school of education internship handbook initial and ...reflective, advocacy and 21st century...

School of Education

Internship Handbook:

Initial & Advanced Programs

(Revised May 11, 2018)

TABLE OF CONTENTS Preface . . . . . . . . . . . 1

University Mission Statement . . . . . . . . 2

Institutional Goals and Objectives . . . . . . . . 2

School of Education Mission Statement . . . . . . . 3

School of Education Vision Statement . . . . . . . 3

Unit Philosophy and Purpose . . . . . . . . . 4

Conceptual Framework Overview . . . . . . . . 4

Candidates’ Professional Disposition and Conduct . . . . . 5

Unit Assessment and Accountability System . . . . . . 6

Initial Certification Program (BS, MAT, & M. Ed. Track I)

Description of Programs . . . . . . . . . 11

Internship Application Process & Requirements . . . . . . 11

Selection of Internship Placement Sites, Mentor Teachers, & University Supervisors . 13

Internship Regulations . . . . . . . . . 17

The Participants’ Responsibilities . . . . . . . . 18

University Supervisor . . . . . . . . . 18

Mentor Teacher . . . . . . . . . 18

Intern . . . . . . . . . . . 19

Principal . . . . . . . . . . 20

Director, Office of Field Services . . . . . . . 20

Problem Resolution . . . . . . . . . . 21

Exit from the Program . . . . . . . . . 21

Process for Obtaining Teacher Certification . . . . . . . 24

Public School Administrator I Certification

Advanced Certification Program (MCEL)

Description of Programs . . . . . . . . . 24

Internship Application Process and Requirements . . . . . . 24

Assessment Processes . . . . . . . . . 25

Appendices

Lesson Plan Template . . . . . . . . . 27

Knowledge Bases Supporting the Conceptual Framework . . . . . 28

Standards . . . . . . . . . . . 32

Evaluation Rubrics . . . . . . . . . . 40

1

PREFACE

The Coppin State University School of Education is designed to prepare teachers who have the

knowledge, skills, and disposition necessary to meet the affective, cognitive, and psychomotor needs

of all students. The CSU professional experience is designed to provide the teacher candidate with

opportunities to observe, to test, and to execute theory-based professional practices in classroom

settings.

This handbook represents a compilation of materials related to the School’s philosophy, objectives,

policies, and procedures that impact the internship experience, the capstone requirement of the

professional sequence, and the intern’s performance. It is designed to facilitate communication

among the university supervisor, the mentor teacher/principal, and the intern. The information

contained herein will also assist the intern to understand the School’s expectations, thus lowering

the level of concern about the internship experience.

The interrelated roles and responsibilities of the intern, the university supervisor, and the mentor

teacher, and principal are also set forth in this handbook. The evaluation forms and other relevant

materials and information used for the internship are included.

2

Coppin State University – Mission Statement

Coppin State University is an urban, comprehensive, and Historically Black Institution (HBI).

Building on a legacy of excellence in teacher preparation in the Baltimore's metropolitan

community, the university offers quality undergraduate and graduate programs in teacher

education, liberal arts, health professions, technology, and STEM disciplines. Coppin, as an anchor

university, is committed to providing educational access and diverse opportunities for all students

while emphasizing its unique role in educating residents of Metropolitan Baltimore and first-

generation college students. Coppin is committed to community engagement and partnering with

businesses, government and non-governmental agencies to meet workforce demands; prepare

globally competent students; strengthening the economic development of Baltimore, Maryland and

developing stronger strategic partnerships. As a constituent of the USM, Coppin will continue to

adopt and support USM’s strategic goals.

Institutional Goals and Priorities

The University is named in honor of Fanny Jackson Coppin an outstanding African-American

educator. Dedicated to teaching, CSU advances faculty who are evaluated by students and peers as

excellent teachers; who evidence scholarly contributions and growth. Today, Coppin continues to

be a major contributor to the advancement of its community, the state of Maryland, and the nation.

With a student enrollment comprised primarily of commuter students from the Baltimore

metropolitan area, the University maintains a favorable faculty-to-student ratio.

CSU is uniquely capable of addressing the preparation of students from the State of Maryland,

Baltimore City and County, and particularly, the citizens of West Baltimore. Given the economic

and social conditions of West Baltimore, the institution extends its preparations beyond the

traditional classroom by providing experiential and authentic learning experiences.

The institution is primarily a teaching institution and has integrated best teaching practices

throughout its curriculum and in support of its charter school affiliations.

Teaching and Learning. The institution has two charter schools, Rosemont

Elementary/Middle School and Coppin Academy that draw from the K-12 population of

students who reside in West Baltimore.

Research – The institution is developing a Center for Undergraduate Research (CUR) that

will allow students to work directly with faculty on first level research activities. The CUR

oversight is provided by institutional faculty, members of the science communities, and

alumni. Although the CUR has an overall emphasis on undergraduate research, special

emphasis will be in support of the STEM disciplines.

The University is committed to meeting the educational needs of its urban population, which

includes the traditional student and the adult learner. CSU is the first higher education institution in

the State to assume responsibility for the restructuring and administering a public

elementary/middle school and high school in Baltimore City. The University is the only higher

education institution in the State to locate a public high school on its campus while serving as the

operator.

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Actively engaged in pre-service and in-service teacher education programs, the University,

responding to the Board of Regents directive, envisions even more involvement in the area of

teacher preparation. The West Baltimore pre-K-20 Urban Education Corridor Model for Change,

known as the Urban Education Corridor, is one such initiative. Building on a strong partnership

with the Baltimore City Public School System and CSU, the Urban Education Corridor has

become a national model. The potential success of the Corridor will propel the University toward

achieving national eminence in the area of preparing urban educators, particularly those in the

Baltimore City School System.

Within the framework of the University System of Maryland (USM) the University has identified a set of specific goals to serve as a point of reference for planning and implementing programs.

They are as follows:

Goal 1 - Enrollment: Enhance the enrollment management enterprise

Goal 2 – Academic Transformation: Enhance the academic enterprise to ensure that’s

students learn, graduate in four years or less, and are prepared to succeed in their future

careers and other post-graduate opportunities

Goal 3 – External Relationships: Maintain and establish external relationships and $2

million

Goal 4 – Resource Development and Stewardship: Develop an infrastructure for

continuous improvement of human and financial resources and facilities

Goal 5 – Information Technology: Maintain and strengthen IT Infrastructure to enable

innovative uses of technology for educational and operational excellence

School of Education Mission Statement

The mission of the School of Education, within the College of Arts and Sciences and Education, is

to prepare teachers and other school leaders to be “reflective facilitators of learning.” Coppin State

University’s teacher education unit has a long history of preparing teachers and other professionals

for Maryland and the Nation. Indeed, the institution was founded in 1900 as a teaching-training

program to serve the educational needs of Baltimore City and surrounding counties. Today, the

teacher education unit continues to be a major contributor to the advancement of its surrounding

community, the State of Maryland, and the Nation.

School of Education Vision Statement

The School of Education prepares educators as reflective facilitators of learning who will take the

lead in transforming teaching and learning within their own diverse settings, the State of Maryland,

the region, the nation, and beyond to better serve students and their families. Through

collaborations with area schools, professional and community organizations, the unit prepares

creative, culturally competent, critically reflective graduates who possess deep knowledge in their

fields of study and work collaboratively to achieve high quality education for all. School of

Education graduates have the knowledge, skills, and dispositions necessary to meet the affective,

cognitive, and psychomotor needs of all students.

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Unit Philosophy and Purpose

The professional unit’s Conceptual Framework extends a philosophy and attributes reflective of the

emphasis that all programs place on learning and the learner. Sequenced programs of study, which

are associated with carefully planned field based learning experiences, build upon a foundation of

content and pedagogical knowledge to prepare candidates for entry into teaching or continuing

professional development. Candidates are prepared to internalize, initiate, and sustain a

professional commitment to impact learners in diverse learning communities. Faculty recognizes

the developmental characteristics of candidates, both traditional and non-traditional. This

recognition guides curriculum development and its implementation. A major distinction of the

unit’s faculty is the recognition of the importance of teacher candidates’ prior experiences that they

bring to the context of our historically Black Colleges and Universities heritage.

Conceptual Framework Overview

Overview and Scope

The Coppin State University School of Education has a long history of preparing teachers and

other professionals for Maryland and the Nation. The unit’s Conceptual Framework has evolved

since the development of the unit’s knowledge base for its first NCATE accreditation in 1962. In

1995, the Teacher as a Reflective Facilitator of Learning was adopted. The revised conceptual

framework arose from an effort to find unifying themes in the educator as a reflective facilitator of

learning” from a constructivist philosophical approach, specifically, embracing contextual,

reflective, advocacy and 21st century teaching and learning practice.

In that the professional knowledge about education and teacher preparation is an ever growing

domain defined by research and best practices, it is appropriate for the framework that guides our

programs to also change over time. To ensure that the unit’s conceptual framework continues to

affirm: (1) the mission of the University and the Unit; (2) the increasingly complex societal needs ;

and (3) the incorporation of research based practices, the unit faculty in collaboration with school

partners continually make systematic updates to programs and process. Through collaborative and

sustained participation with our school partners, the Unit provides an articulated and shared

framework that serves as a compass and a roadmap for faculty, students, and external constituents.

Over the years, the unit has dedicated critical attention to reviewing the conceptual framework to

ensure currency of the theme, commitments, and outcomes; to update and ensure the continued

viability of the knowledge base supporting the philosophy and theories underlying the conceptual

framework. These efforts are led by the unit's conceptual framework committee. In the fall of

2011, the Professional Education Unit determined a need to revise the conceptual framework. The

revised Framework is applicable to all approved educator preparation programs offered by the unit.

Today, the unit’s conceptual framework serves as a critical influence on curriculum, field and

clinical experiences, and candidate assessments.

The Educator as a Reflective Facilitator of Learning Model

At the center of the mission and vision of the Unit is the preparation of candidates who will

provide meaningful student learning. In preparing educators to assume educational roles in local,

state, national, and global settings, our collective belief as faculty aligns with the current research.

This research is based on a paradigm that draws on significant research demonstrating that

candidates learn more effectively when, among other things, they are “actively involved in self-

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directed learning, they view their professor more as a guide than as a remote authority, and they

receive frequent and prompt feedback on their work” (Suskie, 2009, p. 58).

We believe that effective educators create environments where learners construct knowledge from

experience. Our candidates design classrooms and schools that are places of inquiry, where

students value learning and place knowledge in the context of our global society. To that end, our

candidates are prepared to become leaders who teach their students to use a variety of skills and

technological tools to demonstrate their knowledge meets clearly defined standards.

Unit Faculty Core Beliefs about Reflective Facilitators of Learning

We believe and expect our candidates to be able to:

Demonstrate that they have the knowledge, skills and dispositions to be effective P-12

practitioners (Core Belief #1)

Teach diverse school-age populations in a variety of educational settings (Core Belief #2)

Demonstrate the potential to grow professionally in an increasingly technologically rich

society (Core Belief #3)

We believe that educational programs should be designed to:

Use differentiated, standard-based, and student-centered instruction to guide the tenure of

our candidates in their bid to become reflective facilitators of learning (Core Belief #4)

Provide consistent and continuous advisement that enables candidates to achieve their goal

in a time conscious manner (Core Belief #5)

Enable candidate success as articulated by national and state standards. This includes and

integrates the components of research, field practice, professional studies, specialty studies,

general education, and continuous assessment (Core Belief #6).

Candidate Professional Dispositions and Conduct

Professional dispositions are the values, beliefs, and attitudes that influence behaviors toward

students, families, colleagues, and communities (Learning Community) and which affect student

learning, achievement, and motivation; safety and successful yield within the learning

environment, well-being of others, motivation, and development, as well as the educator's own

professional growth (Professional Behaviors). As such, unit faculty and stakeholders consider

professional dispositions ultimately lead to positive actions and patterns of professional conduct.

Further, we have come to believe that teachers’ attitudes, values, and beliefs about students, about

teaching, and about themselves, strongly influence the impact they will have on student learning

and development. Positive dispositions yield positive behaviors, which support students learning

and development (NCATE, 2008, p. 90).

Commitment to Diversity

Unit faculty embraces the belief that learning is an active knowledge construction process

emphasizing the specific historical and cultural contexts within which “the process of knowledge

construction as a social process context, interaction and situatedness" (Salomon& Perkins, 1998, p.

4). To that end, the preparation of reflective facilitators of learning does not occur in isolation but

requires interactions among people and is, shaped and transformed by one's social and cultural

environment (Lave & Wenger, 1991). Diversity in such environments contributes to differential

practices, experiences, and outcomes for faculty and candidates.

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Commitment to Technology

Unit faculty believes educator successes in today’s classrooms are predicated in part on a level of

competence in the use of technology. This notion is supported by current research (Levy, L.,

Daniels-Simmonds, L. & Snider, S., 2005) on teacher effectiveness. On the other hand, the value

of technology in schools depends on how teachers are prepared to use it. In agreement with Good

and Brophy (2007), unit faculty, candidates, school partners, and our stakeholders recognize that

some students bring limited skills and little background knowledge to the classroom, and require

the direct teaching of skills and ongoing positive behavior support. The unit has embraced the

Maryland Teacher Technology Standards as adequate benchmarks for assessment of educator

demonstrated technology proficiencies. These standards specify the demonstration of appropriate

skills in the use of technology.

For that reason, unit faculty holds the belief that educators must use technology in their own learning

and teaching. Candidates must demonstrate proficiencies in the use of various forms of appropriate

instructional technology to provide meaningful experiences and personalized instruction for

students. Unit faculty members demonstrate excellence in the use of technology and require that all

candidates, in both initial and advanced level, use technology to complete in-class and field-based

assignments, conduct action research, and give class presentations.

Candidate Proficiencies Alignment to State and National Standards

Proficiencies expected of all candidates are delineated by identified unit outcomes and

proficiencies that guide each program. The unit’s programs are aligned with institutional standards

endorsed by the University and its stakeholders, the Maryland State Department of Education

(MSDE), and national associations and entities. Within each professional educator preparation

programs, standards for curriculum and effective instruction and assessment strategies are derived

from the standards and literature provided by the specialized professional associations (SPAs), that

include standards expressed by the Association for Childhood Education (ACEI); International

Reading Association (IRA), Council for Exceptional Children (CEC); National Association for the

Education of Young Children (NAEYC); among others.

