of

students’

performance and

evaluation of their

work.

DO NOT USE Candidate regularly

evaluates instruction

and monitors

progress of

individuals with

exceptionalities

through observation

and evaluation of

student work.

Candidate plans and

implements ongoing

assessments to check

for understanding and

mastery of concepts

through observation

of students’

performance and

evaluation of their

work and clearly

communicates their

assessment findings

to the individual with


other key

stakeholders.

Updated 11/2017

56




InTASC Key

Element

CEC Key

Element

1

Does Not Meet

2

Approaching

3

Meets

4

Exceeds

Evidence

4e. Analyzes,

evaluates and

reflects on

student

assessment data

and instruction

to make

eligibility,

program, and

placement

decisions.

Candidate reviews

assessment data and

identifies links to

current instructional

plans but fails to

analyze student

assessment data or

use the data in

making eligibility,

program, and

placement decisions.

DO NOT USE Candidate analyzes,

evaluates and reflects

on student

assessment data in

making eligibility,

program, and

placement decisions

for individuals with

exceptionalities,

including those from

culturally and/or

linguistically diverse

backgrounds.

Candidate uses


progress data to

identify specific

adjustments needed

to improve eligibility,

program, and

placement decisions

for individuals with

exceptionalities.

Updated 11/2017

57

InTASC 7. Planning for Instruction

The candidate plans instruction that supports every learner in meeting rigorous learning goals by drawing upon knowledge of digital age technology,

content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

InTASC Key

Element

CEC Key

Element

1

Does Not Meet

2

Approaching

3

Meets

4

Exceeds

Evidence

7.1 Candidate plans

instruction to

support every

learner in meeting

rigorous learning

goals by drawing

upon knowledge of

digital age

technology, content

areas, curriculum,

cross-disciplinary

skills, and

pedagogy. (NOTE: Planning must

include evidence of use

of Virginia's Standards

of Learning and

College- and Career-

Ready standards, and

technology)

VDOE 2

Technology

College-and-

Career-

Ready

Outcomes represent

low expectations

for learners and

lack of rigor.

Lesson plans do not

reflect important

learning in the

discipline or a

connection to a

sequence of

learning or

effective pedagogy.

Outcomes represent

limited levels of

expectations and

rigor. Some plans

reflect important

learning in the

discipline and at

least some

connection to a

sequence of

learning drawing

upon knowledge of

several of the

following areas:

digital age

technology, content

a r ea s , curriculum,

cross-disciplinary

skills, and

pedagogy, but the

application is

ineffective at

increasing learning.

Outcomes represent

high expectations

and rigor and

important learning

in the discipline.

Plans exhibit a

sequence of

learning with

strong connections

to digital age

technology, content

areas, curriculum,

cross-disciplinary

skills, and

pedagogy.

Instruction is

effective at

increasing learning.

All outcomes

represent high

expectations and

rigor and important

learning across

disciplines. Plans

connect to a

consistent sequence

of learning. There

is a strong

connection to

digital- age

technology, content

areas, curriculum,

cross-disciplinary

skills, and

pedagogy.

Instruction is

effective at

increasing learning

for all learners.

Updated 11/2017

58




InTASC Key

Element

CEC Key

Element

1

Does Not Meet

2

Approaching

3

Meets

4

Exceeds

Evidence

5a. Selects and

implements a

variety of

research-

supported

methods for

academic and

nonacademic

instruction.

Candidate selects and

implements a variety

of practices but fails

to use research-

supported methods.

DO NOT USE Candidate selects and

implements research-

supported methods

for academic and

nonacademic

instruction of

individuals with

exceptionalities.

Candidate

consistently selects,

adapts, and

implements a variety

of research-supported

practices, using

multiple methods,

and embedding

technology to

differentiate

academic and

nonacademic

instruction for

individuals with

exceptionalities.

5d. Identifies

and teaches

essential

concepts,

vocabulary, and

content across

the general

curriculum.

Candidate to identify

OR explicitly teach

essential concepts,

vocabulary, and

content across the

general curriculum.

DO NOT USE Candidate identifies

and teaches essential

concepts, vocabulary,

and content across

the general

curriculum.

Candidate

consistently identifies

and explicitly teaches

essential concepts,

vocabulary, and

content across the

general curriculum.

Updated 11/2017

59




InTASC Key

Element

CEC Key

Element

1

Does Not Meet

2

Approaching

3

Meets

4

Exceeds

Evidence

5j. Prepares

lesson plans to

meet learning

objectives and

organizes

material to

implement these

lesson plans.

Candidate develops

lesson plan that does

not meet specific

learning objectives

OR candidates fails

to develop a lesson

plan OR candidate

fails to organize

materials to

implement the lesson

plan.

DO NOT USE Candidate prepares

lesson plans to meet

specific learning

objectives and

organizes material to

implement these

lesson plans.

Candidate uses a

wide variety of

research-based

educational practices

and curriculum

guidelines to develop

lesson plans that meet

the learning objective

of learners with

exceptionalities.

Candidate organizes

materials to

implement these

lesson plans.

5k. Plans a

sequence of

activities, which

are focused on

achievement of

the instructional

objective(s).

Candidate plans a

sequence of activities

that is not focused on

the achievement of

the instructional

objective(s).

DO NOT USE Candidate plans a

sequence of

activities, which are

focused on

achievement of the

instructional

objective(s) and

which use

instructional time

effectively.

Candidate plans a

sequence of activities

that is focused on

achievement of the

instructional

objective(s) and

builds off of students’

prior knowledge, life

experiences and

interests.

Updated 11/2017

60




InTASC Key

Element

CEC Key

Element

1

Does Not Meet

2

Approaching

3

Meets

4

Exceeds

Evidence

7.2 Candidates

effectively plans

instruction based on

knowledge of

learners and the

community context.

VDOE 2

Diversity

Candidate lessons

do not reflect an

understanding of

learners, how they

learn, and the

context of the

community.

Candidate lessons

reflect a basic

understanding of

the learners, how

they learn, and the

context of the

community, but the

lesson addresses

only a limited

knowledge of

specific learners

and their

community.

Candidate lessons

reflect an

understanding of

their learners, how

they learn, and the

context of the

specific

communities

represented in the

classroom.

Candidate lessons

reflect a deep

understanding of

their learners, how

they learn, and the

context of the

specific

communities

represented in the

classroom. Lessons

are tailored to

represent the

context and needs

of learners and

their communities.

5b. Candidate is

responsive to

student needs by

selecting,

adapting, and

using

instructional

strategies and

materials

according to

characteristics of

individuals with

exceptionalities.

Candidate fails to

select and adapt the

teaching methods and

materials for

individuals with

exceptionalities.

DO NOT USE Candidate selects,

adapts, and uses

instructional

strategies and

materials according

to characteristics of

the individual with

exceptionalities.

Candidate

consistently responds

to student needs by

adapting the pace,

teaching methods,

materials, and uses

feedback (including

data) from

individuals with

exceptionalities.

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InTASC Key

Element

CEC Key

Element

1

Does Not Meet

2

Approaching

3

Meets

4

Exceeds

Evidence

5i. Uses task

analysis to

sequence,

implement, and

evaluate

individualized

learning

objectives.

Candidate develops

instructional plans for

learners with

exceptionalities

without the use of

task analysis.

DO NOT USE Candidate uses task

analysis to sequence,

implement, and

evaluate

individualized

learning objectives.

Candidate uses task

analysis to sequence,

implement, and

evaluate

individualized

learning objectives.

Candidate also uses

the task analysis to

communicate student

needs to other

professionals.

5n. Provides

opportunities for

learners with

mild to

moderate

exceptionalities

to participate

actively and

successfully in

classroom

environment.

Candidate provides

only one level of

instruction for the

entire class.

DO NOT USE Candidate provides

opportunities for

learners with

exceptionalities to

participate actively

and successfully in

classroom

environment.

Candidate evaluates

assessment data to

develop individual

and group profiles

that reflect progress

of all students with


uses these profiles to

design and provide

opportunities for

learners with

exceptionalities to

participate actively

and successfully at

different levels.

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62

InTASC 8. Instructional Strategies

The candidate 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 apply knowledge in contemporary meaningful ways.

InTASC Key

Element

CEC Key

Element

1

Does Not Meet

2

Approaching

3

Meets

4

Exceeds

Evidence

8.1 The candidate

understands and

uses a variety of

instructional

strategies to

encourage learners

to develop deep

understanding of

content areas and

their connections.

VDOE 3

Candidate displays

little or no

understanding of

the range of

pedagogical

approaches suitable

to address the

specific learning

needs related to the

content.

Candidate’s uses a

limited range of

instructional

strategies or

pedagogical

approaches that are

not suitable to the

discipline or to the

learners.

Candidate’s applies

a wide range of

effective

pedagogical

approaches in the

discipline that

encourage learners

to develop deep

understanding of

content areas and

their connections.

Candidate’s plans

and practice reflect

familiarity with a

wide range of

effective

pedagogical

approaches in the

discipline, The

candidate

encourages learners

to develop deep

understanding of

content areas and

anticipate learner

misconceptions.

5c. Uses

responses and

errors to guide

instructional

decisions and

provide

feedback to

learners.

Candidate fails to use

responses and errors

to guide instructional

decisions and does

not provide (or

provides limited)

feedback to learners.




decisions and provide

feedback to learners.

Candidate uses



decisions, provides

formative feedback to

learners with

exceptionalities, and

provides

opportunities for

student self-

assessment.

