school of education internship handbook initial and ...reflective, advocacy and 21st century...
TRANSCRIPT
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.
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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
9. Professional Resume
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
7. Successful scores on Essays
8. Acceptable scores on the disposition assessment
9. Professional Resume
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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
9. Successful scores on Essays
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
9. Successful scores on Essays
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
3. Completion of all curriculum program requirements
4. Minimum of 3.0 GPA in program coursework
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
3. GPA of 3.0 or higher
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 )
5. GPA of 3.0 or higher
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
2. Minimum of 3.00 GPA in program coursework
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:
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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
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 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.
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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.
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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.
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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.
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 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)
4. Completion of all curriculum program requirements
5. Minimum of 2.5 GPA in program coursework
6. Passing score of “B” or higher in internship
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
4. Completion of all curriculum program requirements
5. Minimum of 3.0 GPA in program coursework
6. Successful completion of Thesis or Comprehensive Exam
7. Passing score of “B” or higher in internship
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.
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 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.
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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 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.
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 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.
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 preparation program is preparing candidates.
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.
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 preparation program is preparing candidates.
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
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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.
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 preparation program is preparing candidates.
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.
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 preparation program is preparing candidates.
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.
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 preparation program is preparing candidates.
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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.
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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
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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.
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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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Areas of Strength and Areas for Growth
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].
Areas of Strength and Areas for Growth
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]
Areas of Strength and Areas for Growth
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]
Areas of Strength and Areas for Growth
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]
Areas of Strength and Areas for Growth
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BACHELOR OF SCIENCE IN EARLY CHILDHOOD EDUCATION
DEPARTMENT OF TEACHING AND LEARNING, SCHOOL OF EDUCATION
INTERNSHIP FORMATIVE EVALUATION I
Candidate Name: Date of Observation:
Supervising Teacher: University Supervisor:
Clinical Site: Placement: Rotation I Rotation II
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).
Areas of Strength and Areas for Growth
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).
Areas of Strength and Areas for Growth
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).
Areas of Strength and Areas for Growth
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).
Areas of Strength and Areas for Growth
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).
Areas of Strength and Areas for Growth
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).
Areas of Strength and Areas for Growth
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).
Areas of Strength and Areas for Growth
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).
Areas of Strength and Areas for Growth
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BACHELOR OF SCIENCE AND MASTER OF EDUCATION IN SPECIAL EDUCATION
DEPARTMENT OF TEACHING AND LEARNING, SCHOOL OF 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:
Clinical Site: Placement: Rotation I Rotation II
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)
Areas of Strength and Areas for Growth
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.
Areas of Strength and Areas for Growth
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.
Areas of Strength and Areas for Growth
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.
Areas of Strength and Areas for Growth
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.
Areas of Strength and Areas for Growth
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.
Areas of Strength and Areas for Growth
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.
Areas of Strength and Areas for Growth
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,
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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,
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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
Performance Indicator
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
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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
Performance Indicator
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
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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
Performance Indicator
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
Performance Indicator
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
Performance Indicator
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
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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 ________________