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School of Education | Teacher Candidate Internship Guidebook

v. Spring 2014

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Teacher Candidate Internship Guidebook

 

Letter from the Program Director of Teacher Education

Dear Candidates, Cooperating Teachers, and University Supervisors:

Welcome to Trinity Washington University’s Teaching Internship Program (TIP). The TIP was developed through collaboration between former teacher candidates, university supervisors, cooperating teachers, and faculty at the university. This program meets the requirements of the National Council for Accreditation of Teacher Education (NCATE), the District of Columbia Department of Education, and the Trinity Washington University Teacher Education Program.

The TIP is designed to provide teacher candidates with an extensive and intensive student teaching internship that will prepare them to be excellent teachers. Through interaction, sharing of expertise, and formative and summative assessments, we hope that this program will provide a nurturing environment in which the candidates can flourish professionally.

This Teacher Candidate Internship Guidebook outlines the program, provides copies of key assessments and rubrics, and explains the responsibilities of candidates, cooperating teachers, and university supervisors. The internship requirements are designed to help teacher candidates become reflective practitioners who are grounded in theory and able to work effectively with diverse populations.

Professional sharing, encouragement, and modeling are essential to the success of this experience. Also essential is the candidates’ willingness to listen, learn, and grow from the expertise of others.

Thank you for your participation in this program. Your input is critical. Should you have any questions, please feel free to contact me at 202-884-9561 or at viamonteg@trinitydc.edu.

Sincerely,

Gail E. Viamonte, Ph.D.

Associate Dean and Director of Teacher Education

School of Education

Trinity Washington University

 

Introduction to the School of Education 

Educating for the Possibilities – For Every Child:

Excerpts from the School of Education’s Conceptual Framework

 The Conceptual Framework guides the curriculum, instruction, and assessment in the School of Education at TrinityUniversity. It informs the School of Education’s approach to teacher, counselor, and administrator preparation.

 Preamble

The vision in the Trinity School of Education is that as educators we are also reformers. We see the possibilities in all facets of what we do as professionals (i.e. advocates, researchers, life-long learners) who educate and serve as co-constructors with our candidates entering the field. Based on Markus and Nurius’s Theory of Possible Selves (1986), we believe that it is essential that we educate our candidates about the endless possibilities for realizing the future potential of children, even though the faculty recognize the realities of the challenges our candidates will face. As reflective practitioners, faculty counter these challenges by preparing candidates to become visionaries of the possibilities…

Candidates in the School of Education will “educate for the possibilities.” They will have an integrated knowledge base and theoretical foundation that encompass an understanding of the impact of diversity on learning, growth, and development. They will embrace reflective practice and be able to educate every child by demonstrating the ability to address the educational and cultural contexts; the cognitive, emotional, physical, psychological and linguistic development; and the relevance of what is being taught for each child (Darling-Hammond & Bransford, 2005). As candidates work with students, they will continually ask and answer the following questions:  For what child, for what time in a child’s life and for what purpose (Riccio, 2001)?

Mission and Vision of the Institution and the Unit

The School of Education’s mission is grounded in the mission of the university. The University’s mission is stated below:

Trinity is a comprehensive institution offering a broad range of educational programs that prepare students across the lifespan for the intellectual, ethical and spiritual dimensions of contemporary work, civic and family life. Trinity’s core mission values and characteristics emphasize: commitment to the education of women, foundation for learning in the liberal arts, the integration of liberal arts with professional preparation, and grounding in the mission of the Sisters of Notre Dame of Namur to educate people of all faiths in order to achieve the larger purposes of learning in the human search for meaning and fulfillment.

As indicated in the mission statement, Trinity is a multifaceted institution that seeks to develop the whole person. It integrates liberal arts and professional learning to prepare individuals for work, civic and family life. The mission of the School of Education grows out of this institutional mission. The School of Education’s mission is to prepare educators who will have a positive impact on the social, emotional, and academic lives of each child that they encounter. Through our programs in teaching, administration, counseling, and social change, we seek to prepare professionals who will nurture and develop the whole child and see possibilities in each child. We envision the School on Education as a place of transformative pedagogy centered on the child. Our practice is grounded in the significance of the liberal arts, the belief that professional learning happens as theory and practice are merged, and the belief that learning plays a key role in each individual’s “search for meaning and fulfillment.”

Unit Goals

Based on our beliefs and our mission, the School of Education has developed six unit goals that drive the bulk of our work. The unit goals are to prepare teachers, counselors, administrators and others in the education community who:

  1. Demonstrate the knowledge of their professional discipline;
  2. Effectively apply their professional knowledge and skills in a variety of educational settings;
  3. Practice reflection as an integrated part of their professional lives;
  4. Demonstrate proficiency in technology and oral/written communication;
  5. Understand diversity and demonstrate the ability to work effectively with diverse populations; and
  6. Model ethical standards and professional dispositions.

Professional Dispositions

The faculty recognize that knowledge and skills, while necessary, are insufficient for the work of educators and counselors (Cochran-Smith & Lytle, 1999). Consequently, faculty have identified a set of professional dispositions that are designed to guide candidates in their work. The professional dispositions that the unit has established include:

  1. Fairness and the belief that all students can learn: Candidates believe in the infinite possibilities of all children
  2. Diversity: Candidates value group and individual differences and use knowledge of these differences to support learning
  3. Reflection: Candidates think critically about their professional decisions and make adjustments in future actions
  4. Responsibility: Candidates demonstrate professional and ethical behaviors
  5. Advocacy: Candidates recognize and seize opportunities to speak and act on behalf of the best interests of children and their families

Cochran-Smith, M. & Lytle, S.L. (1999). Relationships of knowledge and practice:

Teacher learning in communities. Review of research in education, 24, 249-306.

Darling-Hammond, L., & J. Bransford (Eds.), (2005). Preparing teachers for a changing

      world: What teachers should learn and be able to do.San Francisco. Jossey-Bass.

Marcus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41(9), 954-969.

Riccio, L. (2001). Personal communications.

 

Internship Program Policies

The Program Director of Teacher Education assigns candidates to approved school settings with qualified cooperating/mentor teachers. The program’s policy is for each teacher candidate to have a variety of experiences with students who are culturally and linguistically different. The responsibilities of the cooperating/mentor teachers and university supervisors are outlined in this Guidebook. The Program Director of Teacher Education reviews student evaluations of cooperating/mentor teachers each semester and communicates with university supervisors and school principals in making decisions concerning the future use of cooperating/mentor teachers.

Responsibilities: Cooperating/Mentor Teacher, Teacher Candidate, and University Supervisor

Acceptance of Constructive Criticism: Teacher candidates need to remember that their cooperating teachers are mentors; that means that they are willingly sharing their time and experiences. Cooperating/mentor teachers will comment on teacher candidate practice based on the former’s experience, and it is to the candidate’s advantage to listen to their guides, reflect on what they say, think about the theory, and make adjustments where needed.