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InTASC Key

Element

CEC Key

Element

1

Does Not Meet

2

Approaching

3

Meets

4

Exceeds

Evidence

5e.

Demonstrates

competence in

using

technology to

achieve

instructional

objectives.

Candidate fails to

demonstrate

competence in using

technology that is

available to teach

students.


demonstrates

competence in

incorporating and

implementing

instructional and

assistive technology

into the educational

program.

Candidate

demonstrates an

exceptional level of

skill in using

technology to teach

students and seeks

out opportunities to

enhance his/her

technology

competence (e.g., PD

training, contacts

Assistive technology

support).

5f. Implements

systematic

instruction to

teach accuracy,

fluency, and

comprehension

in content area

reading and

written

language.

Candidate fails to

implement systematic

instruction OR fails

to teach accuracy OR

fluency OR

comprehension in

content area reading

and written language.


implements

systematic instruction

to teach accuracy,

fluency, and

comprehension in



Candidate uses

multiple

opportunities within a

lesson to

systematically teach

accuracy, fluency, or

comprehension in



5g. Uses

specialized

instructional

strategies.

Candidate uses

strategies that are not

specialized for

individuals with

exceptionalities.

DO NOT USE Candidate selects and

uses specialized

instructional

strategies appropriate

to the abilities and

needs of the

individual.

Candidate selects and

uses specialized

instructional

strategies appropriate

to the abilities and

needs of the

individual AND uses

these strategies to

facilitate integration

into various settings.

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InTASC Key

Element

CEC Key

Element

1

Does Not Meet

2

Approaching

3

Meets

4

Exceeds

Evidence

5h. Uses

communication

strategies and

resources to

facilitate

understanding of

subject matter

for individuals

with exceptional

learning needs

whose primary

language is not

the dominant

language.

Candidate uses

limited strategies to

individualize the

curriculum to

facilitate

understanding of

subject matter for

individuals with

exceptional learning

needs whose primary

language is not the

dominant language.


communication

strategies and

resources to facilitate

understanding of

subject matter for

individuals with


needs whose primary

language is not the

dominant language.

Candidate uses

evidence based

communication

strategies,

appropriate

technology,

collaboration with

ELL teachers, and

resources to facilitate

understanding of

subject matter for

individuals with


needs whose primary

language is not the

dominant language.

5m. Presents

content

accurately and

instructions

clearly.

Candidate presents

content inaccurately

and instructions in an

unclear manner.

DO NOT USE Candidate presents

content accurately

and instructions

clearly.

Candidate presents

content accurately

and instructions

clearly using a

variety of

presentation

modalities.

5l. Makes

responsive

adjustments to

instruction based

on continual

observations and

ongoing

assessment data.

Candidate carries out

lesson and unit plans

without making

adjustments based on

student performance.

DO NOT USE Candidate makes

responsive

adjustments to

instruction based on

continual

observations and

ongoing assessment

data.

Candidate analyzes

the effectiveness of

student interactions

and performance

during learning

experiences and

incorporates

immediate

instructional changes

as well as articulates

changes for future

instruction.

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65




InTASC Key

Element

CEC Key

Element

1

Does Not Meet

2

Approaching

3

Meets

4

Exceeds

Evidence

8. 2 Candidates

build skills to apply

knowledge in

contemporary

meaningful ways.

(NOTE:

“Contemporary

meaningful ways”

is evidenced in

making connections

to content of

current interest to

the learners and

includes the use of

current, appropriate

technologies.)

VDOE 3

Technology

College-and-

Career-

Ready

Candidate does not

apply

pedagogical

content

knowledge in

contemporary or

meaningful ways.

Candidate uses

knowledge of

instruction in ways

that are outdated or

ineffective.

Candidate applies

knowledge of

appropriate content

instruction in

contemporary

meaningful ways.

Candidate uses

contemporary

knowledge of

appropriate

instruction across a

range of content

areas to make

learning

meaningful.

Comments/Goals:

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66

InTASC 9. Professional Learning and Ethical Practice

The candidate engages in ongoing professional learning and uses evidence to continually evaluate his or her practice, particularly the effects of teacher

choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner in an

ethical and responsible manner.

InTASC Key

Element

CEC Key

Element

1

Does Not Meet

2

Approaching

3

Meets

4

Exceeds

Evidence

9.1 Candidate

engages in ongoing

professional

learning.

VDOE 6

The candidate

engages in no

professional

development

activities to

enhance knowledge

or skill.

The candidate

participates in

professional

activities to a

limited extent when

they are convenient

or required by

others.

The candidate

engages in ongoing

opportunities for

professional

development to

enhance content

knowledge and

pedagogical skill.

The candidate

seeks out

opportunities for

professional

development that

addresses personal

goals and a

systematic

approach to

continual learning.

6h. Engages in

professional

activities that

benefit

individuals with

exceptionalities,

their families,

and his/her

colleagues.

Candidate fails to

demonstrate concept

of oneself as a

lifelong learner OR

does not actively plan

and engage in

professional activities

that foster

professional growth

OR does not keep

current with

evidence-based best

practices.

DO NOT USE Candidate engages in


that benefit

individuals with

exceptionalities, their

families, and one’s

colleagues. Candidate

actively plans and

engages in


that foster

professional growth.

Candidate

demonstrates concept

of oneself as a

lifelong learner by

actively planning and

engaging in


that benefit

individuals with

exceptionalities, their

families, and one’s

colleagues AND

keeps current with

evidence-based best

practices, AND

shares new

information with

colleagues in a

collaborative manner.

Updated 11/2017

67





InTASC Key

Element

CEC Key

Element

1

Does Not Meet

2

Approaching

3

Meets

4

Exceeds

Evidence

9.2 Candidate uses

evidence to

continually evaluate

his or her practice,

particularly the

effects of teacher

choices and actions

on others (learners,

families, other

professionals, and

the community).

VDOE 6

Diversity

Candidate has no

suggestions for

how a lesson could

be improved if

taught again.

Candidate makes

general suggestions

about how a lesson

could be improved

but does not

address how their

choices and actions

affect others.

The candidate

evaluates his/her

practice and

identifies revisions

to the lesson for

future use.

Evaluation includes

reflecting upon

how the learners,

families, other

professionals, and

the community

affect teacher

choices and

actions.

The candidate

evaluates his/her

practice and

identifies specific

revisions to the

lesson for future

use. Evaluation

draws upon an

extensive repertoire

of skills. The

candidate offers

specific alternative

actions that include

the probable

success of different

courses of action

and how the actions

affect learners,

families, other

professionals, and

the community.

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InTASC Key

Element

CEC Key

Element

1

Does Not Meet

2

Approaching

3

Meets

4

Exceeds

Evidence

6c. Reflects on

his/her

professional

practice.

Candidate displays

no evidence of the

ability or willingness

to reflect on

effectiveness, is

unaware of

effectiveness or

student learning.

DO NOT USE Candidate shows

evidence of reflecting

on his/her

professional practice.

Candidate reflects

upon, interprets, and

communicates

evidence of one's

own

effectiveness as a

teacher, including

evidence of success

in fostering student

progress in learning.

Candidate uses

evidence of

effectiveness in

planning for further

instruction.

6g. Demonstrates

commitment to

engage in

research-

supported

practices.

Candidate fails to use

research-supported

practices in

instruction.


demonstrates

commitment to the

use of research-

supported practices in

instruction.

Candidate

demonstrates a

commitment to the

use of research-

supported practices

AND can articulate a

clear rationale for

doing so.

9.3 Candidate

adapts practice to

meet the needs of

each learner in an

ethical and

responsible manner.

VDOE 6

Candidate is not

honest in

interactions with

colleagues,

learners, and the

public.

Candidate is honest

in interactions with

colleagues, and

classroom

instruction.

Candidate displays

high standards of

honesty, integrity,

and confidentiality

in instructional

planning and

interactions with

colleagues,

learners, and the

public.

Candidate

consistently

exhibits the highest

standards of

honesty, integrity,

and confidentiality

and takes a

leadership role with

colleagues to

uphold ethical

practices.

Updated 11/2017

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InTASC Key

Element

CEC Key

Element

1

Does Not Meet

2

Approaching

3

Meets

4

Exceeds

Evidence

6a. Exhibits a

commitment to

practice within

the CEC Code of

Ethics.

Candidate provides

examples of how

his/her practice

adheres to CEC Code

of Ethics.

DO NOT USE Candidate can

describe and provide

examples of his/her

commitment to

practice within the

CEC Code of Ethics.

Candidate can

describe and provide

examples of his/her

commitment to

practice within the

CEC Code of Ethics.

Candidate can

describe the value of

adhering to

professional

standards.

6b. Demonstrates

commitment to

developing

educational and

quality of life

potential of

individuals with

exceptionalities.

Candidate fails to

articulate how his/her

instruction links to

the development of

educational and

quality life potential

of individuals with

exceptionalities.


demonstrates,

through instruction

and rapport with

students, a

commitment to

developing

educational and

quality of life

potential of

individuals with

exceptionalities.

Candidate

demonstrates,

through instruction

and rapport with

students, a

commitment to

developing

educational and

quality of life

potential of

individuals with

exceptionalities.

Candidate can

articulate accurate

ideas of link between

instruction and

education and quality

of life potential for

individuals with

exceptionalities.

6d. Observes

school policies

and procedures.

Candidate violates

school policies and

procedures.

DO NOT USE Candidate observes

school policies and

procedures.

Candidate

consistently observes

and enforces school

policies and

procedures.

