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INTERNSHIP EVALUATION RUBRIC SIGNATURE PAGE
Directions: Interns are evaluated at the pre-professional level using the Florida Educator
Accomplished Practices (FEAPs), using the following holistic rubric. On each page, there are spaces
to document dates that indicators have been observed and discussed with the intern. The dates at the
top correspond with dates at the bottom of each page and specific feedback is written at the bottom of
each page to guide the conversations with the intern.
By the midpoint, the supervising teacher will have discussed feedback from the rubric at least 3times,
as indicated by the spaces on each page. Using the feedback discussed, the supervising teacher will
determine a score for each FEAP and will record on the Midpoint Evaluation Summary Sheet. The
supervising teacher will do the same for the Final Evaluation Summary Sheet. An intern must receive
at least a score of 2 for each FEAP by the final to successfully pass the internship semester. Both the
Midpoint and Final Evaluation Summary Sheets are signed by the intern, the coordinator, and the
supervising teacher. The clinical coordinator will collect all paperwork and turn into the Office of
Clinical Experiences at the end of the semester.
Internship II/Graduate requires evaluation in each of the FEAPs throughout the course of the
internship.
Please complete the information in the box below.
Intern Name ______________________ ___II ___Grad Semester/Year _____________
School ________________________________ Grade Level______________________
Subject(s) Taught______________________________________________________________________
The signatures below verify that the following rubric has been implemented by the observer(s) and that a
rubric score for each FEAP has been reported on the Midpoint and Final Evaluation Summary Sheets
(found on the last page of this rubric).
_______________________________ ________________________________
Supervising Teacher-Print Name Supervising Teacher Signature/Date
________________________________ ________________________________
Intern-Print Name Intern Signature/Date
__________________________________ _________________________________
UCF Clinical Coordinator-Print Name UCF Clinical Coordinator Signature/Date
Distribution of Signature Page: One copy kept each for supervising teacher, intern, and clinical
coordinator; original copy turned into the UCF College of Education by the clinical coordinator.
FLORIDA EDUCATOR ACCOMPLISHED PRACTICE # 1 – ASSESSMENT
Guiding Questions: How do the assessment practices of the candidate help students demonstrate their
knowledge and make learning progress? What is the evidence of student learning? Scoring Directions: Evaluate level of performance based on the following: (0) Unacceptable: Little or no evidence of demonstrating each or some of the indicators (1) Developing: Inconsistently demonstrates each or some of the indicators
(2) Proficient: Consistently demonstrates all indicators (3) Exemplary: Consistently demonstrates all indicators (ONLY IF SHADED INDICATOR IS MET)
Possible Evidence/Artifacts: P-12 samples of student work, student journal entries (What I learned…) used
for assessment and planning; teacher-made tests, P-12 student rubrics for self-evaluation, pre/post
assessments, rubrics for specific assignments, use of computer for feedback or record keeping.
Indicators Date: Date: Midpoint
Date:
Date: Final
Date:
Analyzes individuals’ learning needs and
practices techniques which accommodate
differences, including linguistic and cultural differences
Employs traditional and alternative
assessment strategies in determining
students’ mastery of specified outcomes
Modifies instruction based upon assessed
student performance
Reviews assessment data and identifies
students’ strengths and weaknesses
Grades student performance fairly and
without bias (Disposition)
Employs performance-based
assessment strategies to determine
students’ performance of specified
outcomes and to modify subsequent
instruction
Date of
Observation
Comments (Include specific comments to support the score):
Midpoint
Final
FLORIDA EDUCATOR ACCOMPLISHED PRACTICE # 2 - COMMUNICATION
Guiding Questions: What evidence is provided that demonstrates effective communication between
students and teachers? How does the candidate’s communication practice support inquiry and positive
interaction in the classroom?
