Handbook - 1 - Nova Southeastern University

INTERNSHIP HANDBOOK 

Information and Guidelines for 

Cooperating Teachers, University Supervisors, and Interns 

NOVA SOUTHEASTERN UNIVERSITY 

ABRAHAM S. FISCHLER SCHOOL OF EDUCATION 

Internship Handbook Page 1 of 75 July 2013

TABLE OF CONTENTS 

Welcome Letter ................................................................................................................................4 

Professional Ethics for Interns .........................................................................................................5 

Introduction ......................................................................................................................................6 

The Teaching Team .........................................................................................................................7 

Experiences for the Intern ................................................................................................................8 

Roles and Responsibilities of the Intern ..........................................................................................9 

Roles and Responsibilities of the University Supervisor ...............................................................11 

Document Submissions for the University Supervisor ..................................................................13 

Roles and Responsibilities of the Cooperating Teacher ................................................................14 

Document Submissions for the Cooperating Teacher ...................................................................16 

Procedures to Follow if Problems Should Arise ............................................................................17 

Intern’s Assumption of Classroom Responsibilities and Lesson Planning ...................................18 

Suggested Schedule for Interns ......................................................................................................20 

APPENDICES 

A. Enrollment Demographics Form (completed by Intern online) (FEAP INT 014) ............22 

B. Orientation Checklist (completed by university supervisor online) (FEAP INT 001) ......24 

C. Observation of ESOL Competencies (FEAP INT 015)…………………………………..24 

D. Observation Forms (completed by university supervisor and cooperating teacher 

online)…………………………………………………………………………………….28 

-Observation 1 (FEAPINT 025): 

(Week 3). FEAP a.1 (a) Quality of Instruction. Focus: Instructional 

Design and Lesson Planning .............................................................................................29 

-Observation 2 (FEAPINT 027) (2 Assessments): 

(Week 6). FEAP a.3 (a) Quality of Instruction. Focus: Instructional Delivery Analysis 

and Reflection……………………………………………………………………………33 

-Observation 2 (FEAP INT 002): 

Assessment of Dispositions by Cooperating Teacher and the University Supervisor 

(completed by CT and US online) (FEAP INT 002) .........................................................64 

-Observation 3 (FEAP INT 029) (2 Assessments): 

(Week 9). FEAP a2 (a) Quality of Instruction. Focus: The Learning 

Environment; FEAP b.5 (b) Continuous Improvement, Responsibility, and Ethics. 

Focus: Continuous Professional Improvement; FEAP b.6 (b). Continuous 

Improvement, Responsibility, and Ethics. Focus: Professional Responsibility and 

Ethical Conduct and ...........................................................................................................39 

-Observation 3 (FEAP INT 015) 

Observation of ESOL Competencies (completed by cooperating teacher and 

university supervisor) (FEAP INT 015)………………………………………………….24 


-Observation 4 (FEAP INT 030): 

(Final- week 11/12). FEAP a.3 (a). Quality of Instruction. Focus: Instructional 

Delivery Analysis and Reflection; FEAP a.4 (a) Quality of Instruction. 

Focus: Assessment .............................................................................................................48 

E. Scoring Rubric for ELEMENTARY majors only…………………………………………57 

F. Scoring Rubric for SCIENCE majors only…………………………………………….......62 

G. Intern’s Assessment of the Cooperating Teacher 

(completed by Intern, sent to NSU office, not online) .......................................................68 

H. Intern’s Assessment of the University Supervisor 

(completed by Intern, sent to NSU office, not online) .......................................................70 

I. Internship Survey (completed online by the intern) (FEAP INT 005) .................................72 

J. Internship Professional Development Plan 

(completed by the university supervisor, if needed) ..........................................................74 


Dear School Administrators, Cooperating Teachers, and Intern Supervisors: 

Welcome to Nova Southeastern University's Teacher Education Program internship experience! Thank you so 

much for your willingness to join the professional team that prepares teacher candidates for the classrooms of 

tomorrow. Your efforts are extremely important in structuring a positive, meaningful, learning experience for 

the intern under your supervision. Your encouragement and support create an environment in which the intern 

can celebrate successes and learn from mistakes. Your constructive suggestions can contribute toward a 

significant improvement in the teaching performance of the intern. Needless to say, your guidance is invaluable 

in the professional development of the student teacher. This handbook is designed to help answer questions you 

may have about the internship experience. 

The Undergraduate Teacher Education Program and the Graduate Teacher Education Program are engaged in a 

continuous process of self-assessment to improve the quality and consistency in our teacher preparation 

programs. As a result of feedback from professionals such as you, we will be able to continuously improve the 

program. Therefore, since we are reliant on your evaluation of our interns, you are encouraged to communicate 

comments and questions to: 

Dr. Marliese Hogan, Director of Placement Services 

(954) 262-8417 or (800) 338-4723, ext. 28417 

mhogan@nsu.nova.edu 

Again, thank you for your commitment to the development of teachers for the twenty-first century. I convey 

my best wishes for an exciting and successful academic year. 

Sincerely, 

Marliese Hogan, Ed.D. 

Director of Placement Services 

Program Professor 

Abraham S. Fischler School of Education 

Nova Southeastern University 


PROFESSIONAL ETHICS FOR INTERNS 

Student interns will meet the conditions of the Code of Ethics at all times. Under the code of professional and 

ethical behavior standards, it is inappropriate for you to discuss your students with anyone except your 

cooperating teacher or your university supervisor. As a future teacher you are expected to treat students, 

parents, and peers in a fair, just manner that shows respect for all people, regardless of their ability, culture, 

race, or socioeconomic background. 

The Florida 1 st District Court of Appeals states that teachers are held to a higher standard. 

“…it should be noted that educators are held to a more rigorous moral standard than other professionals because 

of their role in educating children. Adams v. State Professional Practices Council, 406 So. 2d 1170 (Fla. 1st 

DCA 1981). 

“A school teacher holds a position of great trust. We entrust the custody of our children to the teacher. We 

look to the teacher to educate and to prepare out children for their adult lives. To fulfill this trust, the teacher 

must be of good moral character; to require less would jeopardize the future lives of our children.” Tomerlin v. 

Dade County School Board, 318 So. 2d 159 (Fla. 1st DCA 1975). 


NOVA SOUTHEASTERN UNIVERSITY 

UNDERGRADUATE TEACHER EDUCATION PROGRAM INTERNSHIP 

INTRODUCTION 

Both the Undergraduate and Graduate Teacher Education Program internship at Nova Southeastern University 

are designed to meet the individual educational needs of the teacher candidate seeking certification. It has the 

following two components for which the intern is responsible: 

1. Internship Seminar 

The seminar offers a review of educational philosophy, lesson planning, instructional strategies, 

classroom management, assessment, and the Code of Ethics and Professional Conduct for the Education 

Profession. The teacher candidate also examines the professional responsibilities involved in student 

teaching, including a study of the InTASC Principles (Nevada), Florida Educator Accomplished 

Practices (Florida), ESOL Standards, NCATE Standards, and Common Core Standards. Lesson 

planning requires utilization of the Next Generation Sunshine State Standards (Florida). The seminar 

class meets eight times throughout the internship. Attendance and punctuality are mandatory at all 

sessions. 

2. Clinical Practice (Student Teaching) 

Clinical practice offers the intern a 12-week classroom observation and participation experience in a 

school setting under the direction and supervision of a master teacher who has received clinical 

education training. The university supervisor observes the intern a minimum of four (4) times in the 

classroom to provide encouragement, support, and helpful suggestions for improvement. The 

cooperating teacher and university supervisor work together to structure a positive learning experience 

for the intern. 

The combination of the internship seminar and the student teaching experience comprise the internship 

program. Successful completion of both components is required to obtain a Bachelor’s Degree in 

education from NSU. The in-field clinical experience is graded on a pass/fail basis. The seminar grade 

is based on a point system. The teacher candidate must receive a grade of B or higher for the seminar in 

order to successfully complete the program. 


INTERN 

THE TEACHING TEAM 

An intern is a teacher candidate who is completing student teaching in a clinical setting under the guidance of a 

fully certified, experienced teacher/media specialist and a university supervisor. 

This degree-seeking student has completed the required courses in his/her bachelor’s program and passed the 

appropriate tests. Upon completion of a successful internship, the intern may apply for degree conferral. 

The intern is not a teacher’s aide and is not training to become a teacher’s aide. This teacher candidate, under 

the guidance of the cooperating teacher, the university supervisor, and the school principal, will gain valuable 

experience in the classroom. 

The intern should be considered a professional member of the school staff. However, the intern is NOT to be 

used as a substitute teacher. If the cooperating teacher is absent, a substitute MUST be in place. 

COOPERATING TEACHER 

The cooperating teacher is an experienced classroom teacher who is responsible for assisting in the 

development and preprofessional success of the intern. This cooperating teacher will have at least three years of 

successful teaching experience, excellent classroom management skills, and will have Clinical Education and 

ESOL training. NSU asks that the cooperating teacher introduce the teacher candidate to his or her students as a 

colleague. 

UNIVERSITY SUPERVISOR 

The university supervisor is a representative of the university who serves with the cooperating teacher to 

supervise and evaluate the intern. The university supervisor must have had successful classroom teaching 

experience as well as Clinical Education and ESOL training. 

SCHOOL PRINCIPAL 

The principal works closely with the county office and is responsible for accepting the intern. He/she also 

provides the opportunity for the cooperating teacher to accept an intern in his/her classroom. The principal or 

vice-principal may wish to play an active role in the student teaching experience, or he/she may wish to 

delegate that role to others. In any case, the principal will want to meet with the intern to explain the overall 

policies of the school and to provide a welcoming environment. 


EXPERIENCES FOR THE INTERN 

An effective, successful internship provides the teacher candidate with the opportunity to engage in the 

following experiences: 

1. Obtain background information on the community, school, and student population involved in the 

teaching experience. 

2. Interact with the administrative staff, support staff, professional staff, and resource personnel and to 

utilize the materials and equipment available in the school. 

3. Examine the school handbook in order to become familiar with the school policies and procedures, 

school board rules and regulations, and the professional responsibilities of teachers. 

4. Receive information regarding the academic program and curriculum for each content area included in 

the teacher candidate’s schedule. 

5. Develop lesson plans and effective assessments with the assistance of the cooperating teacher and 

gradually assume a greater degree of responsibility for the instructional process. 

6. Build a successful instructional repertoire by integrating knowledge of content, methods, and materials 

with an understanding of individual needs. 

7. Accept responsibility for varying aspects and degrees of classroom management. 

8. Facilitate and deliver instruction with gradual assumption of the teaching responsibilities of the 

cooperating teacher. 

9. Engage in various types of learning assessment with gradual assumption of responsibility for assigning 

and recording grades as well as the preparation of grade reports. 

10. Observe and participate in parent conferences and professional meetings. 

11. Observe other successful teachers and programs in the school. 

12. Receive daily feedback from the cooperating teacher, which includes encouragement, praise, and 

specific suggestions for improvement. 

13. Engage in the reflective process regarding daily events and student and teacher behaviors. 

14. Experience a supportive teaching team, including the intern, cooperating teacher and university 

supervisor. 

15. Apply current and effective ESOL teaching methods and strategies in lesson delivery. 

16. Apply the Code of Ethics and the Principles of Professional Conduct of the Education Profession to the 

teaching experience. 

17. Use technology effectively to maximize student learning. 


ROLES AND RESPONSIBILITIES OF THE INTERN 

The intern works collaboratively with the building administrator, cooperating teacher, and the university 

supervisor to develop the personal qualities and professional competencies necessary to receive certification. 

During student teaching, the intern assumes the important duties and responsibilities of the classroom teacher. 

In order to have a positive learning experience, the student assumes responsibility for the following behaviors: 

1. Calendar 

The school calendar will be followed by the intern. 

The cooperating teacher’s hours will dictate the length of the school day for the intern. 

School duties are to be placed ahead of personal concerns. 

Any professional interviews will not be allowed to interfere with the intern’s responsibilities in the 

assigned classroom. 

2. Regular Attendance 

100% attendance in the designated classroom at the assigned school is expected. 

If illness occurs or an emergency arises, the intern must notify the school, cooperating teacher, and 

university supervisor prior to the start of the school day with an explanation of the absence. A 

compelling reason must be provided. 

Only two (2) excused absences (due to illness or a compelling emergency) are permitted. 

Any additional absences must be made up at the end of the internship. 

Absence of more than one (1) week will result in the recommended withdrawal from internship for 

that semester and is subject to departmental review. 

3. Transportation 

Transportation to and from the teaching assignment is the sole responsibility of the intern. 

Money for cab fare should always be available in case of automobile trouble, since it is of vital 

importance that the intern assumes the responsibility for a timely arrival. 

4. Outside Employment 

It is strongly recommended that the intern does not seek / secure / engage in outside employment 

during the internship. 

Since the Internship Seminar will produce further demands on the intern’s time, outside employment 

has proven to be not in the best interest of the successful completion of this clinical experience. 

5. Appearance 

Dress professionally and appropriately for the school setting and specific activity. 

Maintain a clean and neat appearance at all times. 

Avoid clothing that is revealing and/or provocative in nature. 

No visible body piercings are allowed, excluding earrings. 

Hair should be worn in such a way as that it does not impede the students’ view of the mouth. 

6. Respect/Loyalty 

Demonstrate professional behavior by avoiding any and all negative comments about the university, 

assigned school, administration, staff, and/or cooperating teacher. 

Address administrators, school staff, university supervisor, students, and parents in a courteous and 

respectful manner. 


7. Professionalism 

Comply with the (NEA’s) Code of Ethics and the Principles of Professional Conduct of the 

Education Profession at all times. 

Punctual attendance at the designated school site and internship seminar. 

Timely submission of all documents, forms, lesson plans, assignments. 

Self-reflective practies. 

8. School Board Rules and Regulations 

Become familiar with the School Board Rules and Regulations and the teacher handbook at the 

assigned school during the first week in attendance. 

9. Priorities 

Make the personal and academic welfare of students in your classroom the top priority of your 

internship. 

Work diligently to facilitate a quality instructional program for the students. 

Strive to the best of your ability to meet and exceed the expectations of the university, assigned 

school, and cooperating teacher during your internship. 

10. Open Communication 

The intern is encouraged to initiate a discussion with the cooperating teacher when assistance is 

needed, rather than waiting for the cooperating teacher to “sense” that help is needed. A positive 

receptiveness to constructive criticism is of vital importance to a successful internship! 

If there is a problem between the intern and the cooperating teacher, the intern is to first have an 

open, honest discussion with the cooperating teacher. Open communication often will solve the 

problem. If the problem persists, the intern should then discuss it with the university supervisor. At 

that time, the supervisor will suggest the next step. 

If a problem arises between the intern and the university supervisor, the intern is to discuss it only 

with the Director of Placement Services. 


ROLES AND RESPONSIBILITIES OF THE UNIVERSITY SUPERVISOR 

The university supervisor plays an important role in orchestrating a successful internship experience for the 

student teacher. He/she makes a valuable contribution by working collaboratively with the school 

administrator, cooperating teacher, and intern to prepare the student teacher for assuming complete 

responsibility for classroom instruction and management. He or she assumes the following responsibilities: 

1. Serves as a liaison between the placement school and the Teacher Education Program at Nova 

Southeastern University and reports to the Director of Placement Services. 

2. Supports and assists the cooperating teacher in the personal and professional development of the intern. 

3. Obtains copies of the daily classroom schedule and the schedule for the intern's assumption of 

responsibility, for the purpose of planning visitations. 

4. Attends the first scheduled seminar session to meet and greet the interns. 

5. Sends weekly email messages to teacher candidate(s) informing them of the responsibilities for each 

week and reminding them of due dates. A copy of the email is also sent to the cooperating teacher(s) 

and the program office. 

6. Observes the intern in the placement school a minimum of four (4) times during the twelve (12) week 

internship; the first visit must occur within the first three (3) weeks of the internship. 

7. Meets and greets the cooperating teacher and intern; verifies the placement is suitable during week 1 of 

the internship. 

8. Completes the Initial Intern Orientation Form and submits online. 

9. Conducts a minimum of four structured observation(s) following the timeline provided and submits the 

designated assessments online. 

More visits may be necessary if warranted by problems documented during the observations. This 

is up to the discretion of the supervisor and cooperating teacher. 

10. Consults with the cooperating teacher regarding the progress of the intern during each visit. 

11. Discusses and implements the concept and expectations of planned and unplanned visitations with the 

teacher candidate and the cooperating teacher. 

12. Reviews the pre-observation worksheets, lesson plans, instructional materials, bulletin boards, interest 

centers, and assessment tools created by the intern. 

13. Observes the intern in action in the classroom and provides for a post-observation conference in which 

strengths and goals for improvement are discussed. 

14. Communicates (as necessary) with the building administrator who bears responsibility for teacher 

candidates. 

15. Engages in problem solving and provides assistance for any interns who are experiencing difficulty. 

16. Informs the Director of Placement Services of any problems that arise in the field. 

17. Writes a letter of recommendation on official NSU letterhead on behalf of the intern. Gives original 

letter to the intern and sends a copy of the letter to the Office of Placement Services. 