Unit’s Assessment and Accountability System (UAAS)

The Unit’s Assessment and Accountability System reflects a systematic process with transition

points of assessing candidate performance in meeting program, state, and national standards. The

assessment of appropriate competencies expected of a Reflective Facilitator of Learning is evident

from program entry to exit. All candidates must secure access to the UAAS through purchasing a

TK20 account.

NOTE: Each program has a list of specific Signature Assessments that must be met in order to

complete that program. These Signature Assignments are not all specified in the Transition Point

table below.

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Transition Points through Programs

Transition Points – Initial Programs

Milestone 1:

Admission to

the University

Undergraduates BS

Freshman Admission Criteria

1. High School GPA of 2.0 or higher or a GED score of 50 or higher

2. Official scores on the Scholastic Aptitude Test (SAT-1) or American College Testing

(ACT).

3. An official copy of high school transcript or GED test score report

Transfer Students

1. Students with less than 12 hours of transferable credit must meet Freshman Admission

Criteria (above)

2. Good academic standing at the previous institution

3. Grade Point Average of 2.0 (college level);

4. Maximum of 60 transferable credits from community colleges or a maximum of 90

transferable credits from a four year institution.

Graduates: MAT & M. Ed. in Special Education

1. Baccalaureate degree from a regionally accredited institution

2. Test of academic proficiency – GRE (1000 or 297) or GRE/PPST (at State Level)

3. Three Letters of Recommendations (acceptable ratings and comments)

4. GPA of 3.0 or higher

5. Professional Resume

6. Statement of Purpose

Milestone 2:

Admission to

Teacher

Education

Undergraduates

1. GPA of 2.5 or above in both Professional Education/Content Courses

2. Must have completed 30 college level credits towards the degree

3. Passing Scores on Praxis CORE (Current Maryland Levels) or Composite Scores of 24

ACT or 1100 SAT.

4. Completion of Background Check

5. Completed application for admission in teacher education

6. Successful Personal Interview

7. Successful scores on Essays

8. Acceptable scores on the disposition assessment


10. E-portfolio (Phase I)

11. Philosophy of Education

Graduates M.A.T. or M.Ed. in Special Education

1. GPA of 3.0 or above

2. Must have completed at least 12 graduate level credits

3. Passing Scores on Praxis CORE (Current Maryland Levels) or Composite Scores of 24

ACT or 1100 SAT.

4. Completion of Background Check

5. Completed application for admission to teacher education

6. Successful Personal Interview


8. Acceptable scores on the disposition assessment


8

10. E-portfolio (Phase I)

11. Philosophy of Education

Milestone 3:

Admission to

Internship

Undergraduates

1. GPA of 2.5 or above in both Professional Education/Content Courses

2. Completion of all Coursework, including state content requirements of 12 credit hours

each in mathematics, science, and reading content

3. Submission of completed internship application

4. Verification of having taken/registered for the Praxis II examination

5. Completion of a Background Check

6. Health Form signed by health professional indicating a successful physical exam

7. An Intern Profile Sheet

8. Successful Admission to Internship Interview


10. Completion of all Course work except seminar and internship

11. Completion of internship application

12. Successful e-portfolio (Phase II)

13. Successful evaluation of dispositions

Graduates MAT or M.Ed. in Special Education

1. GPA of 3.0 or above

2. Completion of all Coursework, including state content requirements of 12 credit hours

each in mathematics, science, and reading content (No grade of less than a C in

Professional Education coursework).

3. Submission of completed internship application

4. Verification of having taken/registered for the Praxis II examination

5. Completion of a Background Check

6. Health Form signed by health professional indicating a successful physical exam

7. An Intern Profile Sheet

8. Successful Admission to Internship Interview


10. Completion of all Course work except seminar and internship

11. Completion of internship application

12. Successful e-portfolio (Phase II)

13. Successful evaluation of dispositions

14. Secured Advancement to Candidacy through the Graduate School

Milestone 4:

Exit from

Internship and

Program

Undergraduate

1. Passing Scores on Praxis II PLT & Content Area 2. Summative e-Portfolio evaluation (Phase III) with all required artifacts, including the

Intervention Study

3. Completion of all curriculum program requirements

4. Minimum of 2.5 GPA in program coursework

5. Passing score of “B” or higher in internship

6. Completion of the Exit Interview and Survey

Graduate MAT or M.Ed. in Special Education

1. Passing Scores on Praxis II PLT & Content Area 2. Summative e-Portfolio evaluation (Phase III) with all required artifacts, including the

Intervention Study



5. Successful completion of Thesis or Comprehensive Exam

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6. Passing score of “B” or higher in internship 7. Completion of the Exit Interview and Survey

Transition Points – Advanced Programs

Milestone 1:

Admission to

the University

1. Baccalaureate degree from an accredited institution or an equivalency for international

students

2. Three letters of recommendation


4. A statement of purpose (to include a philosophy of education)

5. Interview

Milestone 2:

Admission to

Program

All Advanced Programs

1. Valid state issued professional teaching certificate/license

2. Three years of teaching experience

3. Test of academic proficiency – GRE or Praxis CORE/PPST (State Levels)

4. Recommendations (acceptable ratings and comments—from a current supervisor )


6. Writing Sample

7. Statement of teacher philosophy

School Administrator I Program (additional criteria)

1. Evidence of a Master’s degree award from a regionally accredited institution

2. Full admission to the program is contingent upon completion of 6 credit hours

3. Assessment of dispositions (EDUC 646)

Milestone 3:

Mid-Program

Assessment

1. Maintaining 3.0 GPA with no more than 1 “C”

2. Advancement to Degree Candidacy and interview (except School Administrator

Program) Must be completed between 12-21 credits

3. Formal Conference and/or Growth Plan

4. Reflective Journal Review

Milestone 4:

Exit from

Program

1. Completion of all Curriculum program requirements


3. e-Portfolio evaluation

4. School-based video

5. Completion and defense of thesis

6. Successful completion of internship (School Administrator I Certification and

Contemporary Educational Leadership Programs)

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Initial Certification Programs

(BS, MAT, & M. Ed.)

NOTE: The program descriptions below reflect the most recent program changes approved by the

Teacher Education Council (TEC).

Description of Programs

The Bachelor of Science Degree in Early Childhood Education is a 122 credit hour state-

approved program that is nationally approved by the National Association for the Education of

Young Children (NAEYC). The primary objective of the major in Early Childhood Education is to

prepare well-qualified teachers who will be effective in guiding the learning experiences of

children in kindergarten through third grade. Internship experiences are completed at PDS sites.

Candidates complete two internship placements, P-1 and 2-3. The candidate must complete 100

days of experience in the field over two consecutive semesters – 20 during the methods courses

and 80 during the internship.

The Bachelor of Science Degree in Elementary Education is a 121 credit hour program that is

nationally approved by the Association for Childhood Education International (ACEI). The

program is approved by MSDE and is offered in a unit accredited by the National Council for the

Accreditation of Teacher Education (NCATE). The primary objective of the program in

elementary education is to prepare well-qualified teachers to teach in grades one through six,

providing prospective teachers with the experiences needed to acquaint them with the curricula

organization, objectives, procedures, and instructional resources of the elementary school.

Prospective teachers are also provided with classroom experiences dealing with the direct analysis

of teaching situations and problems, the selection, use, organization, and presentation of subject

matter, techniques for the evaluation of results of teaching and learning, and the practical

application of theories and principles of learning. Internship experiences are completed at PDS

sites. Candidates complete two internship placements, at the primary grades (1-3) and the upper

grades (4-6). The candidate must complete 100 days of experience in the field over two

consecutive semesters – 20 during the methods courses and 80 during the internship.

The Bachelor of Science in Special Education is a professional standards-based cross-categorical

degree program that is strongly oriented towards developing the necessary knowledge base, skills,

and disposition to teach learners with mild or moderate disabilities in either the elementary or

middle grades while enriching their overall instructional, management, and diagnostic

competencies. This program is nationally approved by the Council for Exceptional Children (CEC)

and is a preparation program leads to initial certification in teaching with a specialty in special

education. Candidates complete two internship placements, at the primary grades (1-5) and at the

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middle school level (6-8). Internship experiences are completed at PDS sites. The candidate must

complete 100 days of experience in the field over two consecutive semesters – 20 during the

methods courses and 80 during the internship. The program is approved by MSDE and is offered

in a unit accredited by the National Council for the Accreditation of Teacher Education (NCATE).

The Master of Arts in Teaching (M.A.T.) program is recognized by the Maryland State

Department of Education (MSDE). The program is designed for individuals holding a degree in

arts and sciences and persons interested in changing careers. Candidates are encouraged to study

their discipline broadly and in depth as they prepare to become professionals in the field of

education. Previous experience or training in education is not required. The Master of Arts in

Teaching (M.A.T.) program requires a minimum of forty-six (46) hours in the elementary

education concentration. Emphasis is placed on the development of a repertoire of instructional

strategies and pedagogical skills understanding and application of teaching to current trends in

educational research and effective assessment of the teaching and learning processes.

Differentiation occurs in the clinical experiences, internship, and the action research. Each of these

experiences is designed to meet the needs and requirements of specific certification areas. The

candidate must complete 100 days of experience in the field over two consecutive semesters – 24

during the methods course and 76 during the internship.

The Master of Education in Special Education is a standards-based professional degree that is

strongly oriented towards preparing individuals to serve students, enrolled in elementary and/or

middle grades (K-8) who have been diagnosed with mild to moderate exceptionalities, and their

families through understanding direct experiences in schools with diverse population. Course work

is designed to emphasize critical thinking, breadth, and depth of theoretical methods of inquiry in

education and ample academic opportunities that lead to scholarly production. The curriculum

meets the standards for special education dictated by the Council for Exceptional Children and

Maryland State Department of Education for certification. All graduate special education courses

are offered in the evening.

The M. Ed. In Special Education program applies to persons holding a baccalaureate degree in any

discipline who wish to obtain initial certification in special education. This academic program is

designed to provide classroom teachers with the knowledge, skills, and dispositions necessary to

work effectively with learners with special learning needs in all classrooms while enriching their

overall instructional, management, and diagnostic competencies. Moreover, this program is

generic and prepares teachers to work with learners who are learning disabled, emotionally

disturbed, mentally impaired, or physically challenged. The candidate must complete 100 days of

experience in the field over two consecutive semesters – 20 during the methods course and 80

during the internship.

Internship Application Process and Requirements

Each candidate must have satisfied all course requirements prior to completing the Internship and

Seminar/Pro-seminar courses. Application for admission to Internship may be completed during

enrollment in final program courses, such as methods courses. Candidates must apply for an

internship a semester before the experience is to begin. By the end of the semester in which

application is made, the candidate must meet the requirements detailed at Milestone 3 in Transition

Point Table above.

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A. Application

The application form, completed electronically, is submitted to the Director of Field Services. The

Director completes the Internship Checklist and submits to the chairperson for approval. The

Internship Application form is posted on line at the Student Resources link:

http://www.coppin.edu/schoolofeducation/resources. Once the candidates’ transcript and academic

file verify that the items on the Checklist are satisfied, the Director of Field Services will contact

the candidate to schedule the admission writing process and the interview.

B. Writing Sample

Each candidate will participate in a writing process to verify ability to convey information. The

writing sessions are scheduled and administered by the Director of the Office of Field Services.

Candidates are notified by the Director of Field Services regarding the time and date of the essay-

writing session. Candidates will respond to prompts selected from among those provided.

C. Interview Process

In order to be admitted to internship, candidates must participate in an internship interview to

determine readiness for internship responsibilities. Each candidate will participate in an interview

with a team of at least three (3) faculty members, one of whom must be from the candidate’s program

of study. All efforts will be made to include a P-12 teacher on the interview team. The interview

team is established/confirmed by the Director. Candidates will answer questions posed by team

members relating to content, pedagogy, classroom routines, special education content, English

Language Learners, state professional standards, technology, the InTASC Standards, School of

Education’s Conceptual Framework, and other discipline related questions.

D. Electronic Portfolio

Candidates will develop a professional portfolio during the methods course/s. Candidates will

present the electronic portfolio during the internship admission interview process. The candidate

will respond to questions resulting from the presentation of the e-portfolio.

E. Placement

The internship experience consists of two eight-week placements at different grade levels.

Candidates must have experiences at different grade spans and at different school environments.

Mentor teachers are selected collaboratively by the Director of Professional Development Schools

(PDS) and Field Services, the PDS Site Coordinator, and the Principal on the basis of candidate’s

strengths and needs. The internship is completed at a PDS site in Baltimore City. Final decisions on

placement rest with the School of Education.

F. Orientation

Once the candidate is admitted by the Teacher Education Council, s/he will participate in an

Internship Orientation convened by the Director of Field Services. The internship orientation is a

mandatory activity, scheduled the semester before the experience begins, and provides specialized

details on expectations.

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G. Course Enrollment

The approved candidate, the intern, will register for the Internship course AND the Seminar/Pro-

Seminar course simultaneously as listed below.

H. Internship Fees

The intern is required to pay additional fees and expenses related to the internship. The intern is

assessed a fee once enrolled in the Internship Course.

Early Childhood Education (BS) Course # Course Title Credit

ECED 411 Directed Teaching in Early Childhood 9

ECED 412 Internship Seminar 3

Elementary Education (BS) Course # Course Title Credit

ELED 412 Directed Teaching in the Elementary School 9

ELED 413 Internship Seminar 3

Special Education (BS) Course # Course Title Credit

SPED 404 Directed Teaching of Learners with Mild and/or Moderate

Disabilities in the Elementary /Middle Grades – Students Teaching 9

SPED 405 Seminar in Special Education: Teaching Learners with Mild and/or

Moderate Disabilities in the Elementary/Middle Grades 3

Elementary Education (MAT) Course # Course Title Credit

CUIN 608 Internship 9

CUIN 600 Internship Pro-Seminar 1

Special Education (M.Ed.) Course # Course Title Credit

SPED 655 Supervised Practicum I: Elementary Grades 3

SPED 656 Supervised Practicum II: Middle Grades 3

During the internship, interns work with P-12 Mentor Teachers and University Supervisors to

continue to develop skills to integrate theory with practice and to reflect on that practice for

continued professional improvement. During each eight weeks internship experience, the intern is

actively involved in all aspects of the P-12 learning environment. The Internship and Seminar

syllabi for each program provide a detailed description on course requirements, which includes,

among other requirements, reflections, an e-portfolio, Intervention Study, and an exit interview

process.