Scoring Directions: Evaluate level of performance based on the following:
(0) Unacceptable: Little or no evidence of demonstrating each or some of the indicators (1) Developing: Inconsistently demonstrates each or some of the indicators (2) Proficient: Consistently demonstrates all indicators
(3) Exemplary: Consistently demonstrates all indicators (ONLY IF SHADED INDICATOR IS MET)
Possible Evidence/Artifacts: Divergent questions in lesson plans, samples of student-generated questions,
lesson plans include opportunities for student-to-student interaction, discussion, and feedback, lessons
include time for feedback to learners, lessons include accommodations for learner needs.
Indicators Date: Midpoint
Date:
Date:
Date: Final
Date:
Establishes positive interactions between the teacher and students that are focused
upon learning
Encourages students in a positive and supportive manner
Communicates to all students high
expectations for learning
Demonstrates the ability to write, speak, and listen in a logical, professional, and
understandable style
Designs and conducts lessons that
provide opportunities for students to
learn from each other and that support
individual and group inquiry.
Date of
Observation
Comments (Include specific comments to support the score):
Midpoint
Final
FLORIDA EDUCATOR ACCOMPLISHED PRACTICE # 3 – CONTINUOUS IMPROVEMENT
Guiding Questions: What evidence is provided that demonstrates the candidate’s reliance on (mentor)
teachers, peers, and other resources to continually improve practice? How does the professional
development plan reflect an action plan for growth? What evidence is provided that the intern
demonstrates reflective practice in the improvement process?
Scoring Directions: Evaluate level of performance based on the following:
(0) Unacceptable: Little or no evidence of demonstrating each or some of the indicators (1) Developing: Inconsistently demonstrates each or some of the indicators (2) Proficient: Consistently demonstrates all indicators
(3) Exemplary: Consistently demonstrates all indicators (ONLY IF SHADED INDICATOR IS MET)
Indicators Date: Date: Midpoint Date:
Date: Final Date:
Uses data from her/his own learning
environments as a basis for reflecting upon and experimenting with personal
teaching practices
Participates in the design of a personal
professional development plan to guide her/his own improvement
Works to continue the development of
her/his own background in instructional methodology, learning theories, second
language acquisition theories, trends,
and subject matter
Demonstrates commitment to life-long learning (Disposition)
Shows evidence of reflection and
improvement in performance in
teaching/learning activities and in an
increased capacity to facilitate
learning for all students
Possible Evidence/Artifacts: Lessons include material/information from multiple sources, shares lessons
and seeks feedback from mentor teachers and colleagues, written reflective analysis of practice, adapts
lessons based on feedback from student performance and mentor feedback.
Date of
Observation Comments (Include specific comments to support the score):
Midpoint
Final
FLORIDA EDUCATOR ACCOMPLISHED PRACTICE # 4 – CRITICAL THINKING
Guiding Questions: What evidence is provided that demonstrates understanding of principles and
techniques, advantages and limitations associated with various instructional strategies? How does the
candidate use a wide variety of learning sources to enhance and encourage creativity in students? Scoring Directions: Evaluate level of performance based on the following:
(0) Unacceptable: Little or no evidence of demonstrating each or some of the indicators (1) Developing: Inconsistently demonstrates each or some of the indicators (2) Proficient: Consistently demonstrates all indicators
(3) Exemplary: Consistently demonstrates all indicators (ONLY IF SHADED INDICATOR IS MET)
Indicators Date: Date: Midpoint
Date:
Date: Final
Date:
Provides opportunities for students to
learn higher-order thinking skills
Identifies strategies, materials, and
technologies that she/he will use to
expand students’ thinking abilities
Models and implements the use of higher-order thinking abilities
Demonstrates the ability to problem solve
Conducts lessons that include open-
ended projects and poses problems,
dilemmas, and questions in lessons.
Possible Evidence/Artifacts: Lesson plans include explanation of instructional strategies, learning goals are
aligned with curriculum and needs of learners, instruction includes strategies that require higher order
thinking, instruction includes informal assessment of learners’ problem solving skills.