Attendance and Preparation: Teacher candidates are expected to be present for the entire school day. Exceptions should be discussed in advance by the university supervisor, cooperating/mentor teacher, and Director of Teacher Education. Teacher candidates need to arrive on time and come fully prepared each and every day. They need to be willing to put in extra time, volunteer where needed, fit into the school culture, and get as much teaching experience as possible. At no time may the teacher candidate be used as a substitute teacher.

Teacher candidates must be very conscious of attendance. If a teacher candidate must be absent, he/she must contact the cooperating/mentor teacher immediately and ensure that he/she has the plans for the day. Additionally, the teacher candidate must communicate with the university supervisor prior to being absent. Please be aware that absences, whether excused or not, have an effect on performance, which in turn has an effect on grades and evaluations.

Beginnings: Teacher candidates meet with their cooperating/mentor teachers and university supervisors at the beginning of the semester. At their first meeting, the cooperating/mentor teacher and teacher candidate will exchange personal information and learn more about each other, as well as the best way and times to contact each other. Teacher candidates need to become actively involved as quickly as possible. Activities such as making seating charts for classes and copies of classroom and school rules are helpful. The cooperating/mentor teacher is encouraged to share with the teacher candidate any information that would help in the orientation to the classroom and school culture.

Collaboration: To ensure that teacher candidates are prepared to enter a career of teaching, the university supervisor and cooperating/mentor teacher must work collaboratively, maintaining open lines of communication and sharing the responsibility of mentoring the teacher candidate. In turn, the teacher candidate must be open to comments and suggestions. One of our goals is to develop a reflective practitioner grounded in theory to work effectively with diverse populations.

Forms to complete: Forms are included within the appendix of this Guidebook. Appendix N describes the schedule for submitting each form: who completes the form, who receives it, and when the form is due. Please duplicate each form, as needed. In most cases, the cooperating/mentor teacher gives completed forms to the teacher candidate. The teacher candidate is responsible for returning all forms to the university supervisor.

Forms include, but are not limited to, the following:

  • Clinical Assignment Verification form – Appendix D (completed during first visit by the cooperating/mentor teacher, teacher candidate, and university supervisor)
  • Weekly Internship Conference form – Appendix E (blank form provided weekly to, and then completed by, the cooperating/mentor teacher)
  • Mid Term Conference and Evaluation of Teacher Candidate’s Classroom Performance form – Appendix F (completed at midterm by the cooperating/mentor teacher, teacher candidate, and university supervisor)
  • Final Conference and Evaluation of Teacher Candidate’s Classroom Performance form – Appendix G (completed by the cooperating/mentor teacher, teacher candidate, and university supervisor by final visit)
  • Employer Evaluation, Cooperating/Mentor Teacher Evaluation, University Supervisor Evaluation, and Candidate Self Evaluation forms — Appendices H, I, J, and K (completed by the final visit) Trinity Washington University Internship Evaluation Form (completed by the cooperating/mentor teacher by final visit)
  • Trinity Washington University Internship Evaluation and Honorarium for Cooperating/Mentor Teachers forms – Appendices L and M (completed by cooperating/mentor teacher by end of term

Honorarium for Cooperating/Mentor Teachers sharing their classrooms with Teacher Candidates:  Trinity Washington University offers an Honorarium as an acknowledgement of the cooperating/mentor teacher’s participation in this program. In appreciation of the teacher’s efforts, Trinity Washington University offers a voucher for a free Continuing Education courses through our Continuing Education Program.

Lessons:

  • The cooperating/mentor teacher must help the teacher candidate clearly identify appropriate objectives for lessons.
  • The cooperating/mentor teacher can assist the teacher candidate in locating resources and selecting instructional strategies for the lessons, but the teacher candidate is expected to determine the complete content of the lessons, including: instruction; monitoring, and assessment strategies; methods to maintain high expectation for learners; an environment that promotes learning; and ways of maintaining classroom control.
  • The cooperating/mentor teacher and university supervisor must choose a day and time during which the teacher candidate teaches a lesson. This should come before the mid-point evaluation. At the conclusion of the lesson, the cooperating/mentor teacher and the university supervisor should provide positive and constructive feedback to the teacher candidate regarding the lesson and its components.

Mentoring: Throughout the semester, the cooperating/mentor teacher discusses instructional strategies and materials, assessment procedures, and classroom management techniques as appropriate. Teacher candidates need immediate and specific feedback on what they should be doing, how they can improve, and what they are doing well. In particular, the cooperating/mentor teacher is encouraged to give feedback to the teacher candidate on his/her dispositions and professional behaviors. Feedback should include both encouragement and constructive criticism.

Modeling: The cooperating/mentor teacher serves to model strategies, routines, behaviors, and attitudes of a reflective practitioner. Throughout the semester, the teacher candidate will observe and assist the cooperating teacher in the classroom. The cooperating/mentor teacher is asked to involve the teacher candidate actively in the classroom from the first day. This involvement may include teaching small groups of students, reading to students, providing remediation, checking homework, and/or teaching a portion of an entire lesson. Teacher candidates will take over complete control of the class for an extended period of time. A plan for gradually increased responsibility is provided elsewhere in this Guidebook.

Observation: The university supervisor will make a minimum of four (4) visits and observations, in addition to collaborating with the cooperating/mentor teacher to ensure that the teacher candidate has a meaningful experience.

Observing: Teacher candidates need to be attentive observers. They need to observe the strategies, routines, behaviors, and attitudes of the cooperating/mentor teacher. Opportunities should be given to practice these important skills as much as possible.

Orientation: This Guidebook includes the major goals of the student teaching experience, the responsibilities of the cooperating/mentor teacher, responsibilities of the teacher candidate, responsibilities of the university supervisor, important phone numbers, and an overview and introduction to the Trinity Washington University School of Education. A copy of the syllabus for the Advanced Seminar in Teaching is distributed separately.

The university supervisors will ensure that each cooperating teacher and teacher candidate receives this Guidebook.

Problems: The cooperating teacher communicates immediately with the university supervisor. The cooperating/mentor teacher should also feel free to contact the Director of Teacher Education.

Providing Experiences: The cooperating teacher will provide opportunities for the teacher candidate to engage in appropriate classroom experiences such as tutoring, teaching mini-lessons, working with individuals and small groups, grading papers, reviewing homework, and conducting routine procedures (i.e., taking attendance, collecting assignments, etc.). At no time may the teacher candidate be used as a substitute teacher.

Sharing Information: The cooperating teacher is encouraged to share with the teacher candidate: a long-range plan, some standards-based lesson plans, a variety of assessments and activities, methods for determining grades, and information about how the teacher candidate can attend professional activities outside of the regularly scheduled school time.

The professional activities can be chosen from the following: an intervention team meeting, a department/team/grade level meeting, a parent conference, a parent phone call, PTA/PTO events, a district board meeting, a district/school professional development opportunity, a teacher workday, program accommodation meeting, an extracurricular activity, or any of the other extra duties in which teachers participate.

