Biology for Mississppi Assignment | Get Paper Help

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*** This is BIology for Mississppi, example and also template is enclosed*** Explanation: You are to create a 5 day Teacher Intern Assessment Instrument (TIAI) unit (5 lesson plans) with a Teacher Work Sample (TWS) to accompany it. This will also include a pre and post assessment. The topic and grade level should be based on the area in which you are seeking licensure. Please use the following directions and scoring guides for this assignment based on whether you are considered elementary or secondary. It should be submitted via Canvas as Microsoft Word documents. TIAI – Unit Contents (This is a list of what should be included in the TIAI)Preview the document TIAI Lesson Plan Grading Criteria Form.docPreview the document TIAI – Scoring Guide (This is the evaluation tool that your DSU supervisor will use when he/she comes to observe you teach during your internship. The first part of this deals specifically with your lesson plans.Preview the document Templates you will need (You will have to download them to your computer first before typing): TWS Elementary-Education TemplatePreview the document TWS SECONDARY Template.docxPreview the document Lesson Plan Template-1.docPreview the document Examples of TWS and TIAI: TWS – Elementary Example (Does not include lesson plans or attachments)Preview the document Parts of a Plant Excellent Lesson Plan Example 2 F14 Kassidy.pdfPreview the document TWS – Sonya Storey – Model Example.docxPreview the document Your topic for the TIAI and TWS needs to be from 1 subject area – example: science. Then, you need to choose a topic that aligns to the standards in the state in which you will be teaching this coming school year. If you are going to be teaching in Mississippi, then you need to use the Mississippi College and Career Readiness Standards (MDE website). If you are going to be teaching in another state, then you can use the standards from that state. Your topic can be anything you will be teaching this coming school year. For example, your topic might be “plants” if you are going to be a science teacher. After you choose your topic, you will write 5 lesson plans on that particular topic. This will be the 5 day unit (TIAI) on plants or whatever your topic is. You will only teach one subject (example: science) but you will need to integrate the other subject areas (math, social studies, reading, art, etc…) into your lessons. For example: If the first day of your unit is on the parts of a plant then you might read your students a story about plants and that would be integrating reading into your lesson. The TIAI unit consists of 5 lesson plans (one for each day of the week for one class period each day) for a single subject area (math, science, social studies, language arts/reading, art, or P.E./health) and a single topic that is broad enough for you to develop 5 different lessons plans on it. Your TIAI needs to include your 5 lesson plans, a pre and post assessment, and the attachments for each lesson. Attachments are the materials you will use to accompany your lesson plans. Examples of attachments: PowerPoint presentation, pictures, graphic organizers, assessments with answer keys. The TWS is what you will develop AFTER you write your 5 TIAI lesson plans. It is a document that has you think/write about the various components of instruction and assessment that all good teachers think about and plan for when they are teaching. There are 8 components of the TWS but you will only complete the first 4 in this course. The directions, scoring guide, and an example are posted for you above.

TEACHER INTERN ASSESSMENT INSTRUMENT (TIAI)

DOMAIN I: PLANNING AND PREPARATION

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

	1.	Selects developmentally appropriate, performance-based objectives that connect core content knowledge for lessons based on Mississippi Curriculum Frameworks/Common Core State Standards. (InTASC 4, 7; M-STAR Domain I – 4; CAEP 1.1, 1.3, 1.4)
	Unacceptable (0)			Emerging (1)		Acceptable (2)		Target (3)
	Objectives are not based on Mississippi Curriculum Frameworks/Common Core State Standards and are not stated as performance objectives.			Objectives are based on Mississippi Curriculum Frameworks/ Common      Core State Standards and are appropriate for student learning, but are not stated as performance objectives.		Objectives are based on Mississippi Curriculum Frameworks/ Common Core State Standards, are developmentally appropriate, are stated as performance objectives, and are clearly aligned with assessments.		In addition to acceptable, includes objectives at different instructional levels that meet individual needs of students (DOK levels, Bloom’s, Understanding by Design, etc.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →			Observation II Date and Score:		Observation III Date and Score: →		Comments:

 

2.	Incorporates diversity, including multicultural perspectives, into lessons. Uses knowledge of student backgrounds, interests, experiences, and prior knowledge (e.g., pretests, interest inventories, surveys, and KWLs) to make instruction relevant and meaningful. (InTASC 1, 2, 3, 4, 7; M-STAR Domains I – 2, III – 10; CAEP 1.1, 1.3)
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Does not use knowledge of student backgrounds, interests, experiences, and prior knowledge to make instruction relevant and meaningful.   Does not incorporate diversity or multicultural perspectives into lessons.		Demonstrates some understanding of student backgrounds, interests, experiences, and prior knowledge.   Does not effectively use the information in developing learning experiences that are relevant and meaningful.   Ineffectively incorporates diversity into lessons.	Demonstrates understanding of student backgrounds, interests, experiences, and prior knowledge.   Effectively uses this knowledge in developing learning experiences that are relevant and meaningful.   Incorporates diversity, including multicultural perspectives, into lessons.	Demonstrates a thorough understanding of student backgrounds, interests, experiences, and prior knowledge.   Effectively and consistently uses this knowledge in developing learning experiences that are relevant and meaningful.   Uses aspects of the world as well as the class make-up to purposefully and effectively incorporate diversity, including multiculturalism, into lessons.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:

3.	Integrates core content knowledge from other subject areas in lessons. (InTASC 4, 7; M-STAR Domain I – 1; CAEP 1.1, 1.3)
Unacceptable (0)			Emerging (1)	Acceptable (2)	Target (3)
Plans and instruction do not include the necessary content and do not connect content across the disciplines.			Plans and instruction inconsistently include the necessary content and/or do not connect to content across disciplines.	Plans and instruction frequently include the necessary content and connect content across disciplines; however, connections are not consistently clear, meaningful, or relevant to students’ lives.	In addition to acceptable, plans and instruction consistently include the necessary content and connect content across disciplines; connections are consistently clear, meaningful, and relevant to students’ lives.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →			Observation II Date and Score:	Observation III Date and Score: →	Comments:
4.		Plans appropriate and sequential teaching procedures that include innovative and interesting introductions and closures, and uses a variety of teaching materials and technology. (InTASC 1, 4, 5, 7, 8;  M-STAR Domains I – 1,   I – 4, III – 10; CAEP 1.1, 1.3, 1.5)
Unacceptable (0)			Emerging (1)	Acceptable (2)	Target (3)
Procedures are not connected to core content knowledge, sequential, and do not include effective introductions, closures, or use of technology.			Procedures are referenced to objectives and are appropriate for students, but may not be sequential. Plans include introductions or closures and some use of technology.	Procedures are appropriate and sequential, clearly referenced to objectives, include innovative introductions and closures, and incorporate technology and teaching materials effectively.	In addition to acceptable, procedures include both teacher- centered direct instruction and learner-centered activities (groups, choice of topics, self-evaluation of work, etc.)
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →			Observation II Date and Score:	Observation III Date and Score: →	Comments:
5.		Prepares appropriate assessments (ex. pre/post assessments, quizzes, unit tests, rubrics, and/or                                                                 checklists) based on core content knowledge to effectively evaluate learner progress. (InTASC 6, 7; M-STAR Domains II – 5, II – 6, III – 9; CAEP 1.1, 1.2, 1.5)
Unacceptable (0)			Emerging (1)	Acceptable (2)	Target (3)
Assessments are not aligned with the Mississippi Curriculum Frameworks/Common Core State Standards.			Assessments in plans are partially aligned with the Mississippi Curriculum Frameworks/ Common Core State Standards.	Multiple assessments are included in plans where needed, and assessments directly correlate to objectives and are aligned with the Mississippi Curriculum Frameworks/ Common Core State Standards.	In addition to acceptable, plans include informal (performance) and formal assessments along with rubrics/checklists.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →			Observation II Date and Score:	Observation III Date and Score: →	Comments:

6.	Plans differentiated learning experiences that accommodate developmental and/or educational needs of learners based on assessment information which is aligned with core content knowledge (ex. – use of pre/post assessments, surveys, inventories,  remediation, and enrichment activities). (InTASC – 1, 2, 7, 8; M-STAR Domains I – 2, II – 5, II – 6; CAEP 1.1, 1.2, 1.3)
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Does not use assessment results to adjust individual and/or whole-group instructional strategies.		Ineffectively or inaccurately uses assessment results to adjust individual and/or whole-group instructional strategies.	Frequently uses assessment results to adjust individual and/or whole-group instructional strategies.	Consistently and appropriately uses assessment results to adjust individual and/or whole-group instructional strategies.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:

DOMAIN II:  ASSESSMENT

*Items 7 – 8 should reflect the teacher intern’s ability to effectively communicate assessment information to the students, provide feedback, and incorporate informal and formal assessments.  Items should be assessed from written lesson and unit plans, classroom observations, and from other artifacts (pretests, inventories, surveys, etc.)

7.	Communicates assessment criteria and performance standards to the students and provides timely feedback on students’ academic performance. (InTASC 6; M-STAR Domains II – 5, II – 6; CAEP 1.1, 1.2)
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Does not communicate assessment criteria and performance standards to the students. Does not provide students with feedback on their performance.		Ineffectively communicates assessment criteria and performance standards to the students. Provides students with minimal or only summative feedback on their performance.	Effectively communicates assessment criteria and performance standards to the students. Frequently provides clear and actionable feedback to students to enable them to improve their performance.	In addition to acceptable, various strategies are used to communicate assessment criteria and/or student input is sought in developing assessment criteria. Consistently provides clear and actionable feedback to students to enable them to improve their performance.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:
8.	Incorporates a variety of informal and formal assessments (ex. – pre/post assessments, quizzes, unit tests, checklists, rating scales, rubrics, remediation, and enrichment activities) to differentiate learning experiences that accommodate differences in developmental and/or educational needs. (InTASC – 1, 2, 7, 8; M-STAR Domains I – 2, II – 5, II – 6; CAEP 1.1, 1.2)
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Does not plan and use a variety of informal and formal assessments to accommodate differences in developmental and/or educational needs of students.		Occasionally plans and uses informal and formal assessments to accommodate differences in developmental and/or educational needs of some of the students.	Frequently plans and uses a variety of informal and formal assessments to accommodate differences in developmental and/or educational needs of students.	Consistently plans and uses a variety of informal and formal assessments to accommodate differences in developmental and/or educational needs of all students.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:

DOMAIN III: INSTRUCTION

*Items 9 – 19 should reflect the teacher intern’s overall ability to effectively communicate with students and implement innovative lessons using a variety of teaching strategies that meet the needs of all students.  Items should be assessed from written lesson and unit plans and classroom observations.

