2019 epp annual report - college of education...2019 epp annual report caep id:11908 aacte sid:3155...

2019 EPP Annual ReportCAEP ID: 11908 AACTE SID: 3155

Institution: Mississippi State University

Unit: College of Education

Section 1. AIMS ProfileAfter reviewing and/or updating the Educator Preparation Provider's (EPP's) profile in AIMS, check the box to indicate that theinformation available is accurate.

1.1 In AIMS, the following information is current and accurate... Agree Disagree

1.1.1 Contact person1.1.2 EPP characteristics1.1.3 Program listings

Section 2. Program Completers2.1 How many candidates completed programs that prepared them to work in preschool through grade 12 settings duringAcademic Year 2017-2018 ?

Enter a numeric value for each textbox. 2.1.1 Number of completers in programs leading to initial teacher certification orlicensure1

302

2.1.2 Number of completers in advanced programs or programs leading to a degree,endorsement, or some other credential that prepares the holder to serve in P-12schools (Do not include those completers counted above.)2

24

Total number of program completers 326

1 For a description of the scope for Initial-Licensure Programs, see Policy 3.01 in the Accreditation PolicyManual2 For a description of the scope for Advanced-Level Programs, see Policy 3.02 in the Accreditation PolicyManual

Section 3. Substantive ChangesHave any of the following substantive changes occurred at your educator preparation provider orinstitution/organization during the 2017-2018 academic year?

3.1 Changes in the established mission or objectives of the institution/organization or the EPP

3.2 Any change in the legal status, form of control, or ownership of the EPP.

3.3 The addition of programs of study at a degree or credential level different from those that were offered when mostrecently accredited

3.4 The addition of courses or programs that represent a significant departure, in terms of either content or delivery,from those that were offered when most recently accredited

3.5 A contract with other providers for direct instructional services, including any teach-out agreements

Any change that means the EPP no longer satisfies accreditation standards or requirements:3.6 Change in regional accreditation status

3.7 Change in state program approval

1

TEACHER INTERN ASSESSMENT INSTRUMENT (TIAI)

(Old Version)

DOMAIN I: PLANNING AND PREPARATION

*Items 1-6 should be assessed from written lesson and unit plans, classroom observations, and from other

artifacts (pretests, inventories, surveys, etc.).

1. Selects developmentally appropriate, performance-based objectives that connect core content knowledge for

lessons based on Mississippi Curriculum Frameworks/Common Core State Standards. (InTASC 4, 7; M-STAR Domain I – 4;

NCATE 1a)

Unacceptable (0) Emerging (1) Acceptable (2) Target (3)

Objectives are not based

on Mississippi Curriculum

Frameworks/Common Core State

Standards and are not stated as

performance objectives.

Objectives are based on

Mississippi Curriculum

Frameworks/ Common Core State

Standards and are appropriate for

student learning, but are not stated

as performance objectives.

Objectives are based on Mississippi

Curriculum Frameworks/ Common

Core State Standards, are

developmentally appropriate, are stated

as performance objectives, and are

clearly aligned with assessments.

In addition to acceptable,

includes objectives at different

instructional levels that meet

individual needs of students

(DOK Levels, Bloom’s,

Understanding by Design, etc.).

SCORES AND COMMENTS ON EFFECTIVENESS

Formative Assessment

Score: Summative Assessment

Score:

Formative Assessment: Summative Assessment:

Teacher Intern Semester/Year: _

Check one: 1st Placement: 2nd Placement:

Grade Level/Subject:

Evaluator:

Check one: Classroom Mentor Teacher University Supervisor

School:

Date(s) Evaluation Completed:

Note: Classroom Mentor Teachers may take up to two weeks to complete the Formative and Summative Teacher Intern Assessments for

assigned teacher interns. University Supervisors will schedule classroom evaluation visits with teacher interns twice each placement (total of

four assessments for the 16-week internship). Additional visits will be made if needed.

2.

Incorporates diversity, including multicultural perspectives, into lessons. Uses knowledge of student backgrounds, interests,

experiences, and prior knowledge (e.g., pretests, interest inventories, surveys, and KWLs) to make instruction relevant and meaningful.

(InTASC 1, 2, 3, 4, 7; M-STAR Domains I – 2, III – 10; NCATE 1c, 4a)


Does not use knowledge

of student backgrounds,

interests, experiences,

and prior knowledge to

make instruction

relevant and meaningful. Does not incorporate

diversity or multicultural

perspectives into lessons.

Demonstrates some understanding

of student backgrounds, interests,

experiences, and prior knowledge.

Does not effectively use the

information in developing

learning experiences that are

relevant and meaningful.

Ineffectively incorporates

diversity into lessons.

Demonstrates understanding of

student backgrounds, interests,


Effectively uses this knowledge

in developing learning

experiences that are relevant and

meaningful.

Incorporates diversity,

including multicultural

perspectives, into lessons.

Demonstrates a thorough understanding of

student backgrounds, interests,


Effectively and consistently uses this

knowledge in developing learning experiences

that are relevant and meaningful.

Uses aspects of the world as well as the class

make-up to purposefully and effectively

incorporate diversity, including multiculturalism,

into lessons.


Formative Assessment Score: Summative Assessment


2

3. Integrates core content knowledge from other subject areas in lessons. (InTASC 4, 7; M-STAR Domain I – 1; NCATE 1a)


Plans and instruction

do not include the

necessary content and do

not connect content

across the disciplines.

Plans and instruction

inconsistently include the

necessary content and/or

do not connect to content

across disciplines.

Plans and instruction frequently include

the necessary content and connect content

across disciplines; however, connections are

not consistently clear, meaningful, or

relevant to students’ lives.

In addition to acceptable, plans and

instruction consistently include the

necessary content and connect content

across disciplines; connections are

consistently clear, meaningful, and

relevant to students’ lives.




Score:


4. Plans appropriate and sequential teaching procedures that include innovative and interesting introductions and

closures, and uses a variety of teaching materials and technology. (InTASC 1, 4, 5, 7, 8; M-STAR Domains I – 1, I – 4, III – 10;

NCATE 1a, 1b)


Procedures are not

connected to core content

knowledge, sequential, and do

not include effective

introductions, closures, or use

of technology.

Procedures are referenced to

objectives and are appropriate for

students, but may not be

sequential. Plans include

introductions or closures and

some use of technology.

Procedures are appropriate and

sequential, clearly referenced to

objectives, include innovative

introductions and closures, and

incorporate technology and teaching

materials effectively.


procedures include both teacher-

centered direct instruction and

learner-centered activities (groups,

choice of topics, self- evaluation of

work, etc.)




Score:


5.

Prepares appropriate assessments (ex. pre/post assessments, quizzes, unit tests, rubrics, and/or

checklists) based on core content knowledge to effectively evaluate learner progress. (InTASC 6, 7; M-STAR Domains II –

5, II – 6, III – 9; NCATE 1a, 1d)


Assessments are not

aligned with the


Frameworks/Common

Core State Standards.

Assessments in plans are

partially aligned with the


Frameworks/ Common Core

State Standards.

