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Standard 1: Curriculum and Planning

Distinguished (4.000 pts) Accomplished (3.000 pts) Emerging (2.000 pts) Unsatisfactory (1.000 pts) N/A

Standard 2: The Learner and the Learning Environment

Distinguished (4.000 pts) Accomplished (3.000 pts) Emerging (2.000 pts) Unsatisfactory (1.000 pts) N/A
Standard 3: Teaching

Distinguished (4.000 pts) Accomplished (3.000 pts) Emerging (2.000 pts) Unsatisfactory (1.000 pts) N/A
Standard 7 - Professional Conduct

Target (4.000 pts) Acceptable (3.000 pts) Unsatisfactory (2.000 pts) N/A
4 May 2019 Page 1 of 4
Intern Name: Dotson Brittany

Internship: Spring 2019 - Level 2 Secondary


Submitted: May 3, 2019 Supervisor(s): Robert Hogsett
Course/Term: CI 470 - 201 : Level II Clinical Exp ( Spring 2019 ) Mentor(s): Tabatha Greer
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Assessor: Tabatha Greer (Mentor) Site: Huntington East Middle, 1 Campbell Drive, Huntington WV 25705
Comments: Subject(s): English
Grade(s): 6th, 7th, 8th

Standard 1: Curriculum and Planning

Distinguished (4.000 pts) Accomplished (3.000 pts) Emerging (2.000 pts) Unsatisfactory (1.000 pts) N/A
The teacher candidate The teacher candidate • The teacher candidate The teacher candidate
demonstrates expert, demonstrates extensive demonstrates content lacks sufficient content
specialized content content knowledge • knowledge and/or attempts knowledge and/or lacks the
1.1 Content knowledge, and connects student learning to connect student learning connection of student
Knowledge collaborates with teachers to other content areas to other content areas. learning to other content
1/3 (33%) from other grades and areas.
subjects to extend and
connect student learning to
other content areas.
Comments:
The teacher candidate The teacher candidate • The teacher candidate The teacher candidate
collaborates with others designs written instructional designs written instructional lacks written instructional
including students, to plans that align instruction plans aligned to the state- plans, lacks designing
design instruction and and assessment to the approved curricula, designs instructional plans and/or
assessment aligned to the state-approved curricula • sequential learning units that are driven by
state approved curricula, designs sequential learning activities at appropriate state-approved curricula,
collaborates with students activities that provide for developmental levels, lacks designing sequential
1.2 Standards to design sequential varied student abilities and and/or designs activities learning activities at
Driven learning activates that interests • designs activities that promote student appropriate developmental
Instruction provide for varied student that promote student collaboration. levels, and/or lacks
1/3 (33%) abilities and interests, and collaboration, critical designing activities that
collaborates with others, thinking, and problem promote student
including students, to solving collaboration.
design learning activities
that promote student
collaboration, critical
thinking and problem
solving.
Comments:
The teacher candidate The teacher candidate The teacher candidate The teacher candidate •
collaborates with students designs and uses formative designs and uses formative lacks the use of formative
to design and uses a and summative and summative and summative
variety of assessments, assessments to monitor assessments, assessments • lacks
including peer and student student progress and set communicates assessment communicating assessment
1.3 self-reflections, to monitor learning goals, clearly criteria to students, and/or criteria • lacks sharing
Assessment student progress and set defines and communicates provides feedback to assessment data and/or
Approach learning goals, collaborates assessment criteria, and students. providing feedback to
1/3 (33%) with students and others to shares assessment data students
clearly define and and provides timely
communicate assessment feedback to students.
criteria, and provides timely
feedback to students and
other stakeholders.
Comments:
11.000 pts | 91.67 %

