Formative Evaluation of Intern

Intern:

Intern Email:

Major:

Placement Type:

Clinical Faculty or University Supervisor:

Clinical Faculty or University Supervisor Email:

School:

Grade Level/Subject Area:

Date:

Select Date

Assessment Timeframe in this Placement:
First Observation
Second Observation
Third Observation
Additional Observation

Both university supervisors and clinical faculty members will use this form during each formal evaluation. Each performance indicator should be evaluated by selecting the appropriate option. Observers should provide positive suggestions for any performance indicator that is at the unsatisfactory level. All performance indicators must be observed at least once for the successful completion of the internship.

INTASC 1: Knowledge of Subject Matter

Knowledge of Content:
Outstanding - Displays solid knowledge of the content area and makes connections with other content areas
Proficient - Takes initiative to teach information beyond the textbook
Basic - Displays basic and correct content knowledge
Unsatisfactory - Makes errors; does not correct errors of students or self; lacks initiative to research content
Not Applicable (rating to be used by University Supervisors only)

Additional Comments:

INTASC 2: Knowledge of Human Development

Knowledge of the Developmental Characteristics of P-12 Students:
Outstanding - Engages students in activities and assignments that are developmentally appropriate and stimulates higher level thinking
Proficient - Uses developmentally appropriate activities throughout the entire lesson
Basic - Attempts to use developmentally appropriate activities throughout the entire lesson
Unsatisfactory - Uses developmentally inappropriate activities and/or assignments
Not Applicable (rating to be used by University Supervisors only)

Additional Comments:

INTASC 3: Adapting Instruction to Individual Needs

Content that Encourages Diverse Perspectives:
Oustanding - Strategically introduces resources and experiences that challenge the student’s beliefs and assumptions about cultural differences, thus creating a learning experience that dispels stereotypes
Proficient - Discusses multiple perspectives in the presentation of content; cultural differences are respected and valued
Basic - Demonstrates an awareness of cultural differences by planning for multiple perspectives
Unsatisfactory - Demonstrates little attention to multiple perspectives; content is presented without discussion of its relationship to cultural norms; cultural differences are ignored
Not Applicable (rating to be used by University Supervisors only)

Individual Learning Abilities:
Outstanding - Demonstrates awareness of individual differences by making adaptations in lesson delivery, assignments, and/or time allotted for completion of assignments for all learners when necessary
Proficient - Demonstrates an awareness of individual differences by creating lessons that reflect and respond to the needs of most learners when necessary
Basic - Demonstrates an awareness of individual learning abilities and demonstrates moderate flexibility and responsiveness to some students’ needs and interests when necessary
Unsatisfactory - Demonstrates lack of awareness of individual learning abilities by delivering lessons in the same way to all students and assigning students the same work regardless of student need
Not Applicable (rating to be used by University Supervisors only)

Additional Comments:

INTASC 4: Multiple Instructional Strategies

Resources for Instruction:
Outstanding - Seeks out multiple resources for teaching; uses these resources in instruction to allow for multiple ways of learning
Proficient - Uses multiple resources and supplemental materials in the planning and delivery of instruction
Basic - Displays limited use of available classroom resources and supplemental materials
Unsatisfactory - Utilizes materials from a textbook teacher’s guide only; textbook content is read and discussed with no outside resources
Not Applicable (rating to be used by University Supervisors only)

Active Learning Through Multiple Teaching Strategies:
Outstanding - Facilitates learning through multiple instructional activities that engage students in problem solving and critical thinking; student motivation is obvious
Proficient - Delivers instruction using strategies that actively engage students in learning throughout the entire lesson
Basic - Delivers instruction using multiple strategies within a single lesson; at least one instructional strategy actively engages students in learning
Unsatisfactory - Relies mostly on the direct instruction/lecture method and assignment giving; serves as a giver of information in an authority mode; students are passive learners
Not Applicable (rating to be used by University Supervisors only)

Monitoring and Adjusting Lessons:
Outstanding - Routinely checks for student understanding during the lesson and makes necessary changes in instructional strategies; adjustments are smooth, efficient and effectively improve learning
Proficient - Routinely checks for student understanding during the lesson; makes necessary adjustments in instruction based on student performance, interest, and motivation
Basic - Begins to check for student understanding during the lesson; attempts to adjust or change instructional strategies to address students’ needs, but with mixed results
Unsatisfactory - Adheres rigidly to an ineffective instructional strategy
Not Applicable (rating to be used by University Supervisors only)

Use of Computer Technology (Internet, PowerPoint, distance learning, programmable calculators, etc.):
Outstanding - Effectively uses technology to enhance instruction and increase learning
Proficient - Effectively integrates appropriate technology into the lesson; quality and depth of the integration are strong but have a limited impact on learning
Basic - Uses some technology, but it is not totally integrated into the lesson and has a limited impact on learning
Unsatisfactory - Uses little to no technology to enhance learning
Not Applicable (rating to be used by University Supervisors only)