Multiple assessments are included in plans

where needed, and assessments directly

correlate to objectives and are aligned with

the Mississippi Curriculum Frameworks/

Common Core State Standards.


plans include informal

(performance) and formal

assessments along with

rubrics/checklists.




Score:


6.

Plans differentiated learning experiences that accommodate developmental and/or educational needs of learners based on assessment

information which is aligned with core content knowledge (ex. – use of pre/post assessments,

surveys, inventories, remediation, and enrichment activities). (InTASC – 1, 2, 7, 8; M-STAR Domains I – 2, II – 5, II –

6; NCATE 1a, 1d, 4a)


Does not use assessment results to adjust individual

and/or whole-group instructional strategies.

Ineffectively or inaccurately uses assessment results to adjust

individual and/or whole-group instructional strategies.

Frequently uses assessment results

to adjust individual and/or whole-

group instructional strategies.

Consistently and appropriately uses

assessment results to adjust

individual and/or whole-group

instructional strategies.




Score:


DOMAIN II: ASSESSMENT

*Items 7 – 8 should reflect the teacher intern’s ability to effectively communicate assessment information to the students,

provide feedback, and incorporate informal and formal assessments. Items should be assessed from written lesson and unit

plans, classroom observations, and from other artifacts (pretests, inventories, surveys, etc.)

3

7. Communicates assessment criteria and performance standards to the students and provides timely feedback on students' academic

performance. (InTASC 6; M-STAR Domains II – 5, II – 6; NCATE 1a, 1d)


Does not communicate

assessment criteria and

performance standards to

the students.

Does not provide students

with feedback on their

performance.

Ineffectively communicates

assessment criteria and

performance standards to the

students.

Provides students with minimal

or only summative feedback

on their performance.

Effectively communicates

assessment criteria and performance

standards to the students.

Frequently provides clear and actionable

feedback to students to enable them to

improve their

performance.

In addition to acceptable, various

strategies are used to communicate

assessment criteria and/or student input is

sought in developing assessment criteria.

Consistently provides clear and actionable

feedback to students to enable

them to improve their performance.




Score:


8.

Incorporates a variety of informal and formal assessments (ex. – pre/post assessments, quizzes, unit tests, checklists, rating scales,

rubrics, remediation, and enrichment activities) to differentiate learning experiences that

accommodate differences in developmental and/or educational needs. (InTASC - 1, 2, 7, 8; M-STAR Domains I – 2, II

– 5, II – 6; NCATE 1d)


Does not plan and use a

variety of informal and formal

assessments to accommodate

differences in developmental and/or

educational needs of students.

Occasionally plans and uses

informal and formal assessments

to accommodate differences in

developmental and/or educational

needs of some of the students.

Frequently plans and uses a



differences in developmental

and/or educational needs of

students.

Consistently plans and uses a



differences in developmental and/or

educational needs of all students.




Score:


DOMAIN III: INSTRUCTION

*Items 9 – 19 should reflect the teacher intern’s overall ability to effectively communicate with students and implement

innovative lessons using a variety of teaching strategies that meet the needs of all students. Items should be assessed from

written lesson and unit plans and classroom observations.

9. Uses acceptable written, oral, and nonverbal communication in planning and instruction. (InTASC 5; M-STAR Domain III – 11)


Does not use standard

written, oral, and non-

verbal communication.

Uses standard written, oral, and

nonverbal communication with

multiple errors.

Uses acceptable written, oral, and

nonverbal communication with

minimal errors.

Uses acceptable written, oral,

and nonverbal communication

proficiently.




Score:


10. Provides clear, complete written and/or oral directions for instructional activities. (InTASC 8; M-STAR Domain III– 11)


No written and/or oral

directions for instructional

activities are provided.

Provides written and/or oral

directions for instructional activities that

are vague and/or confusing.

Provides clear, complete

written and/or oral directions for

instructional activities.

In addition to acceptable, uses

concrete examples to model and

clarify tasks and concepts.




Score:


4

11. Communicates high expectations for learning to all students. (InTASC 2; M-STAR Domains I – 3, IV – 15)


Does not communicate high

expectations for learning to

any students and does not hold

students accountable for meeting

instructional goals.

Inconsistent in

communicating to all students that

they are capable of meeting

learning expectations.

Frequently and clearly has high

expectations for students of all levels

and frequently holds students

accountable for meeting instructional

goals.

Consistently and clearly has high

expectations for students of all levels

and consistently holds students

accountable for meeting instructional

goals.




Score:


12. Conveys enthusiasm for teaching and learning. (InTASC 3, 4; M-STAR Domain IV – 15, IV – 16)


Does not convey

enthusiasm for the

content being taught.

Conveys limited interest

and enthusiasm for the

content being taught.

Motivates students by conveying

enthusiasm and interest for the content

being taught.

In addition to acceptable, the motivation,

enthusiasm, and interest in the content are evident

through students’ attitudes, questions, and ability to stay

focused on tasks and activities.




Score:


13.

Provides opportunities for the students to cooperate, communicate, and interact with each other to enhance learning. (InTASC

- 1, 3, 5; M-STAR Domains III – 8, IV – 15; NCATE 1b)


Does not provide opportunities for

the students to cooperate, communicate,

and interact with each other to work

toward a common goal.

Involves the

students in limited

interactive learning

activities.

Involves students in teacher-

planned cooperative group

activities in which students are

working toward a common goal.


consistently plans instruction to include

situations for students to work cooperatively

on projects/activities of their choice.




Score:


14.

Demonstrates knowledge of content for all subject(s) taught. (InTASC 4; M-STAR Domain III -7; NCATE 1a, 1b)


Instruction shows no

knowledge of the content

(pedagogy) taught and does

not lead class discussions

effectively.

Instruction shows basic

knowledge of content

(pedagogy) taught but

does not lead class

discussions effectively.

Instruction shows some evidence of

knowledge of content (pedagogy)

through minimal reliance on written

notes and shows ability to lead class

discussions effectively.

In addition to acceptable, instruction

demonstrates an in-depth understanding of

content knowledge (pedagogy). Teacher

candidate does not rely on written notes.




Score:


15.

Uses a variety of appropriate teaching strategies (e.g., cooperative learning, discovery learning, demonstration, discussion, inquiry,

simulation, etc.) to enhance student learning. (InTASC 8; M-STAR Domain III – 8, III – 9; NCATE 1b)NCATE 1b )


Uses a single instructional

strategy or resource;

strategy/resource is consistently

inappropriate for most

students’ skill levels.

Uses a variety of instructional

strategies and resources but strategies

are sometimes inappropriate for most

students’ skills levels.

Frequently uses a variety of

instructional strategies and

resources that are appropriate

for students’ skills levels.

Consistently uses a variety of

instructional strategies and

resources that are appropriate for

students’ skills levels.




Score:

Formative Assessment: Summative Assessment

5

16.