18. Writes a personal thank you note to the cooperating teacher on NSU note cards provided. 

IMPORTANT: It is unfair to a developing teacher to make a negative judgment of the individual’s 

teaching abilities and progress in the classroom at the end of the semester if weaknesses were not 

identified, discussed, and documented on or before the midpoint of the internship. The Professional 

Development Plan should be designed and implemented to offer assistance to the intern if the intern is 

not progressing as required. 


DOCUMENT SUBMISSIONS FOR THE UNIVERSITY SUPERVISOR 

We have provided the following document submission checklist in order to make the completion, collection, and submission of 

documents more manageable. The checklist below contains a timeline which outlines the required week of submission for each 

document. If you have any questions or concerns regarding the assessments, please contact the program office. 

Document Submission Timeline 

Cooperating Teacher Information Sheet: send to program office IF CT has not yet done so 

ASAP 

Initial Intern Orientation: manually prepare, submit online 

Observation 1 (FEAPINT 025) 

FEAP a.1 (a): submit online Week 3 

Observation 2 (FEAPINT 027) and (FEAPINT 002) 

FEAP a.3 (a): submit online – Week 6 

Assessment of Dispositions: submit online 


FEAP a.2 (a), FEAP b.5 (b), FEAP a.4 (a) and 

Observation of ESOL Competencies: submit online Week 8-9 

(One of the observations must be of an ESOL Lesson) 


FEAP a.3 (a), FEAP a.4 (a) Final Evaluation: collaborate with CT, submit online Week 11 

Recommendation Letter: original presented to intern, deliver copy to program office Week 12 

Thank You Note: send to the cooperating teacher Week 12 


ROLES AND RESPONSIBILITIES OF THE COOPERATING TEACHER 

The cooperating teacher plays a vital role in helping the student teacher develop the personal qualities and 

professional competencies required for successful classroom teaching. He/she makes an invaluable contribution 

by assisting in the training of candidates seeking certification and assumes the following responsibilities: 

1. Completes the Cooperating Teacher Information Sheet and submits it to the program office by fax (954- 

262-3925 attn: Office of Placement Services), email (robidoug@nova.edu), or mail using the selfaddressed, 

postage paid envelope provided. 

Upon receipt of the Cooperating Teacher Information Sheet, a user account on our Teacher Preparation 

Program Assessment System (ASSESS) will be created, and an email will be sent to you with your 

username and password for the online submission of all evaluation forms and surveys which are 

required throughout the program. 

2. Serves as a model of successful teaching by demonstrating effective planning skills, utilizing a variety of 

instructional strategies, creating developmentally-appropriate learning materials, and implementing a 

positive classroom management system. 

3. Introduces the intern as a colleague and authority figure in the classroom. 

4. Demonstrates loyalty and support for the intern in front of the students. 

5. Provides a substitute teacher for the classroom if an absence occurs. 

6. Provides a personal work area for the intern for the storage of textbooks, lesson plans, student papers, 

and personal items. 

7. Creates a schedule which clearly outlines the intern's gradual assumption of responsibility for classroom 

activities on a week-by-week basis and gives copies to the university supervisor. 

8. Allows the intern to have supported independence and full responsibility of teaching a variety of subject 

matter. 

9. Designates a specific time every day for collaborative planning and constructive feedback. 

10. Conducts observations following the timeline provided and submits the designated assessments online. 

11. Consults with the university supervisor regarding the progress of the intern during each visit from the 

university supervisor. 

12. Provides the intern with student textbooks, teacher's guides, curriculum guides, and Next Generation 

Sunshine State Standards (Florida) for the purpose of instructional planning and preparation. 

13. Identifies instructional, management, and professional strengths and deficiencies in the intern's 

performance and counsels the teacher candidate to improve teaching strategies. 

14. Notifies the university supervisor immediately if the intern is failing to meet expectations in any area. 

(Communication is vitally important!) 

15. Writes a letter of recommendation for employment on official school letterhead on behalf of the intern. 

Delivers original letter to the intern and sends a copy to the program office. 

Internship Program contact information: 



Office of Placement Services 

3301 College Avenue 

Carl DeSantis Building, 4 th Floor 

Fort Lauderdale, FL 33314-7796 

(954) 262-7900, (800) 986-3223, ext. 27900 


DOCUMENT SUBMISSIONS FOR THE COOPERATING TEACHER 

We have provided the following document submission checklist in order to make the completion, collection, and 

submission of documents more manageable. The checklist below contains a timeline which outlines the required 

week of submission for each document. With the completion of all forms, we will send you a 3-credit voucher. This 

voucher will allow you to enroll in any 3-credit course at the undergraduate or graduate level offered by the 

Abraham S. Fischler School of Education free of tuition. The voucher may also be transferred to any immediate 

family member. If you have any questions or concerns regarding the assessment forms, please contact the program 

office. 

Cooperating Teacher Information Sheet (provided by intern) 

ASAP 


FEAP a.1 (a): submit online Week 3 


FEAP a.3 (a): submit online and Week 6 

Assessment of Dispositions: submit online 


FEAP a.2 (a), FEAP b.5 (b), FEAP a.4 (a) and 

Observation of ESOL Competencies: submit online Week 8-9 


FEAP a.3 (a), FEAP a.4 (a) Final Evaluation: submit online Week 11 

Recommendation Letter: original presented to intern, deliver copy to supervisor Week 12 


PROCEDURES TO FOLLOW IF PROBLEMS SHOULD ARISE 

If the cooperating teacher determines that the intern is experiencing difficulty in any aspect of the internship, 

he/she should discuss the problem with the intern and follow up on the intern’s attempts to resolve the problem. 

If the problem persists, fully document the problem in writing and provide the intern with a copy. Immediately 

notify the university supervisor. The university supervisor will then contact both the intern and the cooperating 

teacher in order to provide assistance in resolving the problem. The university supervisor may also ask another 

faculty member, school personnel, and/or Director of Placement Services to observe the intern and provide 

written feedback. 

If the problem is not resolved by these means, the university supervisor will discuss options regarding the 

intern’s continued placement with the Director of Placement Services. The Director of Placement Services will 

make the final decision as to whether the student will be allowed to continue the internship at another location, 

extend the internship, or repeat the student teaching the following semester and the conditions under which this 

will occur. It may become necessary for further action to be taken in regard to the intern. 

PLEASE NOTE: 

It is unfair to a developing teacher to make a negative judgment of the individual’s teaching abilities and 

progress in the classroom at the end of the semester if weaknesses were not identified, discussed, 

documented, and assistance provided. It would be necessary to identify problems/concerns by mid-term 

or sooner (allowing for unusual circumstances) to permit the developing teacher time to address those 

concerns and adjust practices. The Professional Development Plan should be designed and implemented 

to offer assistance to the intern. 

It is understood that developing teachers are guests in the school. In some unusual circumstances, a 

school may request a developing teacher’s placement be discontinued. Such requests are honored by the 

University in its collaboration with school districts. In those instances, the Director of Placement 

Services is notified by the school administrator or university supervisor. Every effort will be made by 

both offices to assess the situation and develop a resolution to the benefit of all parties involved. 


INTERN'S ASSUMPTION OF CLASSROOM RESPONSIBILITIES 

The cooperating teacher, as a true professional, is committed to helping the candidate gain the needed practical 

experience without jeopardizing the classroom learning opportunity offered to his or her students. This requires 

careful monitoring of the intern's competencies as increasing classroom responsibility is assumed on a gradual 

basis. 

During the first week of the internship, the cooperating teacher and intern collaborate to develop a tentative 

schedule for the assumption of classroom responsibility. A copy of this schedule must be given to the 

university supervisor. In addition, the intern is responsible for providing a copy of the daily classroom routine to 

the university supervisor. 

It is suggested that the first week of internship be devoted to study and observation of the program, students, 

and instructional methods. Next, the intern will probably profit from working with a small group of students 

before finally assuming total class responsibility for planning, instruction, and management. The time schedule 

for increasing responsibilities may vary somewhat, but the schedule for assumption of classroom duties is 

hereby provided. 

LESSON PLANNING 

Clear and complete lesson plans are a key component of a successful and effective classroom. It is imperative 

that intern develops effective planning skills and becomes proficient in planning day-to-day, week-long, and 

unit plans that both meet the academic needs of his/her students and fits within the scope and sequence of the 

school’s academic curriculum. Therefore, plans should be completed prior to the work week for the entire 

week and reviewed by the cooperating teacher. Prior to a scheduled observation by the supervisor, 

complete the pre-observation worksheet. 

The syllabus provides a departmental template for the long lesson plan. Interns must demonstrate evidence of 

mastering the full lesson plan format before adapting to the abbreviated format agreed upon with the 

cooperating teacher and university supervisor. Developing the full lesson plan is demanding in both time and 

effort, so the lesson planning guidelines are designed to transition from long lesson plans to the abbreviated 

version. Once an intern has completed the full lesson plan format for the first four (4) weeks, he/she may be 

approved to transition to the abbreviated format. The long format lesson plans are required until both the 

cooperating teacher and university supervisor agree that the intern can transition to the abbreviated 

format. However, each lesson that is observed by either the cooperating teacher or the university supervisor 

must be presented using the long lesson plan format. Please see “Assumption of Duties” for a suggested 

timeline of lesson planning duties. 

Plan Books 

Each intern is responsible for keeping his/her own plan book. This plan book must document lessons and 

activities for each day of the internship experience and will begin once the intern begins to resume 

responsibility for instruction. Again, the long format lesson plans are required until both the cooperating 

teacher and university supervisor agree that the intern can transition to the abbreviated format. A 

minimum of 30 long lesson plans must be provided in the Lesson Plan Book. (See syllabus for Lesson Plan 

Books requirement.) 


Bloom's Taxonomy 

Much of the current testing in education is based upon the research of Bloom's Taxonomy. Students must be 

allowed to experience success at higher levels of thinking. Interns must plan to provide these opportunities. 

Therefore, explicit questions representing various levels of the taxonomy must be included in lesson 

plans. Even when interns have transitioned to the abbreviated lesson plan format, they should continue to 

develop and document explicit questions for their lessons. 


SUGGESTED SCHEDULE FOR INTERNS (Modifications may be needed, but should first be discussed 

with the university supervisor) 

First Week - Observation with minimal participation 

Active observation of teacher, schedule, and students. 

Observe teacher at work: 

Evidence of planning 

Procedures (homework, classwork, transitions, etc.) 

Techniques and strategies employed 

Materials used 

Assessment and evaluation 

Classroom management strategies 

Observe schedule in operation: 

Balance 

Organization 

Time management 

Observe students at work: 

Names of students 

Grouping system 

Abilities, difficulties, problems, and needs 

Individual folders and records 

Helping individual students 

Checking students' work 

Begin pre-instructional process: 

Plan and prepare for first teaching responsibilities for next week 

Begin setting up plan book (3-ring binder) 

Prepare instructional materials, bulletin boards, and interest centers to enhance learning 

Due (to supervisor): 

Copy of daily classroom schedule 

Schedule for assumption of responsibility (by subject, grade level, etc.) 

Second Week – Begin Minimal Instruction 

Continue to assume light duties such as: 

Begin helping small groups . 

Handling matters pertaining to management 

Checking students assignments 

Assisting with attendance checking 

Observing and participating in class activities 

Instructional Process 

Begin initial teaching responsibilities 

Have plans ready for entire week for that subject/area 

Prepare and plan for following week’s instructional responsibilities 

Lesson Planning Responsibilities: 

Begin preparing lesson plan 

book; Responsible for lesson 

plans only upon assumption of 

any instructional responsibilities 


Upon assumption of instructional 

responsibilities, Week Two 

should consist of teaching one 

subject per day for 5 days and 

should include 5 long lesson 

plans. 


Third Week - Begin Responsible Teaching 

Share responsibility for continuously planning and extending 

teaching time 

Planning, teaching, and assessing two (2) or three (3) classes/ 

subjects daily 

Cooperating teacher approves lesson plans and provides 

constructive feedback on a daily basis 

Begin planning for a unit 

Fourth Week - Continue Responsible Teaching 

Cooperating teacher continues to provide feedback and 

assistance 

Continue developing unit 

Planning, teaching, and assessing three (3) or four (4) classes/ 


Fifth Week - Continue Responsible Teaching 

Planning, teaching, and assessing four (4) or five (5) classes/ 


Begin teaching unit plan 

Cooperating teacher's assistance diminishing 

Sixth through Tenth Week - Total Responsibility 

Assume responsibility for all classroom duties 

Cooperating teacher's assistance is minimal 


Long lesson plans for the two or 

three classes/subjects that intern 

is responsible for teaching 


Long lesson plans for the two or 

three classes/subjects that intern 

is responsible for teaching 


Abbreviated lesson plans upon 

approval by cooperating teacher 

and university supervisor 


Abbreviated lesson plans 

Eleventh Week - Total Responsibility 

Continue total responsibility 


Invite administrator to observe intern in action and request Abbreviated lesson plans for 

summative evaluation from school administrator 

teaching responsibilities 

Cooperating teacher prepares final evaluation and 

recommendation for employment 

Students prepare the Intermediate or Secondary Student’s Assessment of 

the Intern 

Twelfth Week - Observation and Conclusion 

Continue responsibility for light duties 

Gradually drop some planning and teaching 

Observe other teachers and programs at work within the school, but remain 

accountable to cooperating teacher. 

Evaluate internship experience with cooperating teacher 

Complete online internship assessments and surveys found at 

http://apps.fischlerschool.nova.edu/oat/login.aspx 


APPENDIX A 

Enrollment Demographics Form to be completed by the Intern (FEAPINT 014) 

Intern 

This form is to be completed online within the first week of internship. Access this form online and submit 

(ASSESS). 


Collection of Demographic Data for Clinical and Field Experiences (FEAPINT 014) 

To complete the table below, please refer to the following information. 

1. Link to the National Center for Educational Statistics at http://nces.ed.gov/globallocator/. 

2. Key in the name of your school. 

3. The name of your school will appear as the first public school in the results. Click on the link to your 

school’s name. 

4. At the top of the page, click on the link for More Information. 

5. Look at the information for Enrollment Characteristics and enter it into the table below. 

a. Enrollment by Race/Ethnicity 

b. Enrollment by Gender 

c. Free lunch eligible (at the bottom-left of the page) 

d. Reduced-price lunch eligible (at the bottom-right of the page) 

6. After completing the table below, log into ASSESS (http://fischlerschool.nova.edu/ASSESS. 

7. Click on the current term. 

8. Click on the CRN for this course. 

9. Click on the link for Clinical/Field Placement Demographics. 

10. Enter the data from the table into ASSESS. (REMINDER: Click on More Information at the top of the 

screen.) 

Enrollment Demographics for School 

Characteristic 

Number in School/Type 

Name of school 

State of school 

County (District) of school 

Grade range (span) 

Enrollment 

Total number of students 

Type of School 

Locale (e.g., urban, suburb, rural) 

Race/Ethnicity 

American Indian / Alaskan 

Asian / Pacific Islander 

Black 

Hispanic 

White 

Unknown 

Gender 

Female 

Male 

Socio-Economic Status 

Students qualifying for free lunch 

Students qualifying for reduced lunch 


APPENDIX B 

Initial Intern Orientation Checklist Form (FEAPINT 001) 

(TO BE COMPLETED WITHIN THE FIRST 2 WEEKS OF THE INTERNSHIP) 

University Supervisor 

This form is to be used on the occasion of the first intern observation. Access this form online (ASSESS) and 

submit. 


School __________________________ 

Grade __________________________ 

Today’s Date ___________________ 

Teacher Preparation Programs 

Initial Intern Orientation Form (FEAPINT 001) 

Directions to University Supervisors: The purpose of this 

checklist is to ensure that all areas are discussed with the Intern 

prior to placement. This orientation visit must be made within the 

first three weeks of the Intern's placement. Please review the 

following materials with the intern during the first three weeks of 

the intern’s placement. Please enter this information into the online 

assessment system. 

Intern 

Name 

Supervisor 

Name 

Cooperating Teacher 

Name 

Location of NSU instruction 

⁬ Off-Campus ___________________(location) 

⁬ On-Campus ___________________(location) ⁬ Online 

⁬ PreK-12 School ________________(location) 

⁬ 

The following information was discussed with the Cooperating Teacher and the Intern: 

Please check the 

appropriate response: 

Yes 

No 

The NSU Internship Handbook 

Verification of appropriate placement 

Orientation of the Intern to the school personnel and physical plant 

Procedures to follow in the event of illness of the Intern or Cooperating Teacher 

Role of the Intern 

Role of the Cooperating Teacher 

Role of the University Supervisor 

Suggested time schedule for the Intern’s assumption of duties 

Format of lesson plans—focus and responsibilities 

Assessing the Intern 

Observation forms and evaluations; submission of all forms 

Policies covered in the school/teacher handbook 

Submission of the demographics of the school to the online ASSESS system 

Teacher Work sample Requirements 

Additional information discussed: 

Reflections on orientation: 

Cooperating Teacher’s Signature 

Intern’s Signature 

University Supervisor’s Signature 


APPENDIX C 

(TO BE COMPLETED DURING WEEK 9) 

Observation of ESOL Competencies (FEAPINT 015) 

To be completed by the Cooperating Teacher and University Supervisor 

This form is to be completed by the Cooperating teacher and the University Supervisor during Week 9. 