Interns are guided by the Mentor Teacher and University Supervisor in meeting the suggested

course sequence below:

14

Suggested Teaching Sequence Week #

1. Initial Stage Activity: Non-instructional routines, “bit teaching” observations,

establishing goals and responsibilities.

1 & 2

2. Partnership Learning and Teaching: Increase teaching time, becoming more

critical, reflective, and evaluative as well as participating more in the decision-

making process.

3

3. Initial Teaching: Continued teaching, assuming a greater role until full time

teaching is reached.

4 & 5

4. Full Teaching: Assuming full responsibility for the total classroom with the

supervising teacher serving as an assistant.

6 & 7

5. Observation/Visitation: (Decreasing teaching time, relinquishing control of

the classroom to the supervising teacher.) Observing, participating, and

reflecting in resource classrooms with resource personnel; observing and

participating in parent groups; observing, where possible, the school principal

at work.

8


complete that program. These Signature Assignments are not all specified in the Unit

Requirements detailed below.

A. Unit Requirements

The following activities and tasks are required of all interns during the internship. Requirements

must be satisfied before the final grade is assigned. The University Supervisor is responsible for

guiding and assisting candidates in the fulfillment the SOE’s exit requirements.

The intern is required to:

prepare detailed, standards-based, and student-centered lesson plans utilizing current models

of teaching;

submit lesson plans to the mentor teacher a minimum of two days prior to the day the lesson

is to be taught;

plan and teach differentiated lessons that meet the needs of the students in the assigned school

and classroom;

submit an electronic portfolio;

join a national or international professional organization related to the major teaching field;

attend two professional conferences;

attend all required internship seminars and related lectures;

keep a reflective journal, which describes significant events, analyzes teaching/learning

events and notes routines and procedures that create an efficient, productive classroom; and

conduct an Intervention Study and write a report. All interns seeking initial certification

MUST complete the Intervention Study in order to document the impact on student learning

during the internship. The Intervention Study report will be uploaded as an artifact in the

electronic portfolio. The Intervention Study (in presentation format) and the electronic

portfolio will be presented to an Exit Interview Committee as part of the exit process.

15

The faculty member who guides the Seminar course will provide additional support to meet the

program requirements. Specifics on each signature assignment are outlined on the internship and

seminar syllabi developed for each program.

B. MSDE Praxis II examinations

The Praxis II examinations are required for Maryland certification. Test codes and cut-off scores,

are detailed below:

Test Area Test Name Test

Code(s)

Maryland

Score

Elementary

Education

Elementary Education: Instructional Practice and

Applications

5019 155

Principles of Learning and Teaching: Grades K-6

(Pedagogy)

5622 160

Early

Childhood

Early Childhood: Content Knowledge 5025 156

Principles of Learning and Teaching: Early

Childhood (Pedagogy)

5621 157

Special

Education

Core Knowledge and Applications 5354 151

C. Evaluation and Grading

Observations and Evaluations

The intern is observed and evaluated by the Mentor Teacher and the University Supervisor during

each eight-week placement. All evaluations are completed in the Unit Accountability and assessment

System (UAAS). At the conclusion of the sixteen weeks, each intern will have in the UAAS

Two self-evaluations - a midpoint evaluation and a final evaluation - from each placement:

a total of 4 self-evaluations.

Two evaluations from each mentor teacher - a midpoint evaluation and a final evaluation

- from each placement: a total of 4 mentor teacher evaluations.

Two evaluations from the University Supervisor - a formative and summative evaluation

from each placement: a total of 4 university supervisor evaluations.

The University Supervisor may decide to complete additional observations based on intern’s

performance and need.

Grading

An intern must earn a grade of “B” or better for the internship course to successfully complete the

experience.

Provision for an intern who is unsuccessful

For the intern who is not making satisfactory progress, the following options are available:

Two or three weeks may be added to enhance the skills of an intern in deficient areas.

An incomplete (I) grade may be assigned to allow an intern the opportunity to acquire the

requisite competencies during the next regular semester in an additional eight (8) week

placement.

An intern may be required to repeat the entire internship experience.

16

Selection of Internship Placement Sites, Mentor Teacher, & University Supervisor

In accordance with the Maryland State Department of Education (MSDE) mandates for PDS

partnerships, mentor teachers are selected by the Director of Professional Development School

(PDS) and Field Services in collaboration with principal and site liaison.

PDS Sites are within the Baltimore City Public Schools System (BCPSS) and were selected in

collaboration with MSDE. The SOE has a signed MOU with BCPSS. The PDS Network strives to

meet the following PDS standards:

I. Learning Community

The PDS recognizes and supports the distinct learning needs of faculty/staff, interns,

students, parents, and community members.

II. Collaboration

PDS partners work together to carry out the collaboratively defined mission of the

PDS.

III. Accountability

The PDS accepts the responsibility of and is accountable for upholding professional

standards for preparing and renewing teachers in accordance with the Redesign of

Teacher Education.

IV. Organization, Roles and Resources

Partner institutions allocate resources to support the continuous improvement of

teaching and learning.

V. Diversity and Equity

The PDS supports the equitable involvement of PreK-16 faculty/staff and interns to

support equitable outcomes for diverse learners.

Selection of Mentor Teacher

Mentor Teachers must be tenured. Formal preparation in supervision is preferred. In addition,

Mentor Teachers should have the following:

1. A Standard or Advanced Professional Certificate

2. At least 5 years teaching experience

3. A desire to supervise an intern

4. A consistent pattern of outstanding ratings from supervisor(s)

All Mentor Teachers must receive training in the observation/internship process prior to the semester

that an intern is assigned to the Mentor Teacher. The School of Education, through the Director of

Field Services, approves all placements and reserves the right to cancel any placement that appears

inappropriate and/or inconsistent with its philosophy and standards.

17

Selection of University Supervisors

University Supervisors should have the following criteria:

1. Possess or can obtain a standard or advance professional certificate

2. At least 5 years of teaching experience

3. A desire to supervise an intern and collaborate with mentor

4. Formal preparation in supervision is preferred

Internship Regulations

Each teacher candidate is required to register and pay the regular tuition and fees plus an

additional fee that is used to remunerate the Mentor Teacher. Mentor Teachers have the option

to choose to receive Achievement Units (AUs) from the Baltimore City Public School System

or the stipend.

Each eight-week experience must include a minimum of 40 days. An extension may be granted

to assist the intern in obtaining the minimum number of required days.

During the internship experience, the intern is subject to the rules and regulations of the local

education agency (LEA) and the supervisory authority of the building principal.

The intern is to adhere to the arrival and departure times set forth by the LEA.

The intern must prepare detailed lesson plans. The mentor teacher must receive each plan a

minimum of two days prior to the day the lesson is to be taught.

In the event of an emergency or illness that results in absence, the intern must notify the Mentor

Teacher and the University Supervisor by 7:30 a.m. If the absence extends for more than three

(3) days, the case will be evaluated by the Mentor Teacher and the University Supervisor. The

intern’s experience will be extended to compensate for all days missed.

It is possible the internship experience may be extended if it is determined by the University

Supervisor that the intern requires further development.

The intern is required to submit prior written notification to the Office of Field Services and the

Mentor Teacher when it is necessary to be absent for religious reasons.

When an intern is absent on an assigned teaching day, plans and related materials must be sent

to the Mentor Teacher before 8:00 a.m., where possible.

The intern cannot be used as a substitute. However, if an emergency arises during the school

day, an intern may be of assistance to the school by assuming responsibility for the class for the

remainder of that particular school day with another school staff member in room.

If the Mentor Teacher is absent for three days or less, the intern may continue to work with the

substitute teacher. However, the Office of Field Services and/or the University Supervisor should

be notified. Absences of a longer period of time will require temporary or permanent

reassignment. The final decision will be made at the discretion of the Principal and the Director

of the Office of Field Services.

During the internship experience, the intern will follow the holiday and vacation schedule of the

LEA.

Outside employment during the experience is not approved or sanctioned by the SOE. If financial

conditions dictate that the intern must work, job requirements may not interfere with internship

requirements. If possible, employment should be arranged for weekends and limited hours during

the week.

18

The intern will assume the full teaching responsibility for multiple weeks of the internship

experience. The Mentor Teacher will assist in this process.

The Participants

Interrelated Roles

The roles of the Intern, the Mentor Teacher, and the University Supervisor are interrelated. The

internship experience should result not only in the increased professional competence of the intern

but also in the professional growth of the other two major participants. As the daily challenges are

accepted, the candidate grows. As the Mentor Teacher seeks ways to assist the intern to make a

successful gradual transition from observer to teacher, the supervisor also grows. He/she must be

prepared emotionally, physically, and intellectually to provide the guidance, direction,

encouragement, and support which all interns need. The University Supervisor, the other major

participant, grows while striving to use sound judgment in an unbiased manner when observing and

evaluating the intern. The following are the responsibilities of the major participants.

Responsibilities

The University Supervisor

The University Supervisor is the person at the University who visits the intern at the assigned school

and works with the Mentor Teacher in guiding and evaluating the intern’s professional growth. The

University Supervisor should be a person with a considerable amount of personal charm and

understanding who uses tact and sound professional judgment. The responsibilities of the University

Supervisor include the following:

receiving training from the University (if a new supervisor) prior to beginning the experience;

observing each intern a minimum of two times per placement and to complete observation notes

and ratings in the UAAS, identifying observed strengths and weaknesses;

completing formative and summative evaluation in collaboration with the Mentor Teacher;

attending/conducting the seminar in which the supervised intern is enrolled. During the seminar,

the University Supervisor has an opportunity to discuss observed strengths collectively and

observed weaknesses, individually and collectively;

to counsel interns concerning personal and professional growth and development;

to have a special conference with any intern whose progress is rated as unsatisfactory;

to hold conferences as necessary, and to help arrange for termination of the experience or

reassignment of the intern, if either of these actions is deemed necessary;

to use data collected during visits to intern, and conferences held with students and Mentor

Teachers, as clues for needed revision in the internship program;

to guide the intern in the development of the Intervention Study that will be completed during

the internship process.

The Mentor Teacher

The Mentor Teacher is the person responsible for supervising the internship experience in the school

setting. The Mentor Teacher makes a vital contribution to the professional development of the intern

and, thus, greatly influences the lives of future generations.

19

The responsibilities of the Mentor Teacher include the following:

to receive the Internship Handbook and orientation materials with responsibility for reading and

asking questions in order to have clarification;

to receive orientation from the University prior to beginning the experience;

to become familiar with the expectations and objectives of the University in relation to

internship;

to welcome and introduce the intern to the school and to the class;

to explain to the intern relevant factors concerning the operation of the school;

to explain to the intern the role and schedule of all resource persons (art teacher, music teacher,

etc.);

to acquaint the intern with any situation that might cause a deviation from the planned program

for particular students or the whole class (an assembly program, student council meeting, etc.);

to explain to the intern all available teaching resources (curriculum guides, technology

equipment, etc.);

to model effective instructional and professional behavior;

to determine the faculty activities in which the intern may be included;

to evaluate all lesson plans and to guide the intern into the type of self-evaluation that results in

progress;

to review all lesson plans at least two days before they are to be delivered by the intern;

to allow the intern to be creative in the development and delivery of content-driven and

standards-based lessons that are aligned to the appropriate Maryland standards and Local

Education Agency’s curriculum;

to ensure that interns’ lessons model the Coppin template and incorporate relevant standards;

to allow the intern to assume full responsibility of the total classroom with the supervising

teacher serving as an assistant, for at least three (3) weeks of the internship experience;

to complete mid-point and final evaluations of the intern in the School of Education’s Unit

Assessment and Accountability System (UAAS) (TK20) by the end of the 8-weeks supervision

period;

to alert the intern about areas of weakness and to provide needed assistance for overcoming those

weaknesses;

to encourage reflection on practice in assessing achievement of objectives;

to discuss all evaluations with the intern in a supportive setting and provide time for well-planned

conferences; and

to assist the intern with the identification of a topic to guide an Intervention Study, if the study

is being conducted at the site;

The Intern

Just as the University Supervisor and the Mentor Teacher have specific responsibilities, the intern

also has responsibilities. Among the major responsibilities are the following:

to furnish the Mentor Teacher with a personal data sheet, which contains background,

information including professional and/or volunteer work experiences with children with special

abilities, interests, and needs;

to learn the philosophy of the school, its goals, expectations, organization, and total program;

20

to become familiar with the neighborhood, the school building, playground areas, teachers’

lounges, cafeteria, lavatories, offices of the staff, laboratories, shops, audio-visual equipment,

and media;

to learn the routines appropriate for assembly, cafeteria, and fire drills, and for the entrance and

dismissal of students;

to become acquainted with the staff of the school and the role and functions of its chief officers;

to abide by the policies and procedures of the internship experience as indicated in this handbook;

to achieve the internship objectives as indicated in this handbook;

to determine the value of the internship experience through an effective process of evaluation;

to achieve all specific requirements outlined in the internship/seminar syllabi, which include the

development and presentation of

o an Intervention Study

o an e-Portfolio;

to complete a mid-point and a final self-evaluation in the UAAS;

to complete an electronic exit survey;

to participate in an exit interview process; and

to maintain professional attire.

The Principal or Designee

As the administrator of the school, the principal is the coordinator of the internship program in the

school building. The principal or designee contributes to the intern’s success and the program by:

preparing the teacher for the intern and welcoming the intern with an introduction to all the staff

members;

holding an early conference with the intern to discuss the general policies and practices of the

school; and

supplying a substitute teacher when a Mentor Teacher is absent.

According to the Maryland State Department of Education (MSDE), the principal’s responsibilities

also include the following:

to identify and encourage competent teachers to participate in the clinical supervision program;

to orient the school staff to its professional responsibilities toward the internship program;

to help the community to better understand the internship program;

to acquaint the intern with the school program and the school community.

