TOWSON UNIVERSITY

ELEMENTARY EDUCATION EESE

EVALUATION OF INTERNSHIP
The College of Education uses the 2011 Interstate Teacher Assessment and Support Consortium (InTASC)
standards and the 2007 Association for Childhood Education International (ACEI) standards to guide and assess
Elementary Education teacher candidates' performance. Please use the attached guidelines to evaluate your
intern's performance, relative to what a competent beginning teacher should know and be able to do.

Interns Name: Amy Wallo

Interns Program: (UG or MAT) Undergraduate

At what campus did this intern complete his/her professional education coursework?
[Towson Campus, College of Southern Maryland (CSM), Towson University Northeastern Maryland (TUNE), or
Universities at Shady Grove (USG)]
Towson University Campus

Name of person completing this form: Kori Trabert 12/12/2016 12:53:44 PM

Position (Mentor Teacher or University Supervisor): Mentor Teacher

Name of school where intern is placed: Charlesmont Elementary School

Which rotation are you evaluating? (Rotation 1 or 2): Rotation 1

Grade level taught: First

Name of Mentor Teacher/ University Supervisor: Diane Diven

Part I. InTASC STANDARDS

Please assess your interns performance level and indicate your rating on each of the InTASC Standards
using the rating scale found below.

5 - Distinguished (Consistently demonstrated)

4 - Proficient (Frequently demonstrated)
3 - Satisfactory (Generally demonstrated)
2 - Basic/Needs Improvement (Seldom demonstrated)
1 - Unsatisfactory (Failed to demonstrate)

The Learner and Learning

InTASC 1: Learner Development

The intern demonstrated understanding of how learners grow and develop, recognizing
that patterns of learning and development vary individually within and across the Proficient (Frequently)
cognitive, linguistic, social, emotional, and physical areas, and designed and
implemented developmentally appropriate and challenging learning experiences.
InTASC 2: Learning Differences
The intern demonstrated understanding of individual differences and diverse cultures and
Proficient (Frequently)
communities to ensure inclusive learning environments that enabled each learner to
meet high standards.

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InTASC 3 Learning Environments
The intern worked with others to create environments that supported individual and
Proficient (Frequently)
collaborative learning, and that encouraged positive social interaction, active
engagement in learning, and self-motivation.

Content

InTASC 4: Content Knowledge

The intern demonstrated understanding of the central concepts, tools of inquiry, and
structures of the discipline(s) he or she taught and created learning experiences that Proficient (Frequently)
made the discipline accessible and meaningful for ALL learners to assure mastery of the
content.
InTASC 5: Application of Content
The intern demonstrated understanding of how to connect concepts and use differing
Proficient (Frequently)
perspectives to engage learners in critical thinking, creativity, and collaborative problem
solving related to authentic local and global issues.

Instructional Practice

InTASC 6: Assessment to Prove and Improve Student Learning

The intern demonstrated understanding and used multiple methods of assessment to
Proficient (Frequently)
engage learners in their own growth, to monitor learner progress, and to guide the
teachers and learners decision making.
InTASC 7: Planning for Instruction
The intern planned instruction that supported every student in meeting rigorous learning
Proficient (Frequently)
goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills,
and pedagogy, as well as knowledge of learners and the community context.
InTASC 8: Instructional Strategies
The intern demonstrated understanding and used a variety of instructional strategies to
Proficient (Frequently)
encourage learners to develop deep understanding of content areas and their
connections, and to build skills to apply knowledge in meaningful ways.

Professional Responsibility

InTASC 9: Professional Learning and Ethical Practice

The intern engaged in ongoing professional learning and used evidence to continually
Distinguished
evaluate his/her practice, particularly the effects of his/her choices and actions on others
(Consistently)
(learners, families, other professionals, and the community), and adapted practice to
meet the needs of each learner.
InTASC 10: Leadership and Collaboration
The intern sought appropriate leadership roles and opportunities to take responsibility for
Distinguished
student learning, to collaborate with learners, families, colleagues, other school
(Consistently)
professionals, and community members to ensure learner growth, and to advance the
profession

Technology

The intern used available technology not as an end in itself, but as a tool for learning and
Distinguished
communication, integrating its use in all facets of professional practice, and for adapting
(Consistently)
instruction to meet the needs of each learner.

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Part II. Other Performance Factors

Please assess your interns demonstrated ability, using the rating scale found below:

5 Distinguished (Consistently)
4 Proficient (Frequently)
3 Satisfactory (Generally)
2 Basic/Needs Improvement (Seldom)
1 Unsatisfactory (Failed to)
NA Not Applicable [if placement did not provide opportunity]

1. The intern differentiated instruction and worked effectively with learners from diverse Distinguished
backgrounds (ex., socio-economic, racial, ethnic). (Consistently)
2. The intern differentiated instruction and worked effectively with learners with special Distinguished
needs. (Consistently)
3. The intern differentiated instruction and worked effectively with English Language Distinguished
Learners (ELL). (Consistently)
4. The intern differentiated instruction and worked effectively with gifted and talented
Not applicable
learners.
5. The intern collaboratively planned and/or taught with specialized resource personnel
(ex., guidance counselor, resource teacher, special educator, reading specialist, media Proficient (Frequently)
specialist, speech pathologist).