Date of
Observation Comments (Include specific comments to support the score):
Midpoint
Final
FLORIDA EDUCATOR ACCOMPLISHED PRACTICE # 5 - DIVERSITY
Guiding Questions: What is the evidence in teacher practice that the candidate uses different approaches to
learning and performance to address learning styles, ELL needs, and individual talents of students? How
does instruction incorporate students’ experiences and cultures? NOTE: The nature of this FEAP suggests that all indicators capture professional dispositions valued by the UCF
College of Education.
Scoring Directions: Evaluate level of performance based on the following:
(0) Unacceptable: Little or no evidence of demonstrating each or some of the indicators (1) Developing: Inconsistently demonstrates each or some of the indicators
(2) Proficient: Consistently demonstrates all indicators
(3) Exemplary: Consistently demonstrates all indicators (ONLY IF SHADED INDICATOR IS MET)
Indicators Date: Date: Midpoint
Date:
Date: Final
Date:
Accepts and values students from diverse cultures and linguistic backgrounds and treats all students
equitably
Has a repertoire of teaching techniques and
strategies to effectively instruct all students
Employs techniques useful in creating a climate of
openness, mutual respect, support, and inquiry
Demonstrates sensitivity to all students and is
committed to teaching all students regardless of ability, socio-economic, cultural, linguistic, and
ethnic background, exceptionality, gender,
religion, and other variables
Encourages student responsibility, appropriate
social behavior, integrity, valuing of diversity,
honesty, and honoring multiple perspectives
Possible Evidence/Artifacts: Seeks feedback from supervising teacher pertaining to required
accommodations, lesson plans describe accommodations in detail, instruction (verbal) demonstrates
multiple learning strategies, expectations of student work include student experience.
Date of
Observation Comments (Include specific comments to support the score):
Midpoint
Final
FLORIDA EDUCATOR ACCOMPLISHED PRACTICE # 6 – ETHICS
Guiding Questions: How does the candidate demonstrate professional and ethical behavior in the learning
environment? How does the candidate encourage and help students understand the importance of
tolerance and restraint? NOTE: The nature of this FEAP suggests that all indicators capture professional dispositions valued by the UCF
College of Education.
Scoring Directions: Evaluate level of performance based on the following:
(0) Unacceptable: Little or no evidence of demonstrating each or some of the indicators (1) Developing: Inconsistently demonstrates each or some of the indicators
(2) Proficient: Consistently demonstrates all indicators
(3) Exemplary: Consistently demonstrates all indicators (ONLY IF SHADED INDICATOR IS MET)
Indicators Date: Date: Midpoint
Date:
Date: Final
Date:
Makes reasonable effort to protect students from
conditions harmful to learning and/or to their
mental and/or physical health and/or safety
Makes reasonable efforts to provide students
access to diverse points of view
Takes reasonable precautions to distinguish
between personal views and those of any
educational institution or organization with
which the individual is affiliated
Maintains honesty in all professional dealings Commits no known or observed violations of the
Code of Ethics of the Education Profession in
Florida and Principles of Professional Conduct
for the Education Profession in Florida
Does not intentionally distort or misrepresent
facts concerning an educational matter in
direct or indirect public expression
Possible Evidence/Artifacts: Professional demeanor in the classroom, professional interaction with students
and colleagues, adheres to Professional Code of Ethics and professional expectations as outlined by the school district.
FLORIDA EDUCATOR ACCOMPLISHED PRACTICE # 7 – HUMAN DEVELOPMENT AND LEARNING
Guiding Questions: How does the candidate demonstrate understanding of how students construct
knowledge? What instructional strategies are in place that promote student learning? How does the
candidate identify levels of readiness in learning and reflect these levels in planning, instruction, and
assessment?