9.	Uses acceptable written, oral, and nonverbal communication in planning and instruction. (InTASC 3,9; M-STAR Domain III – 11; CAEP 1.1)
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Does not use standard written, oral, and non-verbal communication.		Uses standard written, oral, and nonverbal communication with multiple errors.	Uses acceptable written, oral, and nonverbal communication with minimal errors.	Uses acceptable written, oral, and nonverbal communication proficiently.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:

10.	Provides clear, complete written and/or oral directions for instructional activities. (InTASC 8; M-STAR Domain  III – 11; CAEP 1.1 )
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
No written and/or oral directions for instructional activities are provided.		Provides written and/or oral directions for instructional activities that are vague and/or confusing.	Provides clear, complete written and/or oral directions for instructional activities.	In addition to acceptable, uses concrete examples to model and clarify tasks and concepts.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:

11.	Communicates high expectations for learning to all students. (InTASC 2, 9;  M-STAR Domains I – 3, IV – 15; CAEP 1.1)
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Does not communicate high expectations for learning to any students and does not hold students accountable for meeting instructional goals.		Inconsistent in communicating to all students that they are capable of meeting learning expectations.	Frequently and clearly has high expectations for students of all levels and frequently holds students accountable for meeting instructional goals.	Consistently and clearly has high expectations for students of all levels and consistently holds students accountable for meeting instructional goals.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:

12.	Conveys enthusiasm for teaching and learning. (InTASC 3; M-STAR Domain IV – 15, IV – 16; CAEP 1.1)
Unacceptable (0)		Emerging (1)		Acceptable (2)	Target (3)
Does not convey enthusiasm for the content being taught.			Conveys limited interest and enthusiasm for the content being taught.	Motivates students by conveying enthusiasm and interest for the content being taught.	In addition to acceptable, the motivation, enthusiasm, and interest in the content are evident through students’ attitudes, questions, and ability to stay focused on tasks and activities.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →			Observation II Date and Score:	Observation III Date and Score: →	Comments:

13.	Provides opportunities for the students to cooperate, communicate, and interact with each other to enhance    learning. (InTASC – 1, 3, 5; M-STAR Domains III – 8,  IV –  15; CAEP 1.1, 1.3)
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Does not provide opportunities for the students to cooperate, communicate, and interact with each other to work toward a common goal.		Involves the students in limited interactive learning activities.	Involves students in teacher-planned cooperative group activities in which students are working toward a common goal.	In addition to acceptable, consistently plans instruction to include situations for students to work cooperatively on projects/activities of their choice.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:

14.	Demonstrates knowledge of content for the subject(s) taught. (InTASC 4; M-STAR Domain III -7; CAEP 1.1, 1.3)
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Instruction shows no knowledge of the content (pedagogy) taught and does not lead class discussions effectively.		Instruction shows basic knowledge of content (pedagogy) taught but does not lead class discussions effectively.	Instruction shows some evidence of knowledge of content (pedagogy) through minimal reliance on written notes and shows ability to lead class discussions effectively.	In addition to acceptable, instruction demonstrates an in-depth understanding of content knowledge (pedagogy).  Teacher candidate does not rely on written notes.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:
15.	Uses a variety of appropriate teaching strategies (e.g., cooperative learning, discovery learning, demonstration, discussion, inquiry, simulation, etc.) to enhance student learning. (InTASC 8; M-STAR Domain III – 8, III – 9; CAEP 1.1, 1.3 )
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Uses a single instructional strategy or resource; strategy/resource is consistently inappropriate for most students’ skill levels.		Uses a variety of instructional strategies and resources but strategies are sometimes inappropriate for most students’ skills levels.	Frequently uses a variety of instructional strategies and resources that are appropriate for students’ skills levels.	Consistently uses a variety of instructional strategies and resources that are appropriate for students’ skills levels.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:

16.	Provides learning experiences that accommodate differences in developmental and individual needs of diverse learners (i.e., enrichment/remedial needs). (InTASC 1, 2, 8; M-STAR Domain I – 2; CAEP 1.1, 1.2, 1.3 )
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Does not plan or provide learning experiences that accommodate differences in developmental and individual needs of diverse learners.		Inconsistently plans and provides learning experiences that accommodate the developmental and individual needs of diverse learners.	Consistently plans and provides learning experiences that accommodate the developmental and individual needs of diverse learners.	Consistently and effectively plans and provides learning experiences that accommodate the developmental and individual needs of diverse learners.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:
17.	Engages students in analytic, creative, and critical thinking through higher-order questioning and provides opportunities for students to apply concepts in problem solving and critical thinking. (InTASC 4, 5, 8; M-STAR Domains I – 3, II – 6, III – 8, III – 9; CAEP 1.1, 1.4 )
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Does not include multiple and varied opportunities for students to solve problems; analyze, create, and critique content. Questions do not require higher order thinking, are not timed appropriately and/or elicit limited student participation and lead to recitation of information rather than discussion.		Inconsistently includes multiple and varied opportunities for students to solve problems; analyze, create, and critique content. Few questions require higher order thinking, are timed appropriately throughout the lesson, and/or elicit meaningful participation and discussion.	Frequently includes multiple and varied opportunities for students to solve problems; analyze, create, and critique content. Questions require higher order thinking, are timed appropriately throughout the lesson, and/or elicit meaningful participation and discussion.	Consistently includes multiple and varied opportunities for students to solve problems; analyze, create, and critique content. Questions require higher order thinking, are timed appropriately throughout the lesson, and elicit extensive participation and discussion.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:

18.	Elicits input during lessons and allows sufficient wait time for students to expand and support their responses. Makes adjustments to lessons according to student input, cues, and individual/group responses. (InTASC 1, 5, 8; M-STAR Domains II – 5, II – 6, III – 9; CAEP 1.1, 1.2, 1.3 )
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Does not respond to or elicit student input during instruction AND/OR uses negative words or actions to discourage students from giving responses and asking questions. No adjustments are made to instruction based on student responses.		Inconsistently responds to and/or elicits student input during instruction and few attempts are made to adjust instruction based on student responses.	Consistently and appropriately responds to and elicits student input during instruction. Adjustments are made to instruction based on student input and responses.	In addition to acceptable, provides appropriate prompts to encourage students to expand and justify their responses.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:

19.	Uses family and/or community resources (special guests or materials) in lessons to enhance student learning. (InTASC 10; M-STAR Domain III – 10; CAEP 1.1, 1.3, 1.5)
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Does not use family or community resources in lessons.		Limited use of family or community resources in lessons to enhance student learning.	Effectively uses family and community resources in lessons to enhance student learning.	In addition to acceptable, encourages the students’ effective use of family and community resources in lessons and assignments to enhance student learning.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:

DOMAIN IV:  LEARNING ENVIRONMENT

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

20.	Monitors and adjusts the classroom environment to enhance social relationships, motivation, and learning. (InTASC 3: M-STAR Domain IV – 12, IV – 13, IV – 16; CAEP 1.1, 1.3)
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Does not monitor or adjust the classroom environment, and does not address classroom disruptions.		Demonstrates an awareness of the social relationships and motivational strategies within the classroom, but does not always make adjustments to enhance learning. Classroom disruptions are addressed in an inefficient manner.	Monitors and makes adjustments that are effective in enhancing social relationships, motivation, and learning. Classroom disruptions are addressed immediately but not always efficiently.	In addition to acceptable, monitors students’ participation and interpersonal interactions in learning activities and encourages students to develop self-monitoring skills. Classroom disruptions are addressed immediately and efficiently.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:

21.	Attends to or delegates routine tasks. (InTASC 3; M-STAR Domain IV – 12; CAEP 1.1)
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Does not attend to or delegates routine tasks.		Seldom attends to and delegates routine tasks.	Consistently attends to and delegates routine tasks.	In addition to acceptable, has a set plan which includes delegating appropriate responsibilities to students who complete these tasks efficiently.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:

22.	Uses a variety of strategies to foster appropriate student behavior according to individual and situational needs. (InTASC 3; M-STAR Domain IV – 13, IV – 16; CAEP 1.1, 1.3)
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Does not establish and communicate rules and/or expectations.		Establishes and communicates classroom rules and/or expectations but overlooks opportunities to reinforce them.	Frequently establishes, communicates, and reinforces classroom rules and/or expectations and ensures that students understand the rules.	Consistently establishes, communicates, and reinforces classroom rules and/or expectations; ensures that students understand the rules; and, when appropriate, involves students in the creation and monitoring of classroom rules and expectations.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:

 

23.	Creates and maintains a climate of fairness, safety, respect, and support for all students. (InTASC 3, 9; M-STAR Domain IV – 13. CAEP 1.1, 1.3 )
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Does not demonstrate fairness and supportiveness in order to achieve a positive, interactive learning environment.		Inconsistently demonstrates fairness and supportiveness in order to achieve a positive, interactive learning environment.	Consistently demonstrates fairness and supportiveness in the treatment of students and actively encourages fairness among students.	In addition to acceptable, creates a positive, interactive learning environment.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:

24.	Maximizes time available for instruction (Uses instructional time effectively). (InTASC 3; M-STAR Domain IV – 14; CAEP 1.1)
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Does not use instructional time effectively – Substantial instructional time is spent in non-instructional activities and/or time is wasted during transitions.		Overall pacing and transitions are smooth; however, there are minor problems with effective use of instructional time.	Pacing is appropriate, transitions are smooth, and there are no unnecessary delays or undesirable digressions.	In addition to acceptable, students are on-task and engaged in meaningful learning activities.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:

DOMAIN V: PROFESSIONAL RESPONSIBILITIES

*Item 25 should reflect the teacher intern’s ability to involve parents and/or guardians in the child’s learning.  Items should be assessed from written lesson and unit plans, classroom observations, and from other artifacts (inventories, surveys, and other documentation).

25.	Establishes opportunities for communication with parents and/or guardians and professional colleagues (newsletters, positive notes, extracurricular activities, professional development opportunities, conferences, etc.). (InTASC 10; M-STAR Domain V – 19; CAEP 1.1, 1.4)
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Does not establish opportunities for communication with parents and/or guardians.		Initiates communication with parents and/or guardians through an introductory letter.	In addition to emerging, maintains communication with parents and/or guardians through newsletters, notes, class websites (under the supervision of the classroom mentor teacher), etc.	In addition to acceptable, consistently communicates with parents and/or guardians for a variety of purposes and in a variety of ways. Also participates in additional professional development opportunities and seeks advice/information from experienced teachers/peers.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:

 

TIAI Management Addendum

Items 26 and 27 should reflect the teacher intern’s ability to manage minimally disruptive behavior and the ability to use disciplinary action in the case of disruptive misbehavior.

 

26.	Demonstrates use of low profile desists for managing minimally disruptive behavior. (InTASC 3, 8, 9; M-STAR Domain IV – 12, IV – 13, IV – 16; CAEP 1.1, 1.3)
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Does not use low profile desists for managing minimally disruptive behavior		Uses low profile desists to manage minimally disruptive behavior inefficiently	Uses low profile desists to manage minimally disruptive behavior immediately but not always efficiently	Uses low profile desists to manage minimally disruptive behavior immediately and efficiently
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:

 

27.	Demonstrates appropriate use of disciplinary action to handle disruptive student misbehavior. (InTASC 3, 8, 9; M-STAR Domain IV – 12, IV – 13, IV – 16; CAEP 1.1, 1.3)
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Does not use appropriate disciplinary action to handle disruptive misbehavior		Uses disciplinary action inefficiently to handle disruptive misbehavior	Uses disciplinary action immediately but not always efficiently to handle disruptive misbehavior	Uses appropriate disciplinary action to handle disruptive misbehavior Immediately and efficiently
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:

TEACHER INTERN ASSESSMENT INSTRUMENT (TIAI)

 

Teacher Intern ___________________________________			Semester/Year   ________________
Grade level/Subject _______________________________
Evaluator _______________________	Check: Mentor Teacher ___  University Supervisor ___
School __________________________	Date(s) Evaluation Completed _________________
Note: Classroom Mentor Teachers may take several weeks to complete the Teacher Intern Assessments (3 evaluations) for assigned teacher interns. University Supervisors will schedule classroom evaluation visits with teacher interns to complete (5 evaluations) during internship.  Additional visits will be made if needed.