Additional Comments:

INTASC 5: Classroom Motivation and Management

Positive Climate:
Outstanding - Facilitates students in developing shared values and behavior expectations to create a positive classroom environment that fosters openness and respect for diversity
Proficient - Compliments students for appropriate behavior; encourages students to appreciate each other
Basic - Develops a classroom environment that is warm and caring; all students are the recipients of a caring attitude
Unsatisfactory - Does not initiate positive responses to students’ behavior; more reprimands than compliments are heard
Not Applicable (rating to be used by University Supervisors only)

Management of Transitions and Materials:
Outstanding - Manages materials consistently well; transitions are smooth with no loss of instructional time or student interest; students assume responsibility for the efficient management of time and materials
Proficient - Manages materials consistently well; transitions are smooth with little loss of instructional time and student attention
Basic - Manages materials well on an inconsistent basis; transitions are inconsistently efficient resulting in some loss of instructional time and student interest
Unsatisfactory - Manages transitions and materials inefficiently resulting in a loss of instructional time and student attention
Not Applicable (rating to be used by University Supervisors only)

Directions and Procedures:
Outstanding - Implements procedures and provides directions that are clear and contain an appropriate level of detail; frequently checks for understanding
Proficient - Implements procedures and provides directions that are clear and contain an appropriate level of detail
Basic - Implements procedures and provides directions that need to be clarified after their initial presentation due to confusion and/or excessive detail
Unsatisfactory - Implements instructional activities without providing directions
Not Applicable (rating to be used by University Supervisors only)

Pacing:
Outstanding - Appropriately paces every element in the entire lesson; the pace is adapted based on students’ need and interest
Proficient - Appropriately paces every element in the entire lesson
Basic - Paces lesson inconsistently; some elements of the lesson are drawn out or rushed while others are appropriately timed
Unsatisfactory - Paces lesson inappropriately; it is either too rushed or too slow
Not Applicable (rating to be used by University Supervisors only)

Managing Student Behavior:
Outstanding - Uses subtle and preventative strategies to manage student behavior; students appropriately manage their own behavior and that of their peers
Proficient - Is consistently aware of all student behavior; uses a variety of classroom management strategies to promote positive behaviors
Basic - Is generally aware of student behavior but may miss the off task behavior of some students
Unsatisfactory - Is often unaware of what students are doing
Not Applicable (rating to be used by University Supervisors only)

Responding to Student Misbehavior:
Outstanding - Responds to student behavior in a highly effective manner that is sensitive to the student’s individual needs; guides students in making appropriate choices
Proficient - Responds to student behavior in an appropriate manner; responses are effective and respect the student’s dignity
Basic - Attempts to respond to student misbehavior but results are inconsistently effective
Unsatisfactory - Ignores or responds inappropriately to student misbehavior; is overly aggressive and/or does not respect the student’s dignity
Not Applicable (rating to be used by University Supervisors only)

Additional Comments:

INTASC 6: Communication Skills

Oral and Written Communication:
Outstanding - Speaks & writes clearly & correctly; vocabulary is well chosen & enriches the lesson; vocabulary is developmentally appropriate & responsive to backgrounds & interests of the students
Proficient - Speaks and writes clearly and correctly; vocabulary is correct and appropriate to the developmental level of the students and their interests
Basic - Speaks and writes clearly and correctly; vocabulary is correct, but not always appropriate to the developmental level of the students
Unsatisfactory - Speaks at an inaudible level or writes illegibly; language contains grammar, syntax or spelling errors; vocabulary is inappropriate, vague, and/or used inappropriately
Not Applicable (rating to be used by University Supervisors only)

Quality of Questions:
Outstanding - Uses an appropriate variety of questions to challenge students to justify responses; promotes risk-taking and divergent thinking; consistently provides appropriate wait time
Proficient - Uses an appropriate variety of questions to stimulate discussion; probes for understanding; invites students to question; consistently provides appropriate wait time
Basic - Includes some high level questions when appropriate; wait time is inconsistent
Unsatisfactory - Fails to include high level questions when appropriate and/or fails to provide appropriate wait time
Not Applicable (rating to be used by University Supervisors only)

Additional Comments:

INTASC 7: Instructional Planning

Lesson Planning:
Outstanding - Prepares thorough, complete and highly cohesive lessons that include opportunities for students to discover connections between the content of the lesson and real world experiences
Proficient - Prepares lesson plans in advance that are thorough and complete; plans connect the learning to past and future learning; all elements of the lesson focus on the stated objectives
Basic - Prepares lesson plans in advance that are thorough and complete, but not all elements of the lesson focus on the stated objectives
Unsatisfactory - Prepares lesson plans not thorough and complete; lesson plan objectives not tied to state standards; thoughtful planning not evident; plans could not be followed by substitute teacher
Not Applicable (rating to be used by University Supervisors only)

Additional Comments:

INTASC 8: Assessment of Student Learning

Assessment Strategies:
Outstanding - Assesses all instructional goals using variety of assessment tools & performance based measures; elicits developmentally appropriate student participation in creation of assessment tools
Proficient - Assesses all instructional goals using a variety of assessment strategies
Basic - Uses only one assessment strategy; some instructional goals are assessed, but not all
Unsatisfactory - Has no identified assessment strategy or the assessment is not consistent with the instructional goals
Not Applicable (rating to be used by University Supervisors only)

Feedback on Student Performance:
Outstanding - Provides feedback that is individualized; addresses not only strengths and needs, but also goals for the future
Proficient - Provides feedback that includes qualitative comments that address strengths and needs
Basic - Provides feedback that is limited in content and value
Unsatisfactory - Provides no feedback or feedback that is of poor quality
Not Applicable (rating to be used by University Supervisors only)

Rubrics:
Outstanding - Facilitates students in the development of rubrics that are clear, specific and thorough; the specificity leads to consistency in assessment
Proficient - Develops rubrics that are clear, specific and thorough; the specificity leads to consistency in assessment
Basic - Develops rubrics that indicate general levels of performance; however, the generality leads to a lack of consistency in assessment
Unsatisfactory - Does not use rubrics in the assessment process
Not Applicable (rating to be used by University Supervisors only)

Additional Comments:

INTASC 9: Professional Commitment and Responsibility

Written and Conversational Reflection:
Outstanding - Critically analyzes a lesson and accurately cites specific strategies for improvement; actively seeks constructive criticism
Proficient - Accurately evaluates effectiveness of the lesson; determines whether the stated objectives were met; initiates reflection on an ongoing basis; responds favorably to constructive criticism
Basic - Has a generally accurate perception of the lesson; offers vague and/or general reflections or is dependent upon others for suggestions; is open to constructive criticism
Unsatisfactory - Does not know whether the lesson was effective or profoundly misjudges the effectiveness of the lesson; perceptions are inaccurate; constructive criticism is not well accepted
Not Applicable (rating to be used by University Supervisors only)

Professional Appearance:
Proficient - Demonstrates professionalism through personal attire, hygiene and mannerisms that clearly distinguishes the student teacher as a member of the professional community
Basic - Demonstrates professionalism through personal attire, hygiene and mannerisms; good judgment is demonstrated regarding personal appearance
Unsatisfactory - Does not demonstrate professionalism through personal attire, hygiene and/or mannerisms
Not Applicable (rating to be used by University Supervisors only)

Confidentiality:
Outstanding
Proficient - Maintains total confidentiality
Basic - Shows occasional lack of discretion in maintaining confidentiality
Unsatisfactory - Fails to maintain confidentiality
Not Applicable (rating to be used by University Supervisors only)

Relationships with Other Professionals:
Outstanding - Seeks opportunities to effectively work with others for the purpose of mutual professional growth
Proficient - Engages in warm and cordial relationships with others
Basic - Engages in limited but positive relationships with others
Unsatisfactory - Engages in negative, self-serving and/or unprofessional relationships with others
Not Applicable (rating to be used by University Supervisors only)

Additional Comments:

INTASC 10: Partnerships

Participation in School/District Meetings, Events and Projects:
Outstanding - Frequently volunteers to participate in school/district meetings, events & projects; participates as a full staff member & makes significant contributions to the meeting, event & project
Proficient - Volunteers to participate in school/district meetings, events and projects; participates as if a full staff member
Basic - Participates in school/district meetings, events and projects upon request
Unsatisfactory - Avoids becoming involved in school/district meetings, events and projects
Not Applicable (rating to be used by University Supervisors only)

Respectful and Productive Communication with Families:
Outstanding - Demonstrates creative initiative in connecting and communicating with caregivers (e.g. family or class projects, newsletters)
Proficient - Complies with school procedures for communicating with caregivers and makes an effort to engage them in instructional activities
Basic - Complies with school procedures for communicating with caregivers
Unsatisfactory - Provides minimal information to caregivers and/or is insensitive to their concerns
Not Applicable (rating to be used by University Supervisors only)

Additional Comments:

I hereby certify that all of the information on this form is true and complete to the best of my knowledge.

Electronic Signature:

Date:

Select Date

Please take a moment to review the email addresses entered; if email addresses are entered incorrectly, the form will not function properly.