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Part III. ACEI STANDARDS

The Standards for Initial Preparation of Elementary Teachers by the Association for Childhood Education
International (ACEI; 2007) form the basis for the content, professional, and pedagogical requirements of the
Elementary Education Program at Towson University.

Using the following evaluation criteria, please assess your interns performance level for each ACEI
performance indicator listed below:

5 Distinguished: Intern performs skill or displays competency independently and consistently

throughout the semester or rotation.
4 Proficient: Intern performs skill or displays competency frequently throughout semester or rotation,
requiring minimal support from mentor or supervisor.
3 Satisfactory: Intern performs skill or displays competency on an increasing basis during semester or
rotation, requiring some support from mentor or supervisor.
2 Basic/Needs Improvement: Intern seldom performs skill or displays competency during semester or
rotation, requiring frequent and direct support from mentor or supervisor.
1 Unsatisfactory: Intern does not perform skill or display competency during semester or rotation.
NA Not Applicable: Intern did not have an opportunity during rotation or semester to perform skill or
display competency.

Standard 1: Development, Learning and Motivation

1A. Demonstrates through planning and instruction that all children can learn. Distinguished
(Consistently)
1B. Assesses student development and learning and uses the results to design and implement
Proficient (Frequently)
instruction that meets individual students needs and interests.
1C. Recognizes when an individual students development differs from typical developmental
patterns and collaborates with specialists to plan, implement, and assess appropriate learning Proficient (Frequently)
experiences that address individual needs.
Standard 2: Curriculum
Standard 2.1: Reading, Writing, and Oral Language
2.1A Uses multiple strategies to help readers recognize words in print. Proficient (Frequently)
2.1B Uses multiple strategies to help readers construct meaning from print and monitor their
Proficient (Frequently)
comprehension.
2.1C Teaches the conventions of language needed to compose oral and written texts for a range of Distinguished
purposes and audiences. (Consistently)
2.1D Selects, produces, and/or engages with high quality texts that are accessible and provide Distinguished
support for the development of literacy skills. (Consistently)
2.1E Uses instructional strategies that promote a critical stance toward text analysis and Distinguished
interpretation and encourage multiple perspectives. (Consistently)
Standard 2.2: Science
2.2A Designs and implements lessons that use multiple strategies to teach science (such as Distinguished
structured, guided, and open-ended inquiry). (Consistently)
2.2B Guides students to make science connections within the discipline, to other disciplines, and to Distinguished
life. (Consistently)
2.2C Creates a classroom environment that promotes positive attitudes toward science and Distinguished
technology. (Consistently)
2.2D Designs and implements lessons that require students to demonstrate the thinking and acting
Distinguished
inherent in the practice of science (such as question-asking, observing, data-collecting, and
(Consistently)
inferring).
2.2E Guides students to analyze science issues using data and information as resources. Distinguished
(Consistently)
Standard 2.3: Mathematics
2.3A Balances and links conceptual understanding and computational proficiency when teaching
Proficient (Frequently)
whole numbers, integers, and rational numbers.
2.3B Facilitates student use of problem solving strategies and a problem-based focus to
Proficient (Frequently)
mathematics learning.