Scoring Directions: Evaluate level of performance based on the following: (0) Unacceptable: Little or no evidence of demonstrating each or some of the indicators (1) Developing: Inconsistently demonstrates each or some of the indicators
(2) Proficient: Consistently demonstrates all indicators (3) Exemplary: Consistently demonstrates all indicators (ONLY IF SHADED INDICATOR IS MET)
Possible Evidence/Artifacts: Lessons include examples of differentiated instruction, adaptations of
materials and lesson plans, differentiated assessment strategies, expectations of learners making
connections to experiences and subject matter.
Date of
Observation Comments (Include specific comments to support the score):
Midpoint
Final
Indicators Date: Date: Midpoin
t
Date:
Date: Final
Date:
Uses teaching and learning strategies that include
consideration of each student’s learning styles, needs,
background, and development
Uses previously acquired knowledge to link new
knowledge and ideas to already familiar ideas
Varies activities to accommodate different students’
learning needs, developmental levels, experiential
backgrounds, linguistic development, and cultural heritage
Uses alternative instructional strategies to develop
concepts and principles and is aware of the rationale for
choosing different methods
Recognizes developmental levels of students and identifies
differences within a group of students
Can define, describe, and identify learning theories,
subject matter structure, curriculum development, and
student development processes; can recognize their use
in lesson development; and can reflect upon that use
FLORIDA EDUCATOR ACCOMPLISHED PRACTICE # 8 – KNOWLEDGE OF SUBJECT MATTER
Guiding Questions: How does the candidate provide evidence of subject matter knowledge? What
instructional strategies are in place that help students make connections to other disciplines and acquire
new knowledge?
Scoring Directions: Evaluate level of performance based on the following:
(0) Unacceptable: Little or no evidence of demonstrating each or some of the indicators (1) Developing: Inconsistently demonstrates each or some of the indicators (2) Proficient: Consistently demonstrates all indicators
(3) Exemplary: Consistently demonstrates all indicators (ONLY IF SHADED INDICATOR IS MET)
Indicators Date: Date: Midpoint
Date:
Date: Final
Date:
Communicates knowledge of subject matter in a manner that enables students to learn
Increases subject matter knowledge in order to
integrate the learning activities
Uses the materials and technologies of the subject field in developing learning activities for students
Values high academic standards and believes
students deserve a high-quality education (Disposition)
Uses breadth of subject matter knowledge to
interrelate topics from a variety of
perspectives, interests, and points of view
within the subject area
Possible Evidence/Artifacts: References various resources in lesson plans or projects, plans include
material that enriches lessons, adapts subject matter to learner needs.
Date of
Observation Comments (Include specific comments to support the score):
Midpoint
Final
FLORIDA EDUCATOR ACCOMPLISHED PRACTICE # 9 – LEARNING ENVIRONMENTS
Guiding Questions: What evidence in practice demonstrates the candidate’s understanding of effective
classroom management and strategies that promote positive relationships and cooperation in the
classroom? How do students demonstrate their understanding of working cooperatively?
Scoring Directions: Evaluate level of performance based on the following: (0) Unacceptable: Little or no evidence of demonstrating each or some of the indicators (1) Developing: Inconsistently demonstrates each or some of the indicators
(2) Proficient: Consistently demonstrates all indicators (3) Exemplary: Consistently demonstrates all indicators (ONLY IF SHADED INDICATOR IS MET)
Indicators Date: Date: Midpoint
Date:
Date: Final
Date:
Practices a variety of techniques for establishing
smooth and efficient routines
Applies the established rules and standards for
behaviors consistently and equitably
Recognizes cognitive, linguistic, and affective
needs of individual students and arranges learning environments and activities to meet these needs
Reflects research-based best practices in
instructional methods (Disposition)
Works to maintain instructional momentum during transitions between activities .
Possible Evidence/Artifacts: Explains classroom organization, displays/explains procedures and routines in
each lesson, clarifies work expectations, teaches and reinforces working cooperatively, instruction
demonstrates effective organization and use of time.