Provides learning experiences that accommodate differences in developmental and individual needs of diverse learners (i.e.,

enrichment/remedial needs). (InTASC 1, 2, 8; M-STAR Domain I – 2; NCATE 1c )


Does not plan or provide

learning experiences that

accommodate differences in

developmental and individual

needs of diverse learners.

Inconsistently plans and

provides learning experiences

that accommodate the

developmental and individual

needs of diverse learners.

Consistently plans and provides

learning experiences that

accommodate the developmental

and individual needs of diverse

learners.

Consistently and effectively plans

and provides learning experiences that

accommodate the developmental and

individual needs of diverse learners.




Score:


17.

Engages students in analytic, creative, and critical thinking through higher-order questioning and provides opportunities for

students to apply concepts in problem solving and critical thinking. (InTASC 4, 5, 8; M-STAR

Domains I – 3, II – 6, III – 8, III – 9; NCATE 1b, 1c )


Does not include multiple and

varied opportunities for students to

solve problems; analyze, create, and

critique content. Questions do not

require higher order thinking, are not

timed appropriately and/or elicit

limited student participation and lead

to recitation of information rather than

discussion.

Inconsistently includes multiple

and varied opportunities for

students to solve problems; analyze,

create, and critique content. Few

questions require higher order

thinking, are timed appropriately

throughout the lesson, and/or elicit

meaningful participation and

discussion.

Frequently includes multiple

and varied opportunities for

students to solve problems;

analyze, create, and critique

content. Questions require

higher order thinking, are timed

appropriately throughout the

lesson, and/or

elicit meaningful participation

and discussion.

Consistently includes

multiple and varied

opportunities for students to

solve problems; analyze, create,

and critique content. Questions

require higher order thinking,

are timed appropriately

throughout the lesson, and elicit

extensive participation and

discussion.




Score:


18.

Elicits input during lessons and allows sufficient wait time for students to expand and support their responses. Makes adjustments

to lessons according to student input, cues, and individual/group responses. (InTASC 1, 5, 8;

M-STAR Domains II – 5, II – 6, III – 9; NCATE 1c, 1d )


Does not respond to or elicit student input

during instruction AND/OR uses negative

words or actions to discourage students from

giving responses and asking questions. No

adjustments are made to instruction based on

student responses.

Inconsistently responds to

and/or elicits student input

during instruction and few

attempts are made to adjust

instruction based on student

responses.

Consistently and appropriately

responds to and elicits student

input during instruction.

Adjustments are made to instruction

based on student input and

responses.


provides appropriate

prompts to encourage

students to expand and justify

their responses.




Score:


19. Uses family and/or community resources (special guests or materials) in lessons to enhance student learning. (InTASC 10; M-STAR Domain III – 10: NCATE – 1c, 1g)

Unacceptable (0) Emerging (1) Acceptable (2) Target (3) Does not use family

or community

resources in

lessons.

Limited use of family or

community resources in lessons

to enhance student learning.

Effectively uses family and

community resources in

lessons to enhance student

learning.

In addition to acceptable, encourages the

students' effective use of family and

community resources in lessons and

assignments to enhance student learning.




Score:


6

DOMAIN IV: LEARNING ENVIRONMENT

*Items 20 - 24 should reflect the teacher intern’s ability to manage the classroom environment in a way that is conducive to

learning. Items should be assessed from classroom observations.

20.

Monitors and adjusts the classroom environment to enhance social relationships, motivation, and learning.

(InTASC 3: M-STAR Domain IV – 12, IV – 13, IV – 16; NCATE 1d)


Does not monitor

or adjust the

classroom

environment, and

does not address

classroom

disruptions.

Demonstrates an awareness of the

social relationships and motivational

strategies within the classroom, but does not

always make adjustments to enhance

learning. Classroom disruptions are

addressed in an inefficient manner.

Monitors and makes adjustments

that are effective in enhancing

social relationships, motivation, and

learning. Classroom disruptions are

addressed immediately but not

always efficiently.


monitors students’ participation and

interpersonal interactions in learning

activities and encourages students to

develop self- monitoring skills.

Classroom disruptions are addressed

immediately and efficiently.




Score:


21. Attends to or delegates routine tasks. (InTASC 3; M-STAR Domain IV – 12)


Does not attend to or

delegates routine tasks.

Seldom attends to and

delegates routine tasks.

Consistently attends to

and delegates routine tasks.

In addition to acceptable, has a set plan which includes

delegating appropriate responsibilities to students who complete

these tasks efficiently.




Score:


22.

Uses a variety of strategies to foster appropriate student behavior according to individual and situational needs. (InTASC 3; M-STAR

Domain IV – 13, IV – 16)


Does not establish

and communicate

rules and/or

expectations.

Establishes and

communicates classroom

rules and/or expectations but

overlooks opportunities to

reinforce them.

Frequently establishes,

communicates, and reinforces

classroom rules and/or

expectations and ensures that

students understand the rules.

Consistently establishes, communicates, and

reinforces classroom rules and/or expectations; ensures that

students understand the rules; and, when appropriate,

involves students in the creation

and monitoring of classroom rules and expectations.




Score:


23.

Creates and maintains a climate of fairness, safety, respect, and support for all students. (InTASC 3; M-STAR Domain IV – 13)


Does not demonstrate fairness

and supportiveness in order to

achieve a positive, interactive

learning environment.

Inconsistently demonstrates

fairness and supportiveness in order

to achieve a positive, interactive


Consistently demonstrates fairness

and supportiveness in the treatment of

students and actively encourages

fairness among students.

In addition to acceptable, creates

a positive, interactive





Score:


7

24. Maximizes time available for instruction (Uses instructional time effectively). (InTASC 3; M-STAR Domain IV – 14)


Does not use instructional time

effectively - Substantial instructional

time is spent in non-instructional

activities and/or time is wasted during

transitions.

Overall pacing and transitions

are smooth; however, there are

minor problems with effective

use of instructional time.

Pacing is appropriate,

transitions are smooth, and

there are no unnecessary

delays or undesirable

digressions.


students are on-task and

engaged in meaningful

learning activities.




Score:


DOMAIN V: PROFESSIONAL RESPONSIBILITIES

*Item 25 should reflect the teacher intern’s ability to involve parents and/or guardians in the child’s

learning. Items should be assessed from written lesson and unit plans, classroom observations, and from

other artifacts (inventories, surveys, and other documentation).

25.

Establishes opportunities for communication with parents and/or guardians and professional colleagues

(newsletters, positive notes, extracurricular activities, professional development opportunities, conferences, etc.). (InTASC 10; M-STAR Domain V – 19; NCATE 1g)


Does not establish

opportunities for

communication with

parents and/or

guardians.

Initiates

communication with

parents and/or

guardians through an

introductory letter.

In addition to emerging, maintains

communication with parents and/or

guardians through newsletters, notes,

class websites (under the

supervision of the classroom mentor

teacher), etc.

In addition to acceptable, consistently

communicates with parents and/or guardians for a variety

of purposes and in a variety of ways.

Also participates in additional professional

development opportunities and seeks

advice/information from experienced

teachers/peers.