The Director, Office of Field Services

The Director of Professional Development School and the Office of Field Services works

cooperatively with the LEA and school staff to provide a successful internship experience for each

intern. Specifically, the Director:

reviews the application of the teacher candidate and submits it to chairpersons, who will use

School of Education criteria to accept or reject the application;

collects signed health forms from candidates verifying medical clearance to begin internships;

collects signed criminal background check forms (BCPSS Identification Card).

collaborates with the school administrators to review internship applications and to determine

appropriate internship placements;

21

plans and implements a general orientation session for Interns;

plans and conducts orientation sessions for Mentor Teachers;

serves as a liaison to LEAs in all matters of a problematic nature arising among University

Supervisors, Interns, and Mentor Teachers;

visits each Intern and the Mentor Teacher during the internship period. The purpose of the visits

is to acquire knowledge of the internship situation, to become aware of opportunities afforded

interns, and to furnish input to Mentor Teacher selections and professional growth activities;

arranges interviews with LEA Personnel Services for interns who have successfully completed

an internship;

conducts, in conjunction with the departments and PDS sites, exit presentations and interview.

Problem Resolution

Whenever a serious problem arises between the Intern and the Mentor Teacher, they should discuss

the problem in a frank but calm manner. Each person should attempt to understand the other’s point

of view, and all efforts should be made to settle the differences. If an agreeable conclusion cannot

be reached, the University Supervisor should meet with the Intern and the Mentor Teacher in a joint

conference. If this conference ends without a resolution to the problem, the University Supervisor

should discuss the situation in a fair, unbiased manner with the Director of Field Services. After this

discussion, the University Supervisor should have a second conference with the intern and the

Mentor Teacher. If the problem remains unresolved, the University Supervisor should notify the

Director of Field Services, who will visit the school and discuss the problem with the Mentor

Teacher, the Intern, and the Principal. The Director of Field Services and the chairperson will make

the final decision as to whether the intern should be reassigned.

The role of the University Supervisor is to prevent any serious problem. Regular contact with the

Mentor Teacher usually prevents these concerns. However, should a problem persist to the extent

that the Director of Field Services has to make a decision, the intern’s rights, the level of professional

development, and personal philosophy will be taken into consideration.


complete that program. These Signature Assignments are not all specified in the Exit from

Program Requirements detailed below.

22

Exit From the Program

A. Requirements for Graduation

Undergraduate

1. Passing Scores (Maryland) on Praxis II PLT

2. Passing Scores (Maryland) on Praxis II Content Area

3. Summative e-Portfolio evaluation (Phase III)




7. Participated in an exit interview, which includes the presentation of an electronic portfolio

and intervention study. (The exit interview team may include department chairs and

representatives from the local education agencies)

Graduate MAT or M.Ed. in Special Education

1. Passing Scores on Praxis II PLT

2. Passing Scores on Praxis II Content Area

3. Summative e-Portfolio evaluation



6. Successful completion of Thesis or Comprehensive Exam


8. Participated in an exit interview, which includes the presentation of an electronic portfolio

and action research. (The exit interview team may include department chairs and

representatives from the local education agencies)

B. Application Process for Graduation

The intern will:

make written application for graduation by the deadline date set forth in the current

University calendar. (Application forms are available in the Office of the Registrar.)

meet all specific graduation requirements of the School of Education and of the University.

Process for Obtaining Teacher Certification

It is the responsibility of the intern to meet the eligibility requirements and apply for State of

Maryland certification.

Intern’s Responsibilities

The intern must:

complete all course requirements of an approved program;

demonstrate continued competence, aptitude, and the potential for satisfactory success in

teaching;

maintain an overall Grade Point Average (GPA) of 2.5;

Send an official transcript that is stamped by the University;

o Be sure the stamp indicates NCATE Accredited, Approved Teacher Education

Program;

23

o Provide evidence of having met the state mandated cutoff scores on the Praxis I and

II examinations by sending a copy of the Praxis scores.

University Responsibilities

The University is responsible for:

approving interns for certification eligibility when evidence of completion of all

requirements has been provided;

affixing the certification eligibility stamp on the transcript;

providing copies of the transcript upon written request.

State of Maryland License

General provisions for certification:

1. Professional Eligibility – 5 years

2. Standard Professional I – 3 years

3. Standard Professional II – 7 years

4. Extended Standard Professional II – 3 years

5. Advanced Professional – 5 years

24

Advanced Programs

School Administrator I Certification

Master of Education in Contemporary Educational Leadership

Description of Programs

The 18 credit hour School Administrator I Certification program is designed for education

professionals who seek certification as K-12 school administrators, assistant principals, and/or

principals. Participants are required to possess a current teaching certificate, and have a Master’s

degree in an education related field. Upon completion of the required courses and submission of

other MSDE required information and documentation, these professionals will receive the School

Administrator I certification.

The Master of Education in Contemporary Educational Leadership is a 33 credit hour program

of study for professionals who seek certification as K-12 school administrators, assistant principals,

and/or principals. Participants are required to possess a current teaching certificate, with at least

three years of teaching experience. This program requires the completion of the 18 credit hours of

course work required for the Public School Administrator I Certificate and an additional 15 credit

hours of leadership study. The leadership credit hours include writing a Thesis (Thesis I & II), two

Seminar courses (Seminar I & II), and a course which engages the participants in building an

effective school, family and community partnerships.

Internship Application Process and Requirements

The Internship course requires candidates (who are labeled as administrative interns) to complete an

80 hour internship experience at the school to which they are assigned, during a period of one

semester. Internship site coordinators/administrators approve all on site activities, assignments,

projects, as well as the collection of various artifacts depicting the internship experience. The

administrative intern meets regularly with their on-site mentor (MSDE certified) and attends weekly

internship classes to receive updates and guidance from a CSU Internship supervisor. During the

personal one-on-one meetings with the CSU Internship supervisor a timeline for completion of the

internship, capstone activities, and assignments are mapped. There are specific formal procedures

for both the site supervisor and intern including, a cover letter that requests the support of the site

supervisor; site supervisor commitment form, and the student intern evaluation which has rubrics

for both the site supervisor and Internship instructor.

Internship Course

Course # Course Title Credit

EDUC 667 Internship in Education Administration 3

25

Assessment Processes

The Internship instructor utilizes rubrics throughout the duration of the course, as administrative

interns submit approximately 25 artifacts and two videos aligned with standards. The site supervisor

completes an Educational Leadership Constituent Consortium (ELCC) standards aligned rubric at

the conclusion of the internship. The intern will complete an evaluation of the field experiences

using an instrument provided by the program and included in the appendix on page 64.

Administrative interns generate specific projects that incorporate newly acquired administrative

competencies, as well as varied practicum experiences including use of instructional technology;

working with diverse populations; research with technology; attending faculty, parent, and school

board meetings; designing and creating an agenda for professional development, as they work in

their field site locations to complete artifacts to be included in the portfolio as evidence of the

activities of involvement at their field site location.

At the conclusion of the internship, the administrative interns must include the following artifacts in

the e-portfolio:

Vision and Mission Plan and Implementation, School Profile, School Opening, School Data

Analysis, Video of Leading the Instructional Leadership Team on School Data, Evaluate a School

Emergency, Attend a School Board Meeting, Develop a Textbook Budget, Custodial Operations and

Maintenance Procedures, School Budget for Teaching and Learning, Emergency Management

System, Technology Audit, Teacher Growth Plan, Personal Improvement Plan, Teacher Assistance

Plan, School Professional Development Plan, Special Needs Reflection, Community Relations

Activity, Roles and Responsibilities of Central Office, Curriculum Audit, Case Study Video on

Diversity, ELL/Gifted and Talented Scenario, PARCC Prototype using MSDE Blackboard Learn

Platform, and Rating a Principal SLO.

The internship is guided by the standards for the Educational Leadership Consortium Council

(ELCC). Other standards used to guide the program include Maryland Instructional Leadership

Framework (MILF), the International Society for Technology in Education (ISTE), and the

Maryland Teacher Technology Standards (MTTS). Administrative interns are required to complete

capstone field experiences that traverse across all seven ELCC standards and are required to

document their leadership experiences in the areas previously mentioned. Each administrative intern

is required to submit his/her e-portfolio for evaluation and must demonstrate professional

competencies of the School of Education’s Conceptual Framework.

26

Appendices

27

Sample Lesson Plan Template

During methods courses and internship, candidates and interns plan and implement lessons based on

the mandates of the Maryland College Career and Readiness Standards (MCCRS), Common Core

Curriculum, (which encompasses teaching, modeling, and assessing), as well as the Partnership

Assessment for Readiness in College and Career (PARCC).

LESSON PLAN TEMPLATE

Teacher’s Name:

Enter your full name

Date:

Enter the date of the assignment

Area:

(Reading, Language Arts, Science, Social

Studies, Mathematics)

Grade/Instructional Level:

Grade ( 3 )

Lesson/Topic:

What skill or strategy are you planning to

teach?

Duration/Time Frame:

For how much time is this lesson and/or area

allotted? From beginning to end, how much

time will you need?

Standards

MCCRS; MMSR; MTTS; Select and identify from any set of standards that may apply to this

instructional area. Be mindful of the number of standards you select.

Behavioral Objective: Before the lesson

What do you expect of students during this

activity? How will they know what you expect

them to do?

Formative Assessment: After the lesson

Did students learn what you were teaching?

How can you use the responses for designing a

follow up instructional plan? Worksheets?

Independent assignments?

Is there a need to re-teach ?

*Materials (including technology):

List every item that you will use during the

lesson.

Motivation:

How will you prepare students for the lesson?

What can you do to excite them ?

Procedures/Activities:

You will need to use as much space as necessary to complete this section.

What steps will you implement during the teaching procedures?

I Do -The teacher models, guides, instructs

We Do- Teacher and children work together

You Do- Children complete an independent activity

We Do- Teacher and children discuss successful completion of the independent activity

and “plan” for a future activity

Differentiated Instruction:

How will each group of learners be taught during this lesson? ( Emergent; developing;

advanced learners)

Accommodations:

What arrangement will be made for learners with special problems? ELL? Gifted and Talented?

IEP’s?

Summary/Closure:

28

Verify that the students understand the content of the lesson and can answer the questions of

“what,” “why,” and “how” to show the objective was achieved. This is where you verify that

you met the objective of the lesson.

Collaboration:

What opportunities were you able to take to gather information, suggestions or ideas from other

classroom teachers, administrators or resource teachers that made your lesson better or stronger?

Explain why or how.

Reflection

What did you observe as the lesson was taught? Will you need to reteach? If yes, why? If no,

why not? In either case, what will you teach? How would rate your performance as:

An effective communicator

A reflective decision maker

An evolving professional

Knowledge Bases Supporting the Conceptual Framework

The concept of the educator as a reflective facilitator draws heavily from the seminal and classic

work of John Dewey (1933; 1965). Dewey’s work on reflection continues to resonate in the fields

of cognitive psychology, experimental learning theory, and the re-constructivist theory of learning

(Laboskey, 1994; Grimmett and Erickson 1988). Multiple perspectives of the importance of

reflection in teacher education appear in the professional literature (Pulorak, 1993; Sparks-Larger,

Simmon, Pasch, Colton, and Starko, 1990; Valli and Tom, 1988; Schulman, 1987; Grimmett,

Riecken, Mackinnon, and Erickson, 1987; Zeichner and Liston, 1987; and Tom, 1985). The

practice of teachers who are reflective facilitators of learning is characterized by an adjustment of

instructional behavior based on a meta-cognitive approach in the assessment and evaluation of

their teaching (Orlich, et al. 2004; Charalmbous, 2003; and Schon, 1987). However, early studies

(Schulman, 1988; Feiman-Nemser and Buchmann, 1985; Buchmann and Schwille, 1983) found

that novice teaches present unique challenges in the area of reflection.

The unit’s outcomes represent the proficiencies that all candidates must be able to demonstrate

upon completion of a preparation program. These proficiencies are drawn from a professional

knowledge base that is aligned to state and professional standards. To that end, the unit has defined

the Reflective Facilitator of Learning as a professional who embodies five (5) specific Functional

Branches, which include: (1) Effective Communicator; (2) Systematic Planner; (3) Reflective

Decision-Maker; (4) Instructional Leader; and (5) Evolving Professional. In addition, an educator

as a reflective facilitator of learning is a professional who has the capacity to lead instructional

planning and impact student learning (Elmore, 2000; Reeves, 2004).

The metaphor of a living tree provides a visual model symbolizing the unit’s preparation programs

and its vision. The tree is rooted in the Baltimore community and grows from a strong, nurturing

culture. The roots of the tree are philosophy and research. The programs draw from these roots –

the source of knowledge, skills, and values. From this base has grown a commitment to the

acquisition of knowledge acquired through both traditional and technological modes. Additionally,

the roots are the basis for a long-standing belief in equity and the ability of all students to learn.

The trunk of the tree represents the strength of the academic programs – curriculums. General

education requirements and specialty studies (content knowledge) and the professional sequence

29

(pedagogy) provide varied modes of instruction and relationships with our faculty. As candidates

move through their chosen programs, they present their proficiencies that are exemplified by

effectiveness in teaching, encounters with theory, research and technology, field observations and

experiences, portfolio development, positive models and strategies of teaching, simulations,

performance assessment, opportunities to develop positive dispositions, and supervised practice in

teaching P-12 students. Alignment of program components with accreditation and national

standards is emphasized.

In the academic program, candidates develop the knowledge in specific disciplines in the arts and

sciences and the pedagogical knowledge and skills essential for teacher competence. The

intellectual vitality of the faculty, instructing, facilitating, advising, and mentoring, is the life-

giving flow reawakening the tree and opening new worlds to each Coppin candidate. The faculty

set the tone for learning on campus; they set the pattern for high standards and positive

dispositions.

At the top of the tree, the canopy leaves, are performance-based outcomes, which describe

attributes and proficiencies demonstrated by a Coppin, educator graduate. The competencies, in the

school setting, reflect a strong subject knowledge base; mastery of the most recent, research tested,

best teaching practices; a mature self-confidence, enthusiastic self-motivation, and a caring interest

in the students and their learning. Under each of the five Functional Branches are indicators

aligned with the ten INTASC Standards and sub-topics (performance, knowledge, and

dispositions).