Date of
Observation Comments (Include specific comments to support the score):
Midpoint
Final
FLORIDA EDUCATOR ACCOMPLISHED PRACTICE # 10 - PLANNING
Guiding Questions: Are plans for instruction based on state and content standards? How do the
candidate’s plans provide evidence of instruction that meets student needs? How does the candidate adjust
plans based upon student needs and responses?
Scoring Directions: Evaluate level of performance based on the following: (0) Unacceptable: Little or no evidence of demonstrating each or some of the indicators (1) Developing: Inconsistently demonstrates each or some of the indicators
(2) Proficient: Consistently demonstrates all indicators (3) Exemplary: Consistently demonstrates all indicators (ONLY IF SHADED INDICATOR IS MET)
Indicators Date: Date: Midpoint
Date:
Date: Final
Date:
Plans and conducts lessons with identified student
performance and learning outcomes
Provides comprehensible instruction based on
performance standards required of students in
Florida public schools (NGSSS)
Plans activities that engage students in learning activities and employs strategies to re-engage
students who are off task
Is organized and plans ahead Learns to adapt plans while a lesson is in
progress to take advantage of unexpected
opportunities and address unexpected
problems.
Possible Evidence/Artifacts: Lesson plans link instruction to assessment, plans link learning goals to
curriculum and Next Generation Sunshine State Standards (NGSSS), written and verbal evidence of
accommodations, plans reflect impact of pre-assessment data, continuous planning based on student
performance.
Date of
Observation Comments (Include specific comments to support the score):
Midpoint
Final
FLORIDA EDUCATOR ACCOMPLISHED PRACTICE # 11 – ROLE OF THE TEACHER
Guiding Questions: What evidence is provided that the candidate considers learners’ needs? How does the
candidate demonstrate understanding of the school as an organization and the context of the community?
Scoring Directions: Evaluate level of performance based on the following:
(0) Unacceptable: Little or no evidence of demonstrating each or some of the indicators (1) Developing: Inconsistently demonstrates each or some of the indicators (2) Proficient: Consistently demonstrates all indicators
(3) Exemplary: Consistently demonstrates all indicators (ONLY IF SHADED INDICATOR IS MET)
Indicators Date: Date: Midpoint
Date:
Date: Final
Date:
Develops and expands strategies that are effective in fulfilling the role of student advocate and is familiar
with the laws (State and Federal) and court-ordered
Consent Decrees which assure the rights of students
Provides meaningful feedback on students’ progress
to students and families and seeks assistance for self
and families
Proposes ways in which families can support and reinforce classroom goals, objectives, and standards
Demonstrates concern for student learning and
promotes student well-being through professional
commitment including being punctual, responsible, organized, attends class regularly, demonstrates pride
in self and work, gets along well with others, is self-
controlled, and is flexible (Disposition)
Works with colleagues to meet identified
educational, physical, social, linguistic, cultural,
and emotional needs of students
Possible Evidence/Artifacts: Addresses learner needs in planning and instruction, adheres to existing
formats for communicating with parents, demonstrates knowledge of school community, consistently
provides feedback to students about progress, consistently consults with supervising teacher about learner
needs and progress.
Date of
Observation
Comments (Include specific comments to support the score):
Midpoint
Final
FLORIDA EDUCATOR ACCOMPLISHED PRACTICE # 12 - TECHNOLOGY
Guiding Questions: What evidence is provided of the candidate’s skill in the use of technology in the
classroom? How is technology integrated in instruction? How do students demonstrate their technology
skills?
Scoring Directions: Evaluate level of performance based on the following: (0) Unacceptable: Little or no evidence of demonstrating each or some of the indicators (1) Developing: Inconsistently demonstrates each or some of the indicators
(2) Proficient: Consistently demonstrates all indicators (3) Exemplary: Consistently demonstrates all indicators (ONLY IF SHADED INDICATOR IS MET)
Indicators Date: Date: Midpoint
Date:
Date: Final
Date:
Uses technology appropriately in lesson and
material preparation
Creates authentic tasks using technology tools and
recognizes the need for learner-centered
environments
Demonstrates a basic level of technology competency and ensures that students have
opportunities to attain basic technology literacy
skills.
