Classroom Does not show respect for Shows respect for all Ensures that most Ensures that most or all students all students, is unable to students but is frequently students are on task, are on task, shows respect for Management manage conflicts and unable to manage conflicts shows respect for students, prevents or manages Skills disruptive behavior, and and disruptive behavior students, but may have conflicts and disruptive applies consequences and/or applies problems managing minor behavior, applies consequences inconsistently. consequences conflicts or disruptive consistently, and sets and inconsistently. behavior effectively or enforces high expectations for applying consequences each student. consistently, and sets and enforces high expectations. Culture Does not demonstrate Demonstrates knowledge Applies knowledge of Regularly integrates students’ knowledge about of students’ cultural values students’ cultural values cultural values and beliefs into students’ cultural values. and beliefs but does not and beliefs to promote lesson plans and instructional incorporate these values student learning but may activities to tap prior knowledge into lesson plans or only occasionally integrate and promote student learning. instructional activities. these into lesson plans or instructional activities. Does not conduct Uses few formative Designs formative Designs and administers Classroom-based formative assessments or assessment tasks and assessment tasks and tools formative, performance-based (formative) use performance-based tools, or most are not based on classroom assessment tasks and tools Assessment assessment tools. performance-based, or instruction but some may based on classroom instruction some of these do not not be performance-based and curriculum objectives, provide appropriate or may not provide provides appropriate scaffolding, and/or does appropriate or sufficient scaffolding, and uses results not analyze results to scaffolding, uses results appropriately to direct inform instruction. appropriately to direct instruction. instruction.
Classroom Management Skills Does not show respect for all students, is unable to manage conflicts and disruptive behavior, and applies consequences inconsistently. Shows respect for all students but is frequently unable to manage conflicts and disruptive behavior and/or applies consequences inconsistently. Ensures that most students are on task, shows respect for students, but may have problems managing minor conflicts or disruptive behavior effectively or applying consequences consistently, and sets and enforces high expectations. Ensures that most or all students are on task, shows respect for students, prevents or manages conflicts and disruptive behavior, applies consequences consistently, and sets and enforces high expectations for each student. Culture Does not demonstrate knowledge about students’ cultural values. Demonstrates knowledge of students’ cultural values and beliefs but does not incorporate these values into lesson plans or instructional activities. Applies knowledge of students’ cultural values and beliefs to promote student learning but may only occasionally integrate these into lesson plans or instructional activities. Regularly integrates students’ cultural values and beliefs into lesson plans and instructional activities to tap prior knowledge and promote student learning. Classroom-based (formative) Assessment Does not conduct formative assessments or use performance-based assessment tools. Uses few formative assessment tasks and tools, or most are not performance-based, or some of these do not provide appropriate scaffolding, and/or does not analyze results to inform instruction. Designs formative assessment tasks and tools based on classroom instruction but some may not be performance-based or may not provide appropriate or sufficient scaffolding, uses results appropriately to direct instruction. Designs and administers formative, performance-based assessment tasks and tools based on classroom instruction and curriculum objectives, provides appropriate scaffolding, and uses results appropriately to direct instruction.
ESL_Internship_Handbook.docx