The theme, Reflective Facilitator of Learning, describes a cognitive process, which is the goal of

each Coppin educator. Bringing together multiple levels of knowledge of teaching and learning,

the teacher analyzes, evaluates, and adjusts his/her teaching to facilitate the learning of all students.

This sort of active reflection encourages educators to consider how their past, present, and future

instructional options are impacting student learning and to make adjustments when necessary

(Orlich, et al., 2004). A critically reflective educator uses past experience and connects it to current

need. This need is determined by the isolated segment of instruction where success has occurred or

where student comprehension has been compromised. The educator must apply positive techniques

to meet student needs, to attain curriculum goals, and to help each student to achieve positive

learning outcomes. The teacher critiques his/her own role in the teaching-learning process,

focusing on the results achieved by the student, to evaluate the effectiveness of the teaching

(Walsh, 1992). By reflecting on her/his own performance, applying knowledge of content,

considering performance assessments, each student’s strengths and needs, and weighing

alternatives from a repertoire of instructional strategies, the teacher can evaluate his/her own

teaching, and try alternative strategies to enhance each student’s learning. As a Reflective

Facilitator of Learning, the teacher utilizes a meta-cognitive approach in evaluating his/her own

teaching (Schon, 1987; Charalambous, 2003). This is an example of assessment and change

leading to increased learning.

The model of a living tree also provides the vehicle for systematic program evaluation and change.

Watchful attention and care of the tree corresponds to evaluating and modifying the teacher

education program. The tree needs care, like all dynamic and living organisms – like teacher

education. As the tree needs fertilizers and mulch, and may require pruning or grafting; the teacher

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education program needs the infusion of new standards, and regular measures of performance, as a

basis to revise and strengthen the program.

Functional Branch #1 Effective Communicator: The educator who is an effective communicator is

able to communicate with students, parents, colleagues, administrators, and community members

using a variety of formats and media. They are able to communicate essential beliefs regarding

learning, such as the conviction that all children can learn.

Unit faculty holds a firm belief that our candidates must possess effective communication skills for

instructional planning, and implementation, and the application of best practices within

school/community settings (Fullan, 2001; Marzano, et al, 2005).Reflective educators also facilitate

effective communication with parents, and the broader community. Research has shown that there

is a positive link between parental involvement and student learning outcomes (Fan, 2001). In an

increasingly diverse society, educators must also consider a number of variables and approaches as

they work toward breaking the “one size fits all” (p.103) model for working with students and their

families (Voltz, Sims, & Nelson, 2010).

Functional Branch #2 -Systematic Planner: Effective reflective facilitators of learning are

knowledgeable in their chosen fields of expertise (Grossman, Schoenfeld, & Lee, 2005); in

pedagogy (Horowitz, Darling-Hammond, Bransford, Comer, Rosebrock, Austin, & Rust, 2005),

and in matters of human growth and development (Ladson-Billings, 1994).

An effective educator develops a systematic, careful, and focused approach to planning their

instruction (Mastropieri & Scruggs, 2002). Further, effective educators demonstrate high

expectations for students and select strategies to propel the students' learning. Beyond planning

and preparation of materials, effective organizing for instruction also involves the development of

a conscious orientation toward teaching and learning as the central focus of classroom activity

(Stronge, 2008). Wiggins and McTighe (1998) recommend that an educator provides the different

facets of understanding - explanation, interpretation, application, perspective, empathy, and self-

knowledge - as ways of promoting improved student learning. The unit faculty models the use of a

variety of teaching strategies and incorporate assignments that require candidates to develop

learning plans for diverse students, including those with special needs.

Functional Branch #3 - Reflective Decision Maker: Shon’s (1995) focus on educator reflective

habits emphasizes the role of the educator in creating an affirming climate for learning and

initiating instructional activities that stimulate P-12 students to be active participants in their own

learning. This is in line with positive beliefs (dispositions) that learning is an active process and

that all children can learn. The educator facilitates, instructs, and acts as a catalyst in the learning

process. The unit’s philosophy and vision for the preparation of educators are demonstrated in

artifacts, syllabi, handbooks, web pages, and other marketing publications.

Verma (2009) argues that a decision involves three distinct steps which include a:

1. recognition of a need: A dissatisfaction within oneself--a void or need;

2. decision to change--to fill the void or need;

3. conscious dedication to implementing the decision.

The Reflective Decision Maker is a thinking educator, who applies to the learn theory and

knowledge of human development to the teaching/learning process when selecting and using

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teaching strategies and activities. A reflective educator reviews his/her teaching practices

employing feedback from diverse sources, e.g., informal and formal assessments, student and

parent responses, student experiences, cultural background, and family/community environment.

Each decision is based on the student’s physical, cognitive, social and emotional development and

high expectations for achievement and success.

Functional Branch #4 - Instructional Leader: Unit faculty affirms the belief that the educator is

the instructional leader in the classroom with the full and knowledgeable support of the principal in

a school which prioritizes teaching and learning for all members through mutual sharing and

respect. Instructional leadership emerged in the 1980s from the work of effective schools. This

research, beginning with Edmonds in 1979, identified strong, directive leadership focused on

curriculum and instruction. Robinson, Lloyd, and Rowe, 2008) have shown the outstanding

importance of instructional leadership for teaching and learning. Coppin educators apply their

knowledge of content, student learning, teaching skills, and strategies to facilitate the learning of

each student.

Functional Branch #5 - Evolving Professional: Unit faculty and our partners affirm that teaching

has become more complex than ever. Working with students, educator continually confronts new

challenges, and are expected to refine their strategies and techniques to ensure students learn. From

keeping pace with the newest classroom technologies, addressing classroom discipline issues, and

- perhaps most significantly - the rollout of the Common Core State Standards, the pressures to

improve student achievement are immense. Several attributes characterize these evolving

professionals--an interest in continued professional growth, reflection on one’s teaching

effectiveness, and the confidence that comes as a result of success in the classroom and knowing

that one is a valued participant in a learning community.

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ACEI Standards: Elementary Education

1. Development, learning, and motivation: Candidates know, understand, and use the major

concepts, principles, theories, and research related to the development of children and young

adolescents to construct learning opportunities that support individual students' development,

acquisition of knowledge, and motivation.

2a. Central concepts, tools of inquiry, and structures of content: Candidates know, understand,

and use the central concepts, tools of inquiry, and structures of content for students across the K-6

grades and can create meaningful learning experiences that develop students' competence in

subject matter and skills for various developmental levels.

2b. English language arts: Candidates demonstrate a high level of competence in use of the

English language arts and they know, understand, and use concepts from reading, language, and

child development to teach reading, writing, speaking, viewing, listening, and thinking skills and

to help students successfully apply their developing skills to many different situations, materials,

and ideas.

2c. Science: Candidates know, understand, and use fundamental concepts in the subject matter of

science--including physical, life, and earth and space sciences--as well as concepts in science and

technology, science in personal and social perspectives, the history and nature of science, the

unifying concepts of science, and the inquiry processes scientists use in discovery of new

knowledge to build a base for scientific and technological literacy.

2d. Mathematics: Candidates know, understand, and use the major concepts, procedures, and

reasoning processes of mathematics that define number systems and number sense, geometry,

measurement, statistics and probability, and algebra in order to foster student understanding and

use of patterns, quantities, and spatial relationships that can represent phenomena, solve problems,

and manage data.

2e. Social Studies: Candidates know, understand, and use the major concepts and modes of

inquiry from the social studies--the integrated study of history, geography, the social sciences, and

other related areas--to promote elementary students' abilities to make informed decisions as

citizens of a culturally diverse democratic society and interdependent world.

2f. The arts: Candidates know, understand, and use--as appropriate to their own knowledge and

skills--the content, functions, and achievements of dance, music, theater, and the several visual arts

as primary media for communication, inquiry, and insight among elementary students.

2g. Health Education: Candidates know, understand, and use the major concepts in the subject

matter of health education to create opportunities for student development and practice of skills

that contribute to good health.

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2h. Physical Education: Candidates know, understand, and use--as appropriate to their own

understanding and skills--human movement and physical activity as central elements to foster

active, healthy life styles and enhanced quality of life for elementary students.

2i. Connections across the curriculum: Candidates know, understand, and use the connections

among concepts, procedures, and applications from other content areas to motivate elementary

students, build understanding, and encourage the application of knowledge, skills, tools, and ideas

to real world issues.

3a. Integrating and applying knowledge for instruction: Candidates plan and implement

instruction based on knowledge of students, learning theory, subject matter, curricular goals, and

community.

3b. Adaptation to diverse students: Candidates understand how elementary students differ in

their development and approaches to learning, and create instructional opportunities that are

adapted to diverse students.

3c. Development of critical thinking, problem solving, and performance skills: Candidates

understand and use a variety of teaching strategies that encourage elementary students'

development of critical thinking, problem solving, and performance skills.

3d. Active engagement in learning: Candidates use their knowledge and understanding of

individual and group motivation and behavior among students at the K-6 level to foster active

engagement in learning, self-motivation, and positive social interaction and to create supportive

learning environments.

3e. Communication to foster learning: Candidates use their knowledge and understanding of

effective verbal, nonverbal, and media communication techniques to foster active inquiry,

collaboration, and supportive interaction in the elementary classroom.

4. Assessment for instruction: Candidates know, understand, and use formal and informal

strategies to plan, evaluate, and strengthen instruction that will promote continuous intellectual,

social, emotional, and physical development of each elementary student.

5a. Practices and behaviors of developing career teachers: Candidates understand and apply

practices and behaviors that are characteristic of developing career teachers.

5b. Reflection and evaluation: Candidates are aware of and reflect on their practice in light of

research on teaching and resources available for professional learning; they continually evaluate

the effects of their professional decisions and actions on students, parents, and other professionals

in the learning community and actively seek out opportunities to grow professionally.

5c. Collaboration with families: Candidates know the importance of establishing and maintaining

a positive collaborative relationship with families to promote the intellectual, social, emotional,

and physical growth of children.

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5d. Collaboration with colleagues and the community: Candidates foster relationships with

school colleagues and agencies in the larger community to support students' learning and well-

being.

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COUNCIL FOR EXCEPTIONAL CHILDREN (CEC) Standards: Special

Education

Standard 1: Foundations

Special educators understand the field as an evolving and changing discipline based on

philosophies, evidence-based principles and theories, relevant laws and policies, diverse and

historical points of view, and human issues that have historically influenced and continue to

influence the field of special education and the education and treatment of individuals with

exceptional needs both in school and society. Special educators understand how these influence

professional practice, including assessment, instructional planning, implementation, and program

evaluation. Special educators understand how issues of human diversity can impact families,

cultures, and schools, and how these complex human issues can interact with issues in the delivery

of special education services. They understand the relationships of organizations of special

education to the organizations and functions of schools, school systems, and other agencies.

Special educators use this knowledge as a ground upon which to construct their own personal

understandings and philosophies of special education.

Beginning special educators demonstrate their mastery of this standard through the mastery of the

CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty

Area(s) Knowledge and Skills for which the program is preparing candidates.

Standard 2: Development and Characteristics of Learners

Special educators know and demonstrate respect for their students first as unique human beings.

Special educators understand the similarities and differences in human development and the

characteristics between and among individuals with and without exceptional learning needs

(ELN)1. Moreover, special educators understand how exceptional conditions can interact with the

domains of human development and they use this knowledge to respond to the varying abilities

and behaviors of individuals with ELN. Special educators understand how the experiences of

individuals with ELN can impact families, as well as the individual’s ability to learn, interact

socially, and live as a fulfilled contributing member of the community.



Area(s) Knowledge and Skills for which the preparation program is preparing candidates.

Standard 3: Individual Learning Differences

Special educators understand the effects that an exceptional condition2 can have on an individual’s

learning in school and throughout life. Special educators understand that the beliefs, traditions, and

values across and within cultures can affect relationships among and between students, their

families, and the school community. Moreover, special educators are active and resourceful in

seeking to understand how primary language, culture, and familial backgrounds interact with the

individual’s exceptional condition to impact the individual’s academic and social abilities,

attitudes, values, interests, and career options. The understanding of these learning differences and

their possible interactions provide the foundation upon which special educators individualize

instruction to provide meaningful and challenging learning for individuals with ELN.

http://www.cec.sped.org/ps/perf_based_stds/standards.html#1


25




Standard 4: Instructional Strategies

Special educators possess a repertoire of evidence-based instructional strategies to individualize

instruction for individuals with ELN. Special educators select, adapt and use these instructional

strategies to promote challenging learning results in general and special curricula3 and to modify

learning environments for individuals with ELN appropriately. They enhance the learning of

critical thinking, problem solving, and performance skills of individuals with ELN, and increase

their self-awareness, self-management, self-control, self-reliance, and self-esteem. Moreover,

special educators emphasize the development, maintenance, and generalization of knowledge and

skills across environments, settings, and the lifespan.




Standard 5: Learning Environments and Social Interactions

Special educators actively create learning environments for individuals with ELN that foster

cultural understanding, safety, and emotional well-being, positive social interactions, and active

engagement of individuals with ELN. In addition, special educators foster environments in which

diversity is valued, and individuals are taught to live harmoniously and productively in a culturally

diverse world. Special educators shape environments to encourage independence, self-motivation,

self-direction, personal empowerment, and self-advocacy of individuals with ELN. Special

educators help their general education colleagues integrate individuals with ELN in regular

environments and engage them in meaningful learning activities and interactions. Special

educators use direct motivational and instructional interventions with individuals with ELN to

teach them to respond effectively to current expectations. When necessary, special educators can

safely intervene with individuals with ELN in crisis. Special educators coordinate all these efforts

and provide guidance and direction to para-educators and others, such as classroom volunteers and

tutors.




Standard 6: Language

Special educators understand typical and atypical language development and the ways in which

exceptional conditions can interact with an individual’s experience with and use of language.

Special educators use individualized strategies to enhance language development and teach

communication skills to individuals with ELN. Special educators are familiar with augmentative,

alternative, and assistive technologies to support and enhance the communication of individuals

with exceptional needs. Special educators match their communication methods to an individual’s

language proficiency and cultural and linguistic differences. Special educators provide effective


26

language models, and they use communication strategies and resources to facilitate understanding

of subject matter for individuals with ELN whose primary language is not English.