Values technology as a tool to enhance learning. (Disposition)
Uses technology tools that enhance learning
opportunities that are aligned with the NGSSS
Possible Evidence/Artifacts: Lessons integrate use of technology, when used, technology requires student
interaction, instruction includes technology in spite of limited resources, if limited, provide alternative ways
for students to access technology.
Date of
Observation Comments (Include specific comments to support the score):
Midpoint
Final
College of Education
Internship Evaluation Rubric Summary Midpoint
Student Name: ________________________________ Major: __________________________ School Assignment: _____________________________ Grade Level: ______________________ Subject(s) Taught: ______________________________________________________________________ Supervising Teacher: _______________________ UCF Coordinator: ___________________________ Internship Semester and year: Fall _____ Spring _____
Internship Type: Internship II ____ Graduate/On-the-Job ____
S = Satisfactory U = Unsatisfactory
The Florida Educator Accomplished Practices (FEAPs) listed below are addressed throughout the intern’s program and measured during the internship semester. Please record the score from the Internship Evaluation Rubric for each FEAP and an “S” or “U”. At the final evaluation, the intern must earn at least a 2 for each FEAP to earn an “S”. A score less than 2 will result in a “U” at the final evaluation. Graduate/On-the-Job interns receive a letter grade, ie. A, B, C, D or F.
Rubric Score
S / U
EXAMPLE: FEAP - Ethics 2 S
Assessment
Communication
Continuous Improvement
Critical Thinking
Diversity
Ethics
Human Development and Learning
Knowledge of Subject Matter
Learning Environment
Planning
Role of the Teacher
Technology
Comments:
___________________________________________ ______________________________________________
Supervising Teacher Date University Coordinator Date
______________________________________ ___ Student has completed ESOL requirements
Student Date as documented on the ESOL Performance
Profile (*if applicable).
Distribution of Summary Sheet: One copy kept each for supervising teacher, intern, and clinical coordinator;
original copy turned into the UCF College of Education by the clinical coordinator.
College of Education
Internship Evaluation Rubric Summary Final
Student Name: ________________________________ Major: __________________________ School Assignment: _____________________________ Grade Level: ______________________ Subject(s) Taught: ______________________________________________________________________ Supervising Teacher: _______________________ UCF Coordinator: ___________________________ Internship Semester and year: Fall _____ Spring _____
Internship Type: Internship II ____ Graduate/On-the-Job ____
S = Satisfactory U = Unsatisfactory
The Florida Educator Accomplished Practices (FEAPs) listed below are addressed throughout the intern’s program and measured during the internship semester. Please record the score from the Internship Evaluation Rubric for each FEAP and an “S” or “U”. At the final evaluation, the intern must earn at least a 2 for each FEAP to earn an “S”. A score less than 2 will result in a “U” at the final evaluation. Graduate/On-the-Job interns receive a letter grade, ie. A, B, C, D or F.
Rubric Score
S / U
EXAMPLE: FEAP - Ethics 2 S
Assessment
Communication
Continuous Improvement
Critical Thinking
Diversity
Ethics
Human Development and Learning
Knowledge of Subject Matter
Learning Environment
Planning
Role of the Teacher
Technology
Comments:
___________________________________________ ______________________________________________
Supervising Teacher Date University Coordinator Date
______________________________________ ___ Student has completed ESOL requirements
Student Date as documented on the ESOL Performance
Profile (*if applicable).
Distribution of Summary Sheet: One copy kept each for supervising teacher, intern, and clinical coordinator;
original copy turned into the UCF College of Education by the clinical coordinator.