The form is to be completed in the online assessment system (ASSESS) 


APPENDIX C 

OBSERVATION OF ESOL COMPETENCIES 

(FEAPINT 015) 

Statement Not Met Met Exceeded 

Domain 1: Standard 1 – Culture as a 

Factor in ELL’s Learning. Teacher 

candidate will know and apply 

understanding of theories related to the 

effect of culture in language learning and 

school achievement for ELLs from diverse 

backgrounds. Teacher candidate will 

identify and understand the nature and role 

of culture, cultural groups, and individual 

cultural identities. 

Domain 2: Standard 1 – Language as a 

System. Teacher candidate will 

demonstrate understanding of language as 

a system, including phonology, 

morphology, syntax, semantics and 

pragmatics; support ELL’s acquisition of 

English of English in order to learn and to 

read, write, and communicate orally in 

English. 

Domain 2: Standard 2 –Language 

Acquisition and Development. Teacher 

candidate will understand and apply 

theories and research on second language 

acquisition and development to support 

ELL’s learning. 

Domain 3: Standard 1 – ESL/ESOL 

Research and History. Teacher candidate 

will demonstrate knowledge of history, 

public policy, research and current 

practices in the field of ESL/ESOL 

teaching and apply this knowledge to 

improve teaching and learning for ELLs. 

Domain 3: Standard 2 – Standards-Based 

ESL and Content Instruction. Teacher 

candidate will know, manage, and 

implement a variety of teaching strategies 

and techniques for developing and 

integrating ELLs’ English listening, 

speaking, reading, and writing skills. The 

teacher candidate will support ELL’s 

access to core curriculum by teaching 

language through academic content. 

Behavior is not 

evident in classroom 

presentation or in 

planning materials. 

















Behavior is adequately 

demonstrated (e.g., class 

activities, conferences, etc.), or 

passively demonstrated (e.g., 

bulletin boards, flyers, notes to 

parents, etc.). However, 

behavior needs correction. 

Behavior may not be 

documented in planning 

materials. 










materials. 










materials. 










materials. 










materials. 

Behavior is actively 


activities, conferences, etc.) or 



parents, etc.). Behavior is 


materials 








materials 








materials. 








materials. 








materials 


Domain 3: Standard 2 – Standards-Based 

ESL and Content Instruction. Teacher 

candidate will know, manage, and 

implement a variety of teaching strategies 

and techniques for developing and 

integrating ELLs’ English listening, 

speaking, reading, and writing skills. The 

teacher candidate will support ELL’s 

access to core curriculum by teaching 

language through academic content. 

Domain 3: Standard 3 - Effective Use of 

Resources and Technologies. Teacher 

candidate will be familiar with and be able 

to select, adapt, and use a wide range of 

standards-based materials, resources, and 

technologies. 

Domain 4: - Standard 1 – Planning for 

Standards-Based Instruction of ELLs. 

Teacher candidate will know, understand, 

and apply concepts, research best 

practices, and evidence-based strategies to 

plan classroom instruction in a supportive 

learning environment for ELLs. The 

teacher candidate will plan for multilevel 

classrooms with learners from diverse 

backgrounds using a standards-based 

ESOL curriculum. 

Domain 4: Standard 2 – Instructional 

Resources and Technology. Teacher 

candidate will know, select, and adapt a 

wide range of standards-based materials, 

resources, and technologies. 

Domain 5: Standard 1 - Assessment Issues 

for ELLs. Teacher candidates will 

understand and apply knowledge of 

assessment issues as they affect the 

learning of ELLs from diverse 

backgrounds and at varying English 

proficiency levels. Examples include 

cultural and linguistic bias, testing in two 

languages, sociopolitical and 

psychological factors; special education 

testing and assessing giftedness; the 

importance of standards; the difference 

between language proficiency and other 

types of assessment (e.g., standardized 

achievement tests). Teacher candidates 

will also understand issues around 

accountability. This includes the 

implications of standardized assessment as 






























materials. 










materials. 










materials. 










materials. 










materials. 








materials. 








materials. 








materials. 








materials 








materials. 


opposed to performance-based 

assessments, and issues of 

accommodations in formal testing 

situations. 

Domain 5: Standard 2 – Language 

Proficiency Assessment. Teacher 

candidate will appropriately use and 

interpret a variety of language proficiency 

assessment instruments to meet district, 

state, and federal guidelines, and to inform 

their instruction. Teacher candidates will 

understand their uses for identification, 

placement, and demonstration of language 

growth of ELLs from diverse backgrounds 

and at varying English proficiency levels. 

Teacher candidates will articulate the 

appropriateness of ELL assessments to 

stakeholders. 

Domain 5: Standard 3 – Classroom-Based 

Assessment for ELLs. Teacher candidates 

will identify, develop, and use a variety of 

standards-and performance-based, 

formative and summative assessment tools 

and techniques to inform instruction and 

assess student learning. Teacher candidate 

will understand the use for identification, 

placement, and demonstration of language 

growth of ELLs from diverse backgrounds 

and at varying English proficiency levels. 

Teacher candidate will articulate the 

appropriateness of ELL assessments to 

stakeholders. 


















materials. 










materials. 








materials 








materials. 

Pass/Fail 

If the teacher candidate receives a “met” or “exceeded” on all indicators, he/she earns a passing grade. 

If the teacher candidate fails to meet one or more of the standards, the standard(s) must be remediated. 


APPENDIX D 

Externship/Internship Observation Forms 1 (FEAPINT 025) 




Cooperating Teacher and University Supervisor 

This form is to be used by the Cooperating Teacher and the University Supervisor in assessing the intern at 

designated intervals during the internship. The form is to be submitted online (ASSESS). If the evaluator 

determines any problems at the midterm point, results must be submitted and discussed with the Director of 

Placement Services immediately. 



Extern/Intern 

Name 

Cooperating 

Teacher’s Name 

On-Site 

Supervisor’s Name 

Externship/Internship 

Observation 1 

Nova Southeastern University – Observation 1 

(FEAP=Florida Educator Accomplished Practices) 

FEAP Assessments for Internship 

o Observation 1 (Week 3 for internship-intern, cooperating teacher, and university supervisor) (Preobservation 

worksheet-1 to be provided by intern at the time of the observation) 

• FEAP a.1 (a) Quality of Instruction: Instructional Design and Lesson Planning 

Observation 1 – This assignment supports the pre-professional development of 

Accomplished Practice a.1 Quality of Instruction – Instructional Design and Lesson Planning 

Portions of InTASC Model Core Teaching Standards 2: Learning Differences; 4: Content Knowledge; 6: 

Assessment, and 7: Planning for Instruction; 

NCATE Standard 1g. Professional Dispositions for All Candidates 

Florida Subject Matter Competency XX. 

Element Not Met Met Exceeded 

FEAP a.1 Quality of 

Instruction: Instructional 

Design and Lesson Planning 

a. Aligns instruction with 

state-adopted standards at the 

appropriate level of rigor. The 

candidate aligns the 

instruction with the standards 

and discusses this with the 

observer during a preobservation 

conference. 

(FEAP a.1.a/InTASC 4n.k, 

6r.d, 7a.p, 7g.k) 




Aligns the Common Core 

Standards – Assessments 

(FEAP a.1.a/InTASC 4n.k, 

6r.d, 7a.p, 7g.k) 




b. Sequences lessons and 

concepts to ensure coherence 

Little or no evidence is 

provided that the candidate 

can align and deliver 

instruction with state-adopted 

standards at the appropriate 

level of rigor. Lesson plan is 

not based on curriculum 

standards. 

There is little or no evidence 

that the candidate aligns 

formative and summative 

assessments with the 

expectations of the Common 

Core Standards. 



selects appropriate activities 

for the lesson to be taught. 

The candidate does not 

The candidate aligns and 

delivers instruction with stateadopted 

standards at the 

appropriate level of rigor. 

Standards are noted within the 

lesson or unit objectives and 

within the assignment 

description. The candidate 

describes the standard being 

taught during the observation 

pre-conference. 

The candidate aligns 




Core Standards. 

The candidate presents 

appropriate activities for the 

lesson that is being taught. 

The candidate introduces the 

concepts that will be taught 

Internship Handbook Page 29 of 75 July 2013 

The candidate aligns and 

delivers instruction with stateadopted 

standards at the 

appropriate level of rigor. 

Standards are noted within the 

lesson objectives and within 

the assignment description. 

The candidate describes the 

standard being taught during 

the observation preconference. 

The candidate 

makes connections between 

the standards, the instruction, 

and activities. An alignment 

matrix is provided for the 

lesson or unit. At the postconference, 

the candidate 

reflects on the appropriateness 

of the standard for the 

instruction presented. 

The candidate aligns 




Core Standards. A summary 

explanation is provided that 

details how the assessments 

will contribute to the 

reinforcement of instruction. 

The candidate uses a diagram 

or graphic to explain and 

orient students to the new 

content that is being taught 

and makes linkages to

and required prior knowledge. 

The candidate develops 

learning experiences that 

require students to 

demonstrate a variety of 

applicable skills and 

competencies. The candidate 

includes three or more types 

of skills or competencies as 

targeted in the lesson or unit. 

The candidate also provides a 

statement that describes why 

students will be able to 

achieve the target goals as 

well as a comment on how 

activities and resources would 

allow students to meet the 

target expectations. The 

candidate discusses the lesson 

sequence with the observer 

during a pre-observation 

conference. 

(FEAP a.1.b/InTASC 2c.p, 

7c.p) 




c. Designs instruction for 

students to achieve mastery. 

The candidate discusses the 

lesson plan with the observer 


conference. 

(FEAP a.1.c/InTASC 7b.p, 

7i.k, 7j.k, 70.d, 7q.d) 




c. Designs instruction for 

students to achieve mastery. 

Text Complexity and Balance 

– Selection 

(Text Exemplars 

http://www.definingthecore.co 

m/html/ela_resources.php) 

(Guide on Selecting 

Appropriate 


m/downloads/Text_Selection. 

pdf ) 

communicate effectively to 

students the concepts that will 

be taught during the lesson. 

The candidate does not review 

prior knowledge or clarify 

concepts from previous 

instruction. 



can design and deliver 

instruction for students to 

achieve mastery. There is no 

evidence that students achieve 

the desired outcome for the 

instruction. Instruction lacks 

the necessary variety that 

helps all students learn. 


that the candidate 

demonstrates the ability to 

select rigorous literary and 

informational text (e.g., 

primary and secondary 

sources) that supports the 

Common Core and other 

related standards for the 

classroom. There is little or 

no evidence that text has been 

selected, based on content and 

reading level. 

and describes why students 

need to learn the content. The 

candidate continually 

describes what is being taught 

during the lesson. The 

candidate has reviewed prior 

knowledge and continues to 

make the connection of the 

concepts to the prior 

knowledge. The candidate 

reinforces and clarifies the 

concepts from the previous 

instruction. 


instruction that is designed 

instruction for students to 

achieve mastery. The 

instruction is varied in format 

(medium) and delivery. 

Students demonstrate mastery 

of the related standards or 

objectives through oral 

responses, demonstration, or 

written materials. Students 

indicate interest in the 

instruction. 

The candidate demonstrates 

the ability to select rigorous 

literary and informational text 

(e.g., primary and secondary 




classroom. This text has been 


reading level. 

concepts that have already 

been taught. The candidate 

introduces the concepts and 

provides a rationale for why 

the content needs to be taught. 

The candidate helps students 

to articulate why this 

information is important to 

learn. Linkages between prior 

knowledge and content being 

taught are evident throughout 

the lesson. 

The candidate uses a wide 

variety of materials, or 

presents choices to students, 

for learning the content. The 

activities incorporate a variety 

of demonstrations or products 

that the students can select for 

achieving mastery. Students 

provide evidence of mastery 

of content in multiple ways. 

The candidate uses a 

remediation plan for students 

who are not successful. 


the ability to select rigorous 

literary and informational text 

(e.g., primary and secondary 




classroom. This text has been 


reading level. There is 

evidence that the candidate 

has confirmed the 

appropriateness of the text by 

discussing the selection with 

other educational 

professionals. 

(Developing Codes for Textmarking) 


m/downloads/Developing_Co 

des_for_Text-marking.pdf) 


(Text Complexity Tools 


m/html/ela_resources.php) 

(FEAP a.1.c/InTASC 7b.p, 

7i.k, 7j.k, 70.d, 7q.d) 




d. Selects appropriate 

formative assessments to 

monitor learning. The 

candidate discusses the 

formative assessments with 

the observer during a preobservation 

conference 

(FEAP a.1.d/InTASC 6a.p, 

6i.k, 6k.k, 7d.k, 7l.k) 




e. Uses diagnostic student data 

to plan lessons. The candidate 

provides copies of the 

diagnostic data that were used 

and discusses this with the 

observer during a preobservation 

conference. 

(FEAP a.1.e/InTASC 7d.k, 

7e.k, 7f.p, 7m.k, 7o.d) 



Design and Lesson Planning f. 

Develops learning experiences 

that require students to 



competencies. The candidate 

discusses the learning 

experience with the observer 


conference and demonstrates 

Prior to the observation, little 

or no evidence is provided 

that the candidate uses 

appropriate formative 

assessments to monitor 

learning. It is not clear that the 

assessments align to the 

standards of the lesson or unit. 

The candidate does not use 

effective traditional and/or 

alternative assessment 

strategies to monitor specified 

outcomes. 

Prior to the observation, the 

candidate provided little or no 

evidence of using multiple 

data sources or of 

collaborating with colleagues 

to make informed decisions 

about instruction. There is 

little or no evidence that the 

candidate has adjusted lesson 

plans or that the candidate has 

a plan to improve the 

effectiveness of the lesson, 

based on outcome data. 



creates and delivers learning 

experiences in which students 



competencies. During the 

observation discussion, fewer 

than three types of skills or 

competencies were identified 

as a possible learning 

experience in the lesson or 


evidence of the data from 

formative assessments that 

direct the lesson that will be 

observed. The elements of the 

formative assessment are 

aligned to the standards being 

taught. The assessment 

elements are reliable and valid 

and help to guide the 

candidate about what needs to 

be taught. 

The candidate presents the 

various data sources that were 

consulted, independently, and 

describes the discussion of the 

data with colleagues. 

Outcomes of the independent 

and collaborative data 

evaluation to evaluate learning 

and adjust planning were 

discussed. The candidate 

described how the instruction 

was improved, based on the 

review of the data. 

The candidate guides students 

through learning experiences 

in which they demonstrate a 

variety of applicable skills and 

competencies that are 

standards-based. At least three 

types of skills or competencies 

were demonstrated by the 

students during the lesson or 

unit. 


appropriate formative 

assessments, outcomes data, 

and a graphic or diagram that 

is used to monitor learning. 

The elements of the 

assessment are aligned to the 

standards, and there is 


has reviewed all standards that 

apply to the content for this 

grade. Evidence is provided 

that the candidate has 

discussed the selection of the 


cooperating teacher or other 

colleague. The candidate can 

articulate why each element of 

the assessment is effective in 

monitoring learning for the 

lesson or unit objectives and 

related standards. 

The candidate uses at least 

three sources of data, 

independently and 

collaboratively colleagues, to 

evaluate learning outcomes. 

Multiple examples are 

provided as to how the 

planning was adjusted, based 

on the outcomes data. The 

candidate has outlined a plan 

on how to improve the 

effectiveness of the lessons. 

Information is provided on 

how the data were used with 

colleagues to evaluate 

learning outcomes and adjust 

planning. A written statement 

is provided by a colleague that 

describes the effectiveness of 

the data review for the 

instruction of this lesson or 

unit. 

The candidate develops 

learning experiences that 

require students to 



competencies that are 

standards-based. A matrix is 

provided that aligns skills and 

competencies to the lesson or 

unit objectives and 

assessments and standards. 


multiple types of skills or 

competencies during the 

observation. 

(FEAP a.1.f/InTASC 2a.p) 




NSU g. Accommodations for 

ESOL Students and Students 

with Exceptional Learning 

Needs – Language 

Development in Instruction 

(NSU a.1.g/InTASC 2e.p, 

2i.k, 2o.d, 7k.k, 7n.d) 




NSU h. Academic content 

area language and vocabulary. 


strategies to address academic 

language during the 

observation. 

(NSU a.1.h/INTASC 4h.p, 

4l.k, 4r.d.) 

unit. 

Accommodations for language 

development in instruction for 

ESOL students and students 


Needs are not provided. 



provides opportunities for 

students to develop academic 

language in the content area. 





Needs are clearly identified. 

These accommodations 

incorporate various strategies, 

resources, and technological 

tools. 

Activities that promote 

content vocabulary 

development and practice are 

provided. 





Needs are clearly and 

specifically identified. The 

accommodations incorporate a 

wide variety of strategies, 

resources, and technological 

tools that were effective in 

meeting the diverse needs of 

students. 

The candidate provides 

multiple activities that 

introduce and develop content 

language. Activities are also 

provided that require students 

to apply content language to 

instructional scenarios. 