Beginning special educators demonstrate their mastery of language for and with individuals with

ELN through the mastery of the CEC Common Core Knowledge and Skills, as well as through the

appropriate CEC Specialty Area(s) Knowledge and Skills for which the preparation program is

preparing candidates.

Standard 7: Instructional Planning

Individualized decision-making and instruction are at the center of special education practice.

Special educators develop long-range individualized instructional plans anchored in both general

and special curricula. In addition, special educators systematically translate these individualized

plans into carefully selected shorter-range goals and objectives taking into consideration an

individual’s abilities and needs, the learning environment, and a myriad of cultural and linguistic

factors. Individualized instructional plans emphasize explicit modeling and efficient guided

practice to assure acquisition and fluency through maintenance and generalization. Understanding

of these factors as well as the implications of an individual’s exceptional condition, guides the

special educator’s selection, adaptation, and the creation of materials, and the use of powerful

instructional variables. Instructional plans are modified based on ongoing analysis of the

individual’s learning progress. Moreover, special educators facilitate this instructional planning in

a collaborative context including individuals with exceptionalities, families, professional

colleagues, and personnel from other agencies as appropriate. Special educators also develop a

variety of individualized transition plans, such as transitions from preschool to elementary school

and from settings to a variety of postsecondary work and learning contexts. Special educators are

comfortable using appropriate technologies to support instructional planning and individualized

instruction.




Standard 8: Assessment

Assessment is integral to the decision-making and teaching of special educators, and special

educators use multiple types of assessment information for a variety of educational decisions.

Special educators use the results of assessments to help identify exceptional learning needs and to

develop and implement individualized instructional programs, as well as to adjust instruction in

response to ongoing learning progress. Special educators understand the legal policies and ethical

principles of measurement and assessment related to referral, eligibility, program planning,

instruction, and placement for individuals with ELN, including those from culturally and

linguistically diverse backgrounds. Special educators understand measurement theory and

practices for addressing issues of validity, reliability, norms, bias, and interpretation of assessment

results. In addition, special educators understand the appropriate use and limitations of various

types of assessments. Special educators collaborate with families and other colleagues to assure

non-biased, meaningful assessments and decision-making. Special educators conduct formal and

informal assessments of behavior, learning, achievement, and environments to design learning

experiences that support the growth and development of individuals with ELN. Special educators

27

use assessment information to identify supports and adaptations required for individuals with ELN

to access the general curriculum and to participate in school, system, and statewide assessment

programs. Special educators regularly monitor the progress of individuals with ELN in general and

special curricula. Special educators use appropriate technologies to support their assessments.




Standard 9: Professional and Ethical Practice

Special educators are guided by the profession’s ethical and professional practice standards.

Special educators practice in multiple roles and complex situations across a wide age and

developmental ranges. Their practice requires ongoing attention to legal matters along with serious

professional and ethical considerations. Special educators engage in professional activities and

participate in learning communities that benefit individuals with ELN, their families, colleagues,

and their own professional growth. Special educators view themselves as lifelong learners and

regularly reflect on and adjust their practice. Special educators are aware of how their own and

others’ attitudes, behaviors, and ways of communicating can influence their practice. Special

educators understand that culture and language can interact with exceptionalities, and are sensitive

to the many aspects of diversity of individuals with ELN and their families. Special educators

actively plan and engage in activities that foster their professional growth and keep them current

with evidence-based best practices. Special educators know their own limits of practice and

practice within those limits.




Standard 10: Collaboration

Special educators routinely and effectively collaborate with families, other educators, related

service providers, and personnel from community agencies in culturally responsive ways. This

collaboration assures that the needs of individuals with ELN are addressed throughout schooling.

Moreover, special educators embrace their special role as advocates for individuals with ELN.

Special educators promote and advocate the learning and well-being of individuals with ELN

across a wide range of settings and a range of different learning experiences. Special educators are

viewed as specialists by a myriad of people who actively seek their collaboration to include and

teach individuals with ELN effectively. Special educators are a resource to their colleagues in

understanding the laws and policies relevant to individuals with ELN. Special educators use

collaboration to facilitate the successful transitions of individuals with ELN across settings and

services.




28

Educational Leadership Constituents Council (ELCC)

Standards for Advanced Programs in Educational Leadership Standard 1 (Vision): Professionals who complete the program are educational leaders who have the knowledge and ability to promote the success of all professionals by facilitating the development, articulation, implementation, and stewardship of a school vision of learning supported by the school community.

Standard 2 (Culture): Professionals who complete the program are educational leaders who have the knowledge and ability to promote the success of all professionals by promoting a positive school culture, providing an effective instructional program, applying best practice to professional learning, and designing comprehensive professional growth plans for staff.

Standard 3 (Managing the Learning Environment): Professionals who complete the program are educational leaders who have the knowledge and ability to promote the success of all professionals by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment.

Standard 4 (Family and Community): Professionals who complete the program are educational leaders who have the knowledge and ability to promote the success of all professionals by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.

Standard 5 (Ethics): Professionals who complete the program are educational leaders who have the knowledge and ability to promote the success of all professionals by acting with integrity, fairly, and in an ethical manner.

Standard 6 (Political and Social Context): Professionals who complete the program are educational leaders who have the knowledge and ability to promote the success of all professionals by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

Standard 7 (Internship: Application of Knowledge of Standards 1-6): The internship provides significant opportunities for professionals to synthesize and apply the knowledge and practice and develop the skills identified in Standards 1-6 through substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the institution and school district personnel for graduate credit.)

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INTASC Standards

Interstate New Teachers Assessment and Support Consortium The Learner and Learning

Standard #1: Learner Development. The teacher understands how learners grow and develop,

recognizing that patterns of learning and development vary individually within and across the

cognitive, linguistic, social, emotional, and physical areas, and designs and implements

developmentally appropriate and challenging learning experiences.

Standard #2: Learning Differences. The teacher uses an understanding of individual differences and

diverse cultures and communities to ensure inclusive learning environments that enable each learner

to meet high standards.

Standard #3: Learning Environments. The teacher works with others to create environments that

support individual and collaborative learning, and that encourage positive social interaction, active

engagement in learning, and self-motivation.

Content

Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry,

and structures of the discipline(s) he or she teaches and creates learning experiences that make the

discipline accessible and meaningful for learners to assure mastery of the content.

Standard #5: Application of Content. The teacher understands how to connect concepts and use

differing perspectives to engage learners in critical thinking, creativity, and collaborative problem

solving related to authentic local and global issues.

Instructional Practices

Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to

engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and

learner’s decision making.

Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in

meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-

disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional

strategies to encourage learners to develop a deep understanding of content areas and their

connections, and to build skills to apply knowledge in meaningful ways.

Professional Responsibility

Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing

professional learning and uses evidence to continually evaluate his/her practice, particularly the

effects of his/her choices and actions on others (learners, families, other professionals, and the

community), and adapts practice to meet the needs of each learner.

Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and

opportunities to take responsibility for student learning, to collaborate with learners, families,

colleagues, other school professionals, and community members to ensure learner growth and to

advance the profession.

30

Maryland Teacher Technology Standards MTTS: This course will assist teacher education candidates to meet the standards of the Maryland

Teacher Technology Standards, which are listed below:

I. Information Access, Evaluation, Processing, and Application: Access, evaluate the

process and apply information efficiently and effectively.

II. Communication: (a) Use technology effectively and appropriately to interact

electronically. (b) Use technology to communicate information in a variety of

formats.

III. Legal, Social and Ethical Issues: Demonstrate an understanding of the legal, social

and ethical issues related to technology use.

IV. Assessment for Administration and Instruction: Design, implement and assess

learning experiences that incorporate the use of technology in a curriculum-related

instructional activity to support understanding, inquiry, problem solving

communication and/or collaboration.

V. Assistive Technology: Understand human, equity and developmental issues

surrounding the use of assistive technology to enhance student learning

performance and apply that understanding to practice.

VI. Professional Growth: Develop professional practices that support continual learning

and professional growth.

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NAEYC Standards: Early Childhood Education 1. Promoting Child Development and Learning

Candidates use their understanding of young children’s characteristics and needs, and of

multiple interacting influences on children’s development and learning, to create environments

that are healthy, respectful, supportive, and challenging for all children.

2. Building Family and Community Relationships

Candidates know about, understand, and value the importance and complex characteristics of

children’s families and communities. They use this understanding to create respectful,

reciprocal relationships that support and empower families, and to involve all families in their

children’s development and learning.

3. Observing, Documenting, and Assessing to Support Young Children and Families

Candidates know about and understand the goals, benefits, and uses of assessment. They know

about and use systematic observations, documentation, and other effective assessment

strategies in a responsible way, in partnership with families and other professionals, to

positively influence children’s development and learning.

4. Teaching and Learning

Candidates integrate their understanding of and relationships with children and families; their

understanding of developmentally effective approaches to teaching and learning; and their

knowledge of academic disciplines, to design, implement, and evaluate experiences that

promote positive development and learning for all children.

4a. Connecting with Children and Families

Candidates know, understand, and use positive relationships and supportive interactions as the

foundation for their work with young children.

4b. Using Developmentally Effective Approaches

Candidates now, understand and use a wide array of effective approaches, strategies, and tools

to influence young children’s development and learning positively.

4c. Understanding Content Knowledge in Early Education

Candidates understand the importance of each content area in young children’s learning. They

know the essential concepts, inquiry tools, and structure of content areas including academic

subjects and can identify resources to deepen their understanding.

4d. Building Meaning Curriculum

Candidates use their own knowledge and other resources to design, implement, and evaluate

meaningful, challenging curriculum that promotes comprehensive developmental and learning

outcomes for all young children.

5. Becoming A Professional

Candidates identify and conduct themselves as members of the early childhood profession.

They know and use ethical guidelines and other professional standards related to early

childhood practice. They are continuous, collaborative learners who demonstrate

32

knowledgeable, reflective, and critical perspectives on their work, making informed decisions

that integrate knowledge from a variety of sources. They have informed advocates for sound

educational practices and policies.

24

Sample Evaluation Rubrics by Program

BACHELOR OF SCIENCE AND MASTER OF ARTS IN TEACHING IN ELEMENTARY EDUCATION

DEPARTMENT OF TEACHING AND LEARNING, SCHOOL OF EDUCATION

INTERNSHIP FORMATIVE EVALUATION I

Candidate Name: Date of Observation: Mentor Teacher: University Supervisor:

Clinical Site: Placement: Rotation I Rotation II

Content Area/Lesson Topic: Grade Level:

Intern’s Signature: Supervisor’s Signature:

INSTRUCTIONS: Candidate’s performance will be rated using the following scale. The items listed represent expectations as articulated in professional (ACEI) and institutional (CSU) standards. Ratings on each of the items represent the candidates’ knowledge, skills, and professional dispositions as reflected in practice during the internship. As a formative assessment, supervisors/mentor teachers should take into consideration expectations that are developmentally appropriate. Supervisors/ mentor teachers should also identify areas of strength and action plans to address areas for growth. The results should be discussed with candidates to ensure the attainment of competencies as expected of the profession.

1 = Unacceptable. The candidate demonstrates an unacceptable level of knowledge, skills and/or professional dispositions as articulated in the evaluation criteria. 2 = Needs Improvement. The candidate demonstrates a limited level of knowledge, skills and/or professional dispositions as articulated in the evaluation criteria. 3 = Meets Standards. The candidate demonstrates a proficient level of knowledge, skills and/or professional dispositions as articulated in the evaluation criteria. 4 = Exceeds Standards. The candidate demonstrates an in-depth level of knowledge, skills and/or professional dispositions as articulated in the evaluation criteria.

I. Institutional Standards (InTASC, Maryland P12 Priorities, and CSU CF 1-3)

Broad and Integrative Knowledge, Skills and Professional Dispositions 1 2 3 4 N/A

The candidate demonstrates knowledge of learning theories, cultural diversity, and individual differences within and across the cognitive, linguistic, social, emotional, and physical areas, and how these impact design and implementation of developmentally appropriate learning experiences (InTASC 1, CF 1).

The candidate demonstrates knowledge, skills, and professional dispositions necessary to create culturally and academically responsive learning environments that enable each learner to meet high standards (InTASC 2 & 3 and CF 2).

The candidate demonstrates knowledge, skills, and professional dispositions necessary to work with others in creating environments that actively support individual and collaborative learning (InTASC 3 and CF 1)

The candidate demonstrates knowledge, skills, and professional dispositions necessary to positively impact on all P-12 students’ learning and development through effective design and thoughtful execution of developmentally appropriate learning activities and outcomes assessments (InTASC 1-3 and CF 3).

The candidate demonstrates knowledge, skills, and professional dispositions necessary to integrate appropriate and relevant technology that support instructional and assessment activities (MTTS IV and V).

The candidate demonstrates knowledge of Maryland accountability elements as articulated in relevant Maryland College and Career-Ready Standards (MCCRS).

The candidate demonstrates knowledge, skills, and professional dispositions necessary to implement learning and assessment activities aligned with relevant Maryland College and Career-Ready Standards (MCCRS).

Areas of Strength and Areas for Growth

II. Professional Standards (ACEI)

Program Standard I: Development, Learning, and Motivation 1 2 3 4 N/A

Delivers a creative and relevant introduction which activates prior knowledge and engages students’ learning. [ACEI 1.0]

Relates content to learner’s interest and experiences to motivate students. [ACEI 1.0]

Considers the physical, cognitive, social, emotional, and moral development of the student to individualize the instruction. [ACEI 1.0]

Provides instruction that is achievable but also challenging for children at various developmental levels. [ACEI 1.0]

Provides developmentally appropriate learning experiences so all students can learn. [ACEI 1.0]

Applies learning theory and knowledge of human development to the teaching-learning process. [ACEI 1.0]

Utilizes knowledge of development stages (e.g., Piaget, Erickson) to plan lessons and select teaching strategies and activities [ACEI 1.0]

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Program Standard II: Curriculum 1 2 3 4 N/A

Demonstrates a high level of competence in the discipline/subject area. [ACEI 2.0]

Uses writing, speaking, listening, and thinking skills to help students apply their developing skills to many different situations, materials, and ideas [ACEI 2.0]

Knows and uses the major concepts, skills, and processes in the subject area they teach [ACEI 2.0]

Designs and implements age appropriate inquiry lessons to teach and build upon students’ knowledge [ACEI 2.0]

Generates experiences to strengthen students’ abilities to perform the task in the content area [ACEI 2.0]

Creates instructional activities that allow students to examine constructivist learning theory [ACEI 2.0]

Demonstrates appropriate content knowledge reflecting the knowledge, skills, and disposition of the content area [ACEI 2.1-2.7].