 

Guidelines for Cooperating Teachers/Mentors 

1.   As a cooperating teacher/mentor for a TrinityWashingtonUniversity student teaching intern you are very important to the success of your intern. Your student teacher will benefit from support and constructive suggestions during this semester. Please be sure to share communication information with them and feel free to discuss any issues with them as issues arise.

2.   This Guidebook explains the Conceptual Framework that guided the preparation of the student teacher. Additional information is included regarding scheduling and paperwork:

  • Introducing the student teacher and showing them how the school operates will be very helpful in ensuring that they understand how schools work together.
  • Plan regular meeting times with your intern where you can discuss what is happening in the classroom.
  • The Guidebook explains many other activities that the intern is required to complete. The university supervisor will be happy to discuss them in detail.
  • Each week your student teacher will present you with an evaluation which is required during the weekly Thursday seminar. Please take the time to complete this form; it helps us know what is happening in your classroom.
  • It is very important that the student teaching intern have a copy of your schedule to submit to the university supervisor.

3.   Student teaching interns will be visited by the university supervisor a minimum of four (4) times, for a minimum of 45 minutes. Please feel free to speak with the University Supervisor during these visits.

  •  The first visit should occur within the first 5 to 10 days of the semester
    • Interns will want to begin planning the upcoming videotape
    • Input to the University Supervisor about the progress of the intern is important. 
  • The second visit should occur before the midterm point in the semester
    • There is a midterm evaluation to be completed at this time. Each participant completed one form (i.e., one for the university supervisor, one for the student teaching intern, and one for the cooperating teacher/mentor, as applicable). These forms are collected by the university supervisor and submitted to the seminar coordinator at the end of the semester.   The university supervisor will discuss any unfavorable evaluations with the seminar coordinator. 
  • The third visit should occur while student teacher is in full control of the class
    • The student teaching intern plans their impact on student learning action research project. Helping the intern to plan their project and topic is important.
    • Additionally, the student intern portfolio will be due shortly you will review this as will the seminar coordinator. Please encourage student teaching interns to complete all of their work. 
  • The fourth visit should be toward the end of the semester in order to complete required paperwork
    • This is the final wrap-up visit. The cooperating teacher/mentor has a final evaluation form to complete. This form and the program evaluation form should be mailed to the Director of Teacher Education (an envelope has been provided).
    • Note: Many candidates will ask you to fill out reference forms or write letters of recommendation.


Guidelines for Student Teaching Interns 

  1. As a candidate at Trinity Washington University, your internship is one of the culminating experiences of your preparation as a teacher. It is the beginning of your life as a highly qualified professional. 
    • If you have a cooperating teacher/mentor, make sure you introduce him/her to your university supervisor. They will want to meet together for a short time during the supervisor’s first visit to the school. It is important that the supervisor explain the expectations for the semester. 
    • Make sure your university supervisor also meets with the principal. If you do not have a cooperating teacher/mentor, you must provide a copy of your most recent evaluation by your principal at midterm of the semester. 
    • Provide your university supervisor and cooperating teacher/mentor with communication information as well as schedules. 
    • Keep the schedule that the school requires of teachers; however, you must be at your Thursday seminar class, on time — no excuses. 
    • All work for student teaching is to be turned in on time. This directly reflects your commitment to the profession. 
    • Have your lesson plan ready or emailed to your university supervisor prior to each visit. 
    • Keep a journal during student teaching — please have that journal and your notebook with ALL of your lesson plans in a binder for your university supervisor during each visit. 
  1. The following information was provided to each university supervisor. 
  • Student teaching interns are visited by the university supervisor a minimum of four (4) times during the semester. Each visit should be at least 45 minutes, often at different times of the day.

For example: In Early Childhood Education and Elementary Education it is important to observe different subject areas (e.g., Reading, Math, Social Studies, Science, etc., at a minimum). In Secondary areas, it is important to see different classes as well. In Special Education, it is important to see the student teacher at different times of the day. See suggested visit schedule in the previous section.

 

 

Appendix A: Internship Planning Sheet

The following chart uses terms employed typically by Early Childhood/Elementary school class formats. Secondary formats may call for the Intern to pick up “one (or more) class (es),” or corresponding portions of the classroom.  In all cases, the Intern should be progressively moving toward complete responsibility for all classes and take this responsibility by Week 8 at the latest.

This plan should be reviewed with the University Supervisor at the beginning of the assignment and again by Week 6 or prior to takeover. Changes should be noted, with a copy given to the University Supervisor.

Please refer to the separate calendar for each term’s dates.                              

Week 1

Observe

       Attendance

       Learn Routines

       Learn School Resources

       Learn Student Names

Elementary morning-meeting

High School warm-up

Choose case study

 

Week 2

Pick up one subject full time by end of the week

 

Week 3

Add second subject full time by end of the week

 

Week 4

Full responsibility for 2 subjects plus extra duties (i.e. recess/hall)

 

Week 5

Pick up one more class by end of week

 

Week 6

Pick up one more class by end of week

MID TERM EVALUATION TO DETERMINE WHETHER TEACHER CANDIDATE CAN BEGIN FULL TAKEOVER

 

Week 7

Pick up one more class by end of week

 

Week 8

Pick up what is left by end of week or

Entire day full responsibility all week

 

Week 9

Entire day full responsibility all week

 

Week 10

Entire day full responsibility all week

 

Week 11

Entire day full responsibility all week

 

Week 12

Entire day full responsibility all week or

Begin to return control to cooperating teacher

 

Week 13

Begin to return control to cooperating teacher

 

Week 14

Complete return of class by third day

finish with observations

 

The teacher candidate must turn in a weekly review sheet to the Seminar instructor.

Signature of Teacher Candidate____________________________

 Signature of Cooperating/Mentor Teacher __________________

 Signature of the University Supervisor________________________


Appendix B: Portfolio Preparation

  EDUCATION STANDARDS   THE PORTFOLIO CONTENTS DEMONSTRATE
Standard 1Knowledge of Subject Matter The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline he/she teaches and can create learning experiences that make aspects of the subject matter meaningful for students.
Standard 2Knowledge of Human Development and Learning The teacher candidate understands how children learn and develop and can provide learning opportunities that support their intellectual, social, and personal development.
Standard 3Adapting Instruction for Individual Needs The teacher candidate understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
Standard 4Multiple Instructional Strategies The teacher candidate understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skill.
Standard 5Classroom Motivation and Management Skills The teacher candidate uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self motivation.
Standard 6Communication Skills The teacher candidate uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Standard 7Instructional Planning Skills The teacher candidate plans instruction based on knowledge of subject matter, students, the community, and curriculum goals.
Standard 8Assessment of Student Learning The teacher candidate understands and uses formal and informal assessment strategies to ensure the continuous intellectual, social, and physical development of the learner.
Standard 9Professional Commitment and Responsibility The teacher candidate is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (i.e., students, parents, other professionals) in the learning community.
Standard 10Partnerships The teacher candidate fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being.