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

DOMAIN I: PLANNING AND PREPARATION

	1.	Selects developmentally appropriate, performance-based objectives that connect core content knowledge for lessons based on Mississippi Curriculum Frameworks/Common Core State Standards. (InTASC 4, 7; M-STAR Domain I – 4; CAEP 1.1, 1.3, 1.4)
	Unacceptable (0)			Emerging (1)		Acceptable (2)		Target (3)
	Objectives are not based on Mississippi Curriculum Frameworks/Common Core State Standards and are not stated as performance objectives.			Objectives are based on Mississippi Curriculum Frameworks/ Common      Core State Standards and are appropriate for student learning, but are not stated as performance objectives.		Objectives are based on Mississippi Curriculum Frameworks/ Common Core State Standards, are developmentally appropriate, are stated as performance objectives, and are clearly aligned with assessments.		In addition to acceptable, includes objectives at different instructional levels that meet individual needs of students (DOK levels, Bloom’s, Understanding by Design, etc.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →			Observation II Date and Score:		Observation III Date and Score: →		Comments:

 

2.	Incorporates diversity, including multicultural perspectives, into lessons. Uses knowledge of student backgrounds, interests, experiences, and prior knowledge (e.g., pretests, interest inventories, surveys, and KWLs) to make instruction relevant and meaningful. (InTASC 1, 2, 3, 4, 7; M-STAR Domains I – 2, III – 10; CAEP 1.1, 1.3)
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Does not use knowledge of student backgrounds, interests, experiences, and prior knowledge to make instruction relevant and meaningful.   Does not incorporate diversity or multicultural perspectives into lessons.		Demonstrates some understanding of student backgrounds, interests, experiences, and prior knowledge.   Does not effectively use the information in developing learning experiences that are relevant and meaningful.   Ineffectively incorporates diversity into lessons.	Demonstrates understanding of student backgrounds, interests, experiences, and prior knowledge.   Effectively uses this knowledge in developing learning experiences that are relevant and meaningful.   Incorporates diversity, including multicultural perspectives, into lessons.	Demonstrates a thorough understanding of student backgrounds, interests, experiences, and prior knowledge.   Effectively and consistently uses this knowledge in developing learning experiences that are relevant and meaningful.   Uses aspects of the world as well as the class make-up to purposefully and effectively incorporate diversity, including multiculturalism, into lessons.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:

3.	Integrates core content knowledge from other subject areas in lessons. (InTASC 4, 7; M-STAR Domain I – 1; CAEP 1.1, 1.3)
Unacceptable (0)			Emerging (1)	Acceptable (2)	Target (3)
Plans and instruction do not include the necessary content and do not connect content across the disciplines.			Plans and instruction inconsistently include the necessary content and/or do not connect to content across disciplines.	Plans and instruction frequently include the necessary content and connect content across disciplines; however, connections are not consistently clear, meaningful, or relevant to students’ lives.	In addition to acceptable, plans and instruction consistently include the necessary content and connect content across disciplines; connections are consistently clear, meaningful, and relevant to students’ lives.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →			Observation II Date and Score:	Observation III Date and Score: →	Comments:
4.		Plans appropriate and sequential teaching procedures that include innovative and interesting introductions and closures, and uses a variety of teaching materials and technology. (InTASC 1, 4, 5, 7, 8;  M-STAR Domains I – 1,   I – 4, III – 10; CAEP 1.1, 1.3, 1.5)
Unacceptable (0)			Emerging (1)	Acceptable (2)	Target (3)
Procedures are not connected to core content knowledge, sequential, and do not include effective introductions, closures, or use of technology.			Procedures are referenced to objectives and are appropriate for students, but may not be sequential. Plans include introductions or closures and some use of technology.	Procedures are appropriate and sequential, clearly referenced to objectives, include innovative introductions and closures, and incorporate technology and teaching materials effectively.	In addition to acceptable, procedures include both teacher- centered direct instruction and learner-centered activities (groups, choice of topics, self-evaluation of work, etc.)
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →			Observation II Date and Score:	Observation III Date and Score: →	Comments:
5.		Prepares appropriate assessments (ex. pre/post assessments, quizzes, unit tests, rubrics, and/or                                                                 checklists) based on core content knowledge to effectively evaluate learner progress. (InTASC 6, 7; M-STAR Domains II – 5, II – 6, III – 9; CAEP 1.1, 1.2, 1.5)
Unacceptable (0)			Emerging (1)	Acceptable (2)	Target (3)
Assessments are not aligned with the Mississippi Curriculum Frameworks/Common Core State Standards.			Assessments in plans are partially aligned with the Mississippi Curriculum Frameworks/ Common Core State Standards.	Multiple assessments are included in plans where needed, and assessments directly correlate to objectives and are aligned with the Mississippi Curriculum Frameworks/ Common Core State Standards.	In addition to acceptable, plans include informal (performance) and formal assessments along with rubrics/checklists.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →			Observation II Date and Score:	Observation III Date and Score: →	Comments:

6.	Plans differentiated learning experiences that accommodate developmental and/or educational needs of learners based on assessment information which is aligned with core content knowledge (ex. – use of pre/post assessments, surveys, inventories,  remediation, and enrichment activities). (InTASC – 1, 2, 7, 8; M-STAR Domains I – 2, II – 5, II – 6; CAEP 1.1, 1.2, 1.3)
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Does not use assessment results to adjust individual and/or whole-group instructional strategies.		Ineffectively or inaccurately uses assessment results to adjust individual and/or whole-group instructional strategies.	Frequently uses assessment results to adjust individual and/or whole-group instructional strategies.	Consistently and appropriately uses assessment results to adjust individual and/or whole-group instructional strategies.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:

DOMAIN II:  ASSESSMENT

*Items 7 – 8 should reflect the teacher intern’s ability to effectively communicate assessment information to the students, provide feedback, and incorporate informal and formal assessments.  Items should be assessed from written lesson and unit plans, classroom observations, and from other artifacts (pretests, inventories, surveys, etc.)