Demonstrates appropriate pedagogical content knowledge reflecting the knowledge, skills, and disposition of the content area [ACEI 2.1-2.7].


Program Standard III: Instruction 1 2 3 4 N/A

Motivates students to appreciate and be engaged in the subject matter [ACEI 3.1]

Utilizes a variety of resources (print and on-print) to benefit and enhance student learning [ACEI 3.1]

Identifies differences in approaches to learning including learning styles & differentiated instruction [ACEI 3.2]

Identifies and designs instruction appropriate to K-6 students’ needs [ACEI 3.2]

Uses teaching strategies (e.g., cooperative learning, direct instruction) to encourage critical thinking and problem solving [ACEI 3.3]

Demonstrates principles of effective classroom management. [ACEI 3.4]

Creates supportive learning environments for social interaction [ACEI 3.4]

Models effective communication strategies to convey ideas and ask questions [ACEI 3.5]

Uses oral and written discourse to develop student’s understanding of subject matter [ACEI 3.5]

Use a variety of media communication tools to enrich learning opportunities [ACEI 3.5]


Program Standard IV: Assessment 1 2 3 4 N/A

Identifies assessments tools and strategies, accurately and systematically, that are necessary for monitoring student learning; [ACEI 4.0]

Uses a variety of formal and informal assessment techniques appropriately to evaluate student progress [ACEI 4.0]

Monitors their own teaching strategies and behaviors in relation to student success [ACEI 4.0]

Modifies plans and instructional approaches according to the development of students [ACEI 4.0]

Uses data to drive instruction based on formative assessment [ACEI 4.0]


Program Standard V: Professionalism 1 2 3 4 N/A

Knows and uses major areas of research on teaching and of resources for professional learning [ACEI 5.1]

Use classroom observation and information about students as sources for evaluating the outcome of teaching [ACEI 5.1]

Reflects and revises on daily teaching practices. [ACEI 5.1]

Uses academic and professional language in conferences with a mentor teacher and university supervisor to express planning and preparation [ACEI 5.1]

Understands schools as organizations with the larger school community context and utilizes collaboration with school personnel (e.g., mentor teacher, special educator, instructional support teachers) [ACEI 5.2]

Collaborates with university supervisor and mentor teacher; uses feedback from stakeholders to ensure successfully planned lesson [ACEI 5.2]


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BACHELOR OF SCIENCE IN EARLY CHILDHOOD EDUCATION


INTERNSHIP FORMATIVE EVALUATION I

Candidate Name: Date of Observation:

Supervising Teacher: University Supervisor:


The subject of Lesson: Grade Level:

Intern’s Signature: Supervisor’s Signature: INSTRUCTIONS: Candidate’s performance will be rated using the following scale. The items listed represent expectations as articulated in professional (NAEYC) and institutional (CSU) standards. Ratings on each of the items represent the candidates’ knowledge, skills, and professional dispositions as reflected in practice during the internship. As a formative assessment, supervisors/mentor teachers should take into consideration expectations that are developmentally appropriate. Supervisors/ mentor teachers should also identify areas of strength and action plans to address areas for growth. The results should be discussed with candidates to ensure the attainment of competencies as expected of the profession.

1 = Unacceptable. The candidate demonstrates an unacceptable level of knowledge, skills and/or professional dispositions as articulated in the evaluation criteria. 2 = Needs Improvement. The candidate demonstrates a limited level of knowledge, skills and/or professional dispositions as articulated in the evaluation criteria. 3 = Meets Standards. The candidate demonstrates a proficient level of knowledge, skills and/or professional dispositions as articulated in the evaluation criteria. 4 = Exceeds Standards. The candidate demonstrates an in-depth level of knowledge, skills and/or professional dispositions as articulated in the evaluation criteria.

I. Institutional Standards (InTASC, Maryland P12 Priorities, and CSU CF 1-3)

Broad and Integrative Knowledge, Skills and Professional Dispositions 1 2 3 4 N/A

The candidate demonstrates knowledge of learning theories, cultural diversity, and individual differences within and across the cognitive, linguistic, social, emotional, and physical areas, and how these impact design and implementation of developmentally appropriate learning experiences (InTASC 1, CF 1).

The candidate demonstrates knowledge, skills, and professional dispositions necessary to create culturally and academically responsive learning environments that enable each learner to meet high standards (InTASC 2 & 3 and CF 2).

The candidate demonstrates knowledge, skills, and professional dispositions necessary to work with others in creating environments that actively support individual and collaborative learning (InTASC 3 and CF 1)

The candidate demonstrates knowledge, skills, and professional dispositions necessary to positively impact on all P-12 students’ learning and development through effective design and thoughtful execution of developmentally appropriate learning activities and outcomes assessments (InTASC 1-3 and CF 3).

The candidate demonstrates knowledge, skills, and professional dispositions necessary to integrate appropriate and relevant technology that support instructional and assessment activities (MTTS IV and V).

The candidate demonstrates knowledge of Maryland accountability elements as articulated in relevant Maryland College and Career-Ready Standards (MCCRS).

The candidate demonstrates knowledge, skills, and professional dispositions necessary to implement learning and assessment activities aligned with relevant Maryland College and Career-Ready Standards (MCCRS).

The candidate demonstrates knowledge, skills, and professional dispositions necessary to support the Maryland accountability elements as articulated in Ready for Kindergarten (R4K).


Professional Standards (NAEYC 2010, InTASC 4-10)

Program Standard I: Promoting Child Development And Learning 1 2 3 4 N/A

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Candidates prepared in early childhood degree programs are grounded in a child development knowledge base that uses their understanding of multiple interacting influences on children’s development and learning.

The candidate demonstrates knowledge of young children’s characteristics and needs from birth to age 8 (NAEYC 1a).

The candidate demonstrates knowledge of the multiple influences on early development and learning (NAEYC 1b).

The candidate demonstrates the use of developmental knowledge to create healthy, respectful, supportive and challenging learning environments for young children (NAEYC 1c).


Program Standard II: Building Family And Community Relationships 1 2 3 4 N/A

Candidates know about, understand and value the importance and complex characteristics of children’s families and communities.

The candidate demonstrates knowledge of diverse family and community characteristics (NAEYC 2a).

The candidate demonstrates knowledge and skills that support and engage families and communities through respectful, reciprocal relationships (NAEYC 2b).

The candidate demonstrates the knowledge and skills of involving families and communities in young children’s development and learning (NAEYC2c).


Program Standard III: Observing, Documenting and Assessing to Support Young Children and Families

1 2 3 4 N/A

Candidates prepared in early childhood degree programs understand that child observation, documentation and other forms of assessment are central to the practice of all early childhood professionals.

The candidate demonstrates knowledge of the goals, benefits, and uses of assessment – including its use in the development of appropriate goals, curriculum, and teaching strategies for young children (NAEYC 3a).

The candidate demonstrates the knowledge and skills of using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology (NAEYC 3b).

The candidate demonstrates the knowledge and skills of responsible assessment practices to promote positive outcomes for each child, including the use of assistive technology for children with disabilities (NAEYC 3c).

The candidate demonstrates knowledge and skills of assessment partnerships with families and with professional colleagues to build effective learning environments (NAEYC 3d).


Program Standard IV: Using Developmentally Effective Approaches 1 2 3 4 N/A

Candidates prepared in early childhood degree programs in early childhood understand that teaching and learning details vary depending on children’s ages, characteristics and the settings within which teaching and learning occur.

The candidate demonstrates knowledge of positive relationships and supportive interactions as the foundation of their work with young children (NAEYC 4a).

The candidate demonstrates knowledge of effective strategies and tools for early education including appropriate uses of technology (NAEYC 4b).

The candidate demonstrates knowledge and skills of using a broad repertoire of developmentally appropriate teaching and learning approaches (NAEYC 4c).

The candidate demonstrates knowledge and skills of reflection on own practice to promote positive outcomes for each child (NAEYC 4d).


Program Standard V: Using Content Knowledge To Build a Meaningful Curriculum 1 2 3 4 N/A

Candidates in early childhood degree programs use their knowledge of academic disciplines to design, implement and evaluate experiences that promote positive development and learning for each and every young child.

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The candidate demonstrates content knowledge and use of resources in academic disciplines: language and literacy; the arts-music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies (NAEYC 5a).

The candidate demonstrates knowledge and skills of using central the central concepts, inquiry tools and structures of content areas or academic disciplines.(NAEYC 5b).

The candidate demonstrates abilities to use own knowledge, appropriate early learning standards and other resources to design, implement and evaluate developmentally meaningful and challenging curriculum for each child (NAEYC 5c).


Program Standard VI: Becoming a Professional 1 2 3 4 N/A

Candidates prepared in early childhood degree programs identify and conduct themselves as members of the early childhood profession.

The candidate demonstrates knowledge and skills of identifying and involving oneself with the early childhood field (NAEYC 6a).

The candidate demonstrates knowledge and skills of upholding ethical standards and other early childhood professional guidelines (NAEYC 6b).

The candidate demonstrates knowledge and skills of engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers and as a professional resource (NAEYC 6c).

The candidate demonstrates knowledge and skills of integrating knowledgeable, reflective and critical perspectives on early education (NAEYC 6d).

The candidate demonstrates abilities to engage in informed advocacy for young children and the early childhood profession (NAEYC 6e).


Program Standard VII. Early Childhood Field Experiences 1 2 3 4 N/A

Field experiences and internship are planned and sequenced so that candidates develop knowledge, skills and professional dispositions necessary to promote the development and learning of young children in at least two of the three early childhood age groups.

The candidate demonstrates knowledge and skills to work effectively with different early childhood age groups (birth-age 3, 3-5, 5-8) (NAEYC 7a).

The candidate demonstrates knowledge and skills to work effectively with in different types of early education settings (early school grades, child care centers and homes, Head Start programs) (NAEYC 7b).


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BACHELOR OF SCIENCE AND MASTER OF EDUCATION IN SPECIAL EDUCATION


SUMMATIVE INTERNSHIP EVALUATION I

SPED 404 Directed Teaching of Learners with Mild and Moderate Disabilities

Candidate Name: Date of Observation:

Supervising Teacher: University Supervisor:


Subject of Lesson: Grade Level:

Intern’s Signature: Supervisor’s Signature:

CEC STANDARDS 2012

INSTRUCTIONS: Rate the candidate’s performance using the following scale. The items listed represented expectations as articulated in professional (CEC) and institutional (CSU) standards. Ratings on each of the items should represent candidates’ knowledge, skills, and professional dispositions as reflected in practice during internship. As a formative assessment, supervisors/mentor teachers should take into considerations on expectations that are developmentally appropriate. Supervisors/ mentor teachers should also identify areas of strength and action plans to address areas for growth. The results should be discussed with candidates to ensure obtainment of competencies as expected of the profession.

1 Unacceptable Candidate demonstrates unacceptable level of knowledge, skills and/or professional dispositions as articulated in the evaluation criteria.

2 Needs Improvement Candidate demonstrates limited level of knowledge, skills and/or professional dispositions as articulated in the evaluation criteria

3 Meets Standards Candidate demonstrates proficient level of knowledge, skills and/or professional dispositions as articulated in the evaluation criteria.

4 Exceeds Standards Candidate demonstrates in-depth level of knowledge, skills and/or professional dispositions as articulated in the evaluation criteria.

II. Institutional Standards (InTASC, Maryland P12 Priorities and CSU CF 1-3)

Broad and Integrative Knowledge, Skills and Professional Dispositions 1 2 3 4

Candidate demonstrates knowledge of learning theories, cultural diversity, and individual differences within and across the cognitive, linguistic, social, emotional, and physical areas, and how these impact design and implementation of developmentally appropriate learning experiences (InTASC 1, CF 1).

Candidate demonstrates knowledge, skills, and professional dispositions necessary to create culturally and academically responsive learning environments that enable each learner to meet high standards (InTASC 2 & 3 and CF 2).

Candidate demonstrates knowledge, skills, and professional dispositions necessary to work with others in creating environments that actively support individual and collaborative learning (InTASC 3 and CF 1)

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Candidate demonstrates knowledge, skills, and professional dispositions necessary to positively impact on all P-12 students’ learning and development through effective design and thoughtful execution of developmentally appropriate learning activities and outcomes assessments (InTASC 1-3 and CF 3).

Candidate demonstrates knowledge, skills, and professional dispositions necessary to integrate appropriate and relevant technology that supports instructional and assessment activities (MTTS IV and V).

Candidate demonstrates knowledge of Maryland accountability elements as articulated in relevant Maryland College and Career-Ready Standards (MCCRS).

Candidate demonstrates knowledge, skills, and professional dispositions necessary to implement learning and assessment activities aligned with relevant Maryland College and Career-Ready Standards (MCCRS).

Standard I: Learner Development and Individual Learning Differences 1 2 3 4

1.0 Candidate selects adapts and implements a variety of research-based practices to provide meaningful and challenging learning experiences for individuals with exceptionalities.

1.1 The candidate demonstrates consideration of an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences.

1.2 Candidate provides gender and multi-cultural equity lessons that reflect individual differences and respond to the needs of individuals with exceptionalities (CF – Diversity 1a and 1b)


Standard II: Learning Environments 1 2 3 4

2.0

Candidate designs learning environments that encourage active participation in individual and group activities and encourages student independence and well-being.

2.1 Communicates high expectations while respecting and valuing individual differences and cultural diversity (CF - Diversity 1)

2.1 Organizes, develops, and sustains a safe, equitable, positive and supportive learning environment in which diversities are valued (CF- Diversity 1)

2.2 Motivates through the use of interesting and challenging activities as observed in the lesson motivation or guided practice.