 

Appendix C: Important Phone Numbers – Teacher Education

 Associate Dean & Director of Teacher Education  Dr. Gail E. Viamonte  202 884-9561
 CAS – Education Contact  Dr. Cynthia Calderone  202 884-9271
 Early Childhood Contact  Dr. Bweikia SteenDr. Beth Dawkins  202 884-9562202 884-9565
 Secondary Contact  Assoc. Dean Lynn Johnson  202 884-9560
 Reading Program Contact  Dr. Deborah Litt  202-884-9282
 Special Education Contact  Dr. Meghan Cosier  202 884-9564
 Assistant  Ms. Teresa Gaines  202-884-9555
 Dean, School of Education  Dr. Janet Stocks  202-884-9380

Appendix D: Clinical Assignment Verification Form 

Please Note: The Teacher Candidate is responsible for completing and submitting this form to the Seminar Instructor by the second Seminar class.

Teacher Candidate Information

 

Name ___________________________________    Program ____________________

Current Address ________________________________________________________

City, State, Zip ____________________________  Phone ______________________

E-mail Address ______________________________________________

 

Assignment Information

School/Office ___________________________________________________________

Address ________________________________________________________________

City, State, Zip ____________________________  Phone ________________________

County/District ________________________          Public___ Private___ Parochial___

Principal _________________________________

Start Date _______________ End Date _______________  Hours/Weeks ____________

 

Clinical Faculty/Cooperating Teacher Information

Name _______________________________________        Title ________________________

Years in Current Position      _________        Highest Degree Held _______________________

Area of Specialization ____________________________        Ethnicity ___________________

Would you be interested in serving on Trinity Washington University’s Education Council?

 

Appendix E-1: Spring 2014  Submission Dates 

PLEASE CIRCLE AND DATE EACH FORM

Ensure that your name, the name of the Cooperating / Mentor Teacher, and the University Supervisor are clearly printed on each form.  Ensure that you and your supporting/cooperating teacher both sign the form.

Note:  Trinity University’s Spring Break is March 3rd – March 7th.  If your school break differs, you may speak to your Instructor concerning readjusting the date around the time in the calendar, in order that Appendix E covers the week that your school is in session.  This may mean that you submit a form by e-mail during the week when Trinity is on break.

 Week 1  Form due at Seminar  January 23
 Week 2  Form due at Seminar  January 30
 Week 3  Form due at Seminar  February 6
 Week 4  Form due at Seminar  February 13
 Week 5  Form due at Seminar  February 20
 Week 6  Form due at Seminar  February 27
 Week 7  Form due at Seminar  March 13
 Week 8  Form due at Seminar  March 20
 Week 9  Form due at Seminar  March 27
 Week 10  Form due at Seminar  April 3
 Week 11  Form due at Seminar  April 10
 Week 12  Form due at Seminar  April 17
 Week 13  Form due at Seminar  April 24
 Week 14  Form due at Seminar  May 1

 

Appendix E-2: Weekly Internship Conference Form

Note to the Teacher Candidate: You are responsible for making 14 copies of this form. One form will be completed by the Cooperating/Mentor Teacher each week and signed by both of you. Submit a completed and signed form to the Seminar instructor at each week’s class.

Note to the Cooperating/Mentor Teacher: Kindly add brief (or extensive) bullets/comments, documenting the specific actions/behaviors/accomplishments that characterize the Candidate during the previous week. If the teacher candidate does not meet the standard, please be specific as to how he/she can improve.  It is the responsibility of the teacher candidate to submit a completed form to the Seminar instructor each week.  If possible, please have this form ready for the teacher candidate to take at the end of the day. Thank you!

Please circle appropriate week:

1                      2                      3                      4                      5                      6          7                      8                      9                      10                    11                    12

Candidate: ___________________   Cooperating Teacher: ______________________

University Supervisor: ______________________          

 

Please offer comments/evidence below the descriptions.

Approaches the Standard 

Meets the Standard

Exceeds  the Standard 

 

 Positive Attitude

Arrives on time, well prepared, and professional.  Uses  positive language with children and adults.

     
 Well Prepared

Lessons and/or materials are prepared prior to need and  in plenty of time for cooperating teacher’s approval.     Lessons

 Well developed, matched to the student level with  correct content.

Lessons engage the students, are well planned and follow  the format used by the school.

Copies of all lessons are kept in a binder in the classroom  for review.     Other Activities

 Candidates have observed supporting services at the  school

Candidates have opportunities to observe conferences  with parents and other professionals     Seminar Assignments

 Students confer with cooperating teacher with respect  to case study and video assignments     Additional Comments

 

Teacher Candidate Signature___________________________

Cooperating/Mentor Teacher Signature _________________________

Date __________________________

 

Appendix E-3 : Week 1 Internship Conference Form For Teachers of Record

As a Teacher of Record, you are encouraged to engage the support of a colleague or peer in further developing your practice. Both professional networks and personal support systems are built this way!

Please circle appropriate week:

            1                      2                      3                      4                      5                      6          7                      8                      9                      10                    11                    12

Candidate: ___________________  

(If Engaged This Week) Colleague/Peer Support Person______________________                                                     

REVIEW THE 2013 INTASC STANDARDS and then answer in complete sentences. You may use bullet or paragraph form. (You may refer to the standard by number and a brief phrase.)

  1. REFLECTION: Which of these standards stand out for you, for any reason, and why?
  2. SELF-ASSESSMENT: In which of these standards do you “approach,” “meet,” or “exceed” performance measures? Provide brief evidence of your performance level, for at least three standards.
  3. PROFESSIONAL DEVELOPMENT: Which of these standards will you work on, during the semester, why, and how?

Candidate Signature___________________________

(If Engaged This Week) Colleague/Peer Support Person’s Signature______________________

Date __________________________

 

Appendix E-4: Weekly Internship Conference Form for Teachers of Record – Weeks 2 – 11

As a Teacher of Record, you are encouraged to engage the support of a colleague or peer in further developing your practice. Both professional networks and personal support systems are built this way!

This form has been created in a way that allows its completion with or without the peer/colleague input described above. The form is based upon the 2013 INTASC Standards. You are responsible for creating Weekly versions of this form. For Weeks 1, 12, 13, and 14, you will have a special form. For weeks 2-11, you will insert the next in the sequence of INTASC standards and address that specific standard. Submit a completed and signed form to the Seminar instructor at each week’s class.

 Please circle appropriate week:

            1                      2                      3                      4                      5                      6                      7                      8                        9                      10                    11                    12

Candidate: ___________________  

(If Engaged This Week) Colleague/Peer Support Person______________________             

2013 INTASC Standard of the Week:

Answer in complete sentences. You may use bullet or paragraph form.