Extern/Intern 

Name 

Cooperating 




Observation 2 

On-Site 



Accomplished Practice a.3 – Quality of Instruction – Instructional Delivery and Facilitation 

Portions of InTASC Model Core Teaching Standards 2: Learning Differences; 4: Content Knowledge; 5: 

Application of Content; 6: Assessment; 8: Instructional Strategies, and 9: Professional Learning and 

Ethical Practice 

NCATE Standards 1b. Pedagogical Content Knowledge for Teacher Candidates and 1c. Professional and 

Pedagogical Knowledge and Skills for Teacher Candidates 

Florida Subject Matter Competency XX 




Delivery and Facilitation 

a. Deliver engaging and 

challenging lessons. Clinical 

Observation of Delivery of 

Unit Plan – Each candidate 

will develop and teach a 

comprehensive unit. The 

preparation and presentation 

of this unit plan documents the 

candidate’s pedagogical and 

professional knowledge, skills, 

dispositions, planning, and 

assessment abilities as 

stipulated in state and national 

standards. 

(FEAP a.3.a/InTASC 8) 



delivers engaging and 

challenging lessons. Little or 

no evidence is provided that 

the candidate provided clear 

directions for instructional 

activities. 

Based on observed 

student/participant behaviors 

(e.g., being on task, 

enthusiasm, etc.), the 

candidate provided evidence 

of engaging and challenging 

instruction. 


student/participant behaviors 

(e.g., being on task, 

enthusiasm, etc.), the 

candidate provided evidence 

of engaging and challenging 

instruction. The candidate 

engaged students in a 

discussion on the level of 

interest in the lesson and 

requested feedback on how to 

make the lesson more 

engaging. 





b. Deepen and enrich students’ 

understanding through content 

area literacy strategies, 

verbalization of thought, and 

application of the subject 

matter. The candidate 

discusses the content area 

literacy strategies, 



matter that were applied to 

deepen students’ 

understanding during a postobservation 

conference. 

(FEAP a.3.b/InTASC 4b.p, 

4d.p, 5b.p) 









matter. 

Little or no evidence was 


can deepen and enrich 

students’/participants’ 





matter. No description, 

objective, or assessment 

information is provided of 

content area literacy strategy 

infusion into the 

course/situation. (In addition 

for clinical observations: No 

evidence was provided that 

students applied subject matter 

content.) 


that the candidate presents the 

rigorous text to students in 

effective ways. Few, if any, 

opportunities are provided for 

close reading. 

The candidate deepens and 

enriches students’/ 

participants’ understanding 

through content area literacy 

strategies, verbalization of 

thought, and application of the 

subject matter. The candidate 

provides evidence that 

instructional objectives and 

assessments are linked to the 

content area literacy strategies. 

(In addition for clinical 

observations: Examples of 

student work show that subject 

matter content is applied.) 



effective ways. Opportunities 

are provided for close reading. 

The candidate deepens and 

enriches students’/ 

participants’ understanding 

through content area literacy 


thought, and application of the 

subject matter. The candidate 

provides evidence that 

instructional objectives and 

assessments are linked to the 

content area literacy strategies. 


observations: Examples of 

student work show that subject 

matter content is applied. An 

evaluation of the use of 

content area literacy strategies, 



matter is provide that includes 

a statement of how these can 

be enhanced in future 

instruction.) 



effective ways. Opportunities 

are provided for close reading. 

These opportunities are 

provided in multiple media 

formats. 

Rigorous Text - Close Reading 

– READ IT 

(Guide to Creating Text 

Dependent Questions for 

Close Analytic Reading 


m /downloads/Guide_to_ 

Creating_Questions_for_ 

Close_Analytic_Reading.pdf 


4d.p, 5b.p) 










matter. 


that the candidate discusses 

the rigorous text with students 

in effective ways. Few, if any, 

opportunities are provided for 

the discussion of the close 

reading activities. 

The candidate facilitates 

discussion of the rigorous text 

with students in effective 

ways. Opportunities are 

provided for students to 

respond to implicit questions, 

provide citations to close 

reading resources, etc. 

The candidates facilitates the 

discussion of rigorous text 


ways. Opportunities are 


respond to implicit questions, 

provide citations to close 

reading resources, etc., in 

multiple media formats. 

Rigorous Text – Discussions – 

SPEAK IT 

(Text Based Discussions 


m/ downloads/Text- 

Based_Discussion.pdf 


4d.p, 5b.p) 









matter. 


that the candidate incorporates 

text-based activities and 

practices that allows the P-12 

student to demonstrate writing 

skills that are text-based. 

The candidate incorporates 


practices that allows the P-12 


skills that are text-based. 

The candidate incorporates 


practices that allow the P-12 


skills that are text-based. The 

candidate details how these 

activities and practice can be 

improved for future writing 

activities. 

Rigorous Text - Writing 

Activities – WRITE IT 


4d.p, 5b.p) 









matter. 

Rigorous Text - Language and 

Vocabulary 


4d.p, 5b.p) 



Delivery 

c. Identifies Gaps in 

Students’/Participants’ Subject 

Matter Knowledge 

(FEAP a.3.c/InTASC 6c.p, 

6g.p, 6l.k) 


that the candidate 

demonstrates multiple 

strategies to increase the 

students’ vocabularies and 

language needed to learn 

content, based on the rigorous 

text that is used for instruction. 



can identify gaps in students’/ 

participants’ subject matter 

knowledge; 


multiple strategies to increase 

the students’ vocabularies and 




The candidate can identify 

gaps in students’/ participants’ 

subject matter knowledge. 

Evidence is provided in the 

form of an assessment for 

which data have been 

collected and analyzed (e.g., 

classroom assessment or 

standardized test data). 


multiple strategies to increase 

the students’ vocabularies and 




The candidate details how 

these activities and practice 

can be improved for future 

writing activities. 


multiple sources of evidence 

that show gaps in students’/ 

participants’ subject matter 

knowledge. The evidence is 

provided in the form of a data 

analysis and a plan for 

remediation for the 

student/participant. 





d. Modify instruction to 

respond to preconceptions or 

misconceptions. The candidate 

demonstrates modification of 

instruction to respond to 

preconceptions or 

misconceptions. 

(FEAP a.3.d/InTASC 4e.p, 

4k.k, 4p.d, 9i.k) 




e. Relate and integrate the 

subject matter with other 

disciplines and life 

experiences. The candidate 

demonstrates how to relate and 

integrate the subject matter 

with other disciplines or life 

experiences. 

(FEAP a.3.e/Standard 5a.p, 

5h.p, 5i.k, 5j.k, 5r.d) 




f. Employ higher-order 

questioning techniques. The 

candidate demonstrates 

higher-order questioning 

techniques during the 

observation. 

(FEAP a.3.f/InTASC 4c.p, 

4j.k, 5d.p, 5m.k, 8f.p, 8k.p, 

8j.k) 



can modify lessons/therapy 

sessions/presentations to 

respond to preconceptions or 




can relate and integrate the 



experiences. There are no 

examples provided that 

address subject matter in other 

disciplines or life experiences. 



can implement higher-order 

questioning techniques in the 

educational/clinical/ 

presentation setting. 

The candidate can modify 

lessons/therapy sessions/ 

presentations to respond to 

student/ participant 


misconceptions. Evidence is 

provided in the form of 

examples and strategies that 

were used to respond to the 

student/ participant. 

The candidate can relate and 


with other disciplines and life 





At least three examples are 

provided that ask students to 

relate the subject matter to that 

in other disciplines and with 

life experiences. 

The candidate can implement 


techniques in the 


presentation setting as 

demonstrated by examples of 

questions that are used with 

students/participants. 


examples of occurrences of 

student/participant 


misconceptions that have been 

reviewed with colleagues. 


that these preconceptions or 

misconceptions are routinely 

anticipated and that the 

lesson/therapy session/ 

presentation is developed to 

provide examples and nonexamples 

that will resolve 

these in the initial lesson/ 

therapy session/ presentation. 

The candidate can relate and 


with other disciplines and life 





More than three examples are 

provided that ask students/ 

participants to relate the 

subject matter to that in other 

disciplines and with life 

experiences. In addition, the 

candidate provides examples 

of students'/participants’ 

describing, in verbal or written 

communication, how the 

subject matter relates to other 


experiences. 

The candidate can implement 





demonstrated by examples of 

questions and activities that 

are designed to challenge 

students/ participants to 

respond in a way that verifies 

that the student/participant has 

learned the content and can 

apply the content in class 

discussions, written 


presentation setting, etc. The 

candidate provides examples 

of student/ participant work 

that demonstrates this 

understanding. Question 

prompts are provided (e.g., on 

the white board, on a bulletin 

board) that encourage students 

to explore and consider the 

content at multiple levels. 





g. Apply varied instructional 

strategies and resources, 

including appropriate 

technology, to provide 

comprehensible instruction 

and to teach for student 

understanding. The candidate 

demonstrates different 

instructional strategies and 

resources, including 

technology, during the 

observation. 

(FEAP a.3.g/InTASC 2b.p, 

2g.k, 4a.p, 4f.p, 4g.p, 5c.p, 

8d.p, 8n.k) 




h. Differentiates Lessons/ 

Therapy Session/ 

Presentations Based on an 

Assessment of Student/ 

Participant Learning Needs 

and Recognition of Individual 

Differences in Students/ 

Participants 

(FEAP a.3.h/InTASC 2h.k, 

2l.d, 8a.p, 8k.k, 8s.d) 




i. Supports, Encourages, and 

Provides Immediate and 

Specific Feedback to 

Students/Participants to 

Promote Student/Participant 

Achievement 

(FEAP a.3.i/InTASC 6d.p, 

6n.k, 6s.d) 




j. Utilize Student/Participant 

Feedback to Monitor 

Instruction/Therapy 

/Presentation Needs and to 

Adjust Instruction/Therapy/ 

Presentation 

(FEAP a.3.j/InTASC 6e.p, 

6m.k, 6q.d) 



uses a variety of instructional 

strategies and resources, 

including instructional 

technology, to teach for 


understanding. No examples 

were used to demonstrate 

effective teaching strategies 

for the students who were not 

engaged. 



can differentiate lessons/ 

therapy session/presentations 

based on assessment of 

student/participant learning 

needs. Little or no evidence is 


recognizes individual 

differences in students/ 

participants. 



uses knowledge of subject 

matter to support, encourage, 

and provide immediate and 

specific feedback to 

students/participants to 

promote student/ participant 

achievement. 



can use student/participant 

feedback to monitor 

instruction/therapy 

/presentation needs and adjust 

instruction/therapy/ 

presentation. 

The candidate uses at least 

three instructional strategies 

and resources, including 

instructional technology, to 

teach for student/participant 


explains to students how each 

strategy or resource meets a 

specific instructional need. 

The candidate differentiates 

lessons/therapy session/ 

presentations based on 

assessment of student/ 

participant learning needs. 


evidence of assessment for the 

class and describes how the 

assessment data point to the 

need for differentiated 


presentations that meets the 

individual differences in 



evidence of how the 

knowledge of subject matter is 

used to support, encourage, 


specific feedback to students/ 

participants to promote 


achievement. These examples 

are based on standards-based 

instruction/ 

therapy/presentation in the 

content area. 


evidence of how 

student/participant feedback is 

used to monitor 


presentation needs. Evidence 

is also provided that 

demonstrates that the 

candidate can apply 

student/participant feedback to 

adjust instruction/therapy/ 

presentation that meets the 

students’/participants’ needs. 


evidence of using more than 

three instructional strategies 

and more than three 

instructional resources, 

including instructional 




explains how each strategy or 

resource was used to meet a 

specific instructional need. 

Students are able to articulate 

how the instructional 

strategies and resources 

contributed to their 

understanding of the content. 

The candidate differentiates 

lessons/ therapy session/ 



participant learning needs. 

Evidence of assessment for the 

class/group is provided. The 

resulting assessment data are 

charted and presented in a 

graphical format. The 

candidate provides 

information on how 


presentations will be 

differentiated for one 



multiple examples of how the 

knowledge of subject matter is 

used to support, encourage, 


specific feedback to students/ 

participants to promote 


achievement. These examples 

are based on standards-based 


presentation in the content 

area. 


multiple examples of evidence 

of how student/participant 

feedback is used to monitor 


presentation needs. Evidence 

is also provided for multiple 

instances that demonstrate the 

candidate's ability to apply 

student/participant feedback to 


presentation that meets the 

student/participant needs. 




Delivery and Facilitation NSU 

k. Use Language Tools to 

Teach Content to English 

Language Learners and 

Develop Language 

Proficiency, through Respect 

of Skills and Interests and 

Value 

(NSU a.3.k, InTASC 2e.p, 

2i.k, 2m.d, 2n.d, 2o.d) 




NSU l. Involves Learners in 

Generating, or Evaluating, 

New Ideas and Ways to Solve 

Problems 

(NSU a.3.l, InTASC 5f.p) 




NSU m. Provides 

Opportunities for Students to 

Demonstrate Knowledge 

through a Variety of Products 

or Performances 

(NSU a.3.m, InTASC 8e.p) 




NSU n. Reflection on Rigor of 

Instruction- Post CIS 

(Comprehension Instructional 

Sequence Lesson) Reflection 

Tool: 


m/downloads/Post- 

CIS_Lesson_Self- 

Reflection_Tool.docx 

(NSU a.3.n) 



can use language tools to teach 

content to English language 

learners and develop language 

proficiency, through respect of 

skills and interests and value 

of the individual. 



involves learners in generating 

or evaluating new ideas and 

ways to solve problems. 




students to demonstrate 

knowledge through a variety 

of products or performances. 



used the Post CIS Reflection 

Tool to analyze instruction. 


examples of using language 

tools to teach content to 

English language learners and 

develop language proficiency, 

through respect of skills and 

interests, while demonstrating 

value of the individual. 


evidence of involving learners 

in generating or evaluating 

new ideas and ways to solve 

problems in the content area. 


opportunities for students to 

demonstrate knowledge 

through a variety of products 

or performances. 

The candidate provides a copy 

of the Post CIS Reflection 

Tool that was used to analyze 

instruction. Most of the areas 

have been completed, and 

there is sufficient evidence 

that the candidate understands 

the areas that need 

improvement. 


multiple examples of using 

language tools to teach content 

to English language learners 

and develop language 

proficiency, through respect of 

skills and interests, while 

demonstrating value of the 

individual. These examples 

provided evidence that all 

learners were involved in the 

learning that supported all 

languages. 


evidence that learners are 

routinely involved in 

generating or evaluating new 

ideas and ways to solve 

problems in the content area. 

Evidence of these activities is 

provided in student work 

examples or summaries of 

student conversations. 


opportunities for students to 

demonstrate knowledge 

through a variety of products 

and performances. 

The candidate provides a 

completed copy of the Post 

CIS Reflection Tool that was 

used to analyze instruction. 

All of the areas have been 

completed, and there is 

detailed evidence that the 

candidate understands the 

areas that need improvement. 

The candidate articulates the 

specific areas that need focus. 


Extern/Intern 

Name 



Observation 3 

Cooperating 


On-Site 



Accomplished Practice a.2 Quality of Instruction – Learning Environment (Portions of InTASC 

Model Core Teaching Standards 2: Learning Differences; 3: Learning Environments; 4: Content 

Knowledge; 8: Instructional Strategies; and 10: Leadership and Collaboration – NCATE Unit Standard 

1g. Professional Dispositions for All Candidates – Florida Subject Matter Competency XX) 

Accomplished Practice b.5 – Continuous Improvement, Responsibility and Ethics: Continuous 

Professional Improvement (InTASC Model Core Teaching Standard 4: Content Knowledge; 9: 

Professional Learning and Ethical Practice; and 10: Leadership and Collaboration – NCATE Unit 

Standard 1c. Professional and Pedagogical Knowledge and Skills for Teacher Candidates – Florida 

Subject Matter Competency XX) 

Accomplished Practice b.6 – Continuous Improvement, Responsibility and Ethics: Ethics 

(InTASC Model Core Teaching Standard 9: Professional Learning and Ethical Practice – NCATE Unit 

standard 1g. Professional Dispositions for All Candidates – Florida Subject Matter Competency XX) 



Instruction: The Learning 

Environment 

a. Organizes, allocates, and 

manages the resources of 

time, space, and attention. 


skills relating to organization 

and management of time, 

space, and attention during 

the observation. 

(FEAP a.2.a) 



organizes, allocates, and 

manages the resources of 

time, space, and attention. 

The lesson did not begin and 

end on time. Time was lost 

due to the disorganization of 

materials. The candidate did 

not organize an environment 

that supports the teaching and 

learning processes. The 

candidate was unable to 

sustain the attention of the 

students. 

The candidate organizes, 

allocates, and manages the 

resources of time, space, and 

attention during the 

observation. The lesson 

begins and ends on time. 

Activities are organized so 

that there is a clear transition 

for students. Materials are 

organized and easily 

accessible to the candidate 

and students. Students are on 

task. 

The candidate organizes, 

allocates, and manages the 

resources of time, space, and 

attention during the 

observation. The lesson 

begins and ends on time. 

Activities are organized so 

that there is a clear transition 

for students. Materials are 

organized and easily 

accessible to the candidate 

and students. Students are on 

task. The organization allows 

for the maximum use of the 

time allowed so that students 

are attentive throughout the 

instruction. The candidate 

allows for adequate time for 

closure of the lesson by 

interacting with the students 

to summarize what occurred 

in class. 