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InTASC Key

Element

CEC Key

Element

1

Does Not Meet

2

Approaching

3

Meets

4

Exceeds

Evidence

6e. Demonstrates

effective oral

communication

skills.

Candidate’s oral

communication is

difficult to

understand or follow,

making it ineffective.


demonstrates

effective oral

communication

skills.

Candidate

demonstrates highly

effective oral

communication skills

making material

presented verbally

easy to understand

and follow.

6f. Demonstrates

effective written

communication

skills.

Candidate’s written

communication is

difficult to

understand or follow,

making it ineffective.


demonstrates

effective written

communication

skills.

Candidate

demonstrates highly

effective written

communication skills

making material

presented in writing

easy to understand

and follow.

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71

InTASC 10. Leadership and Collaboration

The candidate seeks appropriate leadership roles and opportunities to take responsibility for learning, to collaborate with learners, families, colleagues,

other school professionals, and community members using digital tools and resources, to ensure learner growth and to advance the profession.

InTASC Key

Element

CEC Key

Element

1

Does Not Meet

2

Approaching

3

Meets

4

Exceeds

Evidence

10.1 Candidates

seeks

appropriate

leadership roles and

opportunities to

take responsibility

for learning.

VDOE 6

Candidate engages

in no professional

development

activities to

enhance knowledge

or skill.

Candidate

participates in

leadership activities

to a limited extent

when they are

convenient.

Instructional

leadership may or

may not be focused

on learning.

Candidate accepts

leadership roles

that enhance

learning and focus

on meeting learner

needs.

Candidate seeks out

opportunities for

leadership roles

that enhance

content knowledge

and pedagogical

skill and focus on

meeting learning

needs.

Updated 11/2017

72




InTASC Key

Element

CEC Key

Element

1

Does Not Meet

2

Approaching

3

Meets

4

Exceeds

Evidence

10. 2 Candidate

collaborates with

learners, families,

colleagues, other

school

professionals, and

community

members (using

digital tools and

resources) to

ensure learner

growth and to

advance the

profession.

VDOE 6

Technology

Diversity

College-and-

Career-

Ready

Candidate’s

relationships with

colleagues,

families, school

professionals and

the learner are

negative or self-

serving.

Candidate

maintains

relationships with

colleagues and the

community to

fulfill

responsibilities

required by the

school or district.

The candidate uses

digital tools and

resources to

collaborate with

learners, families,

colleagues, other

school

professionals, and

community

members to

ensure learner

growth and to

advance the

profession.

The candidate takes

initiative and

collaborates with

learners, families,

colleagues, other

school

professionals, and

the community.

Candidate takes

leadership among

faculty to support

the use of digital

tools and resources

to ensure learner

growth and to

advance the

profession.

7a.

Communicates

regularly with

parents and

involves them in

problem solving

and learning

activities.

Candidate fails to

provide evidence of

planning to

collaborate with

parents.


communicates

regularly with parents

and involves them in

problem solving and

learning activities.

Candidate

communicates

regularly with family

members and

collaborates in order

to increase student

learning through and

to engage additional

support when needed.

Updated 11/2017

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InTASC Key

Element

CEC Key

Element

1

Does Not Meet

2

Approaching

3

Meets

4

Exceeds

Evidence

7b. Engages in

productive

relationships

with other

educators,

service

providers, and

personnel from

community

agencies.

Candidate fails to

provide evidence of

engaging in

productive

relationships with

other educators,

service providers, and

personnel from

community agencies.

DO NOT USE Candidate engages in

productive

relationships with

other educators,

service providers, and

personnel from

community agencies.

Candidate examines,

interprets, and

communicates

evidence of one’s

own effectiveness as

a collaborator.

Candidate

demonstrates an

ability to work with

others as equals.

7c. Maintains

confidential

communication

about students

with mild to

moderate

exceptional

learning needs.

Candidate shares

confidential

information about

students with


needs with outside

parties.

DO NOT USE Candidate maintains

confidential

communication about

students with


needs.

Candidate maintains

confidential

communication about

students with


needs and is observed

stressing the

importance of

confidentiality with

other stakeholders

including

paraprofessionals.

7d. Fosters

respectful and

beneficial

relationships

between families

and

professionals.

Candidate is

disrespectful when

dealing with families

and professionals.

DO NOT USE Candidate fosters

respectful and

beneficial

relationships between

families and

professionals.

Candidate fosters

respectful and

beneficial

relationships between

families and

professionals and

uses clinical

judgment in order to

continuously improve

communication and

collaboration efforts.

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InTASC Key

Element

CEC Key

Element

1

Does Not Meet

2

Approaching

3

Meets

4

Exceeds

Evidence

7e. Collaborates

with school

personnel and

community

members in

integrating

individuals with

exceptional

learning needs

into various

settings.

Candidate shows no

evidence of

collaborating with

school personnel and

community members

in integrating

individuals with


needs into various

settings.


collaborates with


community members

in integrating

individuals with


needs into various

settings.

Candidate examines,

interprets, and

communicates

evidence of one’s

own effectiveness as

a collaborator.

Candidate

demonstrates the

ability to successfully

integrate individuals

with exceptional

learning needs into

various settings and

analyzes the efficacy

of these integration

approaches.

7f. Observes,

evaluates, and

provides

feedback to

paraeducators.

Candidate fails to

observe, evaluate and

provide feedback to

paraeducators.

DO NOT USE Candidate observes,

evaluates, and

provides feedback to

paraeducators.

Candidate observes,

evaluates, and

provides feedback to

paraeducators in a

proactive manner,

and works actively

for the betterment of

teaching and learning

in the classroom.

7g.

Communicates

effectively with

school personnel

and families

about the

characteristics

and needs of

individuals with

exceptionalities.

Candidate does not

communicate with

families OR

Candidate fails to

establish an

appropriate rapport

with families and/or

colleagues.


communicates

effectively with


families about the

characteristics and

needs of individuals

with exceptionalities.

Candidate

communicates

effectively with

school personnel,

families, and other

related stakeholders

about the

characteristics and

needs of individuals

with exceptionalities.

Comments/Goals:

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75

Assessment B

Critical Incident Analysis: Impact on Student Learning Assessment Task

Assessment Information:

This assessment is completed during the special education clinical internship (EDSE 783/784/785). In

the Special Education licensure programs, the Critical Incident Analysis Assessment Task is assessed

by the University Supervisor. The candidate must achieve a score of 3 to be successful on this

assignment. If a candidate does not earn a 3 on the assignment, they must meet with the University

Supervisor prior to resubmitting. The data from this assessment are used to identify gaps the

candidate’s ability to meet learning differences and to critically analyze and reflect upon an

instructional episode and connections between situations they encounter and the broader social,

political, and economic forces that can impact on student learning.

Standards addressed in this assessment:

InTASC Standards: 2 & 9

CAEP Standards: 1.1, 1.2, 1.3, 1.5

VDOE Standards: 2, 3, 4, 5

THEMES: Technology

Assessment Objectives • The candidate will use knowledge of learning differences and assessment to develop an

instructional plan including a plan for assessing the learner progress.

• The candidate will use all three levels of critical reflection (technical, practical, and critical) to

analyze an instructional episode to make connections between situations they encounter and the

broader social, political, and economic forces that influence those events.

• The candidate will critically reflect upon a “critical incident” from a lesson and propose

alternative ways of addressing the incident to affect future teaching.

Rationale

According to John Dewey (1933) reflection is an active, persistent, and careful consideration of any belief

or supposed form of knowledge in light of the grounds supporting it and future conclusions to which it

tends. Critical reflection delves even more deeply. Critical reflection allows candidates to make teaching

decisions based upon a conscious awareness and careful consideration of the assumptions on which the

decisions are based, and the technical, educational, and ethical consequences of those decisions.

For this assessment, you’ll apply Van Manen’s (1977) three hierarchical levels of reflection to your

holistic reflection, as explained in Yost, et.al (2000):

• Technical reflection – focuses on effective application of skills and knowledge in the classroom

so reflection focuses on analyzing the effects of strategies used. (Example: “Will using a timer

help Susan stay focused on her work?”)

• Practical reflection – focuses on the assumptions underlying a specific practice and the

consequences of that practice on learning. It implies the assessment of the educational

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76

implications of actions and beliefs. (Example: “Did using a ‘flipped classroom” design allow my

students to learn more, faster-than more traditional instruction?”)

• Critical reflection – includes emphases from technical and practical reflection and goes deeper.

It focuses on questioning moral and ethical dimensions of decisions related, directly or indirectly,

to the classroom. Candidates make connections between situations they encounter and the

broader social, political, and economic forces that influence those events. (Example: “I wonder if

creating structures that provide learners with more responsibility for their learning will make

them more indepdent and self-motivated learners. And will these skills carry over into the real

world?” )

For this assessment, you’ll also identify a “critical incident” from your own teaching. Brookfield

(1990) noted that a “critical incident” is a ‘vividly remembered event which is unplanned and

unanticipated’ (pg. 84). Reflecting upon a critical incident can affect change in: your thinking,

your practice, your attitudes, and your understanding. A critical incident might be an interaction

with a learner; it might be part of a teaching episode; it could be a parent interaction or just a

solitary “ah-ha” moment. For this assessment, your analysis will focus on what you learn

from reflecting on a critical incident identified from a lesson.

Directions: Critical Incident Analysis: Impact on Student Learning Assessment Task

This assignment requires you to reflect at all three levels of reflection. During field experience or your

internship, you will record yourself teaching a lesson for which you have developed a detailed lesson

plan. Prior to recording, be sure to obtain appropriate permissions from school system, school, and

families as needed in your specific context.

