National University

School of Education

National University General Education Assessment and

Evaluation of Intern Performance
Initial Assessment
Intern: Reid,Carrie
University Support Provider: Dunning,Charles W
Assessment recorded on:

Domain A: Making Subject Matter Comprehensible to Students

DOMAIN A

TPE 1: Specific Pedagogical Skills for Subject Matter Instruction

Rubric Scores
Demonstrates knowledge of subject matter content and literacy required for all
students' high achievement of PK-12 academic standards associated with specific
3
Multiple Subject (history/social science, mathematics, science, health, physical
education, and
Organizes curriculum to enable all students to learn and use the knowledge, skills,
and abilities identified in specific Multiple Subject (history/social science,
3
mathematics, science, health, physical education, and visual and performing arts) or
Single
Organizes curriculum, instructional strategies, resources, and technologies to
3 develop deeper student learning of the PK-12 academic standards. (TPE 1) (PS-1, 5,
8A/B)
Uses a variety of effective materials, resources, technologies, and literacies to
3 provide all students equitable access and high achievement of the PK-12 academic
standards. (TPE 1) (PS-1, 5, 7A/B, 8A/B)
Demonstrates individual, language, and cultural sensitivities when developing,
3
implementing, and assessing subject matter. (TPE 1) (PS-9, 11)

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 Evidence / Feedback / Next Steps:

Carrie conscientiously prepares detailed lesson plans. She makes a concerted effort to provide a wide
variety of activities that enhance critical thinking and active student engagement. With the guidance
of her SSP she is making adjustments to refine and simplify some her activities that reach all students'
ability levels.

Domain total score: 15

Domain B: Assessing Student Learning

Rubric Scores
Uses multiple measures for progress monitoring throughout instruction to determine
whether all students, including English learners and students with special needs, are
3
understanding content/skills and making progress toward achievement of state-
adopted
Employs ongoing multiple and, where appropriate, differentiated assessment options
to collect evidence of individual and whole class learning, including performance-
3
based real-world applications, questioning strategies, work samples and products.
(TPE2)
Anticipates, checks for, and addresses common misconceptions and identified
4
misunderstandings. (TPE 2)
Uses a variety of informal and formal, as well as formative and summative
3 assessments, at varying levels of cognitive demand to determine students' progress
and plan instruction. (TPE 3) (PS-6, 8, 12, 13)
Uses formal (including language/CELDT, academic, IEP) and classroom-based
assessment results to design and monitor daily instruction required to meet all
3
students' learning needs and ensure high achievement of PK12 academic standards.
(TPE 3) (PS-6, 12)
Teaches students how to use self-assessment strategies and provides time for
3
students to practice these strategies. (TPE 3)
Uses a variety of technologies and sources to analyze data as a tool for assessing
3 student learning, informing instruction, managing records, and providing feedback to
students and their parents. (TPE 3) (PS-11)
Explains to students and to their families, student academic and behavioral strengths,
areas for academic growth, promotion and retention policies, and how a grade or
3
progress report is derived and how to help students achieve the academic curriculum
(TP

Evidence / Feedback / Next Steps:

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 She diligently checks for understanding during guided and independent practice. With a more
concise delivery she will continue to refine her assessment strategies.

Domain total score: 25

Domain C: Engaging and Supporting Students in Learning

Rubric Scores
Connects students' prior knowledge, life experiences, interests, and cultural factors
3 with learning goals, curricular and instructional strategies, and methods of assessing
student learning. (TPE 4) (PS-5)
Uses community resources, student experiences, questions, and applied learning
activities to make instruction relevant, challenge students' ideas, share their
3
viewpoints, work collaboratively and achieve PK12 academic standards. (TPE 4)
(PS-6, 8A/B)
Uses a variety of instructional strategies, technologies, and resources to model,
guide, support and promote all students in problem solving, critical thinking, and
3
self-directed, reflective learning making subject matter meaningful. (TPE 4) (PS-6,
8A/B
Teaches students literacy skills needed to comprehend and use a variety of texts and
3
information sources, in the subject(s) taught. (TPE 4) (PS-7A/B)
Uses a variety of instructional strategies, technologies (including assistive), and
resources to respond to students' diverse learning needs (including full range of
3
language and special populations) and promote high achievement of PK12 academic
standard
Provides developmentally appropriate practices supporting all students' emotional,
3
social, physical, and intellectual needs. (TPE 6) (PS-12)
Uses a variety of strategies, technologies, materials, and resources to differentiate
3 instruction based upon students' culture, level of acculturation, primary language and
proficiency levels (CELDT) in English and non-dominant varieties of English, and
Applies pedagogical theories, principles, and instructional practices for designing
and implementing comprehensive instruction for English learners, including non-
3
dominant varieties of English and advanced learners and for students with multiple
socio-uc

Evidence / Feedback / Next Steps:

She frequently encourages students to collaborate with each other. Students usually respond with
enthusiasm and express an eagerness to participate in the "hands on" activities provided for them.

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 Domain total score: 24

Domain D: Planning Instruction and Designing Learning Experiences for Students

Rubric Scores
Uses students' academic, social, emotional, cognitive, cultural, and pedagogical
factors in designing a comprehensive program of rigorous instruction, including
4
Reading, Writing, Speaking and Listening, and Language within discipline-specific
standards t
Modifies instructional plans based on a full-range of students' academic
3 knowledge/skills, students' special learning needs, and English learners as well as
speakers of non-standard English language abilities (TPE 8) (SP-9, 12, 13)
Designs and articulates short and long-term learning goals to foster student learning
3 based on PK12 academic standards and alignment of the curriculum. (TPE 9) (PS-1,
3, 5, 8A/B)
Develops/adapts and sequences subject matter, instructional activities, assessment
3 strategies, resources, and materials for achieving high achievement of PK12
academic standards by all students. (TPE 9) (PS-5)
Develops relevant, differentiated instructional plans by connecting the content to be
3 learned with students' linguistic and cultural backgrounds, experiences, interests, and
developmental learning needs. (TPE 9) (PS-5)

Evidence / Feedback / Next Steps:

She organizes activities and resources that consider the individual student's abilities and interests,
She frequently utilizes suggestions from her USP and SSP that focus on a high level of engagement
and meta-cognition.. The challenges that she faces are typical of a beginning teacher who is eagerly
planning a successful instructional program.