Environment 

b. Manages individual and 

class behaviors through a 

well-planned management 

system. The candidate 

demonstrates a classroom 

management system and 

applies the system to 

behaviors during the 

observation. 

(FEAP a.2.b/ InTASC 3k.k) 



Environment 

c. Conveys high expectations 

to all students. The candidate 

demonstrates expectations for 

learning during the 

observation. 

(FEAP a.2.c/ InTASC 3f.p, 

3l.k, 3q.d) 

Informing P-12 Student of 

Purpose of Instruction 

c. Common Core Standards 

and Objectives 

(FEAP a.2.c/ InTASC 3f.p, 

3l.k, 3q.d) 



Environment 

d. Respects students’ cultural 

linguistic and family 

background. The candidate 

demonstrates the respect of 

all students during the 

observation as detailed in the 

rubric. 

(FEAP a.2.d/ InTASC 2d.p, 

2j.k, 2m.d, 4m.k, 10q.d) 



manages individual and class 

behaviors through a wellplanned 

management system 

that supports the school or 

district code of conduct. No 

examples of this skill are 

provided. 



created a positive and 

supportive environment that 

conveyed high expectations 

for learning to all students. 


that the candidate clearly 

informs students of purpose 

(and related standards and 

objectives) of the instruction. 

There is no indication that 

these are posted for students. 



respects students’ cultural, 


backgrounds by accepting 

and valuing students' diverse 

cultures and linguistic 

backgrounds. Candidate does 

not treat all students 

equitably. 

The candidate conveys high 

expectations to all students 

through positive verbal and 

non-verbal communication. 

At least three examples of 

this skill are provided for 

individual and class 

examples. 








examples. 

The candidate clearly informs 

students of purpose (and 

related standards and 


These are posted for students. 


respect of students’ cultural, 


background through verbal or 

non-verbal comments. At 

least three examples of this 

skill are demonstrated or 

described by the candidate. 

The candidate manages 

individual and class behaviors 

through a well-planned 

management system that 

supports the school or district 

code of conduct. At least 

three individual and three 

class examples of this skill 

are provided. In addition, 

examples are provided to 

address how this is managed 

for multiple types of diverse 

students in this school. 








examples. The candidate has 

a system that provides 

recognition to students who 

have demonstrated 

appropriate expectations. 

The candidate clearly informs 

students of purpose (and 

related standards and 


These are posted for students 

and communicated in 

multiple ways. Evidence is 


has also informed parents of 

the purpose of instruction. 


respects students’ cultural, 


background through verbal or 

examples that are 

incorporated into the lesson. 


this skill are described. At 

least two artifacts are 

provided that demonstrate 

that the candidate reflects this 

respect in written 

communications to students 

or parents. 




Environment 

e. Models clear, acceptable 

oral and written 

communication skills. The 


appropriate communication 

skills during the observation. 

(FEAP a.2.e/ InTASC 8h.p, 

8m.k, 8q.d) 



Environment 

f. Maintains a climate of 

openness, inquiry, fairness 

and support. The candidate 

demonstrates the ability to be 

fair to all students, while 

maintaining a climate of 

openness, inquiry, and 

support for all students during 


(FEAP a.2.f/InTASC 3a.p, 

3j.k, 3n.d, 3q.d) 



Environment 

g. Integrates current 

information and 

communication technologies. 


the integration of current 


communication technologies 

to the content area being 

taught. 

(FEAP a.2.g/ InTASC 3g.p, 

3m.k, 8g.p, 8o.k, 8r.d) 



models clear, acceptable oral 

and/or written 

communication skills. No 


provided. There is evidence 

that the candidate did not 

maintain standards of correct 

and respectful verbal and 

written communication in the 

learning environment (e.g., 

incorrect oral or written 

communication with 

students). 



maintains a climate of 

openness, inquiry, fairness 

and support by providing an 

environment that is safe and 

secure for students to explore 

ideas and concepts. 



incorporated current, up-todate, 

and relevant information 

in instruction. Little or no 

evidence is provided that 

communication technology is 

used to effectively instruct 

students. No examples of this 

skill are provided. 

The candidate models clear, 

acceptable oral and written 

communication skills. There 

were no instances of 

disrespectful or incorrect 

communication. 

The candidate maintains a 

climate of openness, inquiry, 

fairness and support. This 

was evidenced by students 

(e.g., students asked 

questions freely, expressed 

ideas, etc.). If the open, fair, 

and supported climate was 

threatened, the candidate 

responded to, and corrected, 

the inappropriate behavior. 

The candidate provides at 

least three written examples 

of using current information 

and communication 

technologies in the 

instruction. The rationale for 

the use of each is clearly 

communicated to the 

students. 

The candidate models clear, 


communication skills. There 

were no instances of 

disrespectful or incorrect 

communication. The 

candidate provides multiple 

examples of modeling this 

skill with students and 

incorporates these examples 

into the lesson. Evidence of 

appropriate communication is 

modeled throughout the 

learning environment. 

The candidate maintains a 

climate of openness, inquiry, 

fairness and support. This 

was evidenced by students 

(e.g., students asked 

questions freely, expressed 

ideas, etc.). If the open, fair, 

and supported climate was 

threatened, the candidate 

responded to, and corrected, 

the inappropriate behavior. In 

addition, the inappropriate 

behavior was addressed 

through the behavior 

management system. 

The candidate integrates 

current information and 

communication technologies. 

In addition to three written 

examples of this skill, an 

artifact (e.g., videotaped 

lesson, series of pictures, etc.) 

is provided that demonstrates 

the use of current information 

and communication 

technologies. The candidate 

articulates a system for 

incorporating current 


communication technologies 

into the lesson each day. 




Environment 

h. Adapts the learning 

environment to accommodate 

the differing needs and 

diversity of students. The 

candidate adapts the learning 


the needs of students during 


(FEAP a.2.h/InTASC 2f.p, 

2l.k,3e.p) 



Environment 

i. Utilizes current and 

emerging assistive 

technologies that enable 

students to participate in 

high-quality communication 

interactions and achieve their 

educational goals. The 

candidate discusses the 

assistive technology that is 

required during the preobservation 

conference. 

(FEAP a.2.i/InTASC 3l.k, 

3m.k) 



Environment 

NSU j. Varies learning 

experiences for self-directed 

and collaborative learners. 


how to vary learning 

experiences, whether for 

collaborative or individual 

learning, during the 

observation. 

(NSU a.2.j, InTASC 3b.p, 

3h.p, 3i.k, 3o.d, 3p.d, 5g.p) 



adapts the learning 


the differing needs and 

diversity of students. Little or 

no evidence is provided that 

the candidate varies 

instruction based on students’ 

needs, including linguistic 

needs. 



communicated with other 

school professionals to 

determine the need for 

emerging assistive 

technologies to enable 




educational goals. 



can vary learning experiences 

to promote self-directed and 

collaborative learning. 

The candidate adapts the 

learning environment to 

accommodate the differing 

needs and diversity of 

students. At least three 


provided. It is clear the 

learning needs of all students 

are being met. 

The candidate uses current 

and emerging assistive 

technologies that enable 




educational goals. The 

candidate describes how these 

technologies will be 

incorporated prior to the 

observation. 

The candidate describes how 

to vary learning experiences 

for self-directed and 

collaborative learners, who 

are respectful of diverse 

social and cultural 

perspectives. 

The candidate uses creative 

strategies to adapt the 

learning environment to 

accommodate the differing 

needs and diversity of 

students. At least three 


provided. The candidate has 

incorporated these adaptive 

strategies into the learning 

environment, and it is evident 

that all students recognize 

these strategies. An artifact 

(e.g., a statement from a 

colleague) is provided that 

describes how the candidate 

has appropriately adapted the 

learning environment, which 

resulted in the 

student’s/participant’s 

success. 

Based on discussions with 

colleagues and other school 

professionals, the candidate 

demonstrates the use of 

current and emerging 

assistive technologies that 

enable students to participate 

in high-quality 

communication interactions 

and achieve their educational 

goals. At least three examples 

of this skill are provided. A 

description of the use of a 

particular assistive 

technology is provided that 

states how the 

student/participant was 

helped to achieve an 

educational goal. 


multiple examples of how to 

vary learning experiences that 

help students to work as selfdirected 

learners and as 

collaborative learners in pairs 

or groups, both face-to-face 

and virtual, who respect 

diverse social and cultural 

perspectives. 




Environment 

NSU k. Develop 

collaborative and respectful 

interactions. The candidate 

demonstrates the ability to be 

fair to all students, while 

maintaining a climate of 

openness, inquiry, and 

support for all students during 


(NSU a.2.k, InTASC 3c.p, 

3r.d) 



Environment 

NSU l. Manages and 

maintains a safe learning 

environment for all students. 


the ability to create classroom 

processes and procedures to 

follow that support school 

safety rules and guidelines. 

(NSU a.2.l) 

FEAP b.5 Continuous 

Improvement, Responsibility 

and Ethics – Continuous 

Professional Improvement 

a. Designs purposeful 

professional goals to 

strengthen the effectiveness 

of instruction based on 

students’ needs. The 

candidate will provide 

evidence of designing related 

professional goals during the 

post-observation conference. 

(FEAP b.5.a/InTASC 9a.p) 





b. Examines and uses datainformed 

research to improve 

instruction and student 

achievement. The candidate 

provides evidence of making 

data-informed decisions to 

improve instruction during 

the post-observation 

conference. 

(FEAP b.5.b/InTASC 9c.p, 

9h.k, 9k.k, 9l.d) 



understands the need to 

collaborate with students and 

colleagues to develop shared 

values and expectations for 

respectful interactions. 



demonstrates the ability to 

create classroom processes 

and procedures to follow that 

support school safety rules 

and guidelines. 



has purposeful professional 

goals to strengthen the 

effectiveness of observed 

instruction based on students’ 

needs. No evidence was 


had identified professional 

development opportunities 

that would support the need 

to strengthen the instruction. 



uses data-based research to 

support learning and 


achievement on today's 

lesson. Little or no evidence 

is provided that the candidate 

can conduct data-based 

research to improve learning 

and student achievement. 


provided in the form of a 

class analysis of data and the 

strategies that will be used to 

address the related learning 

needs. 

The candidate describes how 

to collaborate with students 

and colleagues to develop 

shared values and 

expectations for respectful 

interactions in self-directed 

and collaborative learning. 






Guidelines for classroom 

evacuation and standards for 

behavior to support safety are 

visible and posted. 

The candidate has established 

purposeful professional goals 

to strengthen the 

effectiveness of instruction 

based on students’ needs. 

Evidence of the specific goal 

development is provided for a 

course of study or other 

activity. 


evidence that demonstrates 

the ability to conduct databased 


learning and student 

achievement. Evidence is 





needs. 

The candidate details how to 

collaborate with students and 

colleagues to develop shared 

values and expectations for 

respectful interactions with 

students in discussions and 

group work that promote selfdirected 

and collaborative 

learning. 






Guidelines for classroom 

evacuation and standards for 

behavior to support safety are 

visible and posted. The 

candidate clearly 

demonstrates and models 

appropriate safety measures, 

reminding students of the 

need to practice safety. 


multiple examples of 

purposeful professional goals 

that are designed to 

strengthen the effectiveness 

of instruction based on 

students’ needs. 

Comprehensive evidence of 

the specific goal development 

is provided for a year-long 

course of study or other 

activity. 



the ability to conduct databased 


learning and student 

achievement. Evidence is 





needs. The design and 

alignment are described in a 

narrative format and are 

represented with graphics. 






c. Uses a variety of data, 

independently, and in 

collaboration with colleagues, 

to evaluate learning 

outcomes, adjust planning 

and continuously improve the 

effectiveness of the lessons. 

The candidate will provide 

evidence of using a variety of 

data to evaluate learning 

outcomes, adjust planning, 

and improving the lesson 

during the post-observation 

conference. The evidence will 

indicate collaboration with 

the cooperating teacher. 

(FEAP b.5.c/InTASC 9c.p) 





d. Collaborates with the 

home, school and larger 

communities to foster 

communication and to 

support student learning and 

continuous improvement. The 


evidence of collaboration 


conference. 

(FEAP b.5.d/InTASC 9d.p, 

10b.p, 10c.p, 10d.p, 10m.k, 

10n.k, 1040q.d) 





e. Engages in targeted 

professional growth 

opportunities and reflective 

practices. The candidate will 

provide evidence of 

participating in, or identifying 

opportunities for, 


opportunities during the postobservation 

conference. 

(FEAP b.5.e/InTASC 4o.d, 

9a.p, 9b.p, 9k.k, 9n.d) 



initiated the use of more than 

one type of data, both 

independently and with 

colleagues, to evaluate the 

learning outcomes of P-12 

students. 



collaborated with the home or 

school or larger communities 

to encourage communication 

that supports 


and continuous improvement 

related to the instruction 

observed. 



understands the importance of 

professional development and 

states how it can support the 

development of knowledge 

and skills needed for the 

teaching and learning process 

as demonstrated by 

statements that point to the 

need to participate in specific 

professional development 

opportunities. 



the ability to use at least three 

types of data, both 




students. Evidence is 

provided in the form of data 

summaries that were 

developed, both 


colleagues. 

The candidate collaborated 

with the home or school or 

larger communities to 

encourage communication 

that supports 


and continuous improvement. 

Evidence is in the form of a 

written summary of the 

meeting or other written 

communication. 


importance of professional 

development, and how it can 

support the development of 

knowledge and skills needed 

for the teaching and learning 

process, with statements that 

point to the need to 

participate in specific 


opportunities that are related 

to the content area. 



the ability to use more than 

three types of data, both 




students. Evidence is 

provided in the form of data 

summaries that were 

developed, both 


colleagues. Summaries are 

included that describe how 

data can be used better to 

evaluate student learning 

outcomes in the future. 


multiple pieces of written 

evidence that demonstrate an 

understanding of the 

importance of collaborating 

with the home or school or 

larger communities to 

encourage communication 

that supports 


and continuous improvement. 

This evidence is provided for 

multiple groups (e.g., families 

and teachers). 


importance of professional 

development, and how it can 

support the development of 

knowledge and skills needed 

for the teaching and learning 

process, with statements that 

point to the need to 

participate in specific 


opportunities that are related 

to the content area. The 

candidate provides a written 


plan that has been created to 

support knowledge and skill 

development in a specific 

area. 






f. Implements knowledge and 

skills learned in professional 

development in the teaching 

and learning process. The 


evidence of implementing 

knowledge and skills 

developed through 


opportunities, or university 

resources, during the postobservation 

conference. 

(FEAP b.5.f/InTASC 9a.p) 





NSU g. Applies technology. 

The candidate will provide 

evidence of using technology 


conference. 

(NSU b.5.g) 





NSU h. Understands the 

ethical conduct requirements 

of educators. The candidate 

will demonstrate ethnical 

conduct during the 

observation and will discuss 

ethical issues during the postobservation 

conference. 

(NSU b.5.h/InTASC 9o.d) 

The candidate provides little 

or no evidence of the 

implementation of knowledge 

and skills that have been 

gained through professional 

development that supports the 

teaching and learning 

process. The candidate did 

not demonstrate by specific 


success of the application of 

the professional development 

in the learning process. 



can apply technology to the 

processes of organizing 

assessment information or 

integrating assessment 

information in the planning 

process. 

Candidate provides little or 

no evidence of understanding 

professional responsibility 

and ethical conduct. 

Candidate provides little or 

no understanding that 

educators are held to a high 

moral standard in a 

community, or state (e.g., the 

effective Florida educator 

adheres to the Code of Ethics 

and the Principles of 

Professional Conduct of the 

Education Profession of 

Florida, pursuant to State 

Board of Education Rules 

6B-1.001 and 6B-1.006, 

F.A.C.), and shows no 

evidence of the fulfillment of 

the expected obligations to 

students, the public and the 

education profession. 

The candidate provides three 

examples of evidence for 

implementing the knowledge 





process. This is 

demonstrated by specific 



the professional development 

in the learning process. Postobservation, 

the candidate 

articulates the specific 

knowledge and skills learned 

in professional development. 


how to apply technology to 

the processes of organizing 

assessment information and 



process. This is described on 

a short-term basis (e.g., a 

one-week period). 

Candidate provides evidence 

of understanding professional 

responsibility and ethical 

conduct. Candidate provides 

evidence of understanding 

that educators are held to a 

high moral standard in a 

community, or state (e.g., the 

effective Florida adheres to 

the Code of Ethics and the 

Principles of Professional 

Conduct of the Education 

Profession of Florida, 

pursuant to State Board of 

Education Rules 6B-1.001 

and 6B-1.006, F.A.C.), and 

fulfills the expected 

obligations to students, the 

public and the education 

profession. 

The candidate provides five 

examples of evidence for 

implementing the knowledge 





process. This is demonstrated 

by specific statements that 

point to the success of the 

application of the 

professional development in 

the learning process. Postobservation, 

the candidate 

articulates the specific 

knowledge and skills learned 

in professional development. 


evidence that additional 


opportunities are needed for 

other learning activities. 


how to apply technology to 

the processes of organizing 

assessment information and 



process. This is described on 

a long-term basis (e.g., a 

semester or academic year 

period). 

Professional Responsibility 

and Ethical Conduct. 