This assignment consists of two parts: (a) the holistic reflection, and (b) critical incident analysis.

To complete this assignment you must develop a lesson plan and record the lesson* while teaching

it. The lesson and the video will not be scored but will provide context during scoring the

assessment. *(A videotape of the lesson will help identify the critical incident; however, if you are unable

to videotape for any reason, completing this assessment for a lesson observed and transcribed or scripted

by a mentor or supervisor so an incident can be identified, is an acceptable option.)

Section 1: Holistic Reflection

Following the lesson presentation, write a reflective statement that includes technical, practical,

and critical reflections related to your lesson. (See above for additional information.)

Section 2: Identify, Analyze, and Critically Reflect on a Critical Incident

From your recorded lesson, select a segment (~5-10 minutes in length) that contains a critical incident, an incident that did not go as you anticipated, causing you to adjust and/or rethink your

instruction. Use the following to guide your description of and reflection on the critical incident

captured that occurred during your lesson.

a. Provide a brief description of what is happening in the selected clip. (A review of a

videotape of the lesson will help identify the critical incident; however, if you are unable to

videotape for any reason, completing this assessment for a lesson observed and transcribed

or scripted by a mentor or supervisor where an incident can be identified, is an acceptable

option.)

b. Explain why this particular segment was selected.

c. Analyze the critical incident using critical reflection strategies.

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77

-Propose alternative ways of handling the critical incident. You should draw upon your

readings, knowledge of best practice, observations, and course work for support.

-Summarize what was learned and how it will impact your future teaching.

Submit: (a) the lesson plan for the recorded lesson, (b) the holistic reflection, (c) the critical incident

video clip or a detailed description/transcript of the critical incident, and (d) critical reflection of the

critical incident.

References:

Brookfield, S.D. (1990). Using critical incidents to explore learners’ assumptions. J. Mezirow (Ed).

Fostering critical reflection in adulthood (pp. 177-193). San Fransisco: Jossey-Bass Publishers.

Dewey, J. (1933). How we think. A restatement of the relation of reflective thinking to the educative process (Revised edn.), Boston: D. C. Heath.

Van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6,

205-228. http://www.jstor.org/stable/1179579

Yost, D.S., Sentner, S.M., Forlenza-Bailey, A. (2000). An Examination of the Construct of

Critical Reflection: Implications for Teacher Education Programming in the 21st Century,

Journal of Teacher Education, 51:1, 39-49. DOI: https://doi.org/10.1177/002248710005100105

http://www.jstor.org/stable/1179579

https://doi.org/10.1177/002248710005100105

Updated 11/2017

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Critical Incident Analysis: Impact on Student Learning Assessment Task Rubric

(rubric completed by University Supervisor in Tk20 ONLY)

Scoring Guidelines

4-Exceeds Standard: Candidates receive a score of 4 if they perform beyond the expectations of

candidates at this point in their programs. There is evidence that candidates have done additional

research, identified additional resources, and/or demonstrate exceptional understanding and

application of the standard.

3-Meets Standard: This is the TARGET score. This score reflects that candidates have met the

standard at the level expected at this point in their program. Candidates who receive a 3 have

successfully met the standard.

2-Approaching Standard: Candidates receive this score when their understanding and effort

does not meet the Target but shows basic understanding of the content being assessed.

1-Does not meet standard: Candidates who do not submit work, and/or who submit work that is

clearly below the expectations for a candidate at this point in their program.

CRITERIA Does Not Meet

Standard

1

Approaching

Standard

2

Meets Standard

3

Exceeds

Standard

4

Part 1 – Holistic Reflection

The candidate

uses a variety of

data to evaluate

the outcomes of

teaching and

learning to

adapt planning

and practice.

InTASC 9

VDOE 6

The candidate uses

either a single data

point to evaluate

the outcomes of

teachin and/or

does not address

their analysis and

insights to adapt

planning and

practice for

subsequent

learning.

The candidate uses

limited data points

to evaluate the

outcomes of the

learning

experience, and/or

provides limited

strategies and

insights to adapt

planning and

practice for

subsequesnt

learning

experiences.

The candidate uses

a variety of data

points to evaluate

the outcomes the

learning

experience and

also a variety of

learning strategies

and insights to

adapt planning and

practice for

subsequent

learning

experiences.

The candidate uses

a variety of data

points to evaluate

the outcomes the

learning

experience. The

candidate selects a

variety of learning

strategies and

insights to

adapt planning and

practice for

subsequent

learning

experiences.

The candidate

provides detailed

rationale for the

selection of

strategies and the

adaptation of

instructional

practice.

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79

The candidate

uses ongoing

analysis and

reflection to

improve planning

and practice.

InTASC 9

VDOE 6

There was no

evidence that the

candidate used

ongoing all three

levels of analysis

and/or reflection to

improve planning

and practice.

The candidate

used all three

levels of analysis.

However, the

analysis is

superficial and

reflection is not at

a critical level to

improve planning

and practice.

The candidate uses

all three levels of

analysis and

critical reflection

in an indepth

manner, to

improve planning

and practice.

The candidate

effectively used all

three levels of

analysis and

critical reflection

to improve

planning and

practice.

Additionally, the

candidate analyzed

and

anticipated/predict

ed the impact that

changes in

strategies and

practice would

have on learners in

subsequent

experiences.

Part 2-- Critical Incident Analysis and Critical Reflection

The candidate

critically reflects

on a critial

incident based on

the cause and

effect

relationship

between

underlying issues

and motivators

that impact

learning.

InTASC 9

VDOE 6

The candidate

does reflects at a

technical or

practical level.

The candidate

makes an

inaccurate or

incomplete critical

reflection of the

critical incident by

identifying poorly

matched

underlying issues

and motivators

impactin learners.

The candidate

makes a complete

critical reflection

of the critical

incident based on

the cause and

effect relationship

between

underlying issues

and motivators

impacting learners.

The candidate

makes a complete

critical reflection

of the critical

incident based on

the cause and

effect relationship

between

underlying issues

and motivators and

includes reflection,

and problem-

solving strategies

to improve

instruction.

The candidate

engages in

ongoing learning

opportunities to

develop

knowledge and

skills in order to

provide all

learners with

There was no

evidence that the

candidate engages

in ongoing

learning

opportunities to

plan to improve

teaching and

learning.

There was

minimal evidence

that the candidate

engages in

ongoing learning

opportunities to

plan to improve

teaching and

learning.

The candidate

identifies

examples of

possible options to

effectively engage

in ongoing

learning

opportunities to

plan to improve

The candidate

identifies specific

evidence of

strategies to

effectively engage

in ongoing

learning

opportunities to

plan to improve

Updated 11/2017

80

engaging

curriculum and

learning

experiences.

InTASC 9

VDOE 6

teaching and

learning.

teaching and

learning that

directly relate to

the critical

incident.

The candidate

reflects on his/her

personal biases

and accesses

resources to

deepen his/her

own

understanding of

instruction.

InTASC 9

VDOE 6

There is no

evidence that the

candidate reflects

on his/her personal

biases.

The candidate did

not access

resources to

deepen his/her

own

understanding of

individual

differences.

The candidate

provides evidence

that he/she reflects

at the technical

level on his/her

personal biases

and accesses

resources to

deepen his/her

own

understanding of

limited individual

differences.

The candidate

provides evidence

that he/she

critically reflects

on personal biases

and accesses

appropriate

resources to

deepen his/her

own

understanding of a

variety of

individual

differences.

The candidate

provides evidence

that he/she

critically reflects

on personal biases

and accesses

multiple resources

to deepen his/her

own

understanding of a

variety of specific

individual

differences.

The candidate

uses knowledge of

individual

differences to

build

relationships to

create more

relevant learning

experiences.

InTASC 2

VDOE 1

The candidate

does not build

relationships and

does not create

relevant learning

experiences for

learners.

The candidate

builds

relationships and

creates relevant

learning

experiences for

some learners.

The candidate

builds

relationships and

creates relevant

learning

experiences based

upon the

knowledge of

individual learner

differeneces.

The candidate

builds

relationships and

creates relevant

and authentic

learning

experiences based

upon the

knowledge of

specific individual

learner

differeneces.

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Assessment C

Teacher Candidate Dispositions Rating *Note: The disposition rubric should be completed on paper collaboratively by the University Supervisor and Mentor Teacher for the Candidate. The University

Supervisor will then enter the rubric ratings online in Tk20.

Candidate Name and G#:___________________________ Course with Section:_______________________________

Assessor:_______________________________ Date Assessed:_______________________________

Directions for assessors:

For each of the dimensions below, please rate the degree to which you observe the candidate behaving in a fashion consistent with each disposition, 4 being the

highest as “Consistently Evident,” 1 being the lowest as “Rarely Evident.” Assessors will base ratings upon multiple data points, observations, and/or incidents.

NOTE: A score of 4-Consistently Evident is a rating for candidates who exhibit behaviors beyond the expectations of candidates at this point in their programs.

A score of 3 (Often Evident) is the target score. If the candidate receives a score of 2-Occasionally Evident or 1-Rarely Evident from either the Mentor Teacher or

the University Supervisor on any item, please contact your Academic Program Coordinator (Kelley Regan, [email protected]).

Rating Guidelines:

4-Consistently Evident- Consistently Evident is a rating for candidates who exhibit behaviors beyond the expectations of candidates at this point in their

programs. Observers see candidates demonstrate behaviors consistent with professional dispositions in multiple situations/data points.