Domain total score: 16

Domain E: Creating and Maintaining an Effective Environment for Students' Learning

Rubric Scores
Manages instructional time within the schedule's confines to maximize student
3
achievement of PK12 academic standards. (TPE 10) (PS-5, 6)
3 Establishes procedures for routine tasks and manage transitions to maximize

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 Rubric Scores
instructional time. (TPE 10) (PS-5, 6)
Creates and maintains a learning environment fostering students' physical, cognitive,
2
emotional, and social well-being. (TPE 10) (PS-5, 6)
3 Manages disruptive student behavior effectively. (TPE 11)
Establishes rapport with all students and their families needed for supporting
3
academic and personal success through caring, respect, and fairness. (TPE 11)
Promotes sense of community, social development, student collaboration, and group
3
responsibility. (TPE 11)
Establishes, communicates, and maintains clear standards for effective student
3
learning and appropriate classroom behaviors. (TPE 11) (PS- 5, 6)
Plans and implements classroom procedures and routines supporting student
4
learning. (TPE 11)
Creates and maintains a physically, socially, and emotionally safe learning
4 environment promoting inclusiveness, respect, and valuing differences. (TPE 11)
(PS-6, 13)
Evaluates the classroom social environment and its relationship to academic
achievement for all students, and makes necessary adjustments based on student
3
learning and behavior as well as consultation with other teachers and students'
families. (TPE 11)

Evidence / Feedback / Next Steps:

As she continues to refine her instructional delivery she is discovering that the number of behavioral
corrections will be on the decline. She is highly supportive of all her students' needs and observations
by the USP and SSP confirm her high level of respect that she holds for them.

Domain total score: 31

Domain F: Developing as a Professional Educator

Rubric Scores
Models ethical commitment, values, and practices dedicated to 'all students can learn
4
at high levels'. (TPE 12) (PS-5)
Acknowledges own personal values and biases, recognizes and resists acts of
4 intolerance, and understands the ways these values and biases affect the teaching and
learning of students. (TPE 12) (PS-5, 6)
4 Works constructively with colleagues, students, their parents, and community

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 Rubric Scores
members to communicate student progress and promote learning. (TPE 12) (PS-9,
13)
Demonstrates professionalism by portraying professional image, using effective
communication skills, modeling ethical and moral behaviors, welcoming and
4
accepting constructive criticism in positive ways, and implements all district, state
and federal law
Takes responsibility for student academic learning outcomes and communicates
4 student learning progress consistently and effectively over time. (TPE 12) (PS 3, 5,
6)
Models a variety of communication and collaboration skills needed to effectively
work with colleagues, students, their parents, and community members and promote
4
equitable learning and healthy learning environments for all students. (TPE 12) (PS-
9, 10, 1
Engages in and promotes appropriate communications with staff, students, and
4 parents via the Internet, telephone, text messages, and social media networks.
(MySpace, Facebook, Twitter etc.) (TPE 12D) (PS-12)
Uses and reflects on multiple sources of information (including student learning
data, principles of human development and learning, relevant theory, and research)
4
in making instructional decisions to promote all students' learning and for improving
peda
Individually and collaboratively with colleagues, examines and reflects on their
teaching practices and professional behaviors in relation to principles of classroom
4
equity, student learning evidence, laws, and the professional responsibilities. (TPE
1
Uses site-based and community resources to provide integrated support for the
4 social, emotional, health, educational, and language service needs of each child.
(TPE 12) (PS-9, 10)

Evidence / Feedback / Next Steps:

Carrie purposefully plans her lessons to align with the Standards. She effectively implements
suggestions provided by her USP and SSP. She has become a positive member of the professional
team at her school site and is actively engaged in the school-wide program and professional
development.

Domain total score: 40

Overall assessment and evaluation feedback:

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 Carrie is systematically demonstrating progress with her instructional delivery. She has an excellent relationship
with the teaching staff and is involved in weekly planning that enhances her instructional program.

Assessment total score: 151 Rubric Level: 3

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 ASSESSMENT RUBRIC and SCORE LEVELS

Integrating (4) - The candidate provides clear, consistent, and convincing evidence demonstrating the
competency or competencies. Candidate's practices demonstrate a preponderance of appropriate,
relevant, accurate, and clear or detailed evidence. The evidence is purposefully connected and
reinforced across this TPE Domain. (Point Range: 161-184)

Applying (3) - The candidate provides clear evidence demonstrating the competency or competencies.
Candidate's practices demonstrate a preponderance of appropriate, relevant, or accurate evidence.
Evidence is connected across this TPE Domain. (Point Range: 115-160)

Emerging (2) - The candidate provides partial evidence demonstrating the competency or
competencies. Candidate's practices demonstrate a preponderance of minimal, limited, cursory,
inconsistent, and/or ambiguous evidence. Evidence is weakly connected across this TPE Domain and
may be inconsistent. (Point Range: 69-114)

Beginning (1) - The candidate provides little or no evidence demonstrating the competency or
competencies. Candidate's practices demonstrate a preponderance of inappropriate, irrelevant,
inaccurate or missing evidence. Evidence is unconnected across the TPE Domain. (Point Range: 0-68)

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