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2.3C Integrates the use of a variety of representations (including narratives, diagrams, mental
Distinguished
mathematics, manipulatives and technology) to help students organize, record, and communicate
(Consistently)
mathematical ideas.
2.3D Guides students to make mathematical connections within the discipline, to other disciplines,
Proficient (Frequently)
and to life.
2.3E Plans and implements instruction that requires students to apply reasoning skills by justifying
Proficient (Frequently)
ideas or solutions with mathematical concepts or proofs.
Standard 2.4: Social Studies
2.4A Designs and implements lessons that use a variety of strategies to teach social studies. Proficient (Frequently)
2.4B Builds students background knowledge through reading, writing, listening, discussing,
Proficient (Frequently)
speaking and researching strategies.
2.4C Provides students with a variety of resources to analyze points of view. Proficient (Frequently)
2.4D Guides students to locate, gather and interpret data and information from appropriate print
and non-print sources (such as artifacts, charts, maps, graphs, photographs, video clips, paintings, Proficient (Frequently)
etc.).
2.4E Facilitates student development of well-supported oral and written arguments, policies, and
Proficient (Frequently)
positions.
Standard 2.5: The Arts
2.5A Uses the arts as a means for communication, inquiry, and insight. Distinguished
(Consistently)
Standard 2.6: Health Education
2.6A Creates opportunities for students to develop and practice skills that contribute to good health. Proficient (Frequently)
Standard 2.7: Physical Education
2.7A Demonstrates sensitivity to student needs for physical movement. Proficient (Frequently)
Standard 3: Instruction
Standard 3.1: Integrating and Applying Knowledge for Instruction
3.1A Develops instructional plans that build on and connect with students prior knowledge. Distinguished
(Consistently)
3.1B Provides a reasonable rationale to support his/her choice of instructional materials and
Proficient (Frequently)
strategies in light of learning theory, curricular goals and student outcomes.
3.1C Uses a variety of instructional approaches including the effective use of technology. Distinguished
(Consistently)
3.1D Uses informational resources beyond the classroom to enhance instruction and increase Distinguished
student learning. (Consistently)
Standard 3.2: Adaptation to Diverse Students
3.2A Plans and implements instruction and assessment that are appropriate to the needs of
Distinguished
students who are culturally
(Consistently)
diverse.
3.2B Plans and implements instruction and assessments appropriate to the needs of students who
have exceptional needs (including ELL, gifted and talented, and students with needs met through an Proficient (Frequently)
IEP).
3.2C Applies his/her knowledge of contributions from diverse cultures to the content studied in the
Proficient (Frequently)
classroom.
Standard 3.3: Development of Critical Thinking and Problem Solving
3.3A Enhances students learning through a variety of materials, strategies, and resources that
Proficient (Frequently)
promote the development of critical thinking, problem solving, and performance skills.
Standard 3.4: Active Engagement in Learning
3.4A Knows and successfully applies a variety of effective classroom management strategies. Proficient (Frequently)
3.4B Creates learning communities in which students assume responsibility for themselves and one Distinguished
another. (Consistently)
3.4C Uses appropriate and effective interpersonal and small-group communication techniques to Distinguished
create an active learning environment. (Consistently)
Standard 3.5: Communication to Foster Learning
3.5A Uses and models effective oral communication strategies in conveying ideas and information. Proficient (Frequently)
3.5B Uses and models effective written communication strategies in conveying ideas and
Proficient (Frequently)
information.
3.5C Uses and models effective strategies in using audio-visual aids, computer-based Distinguished
technologies, and other media communication tools. (Consistently)
3.5D Uses oral and written strategies that encourage student discussion and extend their
Proficient (Frequently)
understanding of subject matter.
Standard 4: Assessment for Instruction

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4A. Uses a variety of appropriate formal and informal assessment techniques. Proficient (Frequently)
4B. Uses assessment data to monitor and promote learning for each student. Proficient (Frequently)
4C. Uses assessment data to monitor his/her own teaching strategies and behaviors in terms of
Proficient (Frequently)
improving student learning.
4D. Uses available technology to promote the efficiency of assessment data collection and Distinguished
management of instruction. (Consistently)
Standard 5: Professionalism
Standard 5.1: Professional Growth, Reflection, and Evaluation
5.1A Reflects on his/her practice and actively seeks ways to grow professionally. Distinguished
(Consistently)
5.1B Demonstrates the ability to adapt to evolving issues and conditions as time and situations
Proficient (Frequently)
change, making logical decisions according to time, place, and population.
5.1C Demonstrates a commitment to the professional codes of ethical conduct. Distinguished
(Consistently)
5.1D Works independently to resolve a variety of disciplinary and/or pedagogical issues and seeks Distinguished
assistance when necessary. (Consistently)
Standard 5.2: Collaboration with Families
5.2A Establishes and maintains positive, collaborative relationships with families. Proficient (Frequently)
5.2B Participates in collegial activities to sustain a productive learning environment. Distinguished
(Consistently)
5.2C Uses multiple strategies to communicate with families about curriculum and childrens
Proficient (Frequently)
progress.
5.2D Uses knowledge of family beliefs, traditions, values, and practices, as well as other factors Distinguished
outside of the school environment, to effectively plan for student learning. (Consistently)

Summarizing statements regarding the interns classroom experiences during this placement and ability to
assume the role of classroom teacher:

It was immediately evident that Amy has a love for the profession and a sincere interest as well as a
concern for the students. Amy was motivated to learn as much as she could and to perform to the best
of her abilities. She put in numerous hours planning effective lessons and monitoring student progress.
Amy wrote detailed plans with the childrens needs in mind. Amy embraced the Common Core
curriculum and planned lessons so her students could achieve those objectives. Amys tried to write her
lessons in a logical way for the students to meet with success and to build upon their skills and
knowledge. She sought out suggestions as well as feedback on a daily basis and used this as a true
learning experience. Amy was a team player and collaborated with other teachers and staff in the
building. Amy had a wonderful relationship with the students and they respected her as a teacher. Amy
had effective classroom management and created an environment where the children were able to learn.
The students were engaged and felt that they could ask questions and take risks. Amy displays the
qualities that make a successful teacher. She is ambitious, dependable, compassionate, dedicated, and
has her students best interest at heart. Amy will do anything and more than what is asked of her! I know
with confidence that Amy will do a good job and she will be an asset to any school that she becomes a
part of. I recommend her for a teaching position.

Final Supervisor Rating:

SIGNATURE: DATE:

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