3-Often Evident-is the TARGET score. This score reflects that candidates have met the standard at the level expected at this point in their program. Behaviors are

observed that align with expectations for this specific dimension of the dispositions. Candidates who receive a 3 have successfully met the disposition.

2-Occasionally Evident- Candidates receive this score when their understanding and effort does not meet the Target but they exhibit some of the behaviors

associate with the disposition. A score of 2 requires a conversation with the candidate to clarify or educate him/her on the appropriate behaviors associate with the

disposition.

1-Rarely Evident- Candidates receive a 1 when his/her understanding and behaviors related to a disposition is not evident or rarely exhibited. A score of 1

requires a specific action plan to educate and/or remediate behaviors associate with the disposition.

mailto:[email protected])

Updated 11/2017

82

Descriptions of behaviors are provided for each dispositional dimension and are meant to be representative examples of observable behaviors. The examples

may pertain to your specific setting, but should not be viewed as encompassing all observable behaviors related to the disposition:

Openness to Feedback

- Is receptive to constructive criticism/growth-producing feedback

- Self-regulates and modifies professional behavior based on feedback

- Seeks opportunities for professional growth to improve practice

- Acts on feedback toward improvement

Consistently Often Occasionally Rarely Not

Evident Evident Evident Evident Applicable

4 3 2 1

Continuous Improvement/ Change Orientation

- Takes initiative appropriately

- Seeks opportunities for continual improvement and change

- Seeks evidence for use in decision making

- Is willing to take appropriate risks/try new things

4 3 2 1

High Expectations for Learning

- Takes appropriate responsibility for student learning

- Holds high expectations for all learners

- Monitors and assesses student learning to provide feedback and alter

instruction to improve learning

4 3 2 1

Advocacy

- Advocates on behalf of students and families

- Seeks to understand and address student issues and challenges

- Shows a genuine interest in others’ well-being

- Seeks to direct students and/or families to needed resources

4 3 2 1

Professionalism

- Is punctual and well prepared

- Exhibits professional demeanor (dress & appearance)

- Is reliable, responsible

- Demonstrates respect for students, families, colleagues, and/or property

- Uses technology & social media appropriately

4 3 2 1

Legal and Ethical Conduct

- Exhibits integrity and ethical behavior

- Maintains privacy and confidentiality of sensitive information

4 3 2 1

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83

- Demonstrates fairness and consistency in applying and enforcing rules, policies, and regulations

Is there a score of 2 on the assessment? Have you contacted the Academic Program Coordinator?

Is there a score of 1 on the assessment? Have you contacted the Academic Program Coordinator?

Please add any relevant comments to the ratings above:

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84

Assessment D

Technology Standards in the Special Education Clinical Internship

Directions for Teacher Candidates:

For each of the technology standards listed in the Evidence Table below (left-hand column), you will provide evidence (right-hand column) to

document how you have met each standard. You may use evidence completed before or during your internship. For standards that you have not yet

demonstrated, plan for ways to incorporate these during your internship and record the evidence collected during your internship in the table below.

Please note that the standards below refer to “available technology.” Thus, if your internship setting has limited technology, include a statement in

the evidence column to indicate that the technology was limited. Include evidence for the technology that is available in your setting.

For the sources of evidence, you do not have to provide the actual products. Instead, briefly list and describe the evidence that demonstrates how you

met the standard. For example, if your evidence for a standard is a lesson in which you incorporated technology, you do not have to include the

lesson plan; instead you can note something like the following: “I planned and delivered a 7th grade science lesson in which small groups of students

completed differentiated science experiments using laptops, which was observed by my University Supervisor on August 29, 2017.” Please note that

under each standard in the left-hand column, there are some examples of suggested evidence that can be used.

Throughout your internship, record sources of evidence in the table below. Before the Final Conference of your internship, upload your completed

table with the sources of evidence for each standard to Tk20 in your EDSE 783/784/785 Blackboard course site. The Tk20 link for the technology

standards upload will be found in the Assessments page of your Blackboard course site. Remember, it is your responsibility to complete the table

and upload it to Tk20 before the Final Conference for your internship. As with all Tk20 requirements, the uploads must be submitted on time to

complete your internship course.

Following the Evidence Table is the Rubric that will be used to assess your evidence in meeting the technology standards.

If you have any questions, please contact your University Supervisor or Dr. Kristen O’Brien at [email protected].

Updated 11/2017

85

Technology Standards: Evidence Table

Candidate:

University Supervisor:

Mentor Teacher:

School:

Technology

Candidates model and apply technology standards as they design, implement and assess learning experiences to engage students and

improve learning; and enrich professional practice. Candidates effectively use available technologies to provide opportunities for all

learners to use technology in a purposeful and developmentally appropriate way.

VDOE 1 Lifelong Learner

Candidates engage in ongoing professional learning related to content, pedagogy, and technology.

Technology College-and-Career-Ready

Candidate engaged in ongoing professional growth related to the use of

innovative instructional strategies that integrate digital technologies.

(Suggested evidence for documenting the identification of candidate’s

effort at professional learning to improve instruction using digital

technologies includes: workshops, webinars, web searches to improve

technology integration with content knowledge for a unit/lesson, one-to-

one coaching with technology specialists or peers AND how the new

knowledge was used to improve instruction.)

Evidence:

The candidate used digital tools to obtain feedback and to collaborate in

ways that allow for reflection on educational topics to improve teaching

and learning.

(Suggested evidence for documenting the use of digital tools for

feedback, collaboration, and reflection to improve teaching and learning

includes: examples of evaluation feedback using video reflection tools,

online evaluation discussions with university supervisor or mentor

teacher, lesson feedback from instructors, mentor, supervisors, and/or

Evidence:

Updated 11/2017

86

mentors.)

VDOE 2 Digital Leadership

Candidates model safe and ethical practices for their students.


The candidate promoted safe and ethical behavior with students through

collaborative online experiences, including the development of an

understanding of the rights and obligations of student privacy and

security when collecting and using student data and selecting digital

content, tools, and resources.

(Suggested evidence for the identification of candidate’s promotion of

safe and ethical behavior with students includes: examples of lessons on

safe and ethical behaviors (cyberbullying, internet safety, etc.),

completion of safe technology use training, example of ways candidate

protects privacy and security of student information and data during the

internship (photo releases, changing names in online posts.)

Evidence:

The candidate modeled the use of technology to communicate, created

appropriate digital content, (including tools and resources that meet local,

state and/or federal policies), collaborated, and solved problems.

(Suggested evidence for the identification of candidate’s use of

technology to communicate, create appropriate digital content,

collaborated, and solve problems includes: the use of virtual field trips,

blogs, teaching students to use digital tools to support content mastery

(web sites, online educational gaming and assessments, technology

enhanced student presentations, access to outside experts using

email/video conferencing, etc.)

Evidence:

The candidate cultivated and managed their digital identity and

reputation and displayed awareness of the permanence of his/her actions

in the digital world.

(Suggested evidence of a candidate’s awareness of his/her digital

identity and reputation, and the permanence of his/her actions in the

Evidence:

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digital world includes: a candidate’s reflection of how he/she handle the

digital identity and reputation, including the permanence of his/her

actions, examples of lessons or activities about appropriate online

behaviors to their students, etc.)

VDOE 3 Learning Facilitator

Candidates support student learning by harnessing the power of technology.

Technology Diversity College-and-Career-Ready

The candidate assisted students in selecting and using appropriate and

available digital tools for learning, creating, problem solving, and

communicating.

(Suggested evidence of a candidate’s ability to assist students in

selecting appropriate tools includes: lesson plans, learning stations,

simulations, and/or examples of student work on problem-solving

activities, and communication activities that include written, oral, or

presentation skills.)

Evidence:

The candidate incorporated learning strategies that used technology to

accommodate learner variability, personalize learning, and engender

student choice, self-direction and goal setting, including the use of data to

effectively respond to students’ needs and communicate findings to

various stakeholders.

(Suggested evidence of a candidate’s ability to use technology tools and

learning/assessment strategies to communicate findings to stakeholders

includes: lesson plans that integrate technology to make accommodations

to meet student needs, evidence of data collection and review that uses

technology, emails, virtual meetings that communicate data findings to

stakeholders, assessment tasks/assignments that use technology to

communicate results, etc.)

Evidence:

The candidate used a variety of formative and summative assessments

that leveraged the power of technology to provide immediate and specific

feedback, and offer alternative learning paths to students including

competency-based approaches.

Evidence:

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(Suggested evidence of a candidate’s ability to use a variety of

technology-powered formative and summative assessments to provide

immediate feedback and inform instruction that meets student needs

includes: assessment projects that use technology, homework/assessment

feedback given in electronic form, use technology to evaluate learner

success, and plan options for learning based upon assessment data,

alternative learning paths are identified and lessons designed based upon

data, etc.)

VDOE 4 Skilled Technology User Understand the fundamental concepts of technology operations and troubleshooting as well as basic uses of

technology in instruction.

Technology

The candidate demonstrated the ability to choose and use digital

technologies including hardware, software and web-based resources to

support classroom instruction, including basic computing operations such as

accessing accounts, select appropriate applications to perform tasks, file

management and web navigation.

(Suggested evidence of a candidate’s ability to use digital technologies to

support instruction includes: lesson plans that reference hardware, software

and web-based resources that support instructional technologies, evidence

of using school-based file management and the use of storage and

communication operations, mentor verification that this standard was met,

etc.)