Understanding that educators 

are held to a high moral 

standard in a community, , or 

state (e.g., the effective 

Florida educator adheres to 

the Code of Ethics and the 

Principles of Professional 

Conduct of the Education 

Profession of Florida, 

pursuant to State Board of 

Education Rules 6B-1.001 

and 6B-1.006, F.A.C.), and 

fulfills the expected 

obligations to students, the 

public and the education 

profession. This is 

demonstrated by specific 



the ethical conduct and 

professional responsibility. 




and Ethics – Ethics 

NSU 2.a. Summarizes the 

code of ethics summary. The 


professional and ethical 

behaviors during the 

observation. 

(NSU b.6.2.a/InTASC 9f.p, 

9j.k, 9o.d) 




NSU 2.b Summarizes the 

ethics case study summary. 

The candidate summarizes 

the ethical issues of class 


conference. 

(NSU b.6.2.b/InTASC 9f.p, 

9j.k, 9o.d) 




NSU 2.c. Develops a 

behavior action plan. The 

candidate describes the action 

to take to correct ethical 

issues during the postobservation 

conference. 

(NSU b.6.2.c/InTASC 9f.p, 

9j.k, 9o.d). 




NSU 2.d. Understands the 

state’s policy on ethical 

conduct. The candidate 

discusses the classroom 

experience within the context 

of the state’s policy on ethical 

conduct during the postobservation 

conference. 

(NSU b.6.2.d/InTASC 9f.p, 

9j.k, 9o.d) 




NSU 2.e. Reflects on ethical 

behavior. The candidate 

reflects on ethical issues 

during a post-observation 

conference. 

(NSU b.6.2.e/InTASC 9e.p, 

9i.k, 9m.d) 



behaves professionally and 

ethically in the school setting. 



can summarize the ethical 

issues that occurred during 




reflects upon the classroom 

experience and proposes 

actions to correct ethical 

missteps or strengthen ethical 

decisions. 



was able to reflect upon the 

classroom experience and 

relate it to the state's policy 

on ethical conduct. 



can identify professional 

resources to assist with 

ethical dilemmas in the 

future. 

The candidate behaves 

professionally and ethically 

in the school setting. 

The candidate summarized 

the ethical issues that 

occurred during the 

observation within the 

context of the codes of ethics. 

The candidate reflects upon 

the classroom experience and 

proposes actions to correct 

ethical missteps or strengthen 

ethical decisions. 

The candidate reflected upon 


related it to the state's policy 

on ethical conduct. 

Post-observation, the 

candidate identifies three 

professional resources to 

assist with ethical dilemmas 

in the future. 

The candidate behaves 

professionally and ethically in 

the school setting. The 

candidate regularly consults 

with the site supervisor to 

gain multiple perspectives on 

ethical issues. 

The candidate was able to 

thoroughly discuss ethical 

issues that occurred during 

the observation within the 

context of the codes of ethics. 

The candidate's evaluation of 

the issues was thorough and 

addressed multiple 

perspectives of the issue. 

The candidate reflects upon 


proposes actions to correct 

ethical missteps or strengthen 

ethical decisions. The 

reflection addressed all of the 

issues and the proposed 

actions were practical and 

feasible. 

The candidate thoroughly 

reflected upon the classroom 

experience and looked at the 

experience from multiple 

perspectives. The candidate 

referred to the specific state 

codes of conduct that relate to 

the experience. 


candidate identifies more than 

three professional resources 

to assist with ethical 

dilemmas in the future. 





NSU 2.f. Identifies resources 

on ethics. The candidate 

provides evidence of 

identified resources during a 

post-observation conference. 

(NSU b.6.2.f/InTASC 9e.p, 

9i.k, 9m.d) 




NSU 2.g. Describes 

consequences of unethical 

practices. The candidate 

verifies understanding of 


practices during a postobservation 

conference. 

(NSU b.6.2.g/InTASC 9o.d) 



can identify professional 

resources to assist with 

ethical dilemmas in the 

future. 



can describe the 


practices based on the state's 

policy on ethical conduct. 


candidate identifies three 

professional resources to 

assist with ethical dilemmas 

in the future. 




policy on ethical conduct. 


candidate identifies more than 

three professional resources 

to assist with ethical 

dilemmas in the future. 




policy on ethical conduct, and 

describes resources that are 

available to consult about 

appropriate behaviors. 


Extern/Intern 

Name 



Observation 4 

Cooperating 


On-Site 



Accomplished Practice a.3 – Quality of Instruction – Instructional Delivery and Facilitation 

(Portions of InTASC Model Core Teaching Standards 2: Learning Differences; 4: Content Knowledge; 5: 

Application of Content; 6: Assessment; 8: Instructional Strategies, and 9: Professional Learning and 

Ethical Practice – NCATE Standards 1b. Pedagogical Content Knowledge for Teacher Candidates and 1c. 

Professional and Pedagogical Knowledge and Skills for Teacher Candidates – Florida Subject Matter 

Competency XX) 

Accomplished Practice a.4 – Quality of Instruction: Assessment – Student Assessment Cycle – 

Application (Clinical) (Portions of InTASC Model Core Teaching Standards 6: Assessment, and 8: 

Instructional Strategies – NCATE Standard 1g. Professional Dispositions for All Candidates – Florida 

Subject Matter Competency XX) 


FEAP a.3 Quality of Instruction: Instructional 


a. Deliver engaging and challenging lessons. 

Clinical Observation of Delivery of Unit Plan – 

Each candidate will develop and teach a 

comprehensive unit. The preparation and 

presentation of this unit plan documents the 

candidate’s pedagogical and professional 

knowledge, skills, dispositions, planning, and 

assessment abilities as stipulated in state and 

national standards. 

(FEAP a.3.a/InTASC 8) 




challenging lessons. Little 

or no evidence is provided 

that the candidate provided 

clear directions for 

instructional activities. 



behaviors (e.g., being 

on task, enthusiasm, 

etc.), the candidate 

provided evidence of 

engaging and 

challenging 

instruction. 



behaviors (e.g., being 

on task, enthusiasm, 

etc.), the candidate 

provided evidence of 

engaging and 

challenging instruction. 

The candidate engaged 

students in a discussion 

on the level of interest 

in the lesson and 

requested feedback on 

how to make the lesson 

more engaging. 




b. Deepen and enrich students’ understanding 

through content area literacy strategies, 

verbalization of thought, and application of the 

subject matter. The candidate discusses the 

content area literacy strategies, verbalization of 

thought, and application of the subject matter that 

were applied to deepen students’ understanding 

during a post-observation conference. 

(FEAP a.3.b/InTASC 4b.p, 4d.p, 5b.p) 






subject matter. 

Rigorous Text - Close Reading – READ IT 

(Guide to Creating Text Dependent Questions for 

Close Analytic Reading 

http://www.definingthecore.com 

/downloads/Guide_to_ Creating_Questions_for_ 

Close_Analytic_Reading.pdf 








Rigorous Text – Discussions – SPEAK IT 

(Text Based Discussions 

http://www.definingthecore.com/ 

downloads/Text-Based_Discussion.pdf 


Little or no evidence was 


can deepen and enrich 


understanding through 

content area literacy 


thought, and application of 

the subject matter. No 

description, objective, or 

assessment information is 

provided of content area 

literacy strategy infusion 

into the course/situation. 


observations: No evidence 

was provided that students 

applied subject matter 

content.) 

There is little or no 


presents the rigorous text 

to students in effective 

ways. Few, if any, 

opportunities are provided 

for close reading. 



discusses the rigorous text 


ways. Few, if any, 

opportunities are provided 

for the discussion of the 

close reading activities. 

The candidate 

deepens and enriches 

students’/ 

participants’ 

understanding 

through content area 

literacy strategies, 

verbalization of 

thought, and 


subject matter. The 


evidence that 

instructional 

objectives and 

assessments are 

linked to the content 

area literacy 

strategies. (In 

addition for clinical 

observations: 

Examples of student 

work show that 

subject matter content 

is applied.) 

The candidate 

presents the rigorous 

text to students in 

effective ways. 

Opportunities are 

provided for close 

reading. 

The candidate 

facilitates discussion 

of the rigorous text 

with students in 



provided for students 

to respond to implicit 

questions, provide 

citations to close 

reading resources, 

etc. 

The candidate deepens 

and enriches students’/ 

participants’ 

understanding through 


strategies, verbalization 

of thought, and 


subject matter. The 


evidence that 

instructional objectives 

and assessments are 

linked to the content 

area literacy strategies. 


observations: Examples 

of student work show 

that subject matter 

content is applied. An 

evaluation of the use of 


strategies, verbalization 

of thought, and 


subject matter is 

provide that includes a 

statement of how these 

can be enhanced in 

future instruction.) 


the rigorous text to 

students in effective 

ways. Opportunities 

are provided for close 

reading. These 

opportunities are 

provided in multiple 

media formats. 

The candidates 

facilitates the 

discussion of rigorous 

text with students in 




respond to implicit 

questions, provide 

citations to close 

reading resources, etc., 

in multiple media 

formats. 








Rigorous Text - Writing Activities – WRITE IT 








Rigorous Text - Language and Vocabulary 



Delivery 

c. Identifies Gaps in Students’/Participants’ 

Subject Matter Knowledge 

(FEAP a.3.c/InTASC 6c.p, 6g.p, 6l.k) 



incorporates text-based 

activities and practices that 

allows the P-12 student to 

demonstrate writing skills 

that are text-based. 




strategies to increase the 

students’ vocabularies and 


content, based on the 

rigorous text that is used 

for instruction. 



can identify gaps in 

students’/ participants’ 

subject matter knowledge; 

The candidate 

incorporates textbased 

activities and 

practices that allows 

the P-12 student to 

demonstrate writing 

skills that are textbased. 

The candidate 


strategies to increase 

the students’ 

vocabularies and 

language needed to 

learn content, based 

on the rigorous text 

that is used for 

instruction. 

The candidate can 

identify gaps in 

students’/ 

participants’ subject 

matter knowledge. 

Evidence is provided 

in the form of an 

assessment for which 

data have been 

collected and 

analyzed (e.g., 

classroom assessment 

or standardized test 

data). 

The candidate 

incorporates text-based 

activities and practices 

that allow the P-12 

student to demonstrate 

writing skills that are 

text-based. The 

candidate details how 

these activities and 

practice can be 

improved for future 


The candidate 


strategies to increase 


vocabularies and 

language needed to 

learn content, based on 

the rigorous text that is 

used for instruction. 

The candidate details 

how these activities and 

practice can be 

improved for future 



multiple sources of 

evidence that show 

gaps in students’/ 

participants’ subject 

matter knowledge. The 

evidence is provided in 

the form of a data 

analysis and a plan for 

remediation for the 





d. Modify instruction to respond to 

preconceptions or misconceptions. The candidate 

demonstrates modification of instruction to 

respond to preconceptions or misconceptions. 

(FEAP a.3.d/InTASC 4e.p, 4k.k, 4p.d, 9i.k) 



e. Relate and integrate the subject matter with 

other disciplines and life experiences. The 

candidate demonstrates how to relate and 

integrate the subject matter with other disciplines 

or life experiences. 

(FEAP a.3.e/Standard 5a.p, 5h.p, 5i.k, 5j.k, 5r.d) 



can modify lessons/therapy 

sessions/presentations to 

respond to preconceptions 

or misconceptions. 



can relate and integrate the 





address subject matter in 

other disciplines or life 

experiences. 


modify 

lessons/therapy 

sessions/ 

presentations to 

respond to student/ 

participant 



Evidence is provided 

in the form of 

examples and 

strategies that were 

used to respond to the 

student/ participant. 


relate and integrate 

the subject matter 

with other disciplines 

and life experiences. 

There are no 

examples provided 

that address subject 

matter in other 

disciplines or life 

experiences. At least 

three examples are 

provided that ask 

students to relate the 

subject matter to that 

in other disciplines 

and with life 

experiences. 


examples of 

occurrences of 



misconceptions that 

have been reviewed 

with colleagues. The 


that these 


misconceptions are 

routinely anticipated 

and that the 

lesson/therapy session/ 

presentation is 

developed to provide 

examples and nonexamples 

that will 

resolve these in the 

initial lesson/ therapy 

session/ presentation. 


relate and integrate the 

subject matter with 

other disciplines and 

life experiences. There 

are no examples 

provided that address 

subject matter in other 

disciplines or life 

experiences. More 

than three examples are 

provided that ask 


relate the subject matter 

to that in other 

disciplines and with life 

experiences. In 

addition, the candidate 

provides examples of 

students'/participants’ 

describing, in verbal or 

written communication, 

how the subject matter 

relates to other 


experiences. 




f. Employ higher-order questioning techniques. 

The candidate demonstrates higher-order 

questioning techniques during the observation. 

(FEAP a.3.f/InTASC 4c.p, 4j.k, 5d.p, 5m.k, 8f.p, 

8k.p, 8j.k) 



g. Apply varied instructional strategies and 

resources, including appropriate technology, to 

provide comprehensible instruction and to teach 

for student understanding. The candidate 

demonstrates different instructional strategies and 

resources, including technology, during the 

observation. 

(FEAP a.3.g/InTASC 2b.p, 2g.k, 4a.p, 4f.p, 4g.p, 

5c.p, 8d.p, 8n.k) 



can implement higherorder 

questioning 



presentation setting. 



uses a variety of 



instructional technology, to 

teach for 


understanding. No 

examples were used to 

demonstrate effective 

teaching strategies for the 

students who were not 

engaged. 


implement higherorder 

questioning 




demonstrated by 

examples of questions 

that are used with 


The candidate uses at 

least three 

instructional 

strategies and 


instructional 

technology, to teach 

for student/participant 

understanding. The 

candidate explains to 

students how each 

strategy or resource 

meets a specific 

instructional need. 


implement higher-order 

questioning techniques 

in the 



demonstrated by 

examples of questions 

and activities that are 

designed to challenge 


respond in a way that 

verifies that the 

student/participant has 

learned the content and 

can apply the content in 

class discussions, 

written 


presentation setting, 

etc. The candidate 


student/ participant 

work that demonstrates 

this understanding. 

Question prompts are 

provided (e.g., on the 

white board, on a 

bulletin board) that 

encourage students to 

explore and consider 

the content at multiple 

levels. 


evidence of using more 

than three instructional 

strategies and more 

than three instructional 


instructional 



understanding. The 

candidate explains how 

each strategy or 

resource was used to 

meet a specific 

instructional need. 

Students are able to 

articulate how the 

instructional strategies 

and resources 

contributed to their 

understanding of the 

content. 




h. Differentiates Lessons/ Therapy Session/ 

Presentations Based on an Assessment of 

Student/ Participant Learning Needs and 

Recognition of Individual Differences in 

Students/ Participants 

(FEAP a.3.h/InTASC 2h.k, 2l.d, 8a.p, 8k.k, 8s.d) 



i. Supports, Encourages, and Provides Immediate 

and Specific Feedback to Students/Participants to 

Promote Student/Participant Achievement 

(FEAP a.3.i/InTASC 6d.p, 6n.k, 6s.d) 



j. Utilize Student/Participant Feedback to Monitor 

Instruction/Therapy /Presentation Needs and to 

Adjust Instruction/Therapy/ Presentation 

(FEAP a.3.j/InTASC 6e.p, 6m.k, 6q.d) 



can differentiate lessons/ 

therapy 

session/presentations based 

on assessment of 


needs. Little or no 

evidence is provided that 

the candidate recognizes 

individual differences in 

students/ participants. 



uses knowledge of subject 

matter to support, 

encourage, and provide 

immediate and specific 

feedback to 

students/participants to 

promote student/ 

participant achievement. 



can use student/participant 

feedback to monitor 

instruction/therapy 

/presentation needs and 


presentation. 

The candidate 

differentiates 


session/ presentations 

based on assessment 

of student/ participant 

learning needs. The 


evidence of 

assessment for the 

class and describes 

how the assessment 

data point to the need 

for differentiated 


session/ presentations 

that meets the 

individual differences 

in 


The candidate 


how the knowledge 

of subject matter is 

used to support, 

encourage, and 

provide immediate 

and specific feedback 

to students/ 

participants to 

promote 


achievement. These 

examples are based 

on standards-based 

instruction/ 

therapy/presentation 

in the content area. 

The candidate 


how 


feedback is used to 

monitor 


presentation needs. 

Evidence is also 

provided that 

demonstrates that the 

candidate can apply 


feedback to adjust 


presentation that 

meets the 


needs. 

The candidate 

differentiates lessons/ 

therapy session/ 



participant learning 

needs. Evidence of 

assessment for the 

class/group is provided. 

The resulting 

assessment data are 

charted and presented 

in a graphical format. 


information on how 


presentations will be 

differentiated for one 




how the knowledge of 

subject matter is used 

to support, encourage, 

and provide immediate 

and specific feedback 

to students/ participants 

to promote 


achievement. These 

examples are based on 

standards-based 


presentation in the 

content area. 



evidence of how 


feedback is used to 

monitor 


presentation needs. 

Evidence is also 

provided for multiple 

instances that 

demonstrate the 

candidate's ability to 

apply 


feedback to adjust 


presentation that meets 

the student/participant 

needs. 