Standard 2: The Learner and the Learning Environment

Distinguished (4.000 pts) Accomplished (3.000 pts) Emerging (2.000 pts) Unsatisfactory (1.000 pts) N/A
4 May 2019 Page 2 of 4
The teacher candidate The teacher candidate The teacher candidate The teacher candidate
demonstrates extensive demonstrates thorough demonstrates adequate lacks a knowledge of
knowledge of students’ knowledge of students’ knowledge of students’ students’ social, emotional
social, emotional and social, emotional and social, emotional and and academic needs,
academic needs, interest, academic needs, interests, academic needs, interests, interests, learning styles,
2.1 learning styles, cultural learning styles, cultural learning styles, cultural cultural heritage, gender,
Characterists heritage, and gender, heritage, gender, and heritage, gender, and/or and/or lacks planning and
of Learners plans and implements plans and implements plans and implements implementing appropriate
1/3 (33%) differentiated learning differentiated learning differentiated learning learning activities
activities with students, and activities for students. activities for some
helps colleagues students.
understand the unique
characteristics of all
learners.
If needed, Miss Dotson would adjust her lessons. Miss Dotson was very open to any advice that I had given her on ways to improve her
Comments:
lessons.
The teacher candidate The teacher candidate The teacher candidate The teacher candidate
collaborates with students establishes an effective establishes a classroom lacks implementation of an
to establish an effective classroom management management system, effective classroom
classroom management system, responds responds inadequately to management system, lacks
2.2 system, collaborates with appropriately and student behavior as responding to student
Appropriate students to ensure respectfully to student defined by the code of behavior as defined by the
Learning appropriate behavior as behavior as defined by the conduct, and/or organizes code of conduct, and/or
Environment defined by the code of code of conduct, and space and materials to lacks the skills to organize
1/3 (33%) conduct, and organizes organizes space and ensure safety space and materials to
space and materials in a materials to ensure safety ensure safety
safe, highly efficient and and efficiency.
well-designed learning
environment.
Students created notebooks, which they were directed to get before the start of class. Miss Dotson used colored cups (red, blue, and green)
to monitor group behavior. If students were loud at a table, she would move the green cup to blue and the move to the red cup would be a
Comments:
violation for everyone at the table. After awhile, students would ask to sit elsewhere because they did not want to get in trouble. Also,
students would receive a grade for participation and if they did not participate daily, they would not receive full credit.
The teacher candidate The teacher candidate sets The teacher candidate sets The teacher candidate
establishes with students and communicates clear criteria for high-quality lacks the establishment of
clear criteria for high-quality criteria for high-quality work, uses instructional criteria for quality work,
work, collaborates with work, uses instructional time with limited efficiency, lacks using instructional
2.3 Learner- students to maximize time efficiently, engages and/or engages students time efficiently, lacks
Centered instructional time, engages students in active learning, in learning. engaging student learning,
Culture students in active, self- and provides adequate and/or lacks the provision
1/3 (33%) directed learning as part of opportunities for students of opportunities for
a community of learners, to collaborate in learning. students to collaborate in
and provides extensive learning.
opportunities for students
to collaborate in learning.
Miss Dotson used proximity when students had to do their assignments, whether they were working individual or in a group. She made sure
Comments:
students were on task and walked around to help them.
11.000 pts | 91.67 %

Standard 3: Teaching

Distinguished (4.000 pts) Accomplished (3.000 pts) Emerging (2.000 pts) Unsatisfactory (1.000 pts) N/A
The teacher candidate The teacher candidate The teacher candidate The teacher candidate
collaborates with students uses a variety of effective uses effective instructional lacks the use of effective
to use an extensive variety instructional strategies to strategies to deliver instructional strategies to
of effective instructional deliver content, content, demonstrates use deliver content, lacks
3.1 strategies to deliver demonstrates proficient of scaffolding or scaffolding or
Instructional content, collaborates with use of scaffolding and differentiated instruction, differentiating instruction,
Strategies students to provide differentiated instruction, and/or demonstrates use and/or lacks the use of
1/3 (33%) scaffolding and and proficiently uses of appropriate technology appropriate technology to
differentiated instruction, technology to deliver to deliver content. deliver content.
and extensively uses content.
appropriate technology to
deliver content.
Comments:
4 May 2019 Page 3 of 4
The teacher candidate The teacher candidate The teacher candidate The teacher candidate
facilitates student-led provides learning activities provides learning activities lacks provision of learning
learning activities leading relevant to the content that relevant to the content, activities that are relevant
to deep understanding of involve meaningful real- explains direction and to the content, lacks
the content, encourages world experiences leading procedures, and/or provision of meaningful
students to initiate or adapt to deep understanding, provides students with activities, lacks an
3.2 Learning learning activities to explains directions and limited opportunities to explanation of directions
Activities deepen understanding, procedures clearly and collaborate. and procedures, and/or
1/3 (33%) and provides students with models them when lacks student collaboration
extensive opportunities to necessary, and provides opportunities.
collaborate and peer students with adequate
assess using appropriate opportunities to collaborate
technologies to gather using appropriate
information, problem solve technologies.
and share learning.
One activity that Miss Dotson had students complete individually was students had to use some of their senses (smell, sight, and touch) to
Comments:
analyze potting soil, sand, and dirt from outside.
The teacher candidate The teacher candidate The teacher candidate The teacher candidate
effectively modifies modifies instruction when modifies instruction in lacks modification in
instruction to meet the need is apparent, planning, monitors student instruction, lacks monitoring
needs of all students, consistently monitors progress, examines student progress, lacks
extensively monitors student progress using a student work, and/or uses variety of assessment for
student progress using a variety of assessments, formative assessments to basis of instruction, and/or
variety of assessments, uses student feedback to plan future instruction. lacks student data for basis
3.3
collaborates with students make instructional of intervention.
Assessment
and others to make decisions, analyzes
Driven
instructional decisions, student data to make
Instruction
extensively analyzes and instructional decisions, and
1/3 (33%)
uses student data to make uses a variety of formative
instructional decisions, and assessments to
uses a variety of formative differentiate instruction and
assessments to provide appropriate
differentiate instruction and interventions.
provide effective
interventions.
Miss Dotson incorporated magnifying glasses in with the soil activity, when she saw students needed a closer look. If she could see where
she needed something extra in her lesson and she had access to make it better, she would try to do it right then and there and I would help
her. She created a jeopardy game for when students completed their work, while the other students had to finish their notebooks and
Comments:
students used dry erase boards and markers to write down their answers in their group. She kept grades updated on a timely basis She used
a questionnaire to get students up and moving around in the classroom. She created a Spotify box for students to insert suggested songs for
a class playlist. Students received extra slips of paper to write down more songs, if they were working and participating.
10.000 pts | 83.33 %