Score:


Appendix A-TIAI-Old Version.pdf

1

TEACHER INTERN ASSESSMENT INSTRUMENT (TIAI)

(New Version)

Purpose: To provide a comprehensive assessment (both formative and summative) of the teaching practice of teacher candidates.

Administration: This instrument is administered by classroom mentor teachers and university supervisors, formative and summative,

during each field experience placement.

Success Indicator: Items rated at the “Meets Standard” level represent successful teaching practice by the teacher candidate.

Anything below “Meets Standard” can be seen as an area in need of improvement.

Teacher Intern:__________________________________

Semester/Year:____________________________

Check one: 1st Placement: ______ 2nd Placement: ______

Grade Level/Subject: ________________________

Evaluator: __________________________________ Check one: Classroom Mentor Teacher ___ University Supervisor ___

School: __________________________________ Date(s) Evaluation Completed: ______________________________

Note: Classroom Mentor Teachers may take up to two weeks to complete the Formative and Summative Teacher Intern Assessments for assigned teacher

interns. University Supervisors will schedule classroom evaluation visits with teacher interns twice each placement. Additional visits will be made if needed.

The TIAI has been aligned to InTASC Standards, CAEP Standards, & Mississippi Educator Performance Growth System/Teacher Growth Rubric (TGR).

2

DOMAIN I: PLANNING AND PREPARATION

*Items 1-6 should be assessed from written lesson plans, unit plans, classroom observations, and other artifacts (pretests, inventories, surveys, etc.)

CAEP InTASC TGR Indicators Unacceptable (0)

Needs Improvement (1)

Meets Standard (2)

Exceeds Standard (3)

1.2 7 1 1. Develops measurable and observable grade and subject level objectives that are aligned with appropriate state curricula frameworks.

Objectives are not measurable, observable, or aligned with appropriate state curricula frameworks.

Objectives are aligned with appropriate state curricula frameworks, but they are not measurable or observable.

Objectives are measurable, observable, and aligned with appropriate state curricula frameworks.

In addition to meets standard, objectives are stated at different instructional levels based on individual needs of students (DOK Levels and/or Bloom’s Taxonomy).


Formative Assessment Score: Summative Assessment Score:

Formative Assessment Comments/Evidence:

Summative Assessment Comments/Evidence:

CAEP InTASC TGR Indicators Unacceptable

(0) Needs Improvement

(1) Meets Standard

(2) Exceeds Standard

(3)

1.1 2 2 2. Develops meaningful and authentic learning experiences that accommodate developmental and individual needs of each learner in the group.*

Does not develop meaningful nor authentic learning experiences that accommodate developmental and individual needs of each learner in the group.

Develops meaningful and authentic learning experiences, but accommodations are not made to meet individual needs of each learner in the group.

Develops meaningful and authentic learning experiences that accommodate developmental and individual needs of each learner in the group.

In addition to meets standard, provides evidence of research-based strategies that accommodate developmental and individual needs of each learner in the group.

*Examples include developing learning experiences (remediation, enrichment, accommodations) planned for students with disabilities or exceptionalities, students who are gifted, and students

who represent diversity based on ethnicity, race, socioeconomic status, gender, language, religion, sexual identification, and/or geographic origin.







(1) Meets Standard


(3)

1.1 7 4 3. Integrates core content knowledge across and within subject areas in lessons when appropriate.

Instructional plans never integrate core content knowledge across and within subject areas.

Instructional plans integrate irrelevant core content knowledge across and within subject areas (does not make connections).

Instructional plans integrate core content knowledge across and within subject areas in lessons when appropriate.

In addition to meets standard, instructional plans include connections of content across disciplines.*

3

*To Exceed Standard, the instructional plans include integrating content connections across disciplines throughout the internship experience.







(1) Meets Standard


(3)

1.5 8 2 4. Plans appropriate and sequential teaching procedures that include innovative introductions and closures. Teaching procedures incorporate different teaching strategies that positively impact student learning and development.*

Does not plan appropriate or sequential teaching procedures that include innovative introductions and closures. Different teaching strategies are not utilized.

Plans lack logical sequence and different teaching strategies.

Plans appropriate and sequential teaching procedures that include innovative introductions and closures. Teaching procedures incorporate different teaching strategies that positively impact student learning and development.

In addition to meets standard, multiple lesson plans cited research-based evidence.

*Examples include but are not limited to the following: cooperative learning, discovery learning, demonstration, discussion, inquiry, simulation, etc.







(1) Meets Standard


(3)

1.3 6 3 5. Plans indicate use of appropriate assessments that effectively evaluate student learning and development.*

Plans do not indicate use of assessments that effectively evaluate student learning and development.

Plans indicate use of assessments but not all are appropriate.

Plans indicate use of appropriate assessments that effectively evaluate student learning and development.

In addition to meets standard, assessments are performance-based to enhance critical thinking and problem solving.

*Examples include assessments aligned with standards and objectives such as pre/post assessments, quizzes, unit tests, rubrics, and/or checklists.





4



Meets Standard (2)


1.5 7 6 6. Plans include technology that will engage students in analysis, creativity, and deeper learning experiences to improve student growth, development, and understanding.*

Plans do not include technology that will engage students.

Plans lack logical use of technology.

Plans include technology that will engage students in analysis, creativity, and deeper learning experiences to improve student growth, development, and understanding.

In addition to meets standard, multiple lesson plans utilize technology to enhance learning opportunities.

*Examples of technology include the implementation of digital learning programs using Ipads, Chromebooks, PowerPoints, Smart Boards, Promethean Boards, cell phones, etc.





DOMAIN II: ASSESSMENT

*Items 7 – 8 should reflect the teacher intern’s ability to effectively communicate assessment information to the students, provide feedback, and incorporate informal and

formal assessments. Items should be assessed from written lesson plans, unit plans, classroom observations, and other artifacts (pretests, inventories, surveys, etc.)



Meets Standard (2)


1.2 6 3 7. Communicates assessment criteria and performance standards to the students and provides feedback to students about academic performance.

Does not communicate assessment criteria or performance standards to the students or provide feedback to students about academic performance.

Communicates assessment criteria and performance standards to the students. Fails to provide students with feedback.

Communicates assessment criteria and performance standards to the students and provides feedback to students about their academic performance.

Student input is sought in developing assessment criteria. Provides clear and actionable feedback that helps the student understand what s/he did well and provides guidance for improvement.*

*To meet the Exceeds Standard, intern must complete both stated requirements.



Formative Assessment Comments/Evidence: Summative Assessment Comments/Evidence:



Meets Standard (2)


1.2 6 3 8. Uses formative and summative assessments to differentiate learning experiences that accommodate the

Does not use formative and summative assessments to differentiate learning experiences that

Uses formative and summative assessments but fails to differentiate learning experiences that accommodate differences

Uses formative and summative assessments to differentiate learning experiences that accommodate the

In addition to meets standard, conferences with individual students to assist with monitoring progress.

5

learning and development of each learner in the group.*

accommodate the learning and development of each learner in the group.

in learning and development of each learner in the group,

learning and development of each learner in the group.

