Towson University Special Education Evaluation of internship The College of Education uses the 2011 Intestate Teacher Assessment and Support Consortium (InTASC) standards fo guide and assess Special Education teacher candidates’ performance. Please use the atlached guidelines to evaluate your teacher cancidate's performance, relative to what a competent beainning teacher should know and be able to do, Intern’s Name: Heather Cryan Intern’s Program: (UG or MAT) _Masters of Arts in Teaching (MAT) At what campus did this intern complete his/her professional education coursework? [Towson Campus, College of Southern Maryland (CSM), Towson University Northeastern Maryland (TUNE), or Universities at Shady Grove (USG)] Towson University Campus Name of person completing this form; _ Timothy Evers 4/22/2016 1:04:47 PM Position (Mentor Teacher or University Supervisor): __Mentor Teacher Name of school where intern is placed: Towson High School Which rotation are you evaluating? (Rotation tor): _Rotation 2 Grade level taught! 9 to 10 Name of Mentor Teacher/ University Supervisor: _Jetrey Tessier Part. InTASC STANDARDS Please assess your intern's performance level and indicate your rating on each of the InTASC Standards using the rating scale found below. 5 - Distinguished (Consistently demonstrated) 4-- Proficient (Frequently demonstrated) 3 - Satisfactory (Generally demonstrated) 2 - BasiciNeeds Improvement (Seldom demonstrated) 1 - Unsatisfactory (Failed to demonstrate) ‘The Learner and Learning InTASC 1: Learner Development ‘The inter demonstrated understanding of how learners grow and develop, recognizing tat patterns cf eaming and development vary inddualy win and across | sshgushed the cognitive, linguistic, social, emotional, and physical areas, and designed and (Consistently) ‘nd challenging learning experiences. _| InTASC 2: Leaning Ditorencas ‘The lem demonstated understanding of individual dferences an siverse Distinguished cultures and communities to ensure inclusive learning environments that enabled (Consistently) ‘each leamer to meet high standards.TnTASC 3: Learning Environments ‘The intern worked with others to create environments that supported individual and collaborative learning, and that encouraged postive social interaction, active engagement in learning, and self motivation Distinguished (Consistently) Content TaTASC 4: Content Knowledge The inten demonstrated understanding of the central concepts, tools of inquiry, and structures of the discipline(s) he or she taught and created learning ‘experiences that made the discipline accessible and meaningful for ALL learners to assure mastery of the content, Proficient (Frequently) InTASC §: Application of Content The inten demonstrated understanding of how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Distinguished (Consistently) Instructional Practice InTASC 6: Assessment to Prove and Improve Stud “The intem demonstrated understanding and used multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and learner's decision making. Distinguished (Consistently) | InTASC 7: Planning for Instruction ‘The intem planned instruction that supported every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross~ disciplinary skills, and pedagogy, as well as knowledge of learners and the ‘community context. InTASC 8: Instructional Strategies The inter demonstrated understanding and used a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skils to apply knowledge in meaningful ways. Professional Responsibility Proficient (Frequently) Distinguished (Consistently) INTASC 9: Professional Lé The intern engaged in ongoing professional learning and used evidence to continually evaluate his/her practice, particularly the effects of his her choices and actions on others (leamers, families, other professionals, and the community), and adapted practice to meet the needs of each learner. Proficient (Frequently) InTASC 10: Leadership and Collaboration The intern sought appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. Distinguished (Consistently) ‘Technology The intern used available technology not as an end in itself, but as a tool for learning and communication, integrating its use in all facets of professional practice, and, for adapting instruction to meet the needs of each learner. Distinguished (Consistently)Part ll. Other Performance Factors Please assess your teacher candidate's demonstrated al 5 — Distinguished (Consistently) 4~ Proficient (Frequently) ‘3 Satisfactory (Generally) 2 Basic/Needs Improvement (Seldom) 1 — Unsatisfactory (Failed to) NA - Not Applicable [if placement did not provide opportunity] ¥, using the rating scale found below: “The intern diferentiated instruction and worked effectively with learners from diverse backgrounds (ex., socio-economic, racial, ethnic). ‘The intern differentiated instruction and worked effectively with learners with special needs. Proficient (Frequently) Distinguished (Consistently) “Te inter dffreniated instruction and worked effecively wth English Language Satisfactory Learners (ELL) (Generally The tern eentaee nso and word elecvey wih gifed and ented Not applicable The intern collaboratively planned andlor taught wih spectalized resource parsonnel fergie (ex, guidance counselor, resource teacher, special educator, reading specialist, (Consistent) media specialist, speech pathologist).Part Ill. CEC STANDARDS Please assess your intern’s performance level and indi using the rating scale found below. 5 - Distinguished (Consistently demonstrated) 4 - Proficient (Frequently demonstrated) 3 - Satisfactory (Generally demonstrated) 2 Basic/Needs Improvement (Seldom demonstrated) 1 - Unsatisfactory (Failed to demonstrate) ‘CEC 4: The intern understands how exceplionalities may interact with development and fearing and ses ths trowfeae to provce meaning ond chalonging learning Disingushea epetcnces forint wih exceptional (Consent) CECT The nlern esos sale, olsve, cata reponsve Wearing eNFSRTERS tet inat fh exceptonsties becorne aeive an effecve lesmers and develop Distinguished tmotnal welt beng, poste cal hlracione, and sel-ceterinaion (Consent) CECI: The HEH USS FSGS OT gore aT ePCCTERT ao WONATEE : fearing forndfausle win oeeponaies Dainguanes |e a Te ite oss Hap tio Ta TETENT aR Oa VOCS TH RG croton saveatoral esis erica, ‘CEC 5: The intern selects, adapts, and uses a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalties Distinguished (Consistently) | CEC 6: The intern uses foundational Knowledge of the field and hisiher professional Ethical Principles and Practice Standards to inform special education practice, to engage in Distinguished lifelong learning, and to advance the profession. (Consistently) CECT: The inter collaborates with families, other educators, related service providers, individuals with exceptionalties, and personnel from community agencies in culturally responsive ways to address the needs of incividuals with excepticnaities across a range of leaming experiences. Distinguished (Consistent) fo.assume the role of classroom te: Ms. Cryan was dedicated to helping all types of students to learn and demonstrated exceptional adaptability in her efforts to teach and assist students.She demonstrated both the willingness and ability to work with the parents and guardians of students to create a positive learning experience for all students. Final Rating (University Supervisor only) —T signature: [| eh W, Boe vate: + 27 MG. Revised 2-6-2014