Evidence:

The candidate demonstrated the ability to troubleshoot typical classroom

technologies.

(Suggested evidence of a candidate’s ability to demonstrate the ability to

troubleshoot typical classroom technologies includes:

reflections/journal/post-observation discussion notes about troubleshooting

skills, lesson plans/activities where basic troubleshooting skills are taught to

students, mentor verification that this standard was met, etc.)

Evidence:

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Technology Standards: Rubric

**NOTE: The following rubric is used to assess the evidence table submitted by the candidate in the special education clinical

internship. You do NOT need to complete the following rubric or upload it to Tk20 (only upload the completed evidence table).

TECHNOLOGY STANDARDS

Virginia’s Department of Education (VDOE) has identified technology standards for instructional personnel. Virginia teachers take on four roles related to the

effective use of appropriate technologies (Lifelong Learner, Digital Leadership, Learning Facilitator, Skilled Technology User). The following roles are

assessed below.

• Lifelong Learner

• Digital Leadership

• Learning Facilitator

• Skilled Technology User

Additionally, CAEP identifies the following technology standards that apply to field-based experiences and instruction of P-12 students:

1.5 Providers ensure that candidates model and apply technology standards as they design, implement and assess learning experiences to engage

students and improve learning; and enrich professional practice.

2.3 The provider works with partners to design clinical experiences of sufficient depth, breadth, diversity, coherence, and duration to ensure that

candidates demonstrate their developing effectiveness and positive impact on all students’ learning and development. Clinical experiences, including

technology-enhanced learning opportunities, are structured to have multiple performance-based assessments at key points within the program to

demonstrate candidates’ development of the knowledge, skills, and professional dispositions, as delineated in Standard 1, that are associated with a

positive impact on the learning and development of all P-12 students.

3.4 The provider creates criteria for program progression and monitors candidates’ advancement from admissions through completion. All candidates

demonstrate the ability to teach to college- and career-ready standards. Providers present multiple forms of evidence to indicate candidates’

developing content knowledge, pedagogical content knowledge, pedagogical skills, and the integration of technology in all of these domains.

Technology

Candidates model and apply technology standards as they design, implement and assess learning experiences to engage students and improve learning; and enrich

professional practice. Candidates effectively use available technologies to provide opportunities for all learners to use technology in a purposeful and developmentally

appropriate way.

VDOE 1 Lifelong Learner

Candidates engage in ongoing professional learning related to content, pedagogy, and technology.


VDOE Performance Standards SPA

Alignment

1

Does Not Meet

Standard

2

Approaching

Standard

3

Meets

Standard

4

Exceeds

Standards

Evidence/Comments

Candidates provide

evidence on meeting the

standards prior to final

Updated 11/2017

90 evaluation conference.

Candidate engaged in ongoing professional

growth related to the use of innovative

instructional strategies that integrate digital

technologies.

(Suggested evidence for documenting the

identification of candidate’s effort at

professional learning to improve instruction

using digital technologies includes:

workshops, webinars, web searches to

improve technology integration with

content knowledge for a unit/lesson, one-to-

one coaching with technology specialists or

peers AND how the new knowledge was

used to improve instruction.)

The candidate did

not attend or

pursue

professional

learning unless it

was required. If

the candidate did

engage in

professional

learning, the

selection of

learning

experiences was

not well aligned

nor related to

content, pedagogy

and technology.

The candidates

attended or

pursued

professional

learning only

when required.

When the

candidate engaged

in professional

learning, the

selection of

learning

experiences was

related to content

or pedagogy

and/or technology

including a

minimal use of

digital tools.

The candidate

planned for

purposeful

professional learning

that fill learning gaps

related to classroom-

specific content and

explored innovative

pedagogy and

technology This

included organized or

informal professional

development

opportunities, that

resulted in the use of

digital tools to

collaborate improve

instruction.

The candidate

sought out

purposeful

professional

learning that filled

specific learning

gaps related to

classroom content

and explored

innovative

pedagogy and

technology. This

included organized,

division-sponsored

professional

development

opportunities,

university

workshops,

through informal

learning

opportunities at the

placement school

and used digital

tools to collaborate

with a global

learning community

on educational

topics and learning

opportunities.

The candidate used digital tools to obtain

feedback and to collaborate in ways that

allow for reflection on educational topics to

improve teaching and learning.

(Suggested evidence for documenting the

The candidate did

not use digital

technology to

reflect on

feedback to

improve teaching

The candidate may

or may not have

used digital

technology to

reflect on

feedback.

The candidate used

digital technology to

reflect on feedback

and collaborated on

educational topics to

improve teaching and

The candidate used

digital technologies

to reflect-in-action

related to feedback

and collaborated to

strategically

Updated 11/2017

91 use of digital tools for feedback,

collaboration, and reflection to improve

teaching and learning includes: examples of

evaluation feedback using video reflection

tools, online evaluation discussions with

university supervisor or mentor teacher,

lesson feedback from instructors, mentor,

supervisors, and/or mentors.)

and learning, nor

to collaborate on

educational topics

to improve

teaching and

learning.

Evidence may or

may not have

included

collaboration on

educational topics

to improve

teaching and

learning.

learning. improve teaching

and learning.

VDOE 2 Digital Leadership

Candidates model safe and ethical practices for their students.


The candidate promoted safe and ethical

behavior with students through

collaborative online experiences, including

the development of an understanding of the

rights and obligations of student privacy

and security when collecting and using

student data and selecting digital content,

tools, and resources.

(Suggested evidence for the identification

of candidate’s promotion of safe and ethical

behavior with students includes: examples

of lessons on safe and ethical behaviors

(cyberbullying, internet safety, etc.),

completion of safe technology use training,

example of ways candidate protects privacy

and security of student information and data

during the internship (photo releases,

changing names in online posts.)

The candidate did

not take

purposeful actions

to promote safe

and ethical

behavior with

students through

collaborative

online

experiences. The

candidate did not

effectively use

digital

communication

and collaboration

tools and

resources.

The candidate took

actions to promote

safe and ethical

behavior with

students through

collaborative

experiences, but

actions were not

consistently

observed. The

technology used

was often

ineffective or not

well aligned to

digital safety and

security best

practices.

The candidate taught

safe and ethical

behavior to students

through collaborative

online experiences.

The candidate applies

strategies to protect

the rights and

obligations of student

privacy and security

when collecting and

using student data

and selecting digital

content, tools, and

resources.

The candidate

taught safe and

ethical behavior to

students through

collaborative online

experiences.

The candidate

consistently applies

strategies to protect

the rights and

obligations of

student privacy and

security when

collecting and using

student data and

selecting a variety

of digital content,

tools, and resources

in all technology

tasks.

Updated 11/2017

92 The candidate modeled the use of

technology to communicate, created

appropriate digital content, (including tools

and resources that meet local, state and/or

federal policies), collaborated, and solved

problems.

(Suggested evidence for the identification

of candidate’s use of technology to

communicate, create appropriate digital

content, collaborated, and solve problems

includes: the use of virtual field trips, blogs,

teaching students to use digital tools to

support content mastery (web sites, online

educational gaming and assessments,

technology enhanced student presentations,

access to outside experts using email/video

conferencing, etc.)

The candidate did

not use available

technology to

communicate,

create appropriate

digital content,

(including tools

and resources that

meet local, state

and/or federal

policies). There is

no evidence of

collaboration or

problem solving.

The candidate

occasionally used

available

technology to

make responsible

instructional

decisions—

grounded in

knowledge of

digital safety and

security best

practices—that

pertain to various

digital

communication

and collaboration

tools and methods.

The candidate used

available technology

to make responsible

instructional

decisions—grounded

in knowledge of

digital safety and

security best

practices—that

pertain to various

digital

communication and

collaboration tools

and methods.

The candidate

effectively used

available and

appropriate

technology, as well

as additional

technology to make

purposeful

instructional

decisions. The

candidate

consistently used

digital

communication and

collaboration tools

and methods in

their own classroom

to enhance student

learning.

The candidate cultivated and managed their

digital identity and reputation and displayed

awareness of the permanence of his/her

actions in the digital world.

(Suggested evidence of a candidate’s

awareness of his/her digital identity and

reputation, and the permanence of his/her

actions in the digital world includes: a

candidate’s reflection of how he/she handle

the digital identity and reputation, including

the permanence of his/her actions, examples

of lessons or activities about appropriate

online behaviors to their students, etc.)

The candidate

made multiple

choices (personal

and instructional)

that were evidence

he/she was

unaware of the

permanence of

his/her actions in

the digital world.

The candidate

made personal and

instructional

decisions that were

evidence he/she

was unaware of

the permanence of

his/her actions in

the digital world.

The candidate made

appropriate personal

and instructional

decisions that were

evidence he/she was

clearly aware of the

permanence of

his/her actions in the

digital world.

The candidate made

appropriate

personal and

instructional

decisions that were

evidence he/she

was clearly aware

of the permanence

of his/her actions in

the digital world.

The candidate

extends instruction

and models for

students the

permanence of the

students’ actions in

the digital world.

VDOE 3 Learning Facilitator

Candidates support student learning by harnessing the power of technology.

Updated 11/2017

93

Technology Diversity College-and-Career-Ready

The candidate assisted students in selecting

and using appropriate and available digital

tools for learning, creating, problem

solving, and communicating.


ability to assist students in selecting

appropriate tools includes: lesson plans,

learning stations, simulations, and/or

examples of student work on problem-

solving activities, and communication

activities that include written, oral, or

presentation skills.)