*Examples of assessments include pretests, quizzes, unit tests, checklists, rating scales, rubrics, and remediation and enrichment activities.





DOMAIN III: INSTRUCTION

*Items 9 – 19 should reflect the teacher intern’s overall ability to effectively communicate with students and implement innovative lessons using a variety of teaching

strategies that meet the needs of all students. Items should be assessed from written lesson plans, unit plans and classroom observations.


Needs Improvement (1) Meets Standard (2)


1.1 5 4 9. Uses standard written, oral, and nonverbal communication in instruction.

Does not use standard written, oral, and nonverbal communication in instruction.

Standard written, oral, and nonverbal communication is difficult to follow for students.

Uses standard written, oral, and nonverbal communication in instruction to engage students.

In addition to meets standard, enriches conversation with expressive language and vocabulary to engage students.








1.1 5 4 10. Provides explicit written and oral directions for instructional activities.

Does not provide explicit written and oral directions for instructional activities.

Provides written and oral directions for instructional activities that are not explicit.

Provides explicit written and oral directions for instructional activities.

In addition to meets standard, uses concrete examples to model and to clarify tasks and concepts.





6



Meets Standard (2)


1.1 2 2 11. Communicates positive expectations for learning for all students.

Does not communicate positive expectations for learning for all students.

Has difficulty communicating positive expectations for learning for all students.

Communicates positive expectations for learning for all students.

In addition to meets standard, encourages all students to set positive expectations for themselves and peers.

SCORES COMMENTS ON EFFECTIVENESS


Formative Assessment Comments:




Meets Standard (2)


1.1 3 7 12. Conveys enthusiasm for teaching and learning for all students.

Does not convey enthusiasm for teaching and learning for all students.

Has difficulty conveying enthusiasm for teaching and learning for all students.

Conveys enthusiasm for teaching and learning for all students.

In addition to meets standard, elicits enthusiasm from students.







Meets Standard (2)


1.1 3 5 13. Provides opportunities for all students to cooperate, communicate, and interact with each other to enhance learning.

Does not provide opportunities for all students to cooperate, communicate, and interact with each other to enhance learning.

Provides opportunities for all students to cooperate, communicate, and interact with each other but does not enhance learning.

Provides opportunities for the students to cooperate, communicate, and interact with each other to enhance learning.

In addition to meets standard, enhances the development of student leadership and provides opportunities for students to work cooperatively on projects/activities of their choice.







Meets Standard (2)


1.3 4 4 14. Demonstrates content knowledge and an understanding of how to teach the content.

Does not demonstrate content knowledge and how to teach the content.

Has difficulty demonstrating content and pedagogical knowledge.

Demonstrates content knowledge and an understanding of how to teach the content.

In addition to meets standard, uses a variety of instructional methods to ensure an understanding of the content.

7








1.3 8 4 15. Uses a variety of appropriate teaching strategies, including technology, to impact student learning and development.*

Does not use a variety of appropriate teaching strategies, including technology, to impact student learning.

Has difficulty using a variety of appropriate teaching strategies, including technology, to impact student learning and development.

Uses a variety of appropriate teaching strategies, including technology, to impact student learning and development.

In addition to meets standard, uses a variety of appropriate student-centered teaching strategies to impact student learning and development.

*Examples include use of teaching strategies such as cooperative learning, discovery learning, demonstration, discussion, inquiry, simulation, etc.







Meets Standard (2)


1.4 1 2 16. Planned learning experiences are implemented that accommodate differences in developmental and individual needs of each learner in the group.*

Does not implement planned learning experiences that accommodate differences in developmental and individual needs of each learner in the group.

Implements learning experiences, but fails to accommodate the differences in developmental needs of each learner in the group.

Implements planned learning experiences that accommodate differences in developmental and individual needs of each learner in the group.

In addition to meets standard, cites research to support the planned learning experiences.

*Examples include students with disabilities or exceptionalities, students who are gifted, and students who represent diversity based on ethnicity, race, socioeconomic status, gender, language, religion, sexual identification, and/or geographic origin).



Formative Assessment Comments:/Evidence:




Meets Standard (2)


1.4 5 4 17. Engages all students in critical thinking through higher-order questioning.*

Does not engage all students in critical thinking through higher-order questioning.

Relies on lower level questioning.

Engages all students in critical thinking through higher-order questioning.

In addition to meets standard, provides opportunities for students to apply concepts in

8

problem-solving and critical thinking.

*Guiding questions need to be listed in lesson plans.







Meets Standard (2)


1.4 8 4 18. Adjusts instruction as needed based on student input, cues, and individual/group responses.

Does not adjust instruction as needed based on student input, cues, and individual/group responses.

Elicits student input during instruction and attempts are made to adjust instruction based on student responses.

Elicits student input and adjusts instruction as needed based on student input, cues, and individual/ group responses.

In addition to meets standard, constructs appropriate prompts to encourage student responses that expand and justify their reasoning. Revises instruction based on student responses.







Meets Standard (2)


1.1 10 9 19. Uses family and/or community resources in instruction to impact student learning and development.*

Does not use family and/or community resources in instruction to impact student learning and development.

Attempts to use family and/or community resources to impact instruction but meaningful connections are not made.

Uses family and/or community resources in instruction to impact student learning and development.

In addition to meets standard, designs and organizes instruction to foster ongoing communication and high expectations for learners.

*Examples include special guests, materials, extracurricular activities, etc.





9

DOMAIN IV: LEARNING ENVIRONMENT

*Items 20 - 24 should reflect the teacher intern’s ability to manage the classroom environment in a way that is conducive to learning. Items should be assessed from

classroom observations.



Meets Standard (2)


1.1 3 5 20. Adjusts the classroom environment to enhance positive peer relationships, motivation, and learning.

Does not adjust the classroom environment to enhance positive peer relationships, motivation, and learning.

Has difficulty adjusting the classroom environment to enhance positive peer relationships, motivation, and learning.

Adjusts the classroom environment and delivers instruction to enhance positive peer relationships, motivation, and learning.

In addition to meets standard, encourages students to develop self-monitoring skills.







Meets Standard (2)


1.1 3 6 21. Attends to and delegates routine tasks.

Does not attend to and delegate routine tasks.

Attempts to attend to and delegate routine tasks but there is no consistency or established routine.

Attends to and delegates routine tasks.

In addition to meets standards, has a systematic routine for attending to and delegating tasks.






Meets Standard (2)


1.1 3 5 22. Uses multiple strategies to foster appropriate student behavior according to individual and situational needs.

Does not manage student behavior.

Has difficulty applying appropriate strategies in managing student behavior.

Uses multiple strategies to foster appropriate student behavior according to individual and situational needs.

In addition to meeting the standard, students self-monitor their behavior.





10




1.1 3 7 23. Creates a culturally inclusive environment that promotes fairness, safety, respect, and support for all students.

Does not create a culturally inclusive environment.

Has difficulty maintaining a culturally inclusive environment.

Creates and maintains a culturally inclusive environment that promotes fairness, safety, respect, and support for all students.