  1. INTERPRETATION of STANDARD: What does this standard mean to you in terms of application to your ideal classroom/professional practice?
  2. APPLICATION of STANDARD – SELF REFLECTION: What evidence can you provide of implementing this standard in your classroom during the recent week?
  3. APPLICATION of STANDARD – SELF ASSESSMENT: What areas for improvement do you see? What might you do differently to better accomplish this standard? What understandings/strategies/materials/etc. would be helpful to you, and where might you go to get them?

Candidate Signature___________________________

(If Engaged This Week) Colleague/Peer Support Person’s Signature______________________

Date __________________________

 

Appendix F: Mid-Term Conference and Evaluation of Teacher Candidate’s Classroom Performance

Note to the University Supervisor: Please take responsibility for creating three copies of this form, distributing the copies, and scheduling a three-way debriefing. The Teacher Candidate, Cooperating/Mentor Teacher, and University Supervisor each should complete the form independently. Subsequent shared discussion should elicit comparative perspectives on the candidate’s current strengths and areas for improvement. The process should be accomplished at mid-term and end of term.

Candidate: ___________________________

Directions:  This should be a three-way conference with the Teacher Candidate, Cooperating/Mentor Teacher, and University Supervisor.

Using a 1-5 scale where 5 means not demonstrated, please indicate where the teacher candidate is in meeting the following competencies.

1. The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline he/she teachers and can create learning experiences that make aspects of the subject matter meaningful for students.

1          2          3          4          5

Comments

2. The teacher candidate understands how children learn and develop and can provide learning opportunities that support their intellectual, social, and personal development.

1          2          3          4          5

Comments

3The teacher candidate understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

1          2          3          4          5

Comments

 4. The teacher candidate understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

1          2          3          4          5

Comments

 5. The teacher candidate uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

1          2          3          4          5

Comments

6. The teacher candidate uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

1          2          3          4          5

Comments

7. The teacher candidate plans instruction based on knowledge of subject matter, students, the community, and curriculum goals.

 1          2          3          4          5

Comments

8. The teacher candidate understands and uses formal and informal assessment strategies to ensure the continuous intellectual, social, and physical development of the learner.

1          2          3          4          5

Comments

9. The teacher candidate is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community).

 1          2          3          4          5

Comments

10. The teacher candidate fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

1          2          3          4          5

Comments

 

Trinity Washington University School of Education Dispositions Rubric

Date:    ____________      Candidate: ___________________________     Evaluator: ________________________

Directions: Please determine whether the candidate Approaches, Meets, or Exceeds the expectations indicated in each element of the rubric below. Write your rating (Approaches, Meets, or Exceeds) in the corresponding Candidate Rating box for each element. Note that the Candidate Rating box includes space for three separate observations. Comments to the candidates about your ratings can be added in the Comment box at the bottom of each page.

 1. Fairness and the belief that all students can learn: Candidates believe in the infinite possibilities of all children 
Approaches Meets Exceeds Candidate Rating:
First Observation SecondObservation ThirdObservation
Interacts in equitable manner with some children; is non-responsive with some children; not always attending to the needs of each child; expresses high expectations for some children or does not express expectations Interacts in equitable manner with each child; responds to each child; attends to student needs; expresses high expectations for each child Finds creative ways to make each child feel special, cared for, and capable
First Observation SecondObservation ThirdObservation
Does not take responsibility for student learning or takes responsibility for the learning of  some children;  rarely uses formative assessment; unwilling to re-teach materials Takes responsibility for the learning of  each child; regularly assesses student learning; is willing to re-teach materials in different ways; ensures that children are engaged Pushes each child to learn as much as possible; consistently assesses student learning; taps into the interests and imagination of each child
Approaches Meets Exceeds First Observation SecondObservation ThirdObservation
Recognizes  potential in some  children Recognizes the potential  in each child and encourages it through verbal and non-verbal actions Develops the innate potential in each child through verbal and non-verbal means, as well as through extra assignments and activities
Comments:
 2.     Diversity: Candidates value group and individual differences and use knowledge of these differences to support learning
Approaches Meets Exceeds Candidate Rating:
First Observation SecondObservation ThirdObservation
Consistently teaches to the whole class; demonstrates little differentiation Demonstrates the ability to differentiate instructional approaches to support for each child Demonstrates the willingness and ability to tap into each and every individual student’s interests and abilities to help them learn, grow and develop
Approaches Meets Exceeds First Observation SecondObservation ThirdObservation
Selects strategies and materials based on incomplete knowledge of  student interests, learning preferences, and abilities Uses knowledge of student learning differences in selecting strategies and materials Selects strategies and materials that align with each and every student’s interests, learning preferences, and abilities
First Observation SecondObservation ThirdObservation
Is developing an environment that is inclusive, safe and caring Creates an environment that is inclusive, safe, and caring Establishes consistent routines that reinforce an inclusive, safe, and caring environment for all students in the class
Comments:

 

3.     Reflection: Candidates think critically about their professional decisions and make adjustments in future actions
Approaches Meets Exceeds Candidate Rating:
First Observation SecondObservation ThirdObservation
Sporadically demonstrates the ability to see linkages between practice and theory Consistently demonstrates the ability to see linkages between their practices and  theories Critiques both theory and practice based on thinking about the relationship between theory and practice
First Observation SecondObservation ThirdObservation
Practice does not yet reflect consideration of multiple perspectives Demonstrates the ability to consider multiple perspectives, particularly the perspectives of students, family members, and colleagues Practice reflects consideration of multiple perspectives, including the perspectives of students, family members, colleagues, and community members
First Observation SecondObservation ThirdObservation
Seems unwilling to change attitudes and behaviors based on constructive criticism Demonstrates the willingness to change attitudes and behaviors based constructive criticism by self and others Seeks constructive feedback and uses it to further develop  educational philosophy and to improve skills
 Comments:   
 4.     Responsibility: Candidates demonstrate professional and ethical behaviors

Approaches

Meets

Exceeds

Candidate Rating:

First Observation

Second

Observation

Third

Observation

Adheres to the Trinity Honor Code

Is honorable in ways that are above and beyond the Trinity Honor Code

First Observation

Second

Observation

Third

Observation

Does not appear to be knowledgeable of the professional code of ethics

Is knowledgeable of the professional code of ethics and adheres to it

Exemplifies the professional code of ethics in behavior and attitude

First Observation

Second

Observation

Third

Observation

Is not consistent in honoring commitments. Is not consistently punctual

Honors commitments consistently; is punctual most of the time

Meets and exceeds commitments and responsibilities; is punctual and eager to begin

First Observation

Second

Observation

Third

Observation

Does not work well with others to support student learning, growth, and development

Collaborates well with others in the professional community; integrates results of collaboration in practice

Creates opportunities for positive interaction with others in the professional community; maximizes the benefits of collaboration in working with students

Comments:

 

5.     Advocacy: Candidates recognize and seize opportunities to speak and act on behalf of the interests of children and their families

Approaches

Meets

Exceeds

Candidate Rating:

First Observation

Second

Observation

Third

Observation

Practice suggests that the developmental and academic needs of children are not consistently addressed

Practice suggests that the candidate understands the developmental and academic needs of children

Places the developmental and academic needs of children at the forefront of decisions regarding practice

First Observation

Second

Observation

Third

Observation

Misses opportunities to speak on behalf of children and their families

Speaks in the interest of children at faculty, professional, and civic meetings

Creates opportunities to speak and act on behalf of children and their families

First Observation

Second

Observation

Third

Observation

Does not engage in extra-curricular activities or civic activities; does not consistently act on behalf of children

Acts on behalf of children through extra-curricular activities and civic engagement

Creates opportunities to act on behalf of children and their families

Comments:


Appendix G: Final Conference and Evaluation of Teacher Candidate’s Overall Performance – Cooperating/Mentor Teacher

Note: This form should be completed by the Cooperating/Mentor Teacher or by the University Supervisor, in cases when a Cooperating/Mentor Teacher is not assigned. Work on this document can begin after the midterm.