The candidate did

not teach students

to use available

digital tools to

enhance thinking

skills, problem

solving, and

decision-making,

communication,

and presentation

within the

curriculum.

The candidate

occasionally

taught students to

use available

digital tools to

enhance thinking

skills, problem

solving, decision

making, and

communication

skills.

The candidate

assisted students in

selecting and using

appropriate and

available digital tools

for learning, creating,

problem solving, and

communicating.

The candidate

consistently and

purposefully taught

student to use

effective and

appropriate digital

tools to enhance

high-order thinking

skills, authentic

problem solving,

decision making

and

communicating.

The candidate incorporated learning

strategies that used technology to

accommodate learner variability,

personalize learning, and engender student

choice, self-direction and goal setting,

including the use of data to effectively

respond to students’ needs and

communicate findings to various

stakeholders.


ability to use technology tools and

learning/assessment strategies to

communicate findings to stakeholders

includes: lesson plans that integrate

technology to make accommodations to

meet student needs, evidence of data

collection and review that uses technology,

emails, virtual meetings that communicate

data findings to stakeholders, assessment

tasks/assignments that use technology to

communicate results, etc.)

The candidate did

not use available

technology as a

tool for adapting

instruction to meet

the needs of

learners in a

variety of

educational

settings. The

candidate did not

provide

opportunities for

learners to use

available and

appropriate

technologies.

The candidate

used available

technology as a

tool for instruction

but did not adapt

instruction to meet

the needs of

learners. The

candidate did not

provide

opportunities for

learners to use

available and

appropriate

technologies based

to meet learner

needs.

The candidate used

available data to

purposefully use

available and

appropriate

technology to adapt

instruction to meet

the needs the

learners, including

engendering student

choice, self-direction

and goal setting and

communicated

student needs to

various stakeholders.

The candidate took

the initiative to seek

out additional

appropriate

technology to adapt

instruction to meet

the needs of all

learners, including

engendering student

choice, self-

direction and goal

setting. The

candidate

effectively and

consistently

communicated

student needs to

various

stakeholders.

The candidate used a variety of formative

and summative assessments that leveraged

The candidate

used a did not use

The candidate

used formative or

The candidate used

both formative and

The candidate used

a variety of

Updated 11/2017

94 the power of technology to provide

immediate and specific feedback, and offer

alternative learning paths to students

including competency-based approaches.


ability to use a variety of technology-

powered formative and summative

assessments to provide immediate feedback

and inform instruction that meets student

needs includes: assessment projects that use

technology, homework/

assessment feedback given in electronic

form, use technology to evaluate learner

success, and plan options for learning based

upon assessment data, alternative learning

paths are identified and lessons designed

based upon data, etc.)

formative and

summative

assessments, to

meet the needs of

students and

stakeholders.

summative

assessments and

used quantitative

or qualitative data

to meet the needs

of students and

stakeholders.

summative

assessments gathered

both quantitative and

qualitative data to

meet the needs of

students and

stakeholders.

Technology-assisted

feedback was

provided and

alternative learning

paths identified to

meet the needs of

specific learners.

effective formative

and summative

assessments,

assessed using both

quantitative and

qualitative data

techniques, to meet

specific needs of a

range of students

and stakeholders.

Technology-

assisted feedback

was provided and

multiple alternative

learning paths

identified to meet

the needs of all

learners.

VDOE 4 Skilled Technology User Understand the fundamental concepts of technology operations and troubleshooting as well as basic uses of technology in instruction.

Technology

Updated 11/2017

95 The candidate demonstrated the ability to

choose and use digital technologies

including hardware, software and web-

based resources to support classroom

instruction, including basic computing

operations such as accessing accounts,

select appropriate applications to perform

tasks, file management and web navigation.


ability to use digital technologies to support

instruction includes: lesson plans that

reference hardware, software and web-

based resources that support instructional

technologies, evidence of using school-

based file management and the use of

storage and communication operations,

mentor verification that this standard was

met, etc.)

The candidate did

not use technology

to support

instruction.

The candidate

used limited or

archaic

technologies to

support

instruction.

The candidate used

effective,

appropriate, and

contemporary digital

technologies to

support instruction

including basic

computing operations

such as accessing

accounts, select

appropriate

applications to

perform tasks, file

management and web

navigation.

The candidate

systematically used

effective,

appropriate,

contemporary, and

digital technologies

to support

instruction

including basic

computing

operations such as

accessing accounts,

select appropriate

applications to

perform tasks, file

management and

web navigation.

The candidate demonstrated the ability to

troubleshoot typical classroom

technologies.


ability to demonstrate the ability to

troubleshoot typical classroom technologies

includes: reflections/journal/post-

observation discussion notes about

troubleshooting skills, lesson

plans/activities where basic troubleshooting

skills are taught to students, mentor

verification that this standard was met, etc.)

The candidate

could not perform

basic computing

operations or

troubleshoot

classroom

technology issues.

The candidate

could perform

only very basic

computing

operations. The

candidate was able

to troubleshoot

basic classroom

technology issues.

The candidate could

perform basic

computing operations

and troubleshoot

classroom

technology issues.

The candidate

solved a range of

technology issues

and created a

variety of

technology-

supported activities

to help learners

troubleshoot issues.

The candidate could

easily perform

computing

operations and

troubleshoot a

wide-range of

classroom

technology issues.

Updated 11/2017

96

Assessment E Internship Evaluation by the Teacher Candidate

Teacher Candidate School

Area Taught Semester: Fall/Spring/Sum

Mentor Teacher Date

Type of Classroom: (please circle one)

Self-Contained Resource Home-Based Center-Based Residential Other

A. Rate yourself according to the following: 5 = Consistently Demonstrated 2 = Marginal

4 = Usually Demonstrated 1 = Unsatisfactory

3 = Emerging Competency

Teaching Competencies 5 4 3 2 1

Knowledge of subject area(s) .........................................................

Understanding of human development ..........................................

Knowledge of learning processes ..................................................

Planning and preparation ...............................................................

Motivation of students ...................................................................

Use of teaching methods ................................................................

Provision for individual differences ...............................................

Classroom management .................................................................

Use of resources .............................................................................

Assessment of learning ..................................................................

Reflection on performance .............................................................

Personal/Professional Development

Responsibility.................................................................................

Judgment ........................................................................................

Self-confidence ..............................................................................

Initiative .........................................................................................

Resourcefulness .............................................................................

Interpersonal relations with students..............................................

Interpersonal relations with families ..............................................

Interpersonal relations with professional peers ..............................

Oral communication .......................................................................

Written communication..................................................................

Attitude toward work .....................................................................

Response to suggestions.................................................................

Organization ...................................................................................

Updated 11/2017

97

B. Rate the following: 5-Excellent 4-Good 3-Average 2-Fair 1-Poor

5 4 3 2 1

1. I felt the internship orientation was .........................................

2. Clarification of my role as an intern was .................................

3. There were ample opportunities for me to discuss the

internship experiences with the:

a) Mentor Teacher ...................................................................

b) University Supervising teacher...........................................

4. I feel that communication between me and

a) the Mentor Teacher was ......................................................

b) the University Supervisor was ............................................

C. General Evaluation of Self

1. Areas in which I believe I show high competence are:

2. Areas in which I need strengthening are:

3. Is there anything further concerning your internship that we should talk about?

(Please be as frank as possible in identifying any factor.)

Signature of teacher candidate Date

Permanent address

Telephone number

Updated 11/2017

98

Supplemental Materials

Updated 11/2017

99

University Supervisors Tech Tips

Setting Up Your Blackboard Course Site

• Log-in to myMason portal: https://mymasonportal.gmu.edu

• Click on “Courses” and select your section of EDSE 783/784/785

• Post your syllabus on the “Syllabus” page

• Verify that all preset sections are visible and working

a. Handbook page (including Internship Handbook and Important Documents to Read)

b. Summary of Placement, Supervisors, Hours and Final grade page with 1 upload area

*Note: When you initially set up your course site, the Assessments page will not have any activated Tk20

links. Do not add anything to the Assessments page, as the Tk20 links will eventually be added here for

you.

CEHD Tk20 Faculty Directions: https://cehd.gmu.edu/aero/tk20/faculty-directions/

• Includes Tk20 Link Set Up, Getting Started, & Scoring the Assessments

CEHD Tk20 Faculty FAQs: https://cehd.gmu.edu/aero/tk20/faculty-directions/faqs

• Many issues/questions can be answered on this page, so always start here for troubleshooting

Getting Started in Tk20

• You will receive an email from Tk20 Help when the Tk20 links have been added to the

Assessments page of your course Blackboard site.

o As of Spring 2017, you no longer have to activate the links! Tk20 now does it for you.

• Once your Tk20 links have been added, it is a good idea to verify that everything is set up

properly. To do so, follow the directions on the Tk20 Faculty Directions page under “Getting

Started”:

o Login to your course Blackboard site

o Go to the “Assessments” page on the left-side menu of your course site

o Click on a Tk20 Assessment link

▪ If you see a student list, you are good to go!

▪ If you don’t see a student list, follow the troubleshooting steps on the Tk20

Faculty Directions page and contact [email protected] if you need assistance

o Double-check the rubric by clicking on any student name, and then clicking on the blue

rubric name on the right-side of the split screen under “Assessment Tool”

▪ After confirming that the rubric is correct, click “Close”

• Checklist to use before scoring anything in Tk20:

✓ I received an automated email informing me the Assessment links for my course are

ready.