Standard 7 - Professional Conduct

Target (4.000 pts) Acceptable (3.000 pts) Unsatisfactory (2.000 pts) N/A
The teacher candidate adheres to With remediation, the teacher The teacher candidate
POLICY AND
state, district, school, and candidate adheres to state, demonstrates a pattern of
PROCEDURE
1/13 (7%)
University policy and procedure. district, school, and University violating state, district, school, or
policy and procedure. University policy and procedure.
Comments:
The teacher candidate adheres to With remediation, the teacher The teacher candidate
TIME & GOAL state, district, school, and candidate adheres to state, demonstrates a pattern of
MANAGEMENT University attendance policy and district, school, and University absences that violate state,
1/13 (7%) procedure. attendance policy and procedure. district, school, or University
attendance policy and procedure.
Comments:
The teacher candidate adheres to With remediation, the teacher The teacher candidate
state, district, school, and candidate adheres to state, demonstrates a pattern of failure
SCHEDULE
1/13 (7%)
University work schedule policy district, school, and University to adhere to the work schedule
and procedure. work schedule policy and defined by state, district, school,
procedure. or University policy and procedure.
Comments:
The teacher candidate interacts With remediation, the teacher The teacher candidate
professionally with students, candidate interacts professionally demonstrates a pattern of
RESPECT parents/guardians, colleagues with students, parents/guardians, behavior with students,
1/13 (7%) and community. colleagues and community. parents/guardians, colleagues
and community which is
unprofessional.
Comments:
4 May 2019 Page 4 of 4
The teacher candidate is neat, With remediation, the teacher The teacher candidate
well-groomed, and dressed as candidate is neat, well-groomed, demonstrates a pattern of
APPEARANCE
1/13 (7%)
outlined in the student teaching and dressed as outlined in the appearance that does not meet
handbook. student teaching handbook. the standard outlined in the
student teaching handbook.
Comments:
The teacher candidate maintains With remediation, the teacher The teacher candidate
SELF- poise in unexpected/difficult candidate maintains poise in demonstrates a pattern of
CONTROL situations; is positive and unexpected/difficult situations; is behavior that is not poised;
1/13 (7%) supportive. positive and supportive. he/she is not positive and
supportive.
Comments:
The teacher candidate maintains With remediation, the teacher The teacher candidate
INTEGRITY confidentiality concerning student candidate maintains confidentiality demonstrates a pattern of
1/13 (7%) information. concerning student information. behavior that does not maintain
student confidentiality.
Comments:
The teacher candidate uses The teacher candidate uses The teacher candidate
CRITICAL varied and multiple techniques to techniques to stimulate higher demonstrates a pattern of
THINKING stimulate higher level thinking level thinking skills that promote behavior that lacks techniques
1/13 (7%) skills that promote meaningful meaningful interactions. that stimulate higher level
interactions. thinking.
Comments:
The teacher candidate makes With remediation, the teacher The teacher candidate makes
ADAPTABILITY adjustments in teaching strategies candidate makes adjustments in adjustments in teaching strategies
1/13 (7%) based on student learning and teaching strategies based on that are not based on student
behavior. student learning and behavior. learning and behavior.
Comments:
The teacher candidate creates a The teacher candidate creates a The teacher candidate ignores
learning environment where all learning environment where challenging students; creating an
COMMITMENT
students can learn, treating students can learn. inequitable environment; shows
TO STUDENTS
students equitably and creating a favoritism.
1/13 (7%)
healthy, safe learning
environment.
Comments:
The teacher candidate values and The teacher candidate The teacher candidate allows
COMMITMENT
celebrates cultural differences; acknowledges cultural differences; cultural differences to become an
TO DIVERSITY
uses a variety of strategies to uses strategies to meet the needs obstacle to learning.
1/13 (7%)
meet the needs of all students. of all students.
Comments:
The teacher candidate integrates The teacher candidate integrates The teacher candidate’s use of
age-appropriate and varied technology into professional and technology is developmentally
COMMITMENT
technologies into professional and instructional practices for inappropriate and/or lacks an
TO
instructional practices; uses communication and presentation. educational purpose.
TECHNOLOGY
technology to enhance the
1/13 (7%)
educational experiences by
actively engaging students.
Comments:
The teacher candidate works The teacher candidate works with The teacher candidate works in
cooperatively with teacher teacher colleagues and students. isolation and/or demonstrates
COMMITMENT
colleagues, parents, principals, limited solutions to problems.
TO
students, and community leaders
PROFESSION
1/13 (7%)
to promote learning; uses
available resources to promote
professional development.
Comments:
52.000 pts | 100 %