In addition to meets standard, cultural inclusivity is evident in student interactions.







Meets Standard (2)


1.1 7 6 24. Maximizes instructional time.

Does not maximize instructional time.

Has difficulty maximizing instructional time.

Maximizes instructional time.

In addition to meets

standard, transitions,

routines and procedures

are executed in an

efficient manner with

minimal teacher

direction.





11

DOMAIN V: PROFESSIONAL RESPONSIBILITIES

*Item 25 should reflect the teacher intern’s ability to collaborate with professional colleagues to involve parents and/or guardians in the student’s learning and

development. Items should be assessed from written lesson plans, unit plans, classroom observations, and other artifacts (inventories, surveys, and other documentation).



Meets Standard (2)


1.1 10 9 25. Collaborates with professional colleagues (classroom mentor teacher and/or university supervisor) to communicate with families about student learning and development.

Does not collaborate with professional colleagues to communicate with families about student learning and development.

Has difficulty collaborating with professional colleagues to communicate with families about student learning and development.

Collaborates with professional colleagues to communicate with families about student learning and development.

In addition to meets standard, engages in ongoing professional learning opportunities with professional colleagues, and seeks advice/information from experienced educators.

*Examples include documented evidence such as PLCs, data meetings, newsletters, positive notes, extracurricular activities, professional development opportunities, conferences, etc.




Appendix B-TIAI - New Revised Version.pdf

Mathematics Education Teacher Intern Assessment Instrument (TIAI)- Starkville Campus Teacher Intern Assessment Instrument (TIAI)

Rubric

Criteria

Spring 2018 Fall 2017

Mentor Teacher University Supervisor Mentor Teacher University Supervisor

# of

Students

Avg

Score

Group

% Scoring 2

or Higher

# of

Students

Avg

Score

Group

% Scoring 2

or Higher

# of

Students

Avg

Score

Group

% Scoring 2

or Higher

# of

Students

Avg

Score

Group

% Scoring 2

or Higher

Criteria 1 13 2.92 100% 13 2.92 100% 4 3.00 100% 4 2.75 100%

Criteria 2 13 2.62 100% 13 3.00 100% 4 2.75 100% 4 2.75 100%

Criteria 3 13 2.77 100% 13 3.00 100% 4 2.75 100% 4 2.50 100%

Criteria 4 13 2.77 100% 13 2.92 100% 4 3.00 100% 4 2.50 100%

Criteria 5 13 2.92 100% 13 3.00 100% 4 3.00 100% 4 2.75 100%

Criteria 6 13 2.77 100% 13 2.92 100% 4 2.50 75% 4 3.00 100%

Criteria 7 13 2.92 100% 13 2.92 100% 4 2.75 100% 4 3.00 100%

Criteria 8 13 3.00 100% 13 2.92 100% 4 2.75 100% 4 2.75 100%

Criteria 9 13 2.92 100% 13 3.00 100% 4 3.00 100% 4 3.00 100%

Criteria 10 13 2.92 100% 13 2.77 100% 4 3.00 100% 4 2.75 100%

Criteria 11 13 2.92 100% 13 3.00 100% 4 3.00 100% 4 2.75 100%

Criteria 12 13 2.92 100% 13 3.00 100% 4 2.88 100% 4 2.75 100%

Criteria 13 13 3.00 100% 13 2.92 100% 4 2.75 100% 4 2.50 75%

Criteria 14 13 2.85 92% 13 2.69 92% 4 2.19 75% 4 3.00 100%

Criteria 15 13 2.92 100% 13 2.92 100% 4 2.75 100% 4 2.75 100%

Criteria 16 13 2.92 100% 13 3.00 100% 4 3.00 100% 4 2.75 100%

Criteria 17 13 2.69 100% 13 3.00 100% 4 3.00 100% 4 2.50 100%

Criteria 18 13 2.92 100% 13 2.92 100% 4 2.56 100% 4 3.00 100%

Criteria 19 13 2.46 92% 13 2.92 100% 4 2.50 100% 4 2.00 75%

Criteria 20 13 2.85 100% 13 2.85 92% 4 2.81 100% 4 3.00 100%

Criteria 21 13 2.92 100% 13 3.00 100% 4 2.69 100% 4 3.00 100%

Criteria 22 13 2.85 100% 13 2.85 92% 4 2.63 100% 4 3.00 100%

Criteria 23 13 3.00 100% 13 3.00 100% 4 3.00 100% 4 3.00 100%

Criteria 24 13 2.69 100% 13 2.85 92% 4 2.75 100% 4 2.75 100%

Criteria 25 13 2.77 92% 13 2.92 100% 4 3.00 100% 4 2.50 100%

Mathematics Education Teacher Intern Assessment Instrument (TIAI)- Starkville Campus Teacher Intern Assessment Instrument Criteria (2nd Summative)

• Criteria 1- Selects developmentally appropriate, performance based objectives that connect core content knowledge for lessons based on Mississippi Curriculum Frameworks/Common Core State Standards.

• Criteria 2- Incorporates diversity, including multicultural perspectives, into lessons. Uses knowledge of student backgrounds, interests, experiences, and prior knowledge (e.g., pretests, interest inventories, surveys, and KWLs) to make instruction relevant and meaningful.

• Criteria 3- Integrates core content knowledge from other subject areas in lessons.

• Criteria 4- Plans appropriate and sequential teaching procedures that include innovative and interesting introductions and closures and that uses a variety of teaching materials and technology.

• Criteria 5- Prepares appropriate assessment and procedures (ex. pre/post assessments, quizzes, unit tests, rubrics, and/or checklists) based on core content knowledge to effectively evaluate learner progress.

• Criteria 6- Plans differentiated learning experiences that accommodate developmental and/or educational needs of learners based on assessment information which is aligned with core content knowledge (ex. – use of pre/post assessments, surveys, inventories, remediation, and enrichment activities).

• Criteria 7- Communicates assessment criteria and performance standards to the students and provides timely feedback on students' academic performance.

• Criteria 8- Incorporates a variety of informal and formal assessments (ex. – pre/post assessments, quizzes, unit tests, checklists, rating scales, rubrics, remediation, and enrichment activities) to differentiate learning experiences that accommodate differences in developmental and/or educational needs.

• Criteria 9- Uses acceptable written, oral, and nonverbal communication in planning and instruction.

• Criteria 10- Provides clear, complete written and/or oral directions for instructional activities.

• Criteria 11- Communicates high expectations for learning to all students.

• Criteria 12- Conveys enthusiasm for teaching and learning.

• Criteria 13- Provides opportunities for the students to cooperate, communicate, and interact with each other to enhance learning.

• Criteria 14- Demonstrates knowledge of content for the subject(s) taught.

• Criteria 15- Uses a variety of appropriate teaching strategies (e.g., cooperative learning, discovery learning, demonstration, discussion, inquiry, simulation, etc.) to enhance student learning.

• Criteria 16- Provides learning experiences that accommodate differences in developmental and individual needs of diverse learners (i.e., enrichment/remedial needs).