Delivery and Facilitation NSU k. Use Language 

Tools to Teach Content to English Language 

Learners and Develop Language Proficiency, 

through Respect of Skills and Interests and Value 

(NSU a.3.k, InTASC 2e.p, 2i.k, 2m.d, 2n.d, 2o.d) 



NSU l. Involves Learners in Generating, or 

Evaluating, New Ideas and Ways to Solve 

Problems 

(NSU a.3.l, InTASC 5f.p) 



NSU m. Provides Opportunities for Students to 

Demonstrate Knowledge through a Variety of 

Products or Performances 

(NSU a.3.m, InTASC 8e.p) 



can use language tools to 

teach content to English 

language learners and 

develop language 

proficiency, through 

respect of skills and 

interests and value of the 

individual. 



involves learners in 

generating or evaluating 

new ideas and ways to 

solve problems. 





knowledge through a 

variety of products or 

performances. 

The candidate 


using language tools 

to teach content to 

English language 

learners and develop 

language proficiency, 

through respect of 

skills and interests, 

while demonstrating 

value of the 

individual. 

The candidate 


involving learners in 

generating or 

evaluating new ideas 

and ways to solve 

problems in the 

content area. 

The candidate 

provides 

opportunities for 

students to 

demonstrate 


variety of products or 

performances. 

The candidate 

provides a copy of the 

Post CIS Reflection 

Tool that was used to 

analyze instruction. 

Most of the areas 

have been completed, 

and there is sufficient 

evidence that the 

candidate understands 


improvement. 



using language tools to 

teach content to 

English language 

learners and develop 

language proficiency, 

through respect of 

skills and interests, 

while demonstrating 

value of the individual. 

These examples 

provided evidence that 

all learners were 

involved in the learning 

that supported all 

languages. 


evidence that learners 

are routinely involved 

in generating or 

evaluating new ideas 

and ways to solve 

problems in the content 

area. Evidence of these 

activities is provided in 

student work examples 

or summaries of 

student conversations. 


opportunities for 



variety of products and 

performances. 



NSU n. Reflection on Rigor of Instruction- Post 

CIS (Comprehension Instructional Sequence 

Lesson) Reflection Tool: 

http://www.definingthecore.com/downloads/Post- 

CIS_Lesson_Self-Reflection_Tool.docx 

(NSU a.3.n) 



used the Post CIS 

Reflection Tool to analyze 

instruction. 


a completed copy of 

the Post CIS Reflection 

Tool that was used to 

analyze instruction. 

All of the areas have 

been completed, and 

there is detailed 

evidence that the 

candidate understands 


improvement. The 

candidate articulates 

the specific areas that 

need focus. 

FEAP a.4 Quality of Instruction: Assessment Little or no evidence is The candidate The candidate provides 


a. Analyzes and applies data from multiple 

assessments and measures to diagnose students’ 

learning needs, informs instruction based on those 

needs, and drives the learning process. 

Aggregation and Display of Data – The candidate 

will analyze pre-assessment results for each 

student to determine the learning needs and 

determine the results. The candidate will also 

analyze each test item (item analysis, product 

analysis) and identify which test items were 

answered correctly and which were answered 

incorrectly for each student. The candidate will 

identify poorly written test items that will be 

corrected or eliminated from the post-assessment 

and will use a table or graph to display the test 

results. 

(FEAP a.4.a/ InTASC 1a.p, 8e.p) 

FEAP a.4 Quality of Instruction: Assessment 

b. Designs and aligns formative and summative 

assessments that match learning objectives and 

lead to mastery. The candidate will design 

formative and summative assessments that are 

aligned with learning objectives. The candidate 

will create and give a pre-test that has the 

majority of the questions at the comprehension, 

application, analysis, synthesis, and evaluation 

levels for the unit to determine what students 

know. For the reassessment, candidates will 

design and give a post-test to determine what the 

students learned from the instruction that matches 

learning objectives and leads to mastery. 

(FEAP a.4.b/ InTASC 6b.p, 6o.k, 6t.d) 


c. Uses a variety of assessment tools to monitor 

student progress, achievement, and learning 

gains. The candidate will make decisions, based 

on assessment data, to determine how to set goals 

and create the unit lessons for the students. This 

will occur with multiple assessment tools. The 

candidate will use the data to set goals and create 

unit lessons for the students. The candidate will 

also demonstrate the use of a variety of 

assessment tools to monitor student progress, 

achievement and learning gains. (FEAP a.4.c/ 

InTASC 6b) 


d. Modifies assessments and testing conditions to 

accommodate learning styles and varying levels 

of knowledge. The candidate will accommodate 

special needs by modifying assessments and the 

testing environment. The candidate will use a 

learning style inventory to determine the learning 

styles of the students and list the accommodations 

for ESE and ELL students. 

(FEAP a.4.d/ InTASC 6h.p, 6p.k, 6u.d) 


analyzes and applies data 

from multiple assessments 

and measures to diagnose 

students’ learning needs, 

design appropriate 

instruction, and/or create 

appropriate, observable, 

and measurable objectives. 



designs and aligns 


assessments that match 

learning objectives and 

that determine mastery. 



uses a variety of 

assessment tools for 

monitoring student 

progress. 



modifies assessments or 

testing conditions to 

accommodate learning 

styles and varying levels 

of knowledge. 


data analysis from 

multiple assessments 

in order to diagnose 

two students’ learning 

needs, write two 

learning objectives for 

each student, and 

design instruction to 

support the students’ 

achievement of those 

objectives. 

The candidate designs 

and aligns formative 

and summative 

assessments that 

match the learning 

objectives and that 

determine mastery. 

The candidate 


at least three 

assessment tools used 

to monitor student 

progress. 

The candidate 

describes and explains 

the reason(s) for 

modifications made to 

assessments and/or 



styles and varying 

levels of knowledge. 

evidence of data 

analysis from multiple 

assessments to 

diagnose three 

students’ learning 

needs. The candidate 

writes two learning 

objectives for each 

student, and designs 

instruction to support 


achievement of those 

objectives. The 

candidate explains how 

instruction is 

determined, based on 

those needs. 

The candidate designs 

and aligns formative 

and summative 

assessments that match 

all of the learning 

objectives that 

determine mastery. 

The designs are based 

on cited research. 


evidence of the use of 

more than five 

assessment tools to 

monitor student 

progress. 

The candidate 

describes and explains 

the modifications made 

to assessments and/or 



styles and varying 

levels of knowledge. 

The candidate cites the 

research that supports 

these choices and 

describes the 

collaboration with the 

classroom teacher. 



e. Shares the importance and outcomes of student 

assessment data with the student and the student’s 

parent/caregiver(s). The candidate will provide 

evidence of sharing the outcomes of the 

assessments with the student and with the 

parent/caregiver. 

(FEAP a.4.e/ InTASC 6f.p, 6v.d) 


f. Applies technology to organize and integrate 

assessment information. The candidate will use 

technology to list and organize the scores of the 

pre-test and post-test. They will provide copies of 

the tests in the assignment during the preobservation 

conference. (FEAP a.4.f/ InTASC 

6i.p, 6o.k) 


NSU a.4.g Use technology to improve student 

study and test-taking skills 

(NSU a.4.g/ InTASC 6b.p, 6o.k, 6t.d) Identify 

review materials for students to improve testtaking 

skills. 



collaborates with the 

classroom teacher and/or 

effectively communicates 

assessment results and 

planned intervention to the 

student and 




applies technology to the 

processes of organizing 

assessment information or 


information in the 

planning process. 



used technology to 

identify review materials 

to improve student study 

and test-taking skills. 

The candidate 


communication of 

assessment results that 

was developed in 


classroom teacher. 

The evidence can 

include planned 

discussion points that 

stress the importance 

of the results and 

describe a planned 

intervention to the 

student and 


The candidate 

demonstrates use of 

technology to 

organize assessment 

information and to 

integrate assessment 

information into the 


The candidate used 

technology to identify 

review materials to 

improve student study 

and test-taking skills. 

Pass/Fail 

If the teacher candidate receives a “met” or “exceeded” on all indicators, he/she earns a passing grade. 

If the teacher candidate fails to meet one or more of the standards, the standard(s) must be remediated. 


a written plan to 

communicate the 

assessment results that 

was developed in 


classroom teacher. The 

discussion points stress 

the importance of the 

results and explain the 

planned intervention to 

the student and 

parent/caregiver. The 

candidate’s submission 

includes a transcription 

of an actual meeting 

with the student, 

parent, and teacher or a 

dialogue that could 

occur, based on the 

information provided 

by the classroom 

teacher/service 

provider. 

The candidate 

demonstrates use of 

technology to organize 

assessment 

information, modify the 

assessment process 

and/or the testing 

conditions, and 

integrate assessment 

information into the 


The candidate provided 


using technology to 

identify review 

materials to improve 

student study and testtaking 

taking skills. 

The candidate provided 

a plan on how to use 

these materials with 

students. 


APPENDIX E 

FOR ELEMENTARY MAJORS ONLY! 

ACEI Standards 

Scoring Rubric for ACEI Standard Indicators 

Directions to the Observer: Please rate the Intern on the following specific ACEI standard indicators 

Specific ACEI 

Standard Indicators 

Criterion for “target” rating 

Not Met Met Exceeded 

ACEI 1.0 

Development, 

learning and 

motivation 

ACEI 2.1 

English Language 

Arts 

ACEI 2.2 

Science 

ACEI 2.3 

Mathematics 

The Candidate does not 

know, understand, and use 

the major concepts, 

principles, and theories to 

construct learning 

opportunities that support 

individual students’ 

development, acquisition 

of knowledge, and 

motivation. 


demonstrate a high level 

of competence in use of 

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 


demonstrate knowledge, 

understanding, or use of 

fundamental concepts in 

physical, life, and earth 

and space sciences to 

build a base for scientific 

and technological literacy. 


know, understand, or use 

the major concepts, 

procedures, and reasoning 

The Candidate knows, 

understands, and uses the 

major concepts, principles 

and theories to construct 

learning opportunities that 

support individual 

students’ development, 

acquisition of knowledge, 

and motivation. 

The Candidate 

demonstrates a high level 

of competence in use of 

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. 

The Candidate 

demonstrates knowledge, 

understanding, and use of 

fundamental concepts in 

physical, life, and earth and 

space science to build a 

base for scientific and 

technological literacy. 



major concepts, 

procedures, and reasoning 

The Candidate clearly knows, 


major concepts, principles 

and theories to construct 

learning opportunities that 

support individual students’ 

development, acquisition of 

knowledge, and motivation. 

The Candidate clearly 

demonstrates a high level of 

competence in use of English 

language arts and they know, 

understand, and use concepts 

from reading, language and 

child development, to teach 

reading, writing, speaking, 

viewing, listening, and 



demonstrates knowledge, 

understanding, and use of 

fundamental concepts in the 

subject matter of science— 

including physical, life, and 

earth and space sciences to 

build a base for scientific and 

technological literacy 



major concepts, procedures, 

and reasoning processes of 




Specific ACEI 




ACEI 2.4 

Social Studies 

ACEI 2.5 

The Arts 

ACEI 2.6 

Health Education 

ACEI 2.7 

Physical Education 

processes of mathematics 

that define number 

systems and number 

sense, geometry, 

measurement, statistics 

and probability, and 

algebra in order to foster 

student understanding 



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. 



the content, functions, and 

achievements of dance, 

music, theater, and the 

several visual arts as 

primary media for 

communication, inquiry, 

and insight. 



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. 


know, understand, or 

use—as appropriate to 

processes of mathematics 

that define number systems 

and number sense, 

geometry, measurement, 

statistics and probability, 

and algebra in order to 

foster student 

understanding 



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 


abilities to make informed 

decisions. 



content, functions, and 



several visual arts as 

primary media for 

communication, inquiry, 

and insight. 



major concepts in the 

subject matter of health 

education to create 

opportunities for student 

development and practice 

of skills that contribute to 

good health. 


understands, and uses—as 

appropriate to their own 

mathematics that define 

number systems and number 

sense, geometry, 

measurement, statistics and 

probability, and algebra in 

order to foster student 

understanding. 



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. 



content, functions, and 



several visual arts as primary 

media for communication, 

inquiry, and insight. 



major concepts in the subject 

matter of health education to 

create opportunities for 

student development and 

practice of skills that 

contribute to good health. 


understands, and uses—as 

appropriate to their own 




Specific ACEI 




ACEI 3.1 

Integrating and 

applying knowledge 

for instruction 

their own understanding 

and skills—human 

movement and physical 

activity as central 

elements to foster active, 

healthy life styles. 


plan and implement 

instruction based on 

knowledge of students, 

learning theory, subject 

matter, curricular goals, 

and community. 

understanding and skills— 

human movement and 

physical activity as central 



The Candidate plans and 

implements instruction 

based on knowledge of 

students, learning theory, 

subject matter, curricular 

goals, and community. 

understanding and skills— 

human movement and 

physical activity as central 




plans and implements 

instruction based on 

knowledge of students, 

learning theory, subject 

matter, curricular goals, and 

community. 

ACEI 3.2 

Adaptation to diverse 

students 

ACEI 3.3 

Development of 

critical thinking, 

problem solving, 

performance skills 


understand how 

elementary students differ 

in their development and 

approaches to learning, 

and create instructional 

opportunities that are 

adapted to diverse 

students. 


understand or use a 

variety of teaching 

strategies that encourage 


development of critical 

thinking, problem solving, 

and performance skills. 

The Candidate understands 

how elementary students 

differ in their development 

and approaches to learning, 

and creates instructional 

opportunities that are 

adapted to diverse students. 


and uses a variety of 

teaching strategies that 

encourage elementary 

students’ development of 

critical thinking, problem 

solving, and performance 

skills. 


understands how elementary 

students differ in their 

development and approaches 

to learning, and creates 

instructional opportunities 

that are adapted to diverse 

students. 


understands and uses a 

variety of teaching strategies 

that encourage elementary 

students’ development of 

critical thinking, problem 

solving, and performance 

skills. 

ACEI 3.4 

Active engagement in 

learning 


use knowledge and 

understanding of 

individual and group 

motivation and behavior 

among students at the K-6 

level to foster active 

engagement in learning, 

The Candidate uses 

knowledge and 

understanding of individual 

and group motivation and 

behavior among students at 

the K-6 level to foster 

active engagement in 

learning, selfmotivation, 

The Candidate clearly uses 

his/her knowledge and 

understanding of individual 

and group motivation and 

behavior among students at 

the K-6 level to foster active 

engagement in learning, selfmotivation, 

and positive 




Specific ACEI 




selfmotivation, and 

positive social interaction 

and to create supportive 

learning environments. 

and positive social 

interaction and to create 

supportive learning 

environments. 

social interaction and to 

create supportive learning 

environments. 

ACEI 3.5 

Communication to 

foster collaboration 

ACEI 4.0 

Assessment for 

instruction 


use knowledge and 

understanding of effective 

verbal, nonverbal, and 

media communication 

techniques to foster 

inquiry and collaboration. 



formal and informal 

assessment strategies to 

plan, evaluate and 

strengthen instruction. 

The Candidate uses 

knowledge and 


verbal, nonverbal, and 

media communication 

techniques to foster inquiry 

and collaboration. 


understands, and uses 

formal and informal 

assessment strategies to 

plan, evaluate and 

strengthen instruction. 

The Candidate clearly uses 

knowledge and 


verbal, nonverbal, and media 

communication techniques to 

foster inquiry and 

collaboration. 


understands, and uses formal 

and informal assessment 

strategies to plan, evaluate 

and strengthen instruction. 

ACEI 5.1 

Practices and behaviors 

of developing career 

teachers 

ACEI 5.2 

Reflection and 

evaluation 

ACEI 5.3 

Collaboration with 

families 

The Candidate neither 

understands nor applies 

practices and behaviors 

that are characteristic of 

developing career 

teachers. 

The Candidate is not 

aware of nor reflects on 

their practice in light of 

research on teaching and 

resources available for 

professional learning. 


know the importance of 

establishing and 

maintaining a positive 

collaborative relationship 

with families. 

The Candidate understands The Candidate clearly 

and begins to practice and understands and clearly 

behaviors that are applies practices and 

characteristic of behaviors that are 

developing career teachers. characteristic of developing 

The Candidate is aware of 

and reflects on their 

practice in light of research 

on teaching and resources 

available for professional 

learning. 

The Candidate knows the 

importance of establishing 

and maintaining a positive 

collaborative relationship 

with families. 

career teachers. 

The Candidate is clearly 

aware of and reflects on their 

practice in light of research 

on teaching and resources 

available for professional 

learning. 

The Candidate clearly knows 

the importance of 

establishing and maintaining 

a positive collaborative 

relationship with families by 

attempting contact with a 

family member of students. 

ACEI 5.4 The Candidate does not The Candidate fosters The Candidate clearly fosters 




Specific ACEI 




Collaboration with 

colleagues and the 

community 

foster relationships with 

school colleagues and 

agencies in the 

community. 

relationships with school 

colleagues and agencies in 

the community. 

relationships with school 

colleagues and agencies in 

the community. 

Pass/Fail 

If the teacher candidate receives a “met” or “exceeded” on all indicators, he/she earns a 

passing grade. 

If the teacher candidate fails to meet one or more of the standards, the standard(s) must be 

remediated. 


APPENDIX F 

FOR SCIENCE MAJORS ONLY! 