This form is aligned with the Interstate New Teacher Assessment and Support Consortium (INTASC) principles and also includes the School of Education Dispositions Rubric. Signatures should be entered at the end of the document.

Teacher Observed ________________________ Date __________________________

Lesson Title or Topic _____________________________________________________

Grade/Subject _________________________ Observed by ______________________

Purpose of Observation_______________

Instructional Delivery_______________

Each area below reflects the INTASC standards.  While no one lesson will demonstrate all, it is expected that most will be demonstrated over time.  Please take the time to provide examples and check the appropriate box for each section.  Thank you.

1. Knowledge of Subject Matter

  • Good teaching is based on thorough and accurate knowledge of subject
  • Multiple perspectives are presented to the learners
  • Content is accurate
    • Examples:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Approaches (1)

Meets (2)

Exceeds (3)

The teacher candidate demonstrates minimal and sometimes incorrect knowledge of subject matter conveyed to students. The teacher candidate demonstrates adequate knowledge of subject matter conveyed to the students. The teacher candidate demonstrates an exceptionally high degree of knowledge of subject matter conveyed to students.

 

2. Student Learning

  • Respect for the diverse talents of all learners is demonstrated
  • Commitment to help students develop self-confidence and competence
  • Student strengths are seen as a basis for growth and errors as an opportunity for learning
    • Examples:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Approaches (1)

Meets (2)

Exceeds (3)

The teacher candidate demonstrates minimal knowledge to motivate students. The teacher candidate demonstrates adequate knowledge and skills to motivate students. The teacher candidate demonstrates an exceptionally high degree of knowledge and skill to motivate students.

 

3. Diverse Learners

  • Teacher candidate shows respect for all students
  • Appropriate provisions for work and tasks for individuals who have learning differences are made.
  • Criticism is constructive, positive and specific
  • Creation of a learning community in which individual differences are respected
  • Teacher candidate helps students reach high standards and build self esteem
    • Examples:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Approaches (1)

Meets (2)

Exceeds (3)

The teacher candidate demonstrates minimal knowledge and skill to provide appropriate instruction to diverse students. The teacher candidate demonstrates adequate knowledge and skills to provide appropriate instruction to diverse students. The teacher candidate demonstrates an exceptionally high degree of knowledge and skill to provide appropriate and excellent instruction to diverse students.

 

4. Instructional Strategies

  • Appropriate teaching models are used to encourage critical thinking, problem solving and performance
  • Varied questioning techniques are incorporated
  • Wait time is used effectively
  • Feedback is timely and useful
  • Assessment is aligned with lesson objectives
    • Examples:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Approaches (1)

Meets (2)

Exceeds (3)

The teacher candidate demonstrates minimal knowledge and skill in using a variety of instructional strategies. The teacher candidate demonstrates adequate knowledge and skills in using a variety of instructional strategies. The teacher candidate demonstrates an exceptionally high degree of knowledge and skill in using a variety of instructional strategies.

 

5. Learning Environment

  • Maintains a positive climate in the classroom
  • Committed to the expression and use of democratic values in the classroom
  • Values the role of peer relationships in establishing a climate of learning
  • Values the use of motivational strategies to promote individual students’ abilities
    • Examples:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Approaches (1)

Meets (2)

Exceeds (3)

The teacher candidate demonstrates minimal knowledge and skill in maintaining a positive climate in the classroom. The teacher candidate demonstrates maintains a positive climate in the classroom. Students are valued. The teacher candidate demonstrates an exceptionally high degree of ability to provide a positive climate in the classroom. Students are valued.

6. Communication Skills

  • Oral language and tone are appropriate
  • Diction and volume are clear and audible
  • Body language is appropriate
  • Eye contact is maintained
  • Teacher listens and responds to students
  • Written language is accurate
    • Examples:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Approaches (1)

Meets (2)

Exceeds (3)

The teacher candidate demonstrates minimal knowledge and skill to communicate effectively with both parents and students. The teacher candidate demonstrates adequate knowledge and skills to communicate effectively with both parents and students. The teacher candidate demonstrates an exceptionally high degree of knowledge and skill to communicate with parents and students.

 

7. Planning Instruction

  • Good teaching and learning occurs when objectives of lesson are clear to teacher and students
  • Teacher is well organized and prepared
  • Teacher keeps students on task
  • Rules are enforced in a fair and consistent manner
  • Transitions are smooth and efficient
  • Materials and activities are organized
  • Assignments are clear, purposeful, and instructive
    • Examples:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Approaches (1)

Meets (2)

Exceeds (3)

The teacher candidate demonstrates minimal knowledge and skill that they have planned to provide appropriate instruction. The teacher candidate demonstrates adequate knowledge and skills that they have adequately planned to provide appropriate instruction. The teacher candidate demonstrates an exceptionally high degree of knowledge and skill that they have adequately planned to provide appropriate instruction.

 

8. Assessment

  • On-going assessment is seen as essential to the instructional process
  • Assessment is used to identify student strengths and promote growth
  • A variety of assessments are commonly used in the classroom
    • Examples:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Approaches (1)

Meets (2)

Exceeds (3)

The teacher candidate demonstrates minimal knowledge and skill to provide appropriate assessments. The teacher candidate demonstrates adequate knowledge and skills to provide appropriate assessments. The teacher candidate demonstrates an exceptionally high degree of knowledge and skill to provide appropriate assessments.

 

9. Reflection and Professional Development

  • Critical thinking and self-directed learning are valued as habits of the mind
  • Reflection, assessment and learning are seen as on-going processes
  • Help is willingly given and received
  • Acknowledges professional responsibilities
    • Examples:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Approaches (1)

Meets (2)

Exceeds (3)

The teacher candidate demonstrates a minimal degree of professionalism and is able to reflect critically on his/her work. The teacher candidate demonstrates an adequate degree of professionalism and is able to reflect critically on his/her work. The teacher candidate demonstrates an exceptionally high degree of professionalism and is able to reflect critically on his/her work

 

10. Collaboration, Ethics, and Relationships

  • Communication with parents/guardians, families, school colleagues and the community support student learning
  • Demonstrates concern for all aspects of child’s well-being (cognitive, emotional, social, and physical), and is alert to signs of difficulty.
  • Consults with other adults regarding the education and well-being of her/his students.
  • Works with other professionals to improve overall learning environment of the students.
    • Examples:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Approaches (1)

Meets (2)

Exceeds (3)

The teacher candidate demonstrates ability to collaborate in ethical ways with professionals. The teacher candidate demonstrates adequate ability to collaborate in ethical ways with professionals. The teacher candidate demonstrates the ability to collaborate in ethical ways with professionals.