7.	Communicates assessment criteria and performance standards to the students and provides timely feedback on students’ academic performance. (InTASC 6; M-STAR Domains II – 5, II – 6; CAEP 1.1, 1.2)
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Does not communicate assessment criteria and performance standards to the students. Does not provide students with feedback on their performance.		Ineffectively communicates assessment criteria and performance standards to the students. Provides students with minimal or only summative feedback on their performance.	Effectively communicates assessment criteria and performance standards to the students. Frequently provides clear and actionable feedback to students to enable them to improve their performance.	In addition to acceptable, various strategies are used to communicate assessment criteria and/or student input is sought in developing assessment criteria. Consistently provides clear and actionable feedback to students to enable them to improve their performance.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:
8.	Incorporates a variety of informal and formal assessments (ex. – pre/post assessments, quizzes, unit tests, checklists, rating scales, rubrics, remediation, and enrichment activities) to differentiate learning experiences that accommodate differences in developmental and/or educational needs. (InTASC – 1, 2, 7, 8; M-STAR Domains I – 2, II – 5, II – 6; CAEP 1.1, 1.2)
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Does not plan and use a variety of informal and formal assessments to accommodate differences in developmental and/or educational needs of students.		Occasionally plans and uses informal and formal assessments to accommodate differences in developmental and/or educational needs of some of the students.	Frequently plans and uses a variety of informal and formal assessments to accommodate differences in developmental and/or educational needs of students.	Consistently plans and uses a variety of informal and formal assessments to accommodate differences in developmental and/or educational needs of all students.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:

DOMAIN III: INSTRUCTION

*Items 9 – 19 should reflect the teacher intern’s overall ability to effectively communicate with students and implement innovative lessons using a variety of teaching strategies that meet the needs of all students.  Items should be assessed from written lesson and unit plans and classroom observations.

9.	Uses acceptable written, oral, and nonverbal communication in planning and instruction. (InTASC 3,9; M-STAR Domain III – 11; CAEP 1.1)
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Does not use standard written, oral, and non-verbal communication.		Uses standard written, oral, and nonverbal communication with multiple errors.	Uses acceptable written, oral, and nonverbal communication with minimal errors.	Uses acceptable written, oral, and nonverbal communication proficiently.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:

10.	Provides clear, complete written and/or oral directions for instructional activities. (InTASC 8; M-STAR Domain  III – 11; CAEP 1.1 )
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
No written and/or oral directions for instructional activities are provided.		Provides written and/or oral directions for instructional activities that are vague and/or confusing.	Provides clear, complete written and/or oral directions for instructional activities.	In addition to acceptable, uses concrete examples to model and clarify tasks and concepts.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:

11.	Communicates high expectations for learning to all students. (InTASC 2, 9;  M-STAR Domains I – 3, IV – 15; CAEP 1.1)
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Does not communicate high expectations for learning to any students and does not hold students accountable for meeting instructional goals.		Inconsistent in communicating to all students that they are capable of meeting learning expectations.	Frequently and clearly has high expectations for students of all levels and frequently holds students accountable for meeting instructional goals.	Consistently and clearly has high expectations for students of all levels and consistently holds students accountable for meeting instructional goals.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:

12.	Conveys enthusiasm for teaching and learning. (InTASC 3; M-STAR Domain IV – 15, IV – 16; CAEP 1.1)
Unacceptable (0)		Emerging (1)		Acceptable (2)	Target (3)
Does not convey enthusiasm for the content being taught.			Conveys limited interest and enthusiasm for the content being taught.	Motivates students by conveying enthusiasm and interest for the content being taught.	In addition to acceptable, the motivation, enthusiasm, and interest in the content are evident through students’ attitudes, questions, and ability to stay focused on tasks and activities.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →			Observation II Date and Score:	Observation III Date and Score: →	Comments:

13.	Provides opportunities for the students to cooperate, communicate, and interact with each other to enhance    learning. (InTASC – 1, 3, 5; M-STAR Domains III – 8,  IV –  15; CAEP 1.1, 1.3)
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Does not provide opportunities for the students to cooperate, communicate, and interact with each other to work toward a common goal.		Involves the students in limited interactive learning activities.	Involves students in teacher-planned cooperative group activities in which students are working toward a common goal.	In addition to acceptable, consistently plans instruction to include situations for students to work cooperatively on projects/activities of their choice.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:

14.	Demonstrates knowledge of content for the subject(s) taught. (InTASC 4; M-STAR Domain III -7; CAEP 1.1, 1.3)
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Instruction shows no knowledge of the content (pedagogy) taught and does not lead class discussions effectively.		Instruction shows basic knowledge of content (pedagogy) taught but does not lead class discussions effectively.	Instruction shows some evidence of knowledge of content (pedagogy) through minimal reliance on written notes and shows ability to lead class discussions effectively.	In addition to acceptable, instruction demonstrates an in-depth understanding of content knowledge (pedagogy).  Teacher candidate does not rely on written notes.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:
15.	Uses a variety of appropriate teaching strategies (e.g., cooperative learning, discovery learning, demonstration, discussion, inquiry, simulation, etc.) to enhance student learning. (InTASC 8; M-STAR Domain III – 8, III – 9; CAEP 1.1, 1.3 )
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Uses a single instructional strategy or resource; strategy/resource is consistently inappropriate for most students’ skill levels.		Uses a variety of instructional strategies and resources but strategies are sometimes inappropriate for most students’ skills levels.	Frequently uses a variety of instructional strategies and resources that are appropriate for students’ skills levels.	Consistently uses a variety of instructional strategies and resources that are appropriate for students’ skills levels.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:

16.	Provides learning experiences that accommodate differences in developmental and individual needs of diverse learners (i.e., enrichment/remedial needs). (InTASC 1, 2, 8; M-STAR Domain I – 2; CAEP 1.1, 1.2, 1.3 )
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Does not plan or provide learning experiences that accommodate differences in developmental and individual needs of diverse learners.		Inconsistently plans and provides learning experiences that accommodate the developmental and individual needs of diverse learners.	Consistently plans and provides learning experiences that accommodate the developmental and individual needs of diverse learners.	Consistently and effectively plans and provides learning experiences that accommodate the developmental and individual needs of diverse learners.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:
17.	Engages students in analytic, creative, and critical thinking through higher-order questioning and provides opportunities for students to apply concepts in problem solving and critical thinking. (InTASC 4, 5, 8; M-STAR Domains I – 3, II – 6, III – 8, III – 9; CAEP 1.1, 1.4 )
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Does not include multiple and varied opportunities for students to solve problems; analyze, create, and critique content. Questions do not require higher order thinking, are not timed appropriately and/or elicit limited student participation and lead to recitation of information rather than discussion.		Inconsistently includes multiple and varied opportunities for students to solve problems; analyze, create, and critique content. Few questions require higher order thinking, are timed appropriately throughout the lesson, and/or elicit meaningful participation and discussion.	Frequently includes multiple and varied opportunities for students to solve problems; analyze, create, and critique content. Questions require higher order thinking, are timed appropriately throughout the lesson, and/or elicit meaningful participation and discussion.	Consistently includes multiple and varied opportunities for students to solve problems; analyze, create, and critique content. Questions require higher order thinking, are timed appropriately throughout the lesson, and elicit extensive participation and discussion.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:

18.	Elicits input during lessons and allows sufficient wait time for students to expand and support their responses. Makes adjustments to lessons according to student input, cues, and individual/group responses. (InTASC 1, 5, 8; M-STAR Domains II – 5, II – 6, III – 9; CAEP 1.1, 1.2, 1.3 )
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Does not respond to or elicit student input during instruction AND/OR uses negative words or actions to discourage students from giving responses and asking questions. No adjustments are made to instruction based on student responses.		Inconsistently responds to and/or elicits student input during instruction and few attempts are made to adjust instruction based on student responses.	Consistently and appropriately responds to and elicits student input during instruction. Adjustments are made to instruction based on student input and responses.	In addition to acceptable, provides appropriate prompts to encourage students to expand and justify their responses.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:

19.	Uses family and/or community resources (special guests or materials) in lessons to enhance student learning. (InTASC 10; M-STAR Domain III – 10; CAEP 1.1, 1.3, 1.5)
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Does not use family or community resources in lessons.		Limited use of family or community resources in lessons to enhance student learning.	Effectively uses family and community resources in lessons to enhance student learning.	In addition to acceptable, encourages the students’ effective use of family and community resources in lessons and assignments to enhance student learning.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:

DOMAIN IV:  LEARNING ENVIRONMENT

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

20.	Monitors and adjusts the classroom environment to enhance social relationships, motivation, and learning. (InTASC 3: M-STAR Domain IV – 12, IV – 13, IV – 16; CAEP 1.1, 1.3)
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Does not monitor or adjust the classroom environment, and does not address classroom disruptions.		Demonstrates an awareness of the social relationships and motivational strategies within the classroom, but does not always make adjustments to enhance learning. Classroom disruptions are addressed in an inefficient manner.	Monitors and makes adjustments that are effective in enhancing social relationships, motivation, and learning. Classroom disruptions are addressed immediately but not always efficiently.	In addition to acceptable, monitors students’ participation and interpersonal interactions in learning activities and encourages students to develop self-monitoring skills. Classroom disruptions are addressed immediately and efficiently.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:

21.	Attends to or delegates routine tasks. (InTASC 3; M-STAR Domain IV – 12; CAEP 1.1)
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Does not attend to or delegates routine tasks.		Seldom attends to and delegates routine tasks.	Consistently attends to and delegates routine tasks.	In addition to acceptable, has a set plan which includes delegating appropriate responsibilities to students who complete these tasks efficiently.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:

22.	Uses a variety of strategies to foster appropriate student behavior according to individual and situational needs. (InTASC 3; M-STAR Domain IV – 13, IV – 16; CAEP 1.1, 1.3)
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Does not establish and communicate rules and/or expectations.		Establishes and communicates classroom rules and/or expectations but overlooks opportunities to reinforce them.	Frequently establishes, communicates, and reinforces classroom rules and/or expectations and ensures that students understand the rules.	Consistently establishes, communicates, and reinforces classroom rules and/or expectations; ensures that students understand the rules; and, when appropriate, involves students in the creation and monitoring of classroom rules and expectations.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:

 