• Criteria 17- Engages students in analytic, creative, and critical thinking through higher-order questioning and provides opportunities for students to apply concepts in problem solving and critical thinking.

• Criteria 18- Elicits input during lessons and allows sufficient wait time for students to expand and support their responses. Makes adjustments to lessons according to student input, cues, and individual/group responses.

• Criteria 19- Uses family and/or community resources (special guests or materials) in lessons to enhance student learning.

• Criteria 20- Monitors and adjusts the classroom environment to enhance social relationships, motivation, and learning.

• Criteria 21- Attends to or delegates routine tasks.

• Criteria 22- Uses a variety of strategies to foster appropriate student behavior according to individual and situational needs.

• Criteria 23- Creates and maintains a climate of fairness, safety, respect, and support for all students.

• Criteria 24- Maximizes time available for instruction (Uses instructional time effectively).

• Criteria 25- Establishes opportunities for communication with parents and/or guardians and professional colleagues (newsletters, positive notes, extracurricular activities, professional development opportunities, conferences, etc.)

Appendix C-Mathematics Education (TIAI)- SP 18 & FL 17 2nd Summative MT US.pdf

English Education Teacher Intern Assessment Instrument (TIAI)- by Campus & Overall

Teacher Intern Assessment Instrument (TIAI)

Spring 2018 Starkville Meridian Overall

Rubric

Criteria

Mentor Teacher University Supervisor Mentor Teacher University Supervisor Mentor Teacher University Supervisor

# of

Students

Avg

Score

Group

% Scoring 2

or Higher

# of

Students

Avg

Score

Group

% Scoring 2

or Higher

# of

Students

Avg

Score

Group

% Scoring 2

or Higher

# of

Students

Avg

Score

Group

% Scoring 2

or Higher

# of

Students

Avg

Score

Group

% Scoring 2

or Higher

# of

Students

Avg

Score

Group

% Scoring 2

or Higher

Criteria 1 1 2.00 100% 1 3.00 100%

No completers in Secondary Education-

English Education BS in Spring 2018

Meridian Location

1 2.00 100% 1 3.00 100%

Criteria 2 1 2.00 100% 1 3.00 100% 1 2.00 100% 1 3.00 100%

Criteria 3 1 2.00 100% 1 3.00 100% 1 2.00 100% 1 3.00 100%

Criteria 4 1 1.00 0% 1 3.00 100% 1 1.00 0% 1 3.00 100%

Criteria 5 1 1.00 0% 1 2.00 100% 1 1.00 0% 1 2.00 100%

Criteria 6 1 2.00 100% 1 3.00 100% 1 2.00 100% 1 3.00 100%

Criteria 7 1 2.00 100% 1 2.00 100% 1 2.00 100% 1 2.00 100%

Criteria 8 1 2.00 100% 1 3.00 100% 1 2.00 100% 1 3.00 100%

Criteria 9 1 3.00 100% 1 3.00 100% 1 3.00 100% 1 3.00 100%

Criteria 10 1 2.00 100% 1 2.00 100% 1 2.00 100% 1 2.00 100%

Criteria 11 1 3.00 100% 1 2.00 100% 1 3.00 100% 1 2.00 100%

Criteria 12 1 2.00 100% 1 2.00 100% 1 2.00 100% 1 2.00 100%

Criteria 13 1 3.00 100% 1 3.00 100% 1 3.00 100% 1 3.00 100%

Criteria 14 1 3.00 100% 1 3.00 100% 1 3.00 100% 1 3.00 100%

Criteria 15 1 2.00 100% 1 3.00 100% 1 2.00 100% 1 3.00 100%

Criteria 16 1 1.00 0% 1 3.00 100% 1 1.00 0% 1 3.00 100%

Criteria 17 1 1.00 0% 1 3.00 100% 1 1.00 0% 1 3.00 100%

Criteria 18 1 3.00 100% 1 2.00 100% 1 3.00 100% 1 2.00 100%

Criteria 19 1 2.00 100% 1 3.00 100% 1 2.00 100% 1 3.00 100%

Criteria 20 1 1.00 0% 1 2.00 100% 1 1.00 0% 1 2.00 100%

Criteria 21 1 2.00 100% 1 3.00 100% 1 2.00 100% 1 3.00 100%

Criteria 22 1 1.00 0% 1 2.00 100% 1 1.00 0% 1 2.00 100%

Criteria 23 1 3.00 100% 1 3.00 100% 1 3.00 100% 1 3.00 100%

Criteria 24 1 1.00 0% 1 2.00 100% 1 1.00 0% 1 2.00 100%

Criteria 25 1 3.00 100% 1 2.00 100% 1 3.00 100% 1 2.00 100%



Fall 2017 Starkville Meridian Overall

Rubric

Criteria

Mentor Teacher University Supervisor Mentor Teacher University Supervisor Mentor Teacher University Supervisor

# of

Students

Avg

Score

Group

% Scoring 2

or Higher

# of

Students

Avg

Score

Group

% Scoring 2

or Higher

# of

Students

Avg

Score

Group

% Scoring 2

or Higher

# of

Students

Avg

Score

Group

% Scoring 2

or Higher

# of

Students

Avg

Score

Group

% Scoring 2

or Higher

# of

Students

Avg

Score

Group

% Scoring 2

or Higher

Criteria 1 6 2.83 100% 6 2.83 100% 1 3.00 100% 1 3.00 100% 7 2.86 100% 7 2.86 100%

Criteria 2 6 3.00 100% 6 3.00 100% 1 2.00 100% 1 3.00 100% 7 2.86 100% 7 3.00 100%

Criteria 3 6 2.83 100% 6 2.67 100% 1 3.00 100% 1 3.00 100% 7 2.86 100% 7 2.71 100%

Criteria 4 6 3.00 100% 6 2.83 100% 1 3.00 100% 1 3.00 100% 7 3.00 100% 7 2.86 100%

Criteria 5 6 3.00 100% 6 3.00 100% 1 3.00 100% 1 3.00 100% 7 3.00 100% 7 3.00 100%

Criteria 6 6 2.83 100% 6 2.83 100% 1 3.00 100% 1 3.00 100% 7 2.86 100% 7 2.86 100%

Criteria 7 6 3.00 100% 6 3.00 100% 1 3.00 100% 1 2.00 100% 7 3.00 100% 7 2.86 100%

Criteria 8 6 2.83 100% 6 2.83 100% 1 2.00 100% 1 3.00 100% 7 2.71 100% 7 2.86 100%

Criteria 9 6 2.67 100% 6 2.83 100% 1 3.00 100% 1 2.00 100% 7 2.71 100% 7 2.71 100%

Criteria 10 6 2.83 100% 6 3.00 100% 1 2.00 100% 1 2.00 100% 7 2.71 100% 7 2.86 100%

Criteria 11 6 3.00 100% 6 3.00 100% 1 2.00 100% 1 3.00 100% 7 2.86 100% 7 3.00 100%

Criteria 12 6 2.83 100% 6 2.83 100% 1 3.00 100% 1 3.00 100% 7 2.86 100% 7 2.86 100%