Safety Rubric 

Indicator 

The Candidate demonstrates 

knowledge of legal and ethical 

responsibilities of science teachers 

for the welfare of his/her students, 

the proper treatment of and 

animals, and the maintenance and 

disposal of materials. (NSTA 9a) 

Description of 

Assessment 

Task 

Written Personal 

Reflection of 

candidate’s 

knowledge and 

commitment to the 

understanding of 

legal and ethical 

responsibilities of 

science teachers 

for the welfare of 

their students, the 

proper treatment 

of animals and the 

maintenance and 

disposal of 

materials. 


Candidate’s 

personal reflection 

of does not 

demonstrate a 

working 

knowledge or 

commitment to 



science teachers for 

the welfare of their 

students, the proper 

treatment of 

animals and the 

maintenance and 

disposal of 

materials. 

Candidate’s 

personal 

reflection 

demonstrates 

knowledge and 

commitment to 



science teachers 

for the welfare of 

their students, the 

proper treatment 

of animals and 

the maintenance 

and disposal of 

materials. 

Candidate’s personal 

reflection demonstrates a 

comprehensive knowledge 

and great commitment to legal 

and ethical responsibilities 

of science teachers for the 

welfare of their students, 

the proper treatment of animals 

and the maintenance and 

disposal of materials. 

The Candidate demonstrates 

knowledge of safe and proper 

techniques for the preparation, 

storage, dispensing, supervision, 

and disposal of all materials used in 

science instruction. (NSTA 9b) 


emergency procedures, the 

importance of maintaining safety 

equipment, and the need to ensure 

safety procedures appropriate to the 

activities and the abilities of 

students. 

(NSTA 9c) 


Reflection of 

Candidate’s 

knowledge and 


practice of safe 

and proper 

techniques for the 

management of 

materials used in 

science 

instruction. 

(NSTA Standard 

9b) 

Written personal 

reflection of 

Candidate’s 

knowledge and 

commitment to 

emergency 

procedures 

appropriate for the 


abilities of 

students in the 

Candidate’s 


does not 

demonstrate a 

working 

knowledge or 


practice of safe and 

proper techniques 

for the 

management of 


science instruction. 

Candidate’s 


does not 

demonstrate a 

working 

knowledge or 

commitment to 

emergency 

procedures 



Candidate’s 

personal 

reflection 

demonstrates 

knowledge and 

commitment to 

the practice of 

safe and proper 


management of 


science 

instruction. 

Candidate’s 

personal 

reflection 

demonstrates 

knowledge and 

commitment to 

emergency 

procedures 

appropriate for 

the activities and 

abilities of 




and commitment to the 

practice of safe and proper 


management of materials 

used in science instruction. 




and great commitment to 

emergency procedures 


activities and abilities 

of students in the 

science classroom 


Indicator 

The Candidate understands the 

need to treat all living organisms in 

the classroom or found in the field 

in a safe, humane, and ethical 

manner and respects legal 

restrictions on their collection, 

keeping and use. (NSTA 9d) 

Description of 

Assessment 

Task 

science classroom. 


9c) 


reflection of 

Candidate’s 

knowledge and 


treatment of all 

living things in a 

safe, humane, and 

ethical manner. 


9d) 


abilities of students 

in the science 

classroom 

Candidate’s 


does not 

demonstrate a 

working 

knowledge or 


treatment of all 

living things in a 

safe, humane and 


students in the 

science 

classroom 

Candidate’s 

personal 

reflection 

demonstrates 

knowledge and 

commitment to 

the treatment of 

all living things 

in a safe, 

humane, and 





and great commitment to 

the treatment of all living 

things in a safe, humane, 

and ethical manner. 

Pass/Fail 




remediated. 


INTERNSHIP EVALUATIONS 

Assessing the intern’s performance is a key responsibility of both the cooperating teacher and the 

university supervisor. The evaluations should reflect the intern’s overall performance up to that 

date on the items indicated on the evaluation. The evaluation should accurately reflect the 

intern’s in-class performance and reflect observations and feedback documented up to that point. 

Interns must earn a “met” or “exceeded” on all of the FEAP elements. If an element is not 

met, then remediation must take place. 



Extern/Intern 

Name 

Cooperating 


Today’s Date 

Term 

Cooperating Teacher’s (Education)/ 

Field Supervisor’s (Psy.S. and SLP) 

Assessment of Dispositions of the 

Extern/Intern (FEAPINT 002) 

Field 



⁬ Off-Campus ____________________(location) 

⁬ On-Campus ____________________(location) 

⁬ PreK-12 School _________________(location) 

⁬ Online 

⁬ 


Assessment of Dispositions in Field and Clinical Activities 

2010 FEAPs Not Met Met Exceeded 

a.2.d Respects students’ 

cultural, linguistic and 

family background; 

InTASC Standard 2d(p), 

2j(k), 2m(d), 4m(k), 10q(d) 

CF Category 2 

Demonstrated Mutually 

Respectful Communication 

a.2.e Models clear, 


communication skills; 

InTASC 8h(p), 8m(k), 

8q(d) 

CF Category 2 







8q(d) 

Little or no evidence was provided 

that the candidate demonstrated 

awareness, sensitivity, and respect 

for all individual differences. The 

candidate did not demonstrate 

tolerance and appreciation for 

students and other educators. 


that the candidate maintained 

standards of respectful verbal and 

written communication during all 

professional activities. The 

candidate may have used informal 

language that was not indicative of 

formal college communication. 


that the candidate was receptive to, 

or used, feedback from supervisors. 

The candidate demonstrated 

awareness, sensitivity, and 

respect for all individual 

differences. The candidate 

demonstrated tolerance and 

appreciation for students and 

other educators. 

The candidate demonstrated awareness, 

sensitivity, and respect for all individual 

differences. The candidate demonstrated 

tolerance and appreciation for students 

and other educators. The candidate 

included all students in all class 

activities. 

The candidate maintained The candidate maintained standards of 

standards of respectful verbal respectful verbal and written 

and written communication communication to students and other 

during all professional activities. educators during all professional 

activities. The candidate indicated the 

importance of modeling to help all 

students develop clear and acceptable 

oral and written communication skills. 

The candidate effectively 

incorporated and used feedback 

from supervisors. 

The candidate was receptive to and 

effectively incorporated and used 

feedback from supervisors and indicated 

how the feedback would contribute to 

improve student learning outcomes. 

CF 4 Demonstrated 

Cooperative Behavior 





8q(d) 

CF Category 2 




that the candidate demonstrated 

written communication skills in 

standard English. Written 

communication in classroom 

communications or postings or e- 

mail communications did not 

indicate proofreading or attention to 

grammar, spelling, or standard 

writing mechanics. 

The candidate demonstrated 

written communication skills in 

standard English. 

Communications were almost 

error-free. 

The candidate demonstrated written 

communication skills in standard 

English. Attention to grammar, 

spelling, and standard writing mechanics 

contributed to effective communication. 

Obvious attention to proofreading was 

evident in the sense that 

communications were error-free. 





a.2.f. Maintains a climate 

of openness, inquiry, 

fairness and support; 

InTASC 3a(p), 3j(k), 3n(d), 

3q(d) 


that the candidate believed that all 

students could learn. 

The candidate demonstrated a 

belief that all students could 

learn by encouraging 

participation of all students and 

by providing opportunities for 

all students to succeed. 

The candidate demonstrated multiple 

times that evidenced a belief that all 

students could learn. The candidate 

either directly or indirectly assisted all 

students to improve learning outcomes. 

CF Category 1 

Demonstrated 

Understanding That All 

Children Can Learn 

a.3.a. The candidate 


challenging lessons; 

InTASC 8 

CF Category 1 

Demonstrated 




that the candidate demonstrated the 

responsibility to develop and deliver 

engaging and challenging lessons as 

a responsibility to encourage all 

students to learn. 

The candidate demonstrated the 

responsibility to develop and 

deliver engaging and challenging 

lessons as a responsibility to 

encourage all students to learn. 

The candidate demonstrated the 

responsibility to develop and deliver 

engaging and challenging lessons as a 

responsibility to encourage all students to 

learn through the development of lessons 

that incorporated content of interest for 

the learning group and which included 

activities that promoted higher order 


CF Category 5: 

Demonstrated Fairness 

a.3.g Apply varied 



appropriate technology, to 

provide comprehensible 

instruction, and to teach for 

student understanding; 

InTASC 2b(p), 2g(k), 

4a(p), 4f(p), 4g(p), 5c(p), 

8d(p), 8n(k) 

CF Category 1 

Demonstrated 




that the candidate applied varied 


resources, including appropriate 


comprehensible instruction, and to 

teach for student understanding. 

The candidate did not demonstrate 

an understanding of the need to use 

different technologies to provide 

learning opportunities for all 

students. 

The candidate applied varied 


resources, including appropriate 


comprehensible instruction, and 

to teach for student 


demonstrated an understanding of 

the need to seek different 

technologies to provide learning 

opportunities for all students. 

The candidate applied varied 

instructional strategies and resources, 

including appropriate technology, to 

provide comprehensible instruction, and 

to teach for student understanding. The 

candidate demonstrated an understanding 

of the need to seek different technologies 

to provide learning opportunities for all 

students. 


Demonstrated Fairness 

b.5.c. Collaborates with the Little or no evidence was provided 

home, school and larger that the candidate worked 

communities to foster collaboratively with school 

communication and to stakeholders to improve the 

support student learning educational experiences with 

and continuous 

students. 

improvement; 

InTASC 9c(p) 

The candidate worked 

collaboratively with school 

stakeholders to improve the 

educational experiences with 

students. 

The candidate provided multiple 

examples of working collaboratively and 

enthusiastically with school stakeholders 

to improve the educational experiences 

with students. 






Demonstrated Cooperative 

Behavior 

b.5.e Engages in targeted 


opportunities and reflective 

practices 

InTASC 4o(d), 9a(p), 

9b(p), 9k(k), 9n(d) 

During post-observation 

During post-observation 

discussions, little or no evidence discussions, the candidate 

was provided that the candidate reflected upon his/her own 

reflected regularly upon his/her own practice during practice and 

practice and modifies behavior 

based upon that reflection. 

discussed with the supervisor how 

the behavior was modified based 

upon that reflection. 

During post-observation discussions, the 

candidate shared multiple examples with 

the supervisor of reflection upon his/her 

own practice and the resulting 

modifications of behavior. 

Pass/Fail 




remediated. 


APPENDIX G 

Intern’s Assessment of the Cooperating Teacher 

This form is to be completed by the intern to assess the level of support provided by the 

cooperating teacher. The completed form should be sent to the Program Office: 




ATTN: Internship Coordinator 


Carl DeSantis Building 

Davie, FL 33314- 7796 



Extern’s/Intern’s 

Assessment of the 

Cooperating Teacher 

Extern/Intern 

Name 

Cooperating 


On-Site 



Term 

Directions: Complete form and send to 

program office. 





⁬ Online 

Directions to the Extern/Intern: Please rate the effectiveness of your Cooperating Teacher/Field Supervisor with the following responsibilities by 

circling the appropriate response that demonstrates the Florida Educator Accomplished Practices (FEAP) that are based on the Interstate New Teacher 

Assessment and Support Consortium (INTASC) Core Standards. 

Key to Rating: 1=Strongly Disagree 2=Disagree 3=Neutral, Neither Agree Nor Disagree 4=Agree 5=Strongly Agree 

The Cooperating Teacher/Field Supervisor collects and uses data gathered from a variety of sources for student 

assessment, which include both traditional and alternative assessment strategies, to plan for students. 1 2 3 4 5 

The Cooperating Teacher/Field Supervisor recognizes the need for effective verbal and written communication 

with students, parents, and members of the school community, and varies communication techniques 

according to need. 

The Cooperating Teacher/Field Supervisor identifies principles and strategies for affecting changes 

relating to overall school improvement and engages in continuous professional self-improvement. 

The Cooperating Teacher/Field Supervisor identifies strategies, materials, and technologies to expand 

students’ thinking abilities. 

The Cooperating Teacher/Field Supervisor recommends various evaluation, intervention, or teaching techniques and 

strategies to effectively use with all students, regardless of diversity, culture, learning styles, etc. 

The Cooperating Teacher/Field Supervisor knows and follows the code of ethics and principles of conduct 

of state and professional organizations. 

The Cooperating Teacher/Field Supervisor plans or recommends instructional activities based upon well 

established human development/learning theories and a variety of information sources about students. 

1 2 3 4 5 

1 2 3 4 5 

1 2 3 4 5 

1 2 3 4 5 

1 2 3 4 5 

1 2 3 4 5 

The Cooperating Teacher/Field Supervisor communicates subject knowledge and understands that the 

subject matter is linked to other disciplines and can be applied to real-world situations. 1 2 3 4 5 

The Cooperating Teacher/Field Supervisor uses or recommends strategies for effective learning 

environments. 

The Cooperating Teacher/Field Supervisor sets high standards for all students, including working with 

other professionals to design learning experiences or interventions that meet students’ needs and interests. 

The Cooperating Teacher/Field Supervisor communicates and works cooperatively with stakeholders to 

improve the students’ and families’ overall educational experiences at the school. 

1 2 3 4 5 

1 2 3 4 5 

1 2 3 4 5 

The Cooperating Teacher/Field Supervisor uses technology skills to assist students and teachers to 

1 2 3 4 5 

facilitate access to the use of electronic resources in my content area. 

Accomplished Practices / INTASC Core Standards 

The Cooperating Teacher/Field Supervisor is knowledgeable of the Accomplished Practices that are based 1 2 3 4 5 

on the Interstate New Teacher Assessment and Support Consortium (INTASC) Core Standards. 

Curriculum Standards - The Cooperating Teacher/Field Supervisor is knowledgeable of the state’s 

curriculum standards (e.g., Florida Sunshine State Standards, Nevada Academic Standards, etc.). 1 2 3 4 5 


APPENDIX H 

Intern’s Assessment of the University Supervisor 

This form is to be completed by the intern to assess the level of support provided by the 

university supervisor. The completed form should be sent to the Program Office: 




ATTN: Internship Coordinator 


Carl DeSantis Building 

Davie, FL 33314- 779 


Extern/Intern 

Name 

Cooperating 



Term 


Extern’s/Intern’s Assessment 

of the 

University Supervisor 

Directions: 

Directions: Complete form and send to 

program office. 

On-Site 






⁬ Online 

Directions to the Extern/Intern: Please rate the University Supervisor on the following items that demonstrate the Accomplished 

Practices (AP) that are based on the Interstate New Teacher Assessment and Support Consortium (INTASC) Core Standards. 


1. The University Supervisor effectively served as a liaison between the University and placement site. 

1 2 3 4 5 

2. The University Supervisor supported and assisted me in developing my personal and professional skills 

as an extern/intern. 1 2 3 4 5 

3. The University Supervisor monitored my progress through consultations or observations. 

1 2 3 4 5 

4. The University Supervisor reviewed my assignments. 

1 2 3 4 5 

5. The University Supervisor assisted with problem solving and provided assistance whenever I 

experienced difficulty. 1 2 3 4 5 

6. The University Supervisor provided a midterm evaluation of my progress and shared the results with me. 

1 2 3 4 5 

7. The University Supervisor communicated effectively with me throughout the externship/internship 

experience. 1 2 3 4 5 

8. The University Supervisor reviewed the final evaluation of my performance (Internship Program 

Evaluation Form) and assigned a grade. 1 2 3 4 5 

9. The University Supervisor used the technology skills necessary to assist students and teachers and can 

facilitate access to the use of electronic resources in my content area. 1 2 3 4 5 

10. The University Supervisor is knowledgeable of the Accomplished Practices that are based on the 

Interstate New Teacher Assessment and Support Consortium (INTASC) Core Standards. 1 2 3 4 5 

11. The University Supervisor is knowledgeable of the state’s curriculum standards (e.g., Florida Sunshine 

State Standards, Nevada Academic Standards, etc.). 1 2 3 4 5 

Items 12-18 (below) will be completed for GTEP and UTEP students. - - - - - 

12. The University Supervisor provided a written record of the supervised observation/site visit summary. 

1 2 3 4 5 

13. The University Supervisor obtained copies of the daily classroom schedule and the schedule of my 

assumption of responsibility, for the purpose of planning visitations. 1 2 3 4 5 

14. The University Supervisor performed scheduled and unscheduled visits to the placement school a 

minimum of four (4) times during the fourteen (14) week internship; the first visit occurred by Week 3 1 2 3 4 5 

of the internship. 

15. The University Supervisor checked the lesson plans, instructional materials, bulletin boards, interest 

centers, and assessment tools I have created. 1 2 3 4 5 

16. The University Supervisor adequately observed my actions in the classroom and provided for a postobservation 

conference in which strengths and goals for improvement were discussed. 1 2 3 4 5 

17. The University Supervisor provided a written record of my observation to me. 

1 2 3 4 5 

18. The University Supervisor wrote a letter of recommendation (Recommendation Form) for employment 

on the appropriate forms provided by the university. 1 2 3 4 5 

. 


APPENDIX I 

Internship Survey 

This form is to be completed online by the intern at midpoint of the internship. The intern 

will provide the necessary feedback for entry into the online assessment database. 


Extern/Intern 

Name