✓ When I click on each Assessment link, a student list appears.

✓ The student list is accurate.

✓ All rubric titles are correct and match those listed in the Special Education Clinical

Internship Handbook.

• **Important Note: If you have more than one course section in your Blackboard site, please note

that it will be very important that each Teacher Candidate selects the Tk20 link for his/her

assigned course section. Clicking on the wrong course section Tk20 link will automatically

enroll the Teacher Candidate in the incorrect section. To prevent confusion, we recommend that

https://mymasonportal.gmu.edu/

https://cehd.gmu.edu/aero/tk20/faculty-directions/

https://cehd.gmu.edu/aero/tk20/faculty-directions/faqs


Updated 11/2017

100

you remind Teacher Candidates of their section number prior to clicking on Tk20 links and

emphasize the importance of clicking on the correct section link.

o You can verify the sections students are in by checking on Patriot Web.

o Grade each student’s assessments only in their assigned sections. If you notice that a

student is enrolled in the wrong section or more than one section, contact

[email protected]

Scoring Assessments in Tk20

• Follow the directions on the Tk20 Faculty Directions page under “Scoring the Assessment”:

o Login to your course Blackboard site

o Go to the “Assessments” page on the left-side menu of your course site

o Click on the Tk20 Assessment link you wish to score

o Click directly on the student name

▪ You’ll see a split screen with the student’s submission on the left side and the

rubric title on the right side (in blue)

o To view the student’s submission, click on “View and Annotate” or “Download”

▪ **Important Notes:

• For the Internship Rubric (Assessment A) and Critical Incident Analysis

(Assessment B), verify that the student upload is there and complete

before you enter any scores on the rubric.

• For the Technology Standards, verify that the student upload is there, but

you do not have to worry about scoring the rubric.

• If you realize that the student has uploaded the wrong document, has not

included all necessary components, or needs to redo their submission for

any reason, check out Question 10 on the Faculty FAQs page for what to

do and direct students to Questions 8 & 9 on the Student FAQs page

o To score the rubric, click directly on the title

▪ To score each item, click on the circular button next to the appropriate score.

Once you’ve selected the score, it will also appear in the “Score” box of the

rubric.

▪ You may type comments in the boxes next to each item or at the end of the

rubric, but please only use the scores provided in the rubric (i.e., do not manually

enter any numbers)

o When you are done scoring the rubric, click on “Complete” at the very end of the page

and then “Submit” in the top right-hand corner of the rubric

• Note that the Tk20 Faculty Directions page includes a “Grading in Blackboard” section. Please

ignore this section. You do not have to record a grade for any Tk20 assignments in Blackboard.


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101

Blackboard & Tk20 Responsibilities The following tables list the tasks completed by the Teacher Candidate and University Supervisor on

Blackboard.

Teacher Candidate

Does what? Where on Blackboard?

Uploads the Critical Incident Analysis Assessment

Task (see Assessment B) before the final conference

*Note: upload all parts of the assignment, including

(1) the lesson plan, (2) the holistic reflection, and (3)

the critical incident reflection

Assessments page

• Note: Upload paper to the Tk20

link (“InTASC Critical Incident

Analysis”) for your section

Uploads the Technology Standards evidence table

before the final conference

Assessments page

• Note: Upload paper to the Tk20

link (“Technology Portfolio”) for

your section

Uploads the completed and signed Summary of

Placement, Supervisors, Hours, and Final Grade

(Form 2) after the final conference

Summary of Placement, Supervisors,

Hours, and Final Grade page

Uploads the completed and signed Internship Rubric

(Assessment A) after the final conference

*Note: upload the entire rubric, including the

signature page and all rubric pages

Assessments page

• Note: Upload to the Tk20 link

(“EDSE 783/784/785 General

Internship”) for your section


Does what? Where on Blackboard?

Completes online Tk20 rubric for the Internship

Rubric (Assessment A)

*Note: Do not complete this rubric until after the

Teacher Candidate has uploaded the

signed/completed document (i.e., signature page and

all rubric pages)

Assessments page

• Note: Complete the online rubric

in the Tk20 link for the

candidate’s section

Completes online Tk20 rubric for the Critical

Incident Analysis Assessment Task (Assessment B)

*Note: Do not complete this rubric until after the

Teacher Candidate has uploaded the document(s)

(including the lesson plan, holistic reflection, and

the critical incident reflection)

Assessments page




Completes rubric for the Teacher Candidate

Dispositions Rating (Assessment C)

Assessments page




Verifies the Teacher Candidate has uploaded the

completed and signed Summary of Placement,

Supervisors, Hours, and Final Grade document

(Form 2)

Summary of Placement, Supervisors,

Hours, and Final Grade page

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102

Submitting Final Grades The University Supervisor will submit Teacher Candidate final grades (pass/fail) using the Patriot Web

system:

1. Open the login page to Blackboard (mymasonportal.gmu.edu).

2. On the left side of the screen in the navigation box, you will see PatriotWeb Self-Service. Click

on it.

3. You will be directed to the Patriot Web homepage. Click on Login in the bottom right corner

4. You will be directed to a login page. In the username section, include your GMU username (front

part of your GMU email address). Then enter your password (same password as for Blackboard

or email) and click login.

5. You will be directed to a homepage that should say “Welcome, (your name here)” at the top.

Click on Faculty and Advisor Services.

6. At the next page, click on Final Grades.

7. Select a term from the drop down menu. Click Submit.

8. Choose the CRN/course. Click Submit.

9. You will then see a page that has a list of your students and a column to choose the final grade for

each for the course. Enter the grades using the drop down menu. At the bottom of the page, when

you have finished, hit Submit.

10. You will need to complete this entering of grades and hitting “submit” for each CRN that you

have for your courses or interns.

11. Once you have completed all of your final grades, log out of PatriotWeb. You are finished!

Submitting Final Paperwork The University Supervisor will submit the following completed (and signed, if applicable) documents to

the Educator Preparation Office (EPO), located in Thompson Hall, Suite 1700:

• Internship Evaluation by the Teacher Candidate – Assessment E

• Log of hours – Form 1

• Internship Rubric – Assessment A

• Summary of Placement, Supervisors, Hours, and Final Grade – Form 2

• Summary Observation Sheets (3 total per internship placement) – Form 4

• Final Evaluations (Mentor Teacher, University Supervisor, and Teacher Candidate) via EPO

Qualtrics links

Resources

• CEHD Tk20 Website: https://cehd.gmu.edu/aero/tk20

• Tk20 Websites for University Supervisors:

o Faculty FAQs: https://cehd.gmu.edu/aero/tk20/faculty-directions/faqs

o Faculty Directions: https://cehd.gmu.edu/aero/tk20/faculty-directions/

• Tk20 Websites for Teacher Candidates:

o Student FAQs: https://cehd.gmu.edu/aero/tk20/student-directions/faqs

o Student Directions: https://cehd.gmu.edu/aero/tk20/student-directions

• Any other questions can be directed to [email protected] or [email protected]

https://cehd.gmu.edu/aero/tk20

https://cehd.gmu.edu/aero/tk20/faculty-directions/faqs

https://cehd.gmu.edu/aero/tk20/faculty-directions

https://cehd.gmu.edu/aero/tk20/student-directions/faqs

https://cehd.gmu.edu/aero/tk20/student-directions



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The Active Teaching Model: Lesson Plan Format A

Date:

Topic:

Lesson objective:

Previous lesson summary:

Next lesson summary:

Phase I – Structuring/Advance

Organizer

• Step by step description of how you will:

o State lesson rules and expectations for

behavior (to facilitate attention to

task)

o Link information in today’s lesson to

prior knowledge/experience

o Identify key points of today’s

objective on board

Phase II – Active Demonstration &

Guided Practice

• Step by step description of how you will:

o Provide demonstration

o Model

o Provide varied examples of the

concept followed by non-examples

o Provide guided practice with student

verbalization of underlying rule or

principle

o Assess student understanding

o Pre-cue or prompt student response

throughout

Phase III – Independent Practice and

Assessment • Step by step description of how you will:

o Provide student with independent

practice

o Assess their understanding

o Close or sum (firm-up) for

fluency/automaticity

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104

The Active Teaching Model: Lesson Plan Format B

Subject and Grade: Number of Students in group:

Length of Session (s): Date (s):

Teacher: Big Idea(s):

Goal: Tell the purpose of the lesson related to the key concept(s)/big idea.

Specific Objectives:

[Tell what the student(s) should be able to do as a result of the lesson. Note the source(s) of the

objectives (e.g., SOL’s Stanford 9, textbook, local curriculum guide, personal, etc.)]

Prerequisite Skills: (Note the prior knowledge and/or experience students should bring to this lesson. What information

should they transfer/activate from previous lessons/experiences?)

The Lesson:

I. Structuring Phase

Tell how the link to previous learning/experience is made to today’s lesson (promote transfer:

focus examples on similarity, association, critical attributes, or mastery of previous information);

denote expectations for behaviors that promote attention to task; communicate today’s lesson

objective(s) to students.

(Include any examples, diagrams, etc. used)

II. Active Demonstration & Practice of New Concepts

(Include any strategies being taught; give examples being used, including non-examples; note any

special materials and equipment involved)

III. Consolidation & Over learning

(Describe or include examples, materials, texts, etc. being used.)

Follow-up: Describe related homework or post-lesson activities; include a description or example(s) of

follow-up activities.

Evaluation plans:

After the instructional episode, describe how achievement of the stated objectives will be determined

(include description or example of assessment procedures).