Criteria 13 6 3.00 100% 6 2.83 100% 1 3.00 100% 1 3.00 100% 7 3.00 100% 7 2.86 100%

Criteria 14 6 2.83 100% 6 2.83 100% 1 3.00 100% 1 3.00 100% 7 2.86 100% 7 2.86 100%

Criteria 15 6 3.00 100% 6 2.83 100% 1 3.00 100% 1 3.00 100% 7 3.00 100% 7 2.86 100%

Criteria 16 6 2.83 100% 6 3.00 100% 1 3.00 100% 1 3.00 100% 7 2.86 100% 7 3.00 100%

Criteria 17 6 3.00 100% 6 2.83 100% 1 3.00 100% 1 3.00 100% 7 3.00 100% 7 2.86 100%

Criteria 18 6 3.00 100% 6 2.83 100% 1 3.00 100% 1 2.00 100% 7 3.00 100% 7 2.71 100%

Criteria 19 6 2.83 100% 6 2.50 100% 1 3.00 100% 1 3.00 100% 7 2.86 100% 7 2.57 100%

Criteria 20 6 2.83 100% 6 3.00 100% 1 3.00 100% 1 3.00 100% 7 2.86 100% 7 3.00 100%

Criteria 21 6 2.83 100% 6 3.00 100% 1 3.00 100% 1 3.00 100% 7 2.86 100% 7 3.00 100%

Criteria 22 6 2.83 100% 6 2.83 100% 1 3.00 100% 1 3.00 100% 7 2.86 100% 7 2.86 100%

Criteria 23 6 3.00 100% 6 3.00 100% 1 3.00 100% 1 3.00 100% 7 3.00 100% 7 3.00 100%

Criteria 24 6 3.00 100% 6 3.00 100% 1 2.00 100% 1 3.00 100% 7 2.86 100% 7 3.00 100%

Criteria 25 6 3.00 100% 6 3.00 100% 1 3.00 100% 1 3.00 100% 7 3.00 100% 7 3.00 100%


Teacher Intern Assessment Instrument Criteria (2nd Summative)


























Appendix D-English Education (TIAI)- SP 18 and FL 17 2nd Summative MT US.pdf

Physical Education Teacher Intern Assessment Instrument (TIAI)- Starkville Campus


Rubric

Criteria

Spring 2018 Fall 2017

Mentor Teacher University Supervisor Mentor Teacher University Supervisor

# of

Students

Avg

Score

Group

% Scoring 2

or Higher

# of

Students

Avg

Score

Group

% Scoring 2

or Higher

# of

Students

Avg

Score

Group

% Scoring 2

or Higher

# of

Students

Avg

Score

Group

% Scoring 2

or Higher

Criteria 1 12 3.00 100% 12 3.00 100% 9 2.78 100% 9 2.67 100%

Criteria 2 12 2.83 100% 12 2.25 100% 9 2.67 100% 9 2.56 100%

Criteria 3 12 3.00 100% 12 2.67 100% 9 2.67 100% 9 2.67 89%

Criteria 4 12 2.92 100% 12 2.25 100% 9 2.89 100% 9 2.67 100%

Criteria 5 12 2.75 100% 12 2.58 100% 9 2.78 100% 9 2.89 100%

Criteria 6 12 2.83 100% 12 2.67 100% 9 2.61 100% 9 2.67 100%

Criteria 7 12 2.67 100% 12 3.00 100% 9 2.89 100% 9 2.89 100%

Criteria 8 12 2.67 100% 12 2.42 100% 9 2.53 100% 9 2.56 100%

Criteria 9 12 3.00 100% 12 2.92 100% 9 2.89 100% 9 2.56 100%

Criteria 10 12 2.92 100% 12 3.00 100% 9 3.00 100% 9 2.56 100%

Criteria 11 12 2.92 100% 12 3.00 100% 9 3.00 100% 9 3.00 100%

Criteria 12 12 2.92 100% 12 2.75 100% 9 2.89 100% 9 2.67 100%

Criteria 13 12 3.00 100% 12 2.92 100% 9 3.00 100% 9 2.89 100%

Criteria 14 12 3.00 100% 12 2.92 100% 9 3.00 100% 9 3.00 100%

Criteria 15 12 2.92 100% 12 2.50 100% 9 2.67 100% 9 2.67 100%

Criteria 16 12 2.92 100% 12 2.58 100% 9 3.00 100% 9 2.78 100%

Criteria 17 12 2.67 100% 12 2.67 100% 9 2.67 100% 9 2.56 100%

Criteria 18 12 3.00 100% 12 2.75 100% 9 2.89 100% 9 2.56 100%

Criteria 19 12 2.75 100% 12 2.92 100% 9 2.67 89% 9 2.56 100%

Criteria 20 12 2.92 100% 12 3.00 100% 9 3.00 100% 9 3.00 100%

Criteria 21 12 2.92 100% 12 2.92 100% 9 3.00 100% 9 3.00 100%

Criteria 22 12 3.00 100% 12 2.67 100% 9 2.89 100% 9 3.00 100%

Criteria 23 12 3.00 100% 12 3.00 100% 9 3.00 100% 9 2.89 100%

Criteria 24 12 3.00 100% 12 2.92 100% 9 2.97 100% 9 3.00 100%

Criteria 25 12 2.92 100% 12 2.92 100% 9 2.42 89% 9 2.56 100%

Physical Education Teacher Intern Assessment Instrument (TIAI)- Starkville Campus


Teacher Intern Assessment Instrument Criteria (2nd Summative)


























Appendix E-Physical Education (TIAI)-SP18-FL17 2nd Summative MT US.pdf

Unacceptable Needs Improvement Meets Standard Exceeds Standard n=38 Unacceptable Needs Improvement Meets Standard Exceeds Standard

Highest

Percentage

Agreed

Indicator 1 0 18 4 1 Indicator 1 4 26 7 1 68%

























Unacceptable Needs Improvement Meets Standard Exceeds Standard

Indicator 1 4 8 3 0

Indicator 2 1 0 13 1

Indicator 3 1 4 9 1

Indicator 4 4 2 9 0

Indicator 5 9 5 1 0

Indicator 6 8 3 3 1


Indicator 8 2 9 4 0

Indicator 9 3 6 6 0

















TEACHER INTERN ASSESSMENT INSTRUMENT

TOTAL FOR BOTH CAMPUSES

TEACHER INTERN ASSESSMENT INSTRUMENTMERIDIAN n=15

TEACHER INTERN ASSESSMENT INSTRUMENT

STARKVILLE n=23

Appendix F-Inter-rater Reliability-FINAL.pdf

Mississippi Common Assessments Training:

Teacher Intern Assessment Instrument

1. Go to https://www.ocfbi.msstate.edu/teaching/index.php and select Teacher Intern

Resources. Login with your Net ID. Select TIAI/Mississippi Common Assessments Training.

2. Register for an account.

https://www.ocfbi.msstate.edu/teaching/index.php

https://www.ocfbi.msstate.edu/teaching/index.ph

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