Additional Comments:

 

 Appendix H: Employer Evaluation 

Name: ________________________________Degree Major_________________

 (Teacher Candidate)

Name: ________________________________ School _________________________

 (Principal)

Teaching Assignment ___________________Date __________________________

Directions: Please read the statements below and check the box the most closely reflects your evaluation of the candidate. Thank you.

 Approaches   Meets  Exceeds
1. The teacher possesses and demonstrates the content knowledge necessary to be successful in the classroom.
2. The teacher uses the pedagogical content specific skills of their field effectively and consistently.
3. The teacher demonstrates professional and pedagogical skills in their daily teaching.
4. The teacher has a positive impact on student learning in their classroom.
5. The teacher is honest, trust worthy, maintains confidentiality, and acts with the highest integrity.
6. The teacher demonstrates the work habits of a responsible professional educator, works effectively with others, and demonstrates empathy, sensitivity and respect to all.
7. The teacher seeks improvement in their practice through frequent reflection. The teacher is receptive to external feedback, and displays an orientation toward change, critical thinking, flexibility, and inquiry
8. The teacher appreciates diverse perspectives and a commitment to strive to understand others, as well a willingness to take a global perspective.
9. The teacher advocates for their students and places the best interest of the learners, their families and communities at the center of their concern.
10. The teacher demonstrates and practices professional integrity, honesty, fairness, responsibility, confidentiality, and trustworthiness.
11. The teacher engages in reflection to improve practice.
12. The teacher demonstrates exemplary efforts and interest to understand, culture, gender and exceptionalities and is able to adapt to meet individual needs.
13. The teacher demonstrates at all times punctuality and attentiveness.
14. The teacher places the child and family at the center of the educational process.

Comments:

___________________________________________________Date_________________

(Principal Signature)                                                              


Appendix I: Cooperating/Mentor Teacher Final Evaluation 

Name __________________________________ Degree Major_________________

(Teacher Candidate)

Name___________________________________ School_________________________

(Cooperating/Mentor Teacher)

Teaching Assignment_____________________ Date___________________________

Directions: Please read the statements below and check the box the most closely reflects your evaluation of the candidate.  Thank you!

 Approaches  Meets  Exceeds
1. The teacher candidate possesses and demonstrates the content knowledge necessary to be successful.
2. The teacher candidate uses the pedagogical content specific skills of their field effectively and consistently.
3. The teacher candidate demonstrates professional and pedagogical skills in their daily teaching.
4. The teacher candidate has a positive impact on student learning in their classroom.
5. The teacher candidate is honest, trust worthy, maintains confidentiality, and acts with the highest integrity.
6. The teacher candidate demonstrates the work habits of a responsible professional educator, works effectively with others, and demonstrates empathy, sensitivity and respect to all.
7. The teacher candidate seeks improvement in their practice through frequent reflection. The candidate is receptive to external feedback, and displays an orientation toward change, critical thinking, flexibility, and inquiry.
8. The teacher candidate appreciates diverse perspectives, a commitment to strive to understand others, as well as a willingness to take a global perspective.
9. The teacher candidate advocates for their student and places the best interest of the learners, their families and communities at the center of their concern.
10. The teacher demonstrates and practices professional integrity, honesty, fairness, responsibility, confidentiality, and trustworthiness.
11. The teacher engages in reflection to improve practice
12. The teacher demonstrates exemplary efforts and interest to understand, culture, gender and exceptionalities and is able to adapt to meet individual needs.
13. The teacher demonstrates at all times punctuality and attentiveness.
14. The teacher places the child and family at the center of the educational process.

Comments:

Signature Cooperating Teacher: _____________________________ Date____________

 

Appendix J: University Supervisor Final Evaluation 

Name: _________________________ Degree Major_________________

(Teacher Candidate)

Name: _________________________ School _________________________

(University Supervisor)

Teaching Assignment __________________Date ______________________

Directions: Please read the statements below and check the box the most closely reflects your evaluation of the candidate.

 Approaches  Meets  Exceeds
1. The teacher candidate possesses and demonstrates the content knowledge necessary to be successful.
2. The teacher candidate uses the pedagogical content specific skills of their field effectively and consistently.
3. The teacher candidate demonstrates professional and pedagogical skills in use in their daily teaching.
4. The teacher candidate has a positive impact on student learning in their classroom.
5. The teacher candidate is honest, trust worthy, maintains confidentiality, and acts with the highest integrity.
6. The teacher candidate demonstrates the work habits of a responsible professional educator, works effectively with others, and demonstrates empathy, sensitivity and respect to all.
7. The teacher candidate seeks to improve their practice through frequent reflection. The candidate is receptive to external feedback, and display’s an orientation toward change, critical thinking, flexibility, and inquiry.
8. The teacher candidate appreciates diverse perspectives, and a commitment to strive to understand others, as well as a willingness to take a global perspective.
9. The teacher candidate advocates for their student and places the best interest of the learners, their families and communities at the center of their concern.
10. The teacher candidate demonstrates and practices professional integrity, honesty, fairness, responsibility, confidentiality, and trustworthiness.
11. The teacher candidate engages in reflection to improve practice
12. The teacher candidate demonstrates exemplary efforts and interest to understand, culture, gender and exceptionalities and is able to adapt to meet individual needs.
13. The teacher candidate demonstrates at all times punctuality and attentiveness.
14. The teacher candidate places the child and family at the center of the educational process.

Comments:

 

Signature University Supervisor: ____________________________ Date____________

 

Appendix K: Candidate Self Evaluation 

Name: ____________________________Degree Major _______________________

Assignment ___________________School _________________________Date ______

Directions: Please read the statements below and check the box the most closely reflects your self evaluation.  Thank you!

 Approaches   Meets  Exceeds
1. As a teacher I processes and demonstrates the content knowledge necessary to be successful in the classroom.
2. As a teacher I use the pedagogical content specific skills of their field effectively and consistently.
3. As a teacher I demonstrate professional and pedagogical skills in their daily teaching.
4. As a teacher I have a positive impact on student learning in their classroom.
5. As a teacher I am honest, trust worthy, maintain confidentiality, and acts with the highest integrity.
6. As a teacher I demonstrate the work habits of a responsible professional educator and work effectively with others, and demonstrate empathy, sensitivity and respect to all.
7. As a teacher I seek to improve my practice through frequent reflection. As a teacher I am receptive to external feedback, and display an orientation toward change, critical thinking, flexibility, and inquiry.
8. As a teacher I appreciate diverse perspectives, and a commitment to strive to understand others, as well as a willingness to take a global perspective.
9. As a teacher I advocate for their students and place the best interest of the learners, their families and communities at the center of their concern.
10. As a teacher I demonstrate and practice professional integrity, honesty, fairness, responsibility, confidentiality, and trustworthiness.
11. As a teacher I engage in reflection to improve practice.
12. As I teacher I demonstrate exemplary efforts and interest to understand, culture, gender and exceptionalities and is able to adapt to meet individual needs.
13. As a teacher I demonstrate at all times punctuality and attentiveness.
14. As a teacher I place the child and family at the center of the educational process.

Comments:

_________________________________________________Date_________________

Candidate Signature                                                               

 

Appendix L: Internship Evaluation Form- Cooperating/Mentor Teacher

Note: As the Cooperating/Mentor Teacher, please complete this form at the end of the Internship and send this form directly to the Program Director of Teacher Education in the envelope provided. Thank you!

Teacher Candidate’s Name: ________________________   Date: ________________

Cooperating/Mentor Teacher: _________________________School:_______________

University Supervisor: ______________________________

Part 1: Teacher Candidate

At this point in time, how would you predict the candidate’s success as an effective teacher?

                      1                                 2                                         3                           4

     unlikely              moderately likely                    definitely                exemplary

Would you recommend that this candidate continue in the Teacher Education Program?

            ______ Yes           ______ No

Please explain your responses: ______________________________________________

________________________________________________________________________

________________________________________________________________________

Part 2: Trinity Washington University Internship Program

Circle A (Agree), D (Disagree), N (No opportunity to observe) beside each statement

1

Student placement information was communicated effectively

A

D

N

2

Student Information Sheet was useful

A

D

N

3

My job description was clearly defined in the Internship Guidebook

A

D

N

4

The university supervisor communicated effectively

A

D

N

5

Having a teacher candidate in my classroom was a positive experience for my students and me

A

D

N

6

The requirements of this program are appropriate

A

D

N

7

The teacher candidate demonstrated collaborative professionalism

A

D

N

What suggestions would you make to help us improve the Internship Program?

 _______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Part 3: Trinity Washington University Teacher Education Program

How many Trinity Washington University teacher candidate students have you supervised? _________________

Based on your experiences of the knowledge, skills, and dispositions of this candidate, all other candidates you may have supervised, and any graduates of Trinity Washington University’s Teacher Education Program of whom you may have knowledge:

How would you rate the effectiveness of the Trinity Washington University Teacher Education Program?

1                                  2                                  3                                  4

below average        average                       effective                      exemplary

 

Based on your experience with Trinity Washington University teacher candidates, how would you rate their effectiveness?

1                                  2                                  3                                  4

below average        average                       effective                      exemplary

 

How would you rate the knowledge and effectiveness of the program faculty as program supervisors?

1                                  2                                  3                                  4

below average        average                       effective                      exemplary

 

How would you rate the knowledge and effectiveness of the program faculty in professional collaboration in your school?

 

1                                  2                                  3                                  4

below average        average                       effective                      exemplary

Please explain your responses: ____________________________________________

_____________________________________________________________________

_____________________________________________________________________

 

Signature Cooperating/Mentor Teacher: _________________________ Date_________

 

Appendix M: Honorarium Request Form – Cooperating/Mentor Teacher

Trinity Washington University thanks you for your time, support and cooperation in the important work. As an acknowledgement of your time and efforts in helping prepare teacher candidates, Trinity Washington University offers you a voucher for a free Professional Development Workshop through our Professional Development Program.

To obtain your tuition voucher for your work with a TrinityWashingtonUniversity teacher candidate, please complete the information requested below.  To assist us in our record keeping, please make sure that this paperwork arrives in our office within two (2) weeks of your teacher candidate’s departure.  Please note that this voucher in non-transferable.

 Please return any outstanding paperwork with this form, such as:

  • TrinityWashingtonUniversity Internship Evaluation Form
  • Other required School District forms
  • Copy of letter of recommendation (if written)

Mail to:

Dr. Gail E. Viamonte, Program Director of Teacher Education

School of Education

TrinityWashingtonUniversity

125 Michigan Avenue, N. E.

Washington, D.C.20017

Name: _______________________________________________________________

Home Address: ________________________________________________________

_____________________________________________________________________

Telephone Number: ___________________________

Teacher Candidate: __________________________School: _______________________

Dates Teacher Candidate was with you:  _________________to _______________

(month/year)                  (month/year)

Signature: ______________________________________

 

Appendix N

Important Dates for Internship Planning                          

Document for Completion

Submitted to  

Due Date

Cooperating

Teacher

Appendix A

 

 

 

Appendix D

 

Appendix E

 

 

 

Appendix F

 

 

Appendix G

 

Appendix I

 

Appendix L

 

Appendix M

University Supervisor

 

 

 

Teacher Candidate

 

Teacher Candidate

 

 

 

University Supervisor

 

 

University Supervisor

 

University Supervisor

 

Mail to Trinity

 

Mail to Trinity

Week 2 and Week 6 or prior to takeover

 

Week 2

 

Candidate must bring to Seminar every Thurs

 

Week 6 (Mid Term)

 

Week 13

 

Week 13

 

Week 14

 

Week 14

 

Teacher Candidate

Appendix A

 

 

 

Appendix D

 

 

 

Appendix E

 

 

 

Appendix F

 

 

Appendix I

 

 

Appendix K

University Supervisor

 

 

 

Copy to University Supervisor and Seminar

 

 

Give to Co Op/Mentor weekly

 

 

 

University Supervisor

 

 

  University Supervisor

 

 

  Seminar

Week 2 and Week 6 or prior to takeover

 

Week 2 and Mid Term

 

 

Candidate must bring to Seminar every Thurs

 

Week 6 (Mid Term)

 

Week 13

 

 

Week 14

 

University Supervisor

Appendix A

 

 Appendix D

 

 

Appendix F

 

 

 

 

 

 

Appendix G

 

 

 

 

 

Appendix H

 

 

 

Appendix I,J,K

 

 

 

Spread Sheet

 

 

All collected data

Discuss and Hold

 

Copy to Co op and Seminar

 

Compete F; Collect F from Cooperating/Mentor Teacher and Candidate; Debrief; Give to Seminar Instructor

 

Collect from Cooperating/Mentor Teacher or Complete as University Supervisor

 

Collect from Principal and give to Seminar Instructor

 

Complete J. Collect all and give to Seminar Instructor

 

Seminar Instructor

 

 

Seminar Instructor

Week 2 and Week 6 or prior to takeover

Week 2

 

 

Mid Term

 

 

 

 

 

 

Week 14

 

 

 

 

 

Week 14

 

 

 

Week 14

 

 

 

Same time as Grades

 

Same time as Grades

 


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