23.	Creates and maintains a climate of fairness, safety, respect, and support for all students. (InTASC 3, 9; M-STAR Domain IV – 13. CAEP 1.1, 1.3 )
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Does not demonstrate fairness and supportiveness in order to achieve a positive, interactive learning environment.		Inconsistently demonstrates fairness and supportiveness in order to achieve a positive, interactive learning environment.	Consistently demonstrates fairness and supportiveness in the treatment of students and actively encourages fairness among students.	In addition to acceptable, creates a positive, interactive learning environment.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:

24.	Maximizes time available for instruction (Uses instructional time effectively). (InTASC 3; M-STAR Domain IV – 14; CAEP 1.1)
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Does not use instructional time effectively – Substantial instructional time is spent in non-instructional activities and/or time is wasted during transitions.		Overall pacing and transitions are smooth; however, there are minor problems with effective use of instructional time.	Pacing is appropriate, transitions are smooth, and there are no unnecessary delays or undesirable digressions.	In addition to acceptable, students are on-task and engaged in meaningful learning activities.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:

DOMAIN V: PROFESSIONAL RESPONSIBILITIES

*Item 25 should reflect the teacher intern’s ability to involve parents and/or guardians in the child’s learning.  Items should be assessed from written lesson and unit plans, classroom observations, and from other artifacts (inventories, surveys, and other documentation).

25.	Establishes opportunities for communication with parents and/or guardians and professional colleagues (newsletters, positive notes, extracurricular activities, professional development opportunities, conferences, etc.). (InTASC 10; M-STAR Domain V – 19; CAEP 1.1, 1.4)
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Does not establish opportunities for communication with parents and/or guardians.		Initiates communication with parents and/or guardians through an introductory letter.	In addition to emerging, maintains communication with parents and/or guardians through newsletters, notes, class websites (under the supervision of the classroom mentor teacher), etc.	In addition to acceptable, consistently communicates with parents and/or guardians for a variety of purposes and in a variety of ways. Also participates in additional professional development opportunities and seeks advice/information from experienced teachers/peers.
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:

 

TIAI Management Addendum

Items 26 and 27 should reflect the teacher intern’s ability to manage minimally disruptive behavior and the ability to use disciplinary action in the case of disruptive misbehavior.

 

26.	Demonstrates use of low profile desists for managing minimally disruptive behavior. (InTASC 3, 8, 9; M-STAR Domain IV – 12, IV – 13, IV – 16; CAEP 1.1, 1.3)
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Does not use low profile desists for managing minimally disruptive behavior		Uses low profile desists to manage minimally disruptive behavior inefficiently	Uses low profile desists to manage minimally disruptive behavior immediately but not always efficiently	Uses low profile desists to manage minimally disruptive behavior immediately and efficiently
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:

 

27.	Demonstrates appropriate use of disciplinary action to handle disruptive student misbehavior. (InTASC 3, 8, 9; M-STAR Domain IV – 12, IV – 13, IV – 16; CAEP 1.1, 1.3)
Unacceptable (0)		Emerging (1)	Acceptable (2)	Target (3)
Does not use appropriate disciplinary action to handle disruptive misbehavior		Uses disciplinary action inefficiently to handle disruptive misbehavior	Uses disciplinary action immediately but not always efficiently to handle disruptive misbehavior	Uses appropriate disciplinary action to handle disruptive misbehavior Immediately and efficiently
SCORES AND COMMENTS ON EFFECTIVENESS
Observation I Date and Score: →		Observation II Date and Score:	Observation III Date and Score: →	Comments:

TIAI UNIT CONTENTS

 

The purpose of preparing the TIAI portfolio is to aid the DSU supervisor and cooperating teacher in understanding what the intern has planned for the TIAI unit.  The intern conveys what is to be taught as instructional objectives, detailed procedures for teaching, lists of materials and resources, and evaluation procedures for each objective (minimum). The DSU supervisor directs the writing and planning of the unit, and the cooperating teacher assures effective teaching practices for the class.  The TIAI unit focuses on one class approved by the cooperating teacher.  While preparing the unit, the intern provides draft copies to the cooperating teacher and DSU supervisor.  Approval is required by the DSU supervisor and cooperating teacher before teaching the unit.  Approved copies are given to the cooperating teacher and DSU supervisor a minimum of five school days in advance of teaching the unit (unless changed by the DSU supervisor).

 

The following components of each TIAI unit must be prepared and included in a portfolio for Domain I. Planning and Preparation:

 

1. Approved topic: TIAI form signed by the cooperating teacher and approved by the DSU Supervisor.

 

2. Class description: TIAI form to describe the group of students for which the unit is planned. Information includes age range, ability range, economic distribution, typical demeanor of students, interests and involvement of students, prior relevant materials studied, classroom description, TIAI unit topic, and general goals.

 

3. Lesson plan: TIAI form approved by DSU supervisor
4. Written objectives for students
5. Indicators from TIAI Reference Guide
6. Description of instructional procedures/strategies
7. Materials and resources
8. Description of assessments aligned with objectives to measure learning.

 

4. Appendix: copies or descriptions of materials (handouts, study guides, information handouts, transparencies, power point slide, etc.) Materials such as films, books, laboratory equipment, and computer-based programs may be cited in procedures on the lesson plan without placing them in the appendix.

 

5. Appendix: copies of assessment forms (tests, quizzes, progress checks, student questionnaires, rubrics, or other instruments)

 

Required DSU forms for preparing the portfolio include the Lesson Plan Form, and Class Description Form. The intern anticipates questions to clarify information and teaching strategies contained in the portfolio. Upon request, the intern shows and explains examples such as scores, information, assessment instruments, etc.

 

The DSU supervisor and cooperating teacher evaluate and approve the portfolio before the intern teaches the TIAI unit. Revisions to the portfolio will be made by the intern as directed by the DSU supervisor and cooperating teacher.