Internship Assessment Rubric Intern: Placement (school, Assessor: Role (circle one): mentor / supervisor / intern / cohort coordinator Date: The following is the EDU 543 and EDU 550 course rubric for the teacher education internship. Each assessor should use a single copy of this rubric for each intern, returning to it repeatedly throughout the semester/year to record observations and other evidence of performance. In order to Pass the first semester of internship, the intern should have consistently and convincingly demonstrated skills indicating basic performance. An intern needs to attain a minimum of Basic/Partially Meets (2) in each of the Standards. In order to pass the second semester of internship, an intern needs to attain a minimum of Proficient (3) in each of the Standards. Standard 1 Learner Development: The teacher understands how students 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. Performance Distinguished Proficient Basic RATING Indicators Nurtures Facilitates learners’ inquiry into their own Regularly determines individual and group Actively gathers and analyzes Distinguished learners’ personal, family, community and cultural performance in order to design and modify information learners’ (academic, growth and values, experiences and norms instruction to meet learners' needs in each personal, family, community and/or area of development (cognitive, linguistic, cultural values, experiences and norms.) development Proficient social, emotional, and physical) and in order to promote growth and scaffolds the next level of development. development. Builds a common understanding of literacy, Basic language, and exceptional with her/his learners and collaborates on strategies to support learning. Uses individual learners’ strengths, Uses understanding of literacy and Does Not interests and needs to create language skills, exceptional needs, and Meet developmentally appropriate instruction learners’ background knowledge to that enables each learner to advance his/her identify specific learning and linguistic Integrates or builds multicultural learning. needs of individuals and groups of curriculum materials that reflect global learners diversity and demonstrate global Creates an environment for opportunities competency. learners to discuss personal, family, community and/or cultural values, experiences and Standard 2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments
Internship Assessment Rubric Intern: Placement (school, Assessor: Role (circle one): mentor / supervisor / intern / cohort coordinator Date: The following is the EDU 543 and EDU 550 course rubric for the teacher education internship. Each assessor should use a single copy of this rubric for each intern, returning to it repeatedly throughout the semester/year to record observations and other evidence of performance. In order to Pass the first semester of internship, the intern should have consistently and convincingly demonstrated skills indicating basic performance. An intern needs to attain a minimum of Basic/Partially Meets (2) in each of the Standards. In order to pass the second semester of internship, an intern needs to attain a minimum of Proficient (3) in each of the Standards. Standard 1 Learner Development: The teacher understands how students 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. Performance Indicators Distinguished Proficient Basic RATING Nurtures learners’ growth and development Facilitates learners’ inquiry into their own personal, family, community and cultural values, experiences and norms Builds a common understanding of literacy, language, and exceptional with her/his learners and collaborates on strategies to support learning. Integrates or builds multicultural curriculum materials that reflect global diversity and demonstrate global competency. Regularly determines individual and group performance in order to design and modify instruction to meet learners' needs in each area of development (cognitive, linguistic, social, emotional, and physical) and scaffolds the next level of development. Uses individual learners’ strengths, interests and needs to create developmentally appropriate instruction that enables each learner to advance his/her learning. Creates an environment for opportunities learners to discuss personal, family, community and/or cultural values, experiences and Actively gathers and analyzes information learners’ (academic, personal, family, community and/or cultural values, experiences and norms.) in order to promote growth and development. Uses understanding of literacy and language skills, exceptional needs, and learners’ background knowledge to identify specific learning and linguistic needs of individuals and groups of learners Distinguished Proficient Basic Does Not Meet Standard 2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments
Internship%20Rubric%201.26.18.docx