2.3 Uses effective and varied behavior management strategies and handles disruptive behavior firmly and fairly

2.3 Candidate creates an orderly and supportive environment by designing and managing routines.


Standard III: Curricular Content Knowledge 1 2 3 4

3.1 Candidate demonstrates the ability to select, adapt, and implement a variety of research-based practices validated by tools of inquiry of the content areas they teach and the integration of cross-disciplinary skills for individuals with exceptionalities.

3.2 Candidate is responsive to student needs by adapting the pace, teaching methods, content and/or materials while integrating cross-disciplinary skills, and developing meaningful learning progressions for individuals with exceptionalities.

3.3 Candidate demonstrates the ability to make appropriate accommodations & modification of general and specialized curricula.


Standard IV: Assessment 1 2 3 4

4.0 Candidate plans for using multiple methods and measures to assess student learning and is able to create and explain criteria for assessing student work.

4.1 Candidate analyzes and reflects to evaluate research and inquiry to identify effective practices.

4.2 Candidate analyzes, evaluates and reflects on student assessment data and instruction; and monitors the progress of individuals with exceptional learning needs to improve instructional practice. (Summative).

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4.3 Candidate conducts formal and informal assessments using appropriate technologies as supports and collaborates with colleagues and families in making educational decisions.

4.4 Candidate regularly monitors student progress and assesses for understanding and mastery through observation of students’ performance and evaluation of their work for the purpose of quality learning, performance and feedback to guide them.


Standard V: Instructional Planning and Strategies 1 2 3 4

5.1 The candidate demonstrates consideration of an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences.

5.2 Candidates demonstrate competence in using technology to achieve instructional objective (MTTS IV) (MCCRS)

5.3 Candidate uses a variety of research-based educational practices and curriculum guidelines to develop units and lesson plans that meet the developmental and academic needs of individuals with exceptionalities (MCCRS)

5.4 Candidate provides opportunities for individuals with exceptionalities to participate actively and successfully at different levels

5.5 Candidate facilitates a variety of education learning experiences that incorporates self-direction, interaction, and choice in collaboration with stakeholders with multiple perspectives (e.g. individual’s families and teams).

5.6 The candidate demonstrates the ability to appropriately teach to mastery and promote generalization of learning.

5.6 Candidate plans a sequence of activities which are focused on the achievement of the instructional objectives.

5.7 The candidate demonstrates the ability to appropriately teach cross-disciplinary knowledge and skills such as critical thinking and problem solving.


Standard VI: Professional Learning and Ethical Practice 1 2 3 4

6.1 Candidate exhibits a commitment to professional standards associated with their areas of expertise to guide their practice

6.2 The candidate demonstrates an understanding of how foundational knowledge and current issues influence professional practice.

6.3 Candidate guides student behavior and moral development through an emphasis on personal responsibility for the common good promoting diversity in the school and the resolve of complex human issues in the delivery of special education services. (CF- Diversity 1)

6.4 Candidate demonstrates concept of oneself as a lifelong learner by actively planning and engaging in professional activities that foster professional growth and keeps current with research-based practices.

6.5 Candidate demonstrates courtesy and caring in relationships with individuals with exceptionalities and engages in activities of advocacy and mentoring.

6.6 Candidate presents content accurately and instructions clearly and demonstrates growth and dissemination of professional knowledge and skills.


Standard VII: Collaboration 1 2 3 4

7.1 Candidate engages in productive relationships with other educators, service providers and personnel from community agencies as well as foster respectful and beneficial relationships with the families of individuals with exceptionalities.

7.2 Candidate exhibits knowledge, skills and abilities that models techniques and coaches others in the use of researched-based instructional methods and accommodations

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7.3 Collaborates with school personnel and community members in integrating individuals with exceptional learning into various settings while promoting a sense of well-being.


Letter to Supervisor of Advanced Candidates

Coppin State University Celebrating Over A Century of Achievements and Challenges

Instructional Leadership and Professional Development NCATE ACCREDITED and MSDE APPROVAL

January 26, 2016 Dear Partner in Education, If you are receiving this letter, it is because you have been identified by a current student who is nearing completion of his/her administrator certification program at Coppin State University. The culminating Coppin State University experience for being certified by the state of Maryland as an administrator is to complete an Internship in Educational Leadership. The Coppin State University Internship in Educational Leadership requires that the student serve a minimum of 80 practicum hours in activities immersed in the seven (7) Educational Leadership Constituents Council (ELCC) Standards for Advanced Programs in Educational Leadership. The Coppin State University intern who has presented you with this letter is seeking your support to serve as his/her supervisor for their Coppin State University internship. If you accept this role as their supervisor, your Coppin State University Educational Leadership Intern will work in your location and engage in field experience as follows:

Educational Leadership Constituents Council (ELCC)

Standards for Advanced Programs in Educational Leadership

Standard 1 (Vision): Professionals who complete the program are educational leaders who have the knowledge and ability to promote the success of all professionals by facilitating the development, articulation,

33

implementation, and stewardship of a school vision of learning supported by the school community.

Standard 2 (Culture): Professionals who complete the program are educational leaders who have the knowledge and ability to promote the success of all professionals by promoting a positive school culture, providing an effective instructional program, applying best practice to professional learning, and designing comprehensive professional growth plans for staff.

Standard 3 (Managing the Learning Environment): Professionals who complete the program are educational leaders who have the knowledge and ability to promote the success of all professionals by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment.

Standard 4 (Family and Community): Professionals who complete the program are educational leaders who have the knowledge and ability to promote the success of all professionals by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.

Standard 5 (Ethics): Professionals who complete the program are educational leaders who have the knowledge and ability to promote the success of all professionals by acting with integrity, fairly, and in an ethical manner.

Standard 6 (Political and Social Context): Professionals who complete the program are educational leaders who have the knowledge and ability to promote the success of all professionals by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

Standard 7 (Internship: Application of Knowledge of Standards 1-6): The internship provides significant opportunities for professionals to synthesize and apply the knowledge and practice and develop the skills identified in Standards 1-6 through substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the institution and school district personnel for graduate credit.)

Upon completion of their mandatory 80 hours, the university also requires that the intern complete

an E-Portfolio as evidence of the activities of involvement at your site.

I wish to thank you in advance for your commitment and I am available should you have questions

or need additional information, [email protected]. I can be reached at 410-951-3554.

Sincerely,

mailto:[email protected]

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Coppin State University

Celebrating Over A Century of Achievements and Challenges Instructional Leadership and Professional Development

NCATE ACCREDITED and MSDE APPROVED

Scoring: Unacceptable – Does not meet ELCC standard; needs further development; does not consistently meet minimal expectations for the standard. Needs Improvement – Meets minimal expectation for ELCC standard; needs occasional support to perform at an acceptable level. Meets Standard – Meets expectations for ELCC standard; is confident and consistently meets the standard. Exceeds Standard – Exceeds expectations for ELCC standard; consistently superior performance; needs little if any support or guidance. Date ________________________________ Intern __________________________________________ ELCC Standard 1.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school vision of learning supported by the school community.

ELCC Standard

Performance Indicator

UN A AC E P T A B

N EEDS IMPRO

MEETS STAND

EXCEEDS STA

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L E

VEMENT

ARD

NDARD

1.1 Vision Candidate understands and can collaboratively develop, articulate, implement and steward a shared vision of learning for the school.

1.2 Collect and Use Data

Candidate can collect and use data to identify school goals, assess organizational effectiveness and implement plans to achieve goals.

1.3 Sustainable Improvement

Candidate can promote continual and sustainable school improvement initiatives.

1.4 Evaluation of Progress

Candidate can evaluate school progress.

Candidate can evaluate District progress.

Standard 1.0 Composite Rating __________

Date ________________________________ Intern __________________________________________ ELCC Standard 2.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff.

ELCC Standard


UNACCEPTABLE

NEEDS IMPROVEMENT

MEETS STANDARD

EXCEEDS STANDARD

2.1 Promote Positive School Culture

Candidate can sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a

36

personalized learning with high expectations. 2.2 Develop Effective Instructional Program

Candidate can develop a comprehensive, rigorous, and coherent curriculum for students.

Candidate can evaluate District curriculum and identify gaps and determine alignment with state standards.

2.3 Apply Best Practices to Student Learning

Candidate can develop and supervise the instructional capacity of school staff.

Candidate can develop materials and activities that stimulate growth among all students.

2.4 Support for Teaching and Learning

Candidate can apply technology and research to professional development designs that promote new knowledge and skills in the workplace.

Comment’s on intern’s performance related to ELCC Standard 2: Standard 2.0 Composite Rating __________

Date ________________________________ Intern __________________________________________ ELCC Standard 3.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment.

ELCC Standard


UNACCEPTABLE

NEEDS IMPROVEMENT

MEETS STANDARD

EXCEEDS STANDARD

3.1 Manage Operational Systems

Candidate can monitor school operational systems.

3.2 Uses of Resources Candidate can efficiently use human, fiscal, and technological resources to manage school operations.

3.3 Welfare & Safety Candidate promotes school-level policies and procedures that protect the welfare and safety of students and staff.

3.4 Distributed Leadership Candidate distributes leadership responsibilities in fulfilling the requirements for successful completion of the internship.

3.5 Use of Time Candidate can ensure that teacher and

37

organizational time focuses on supporting high quality instruction and student learning.

Comments on intern’s performance related to ELCC Standard 3: Standard 3.0 Composite Rating:__________

Date ________________________________ Intern __________________________________________ ELCC Standard 4.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.

ELCC Standard


UNACCEPTABLE

NEEDS IMPROVEMENT

MEETS STANDARD

EXCEEDS STANDARD

4.1Collaborate with Families and Other Community Members

Candidate uses public information and research-based knowledge of issues and trends to collaborate with community members and community organizations to have a positive effect on student learning at the building –level.

Candidate collaborates with faculty and community members by collecting and analyzing information pertinent to improvement of the educational environment.

4.2 Mobilize Community Resources

Candidate promotes understanding, appreciation, and use of diverse culture, social and intellectual resources within the community.

4.3 Build Family Relationships

Candidate builds positive relationships with families and caregivers in fulfilling the requirements for successful completion of the internship.

4.4 Build Community Relationships

Candidate builds productive relationships with community partners.

Comments on intern’s performance related to ELCC Standard 4:

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Standard 4.0 Composite Rating: __________

Date ________________________________ Intern __________________________________________ ELCC Standard 5.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner.

ELCC Standard


UNACCEPTABLE

NEEDS IMPROVEMENT

MEETS STANDARD

EXCEEDS STANDARD

5.1 Acts with integrity Candidate acts with integrity and fairness in fulfilling the requirements for successful completion of the internship.

5.2 Models Ideals Candidate models the principles of self-awareness, reflective practice, transparency, and ethical behavior in fulfilling the requirements for successful completion of the internship.

5.3 Safe Guards and High Values

Candidate safeguards the values of democracy, equity, and diversity.

5.4 Evaluates Legal/Moral Consequences

Candidate can evaluate potential legal and moral consequences of decisions.

5.5 Promotes Social Justice Candidate promotes social justice to ensure that individual student needs inform all aspects of schooling.

Comments on intern’s performance related to ELCC Standard 5: Standard 5.0 Composite Rating __________

Date ________________________________ Intern __________________________________________

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ELCC Standard 6.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

ELCC Standard


UNACCEPTABLE

NEEDS IMPROVEMENT

MEETS STANDARD

EXCEEDS STANDARD

6.1 Advocates for Students, Families and Caregivers

Candidate advocates for students, families and caregivers.

6.2 Influences Larger Context

Candidate demonstrates how to develop lines of communication with local, state, and federal authorities and actively advocate for improved policies, laws, and regulations affecting a specific school/district, both directly and through organizations representing schools, educators, or other similar interests.

6.3 Assesses Trends Candidate can anticipate emerging trends and initiatives and adapts leadership strategies accordingly.

Comments on intern’s performance related to ELCC Standard 6: Standard 6.0 Composite Rating __________

Comments on intern’s overall performance:

Evaluator’s Signature ___________________________________ Date ___________________

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STUDENT EVALUATION OF THE FIELD EXPERIENCES School Site Placement: ___________________________________________________________ Address:______________________________________________________________________ Site Supervisor’s Name: ______________________________ Phone: ____________________ Name of Student:________________________________________________________________ Semester and Year:______________________________________________________________

Directions: The Student Field Experience Evaluation provides students with the opportunity to analyze, appraise, and provide feedback regarding their field experience. This evaluation is utilized to assess the quality of the experience gained by the student, as well as the achievement of learning objectives identified at the beginning of the term.

1. Describe the activities in which you engaged during the field experience. Include the leadership projects you conducted, supervisory sessions attended; staff meetings; in-service training; school related activities etc.

2. List the learning objectives which you expected to achieve during this field experience and indicate the results obtained.

3. Were you satisfied with the achievement of stated learning objectives? Yes ________ No_________ A. If so, in what ways do you believe the setting of this field experience was conducive

to the achievement of these objectives? B. If not, what problems have you identified which may have interfered with the

achievement of these learning objectives?

4. Describe and appraise the supervisory process available (i.e., Did you work independently or with close supervision? What was the type and frequency of the supervisory sessions

41

conducted between you and the supervisor? Do you believe there was adequate supervision?). Comment on your relationship with the supervisor.

5. What improvements in the field placement do you believe would have enhanced the quality of this learning experience?

6. Do you believe the Master in Contemporary Educational Leadership Program’s Curriculum provided adequate theoretical background and preparation for the type of leadership responsibilities which were assigned during this field experience? Yes ______ No ________ If not, in what areas did you feel weak?

7. Did the placement setting:

A. Accept you in the role of student leader? Yes _____ No _____ B. Offer you the opportunity to meet and interact with other professionals? Yes _____ No _____ C. Provide an atmosphere conducive to cooperative

working relationships with others? Yes _____ No _____ D. Provide adequate physical facilities conducive to

learning? Yes _____ No _____ E. Provide opportunities to be creative and innovative? Yes _____ No _____ F. Provide opportunity to participate in a variety of

learning experiences? Yes _____ No _____

8. Was there an agreement between your expectations of the field experience and the school expectations?

9. Would you recommend this field placement to be assigned to other students in the future? Yes _____ No _____

Please comment on any item checked “no.” Use an additional page if necessary. Student’s Signature ______________________________________ Date ________________

school of education internship handbook initial and ...reflective, advocacy and 21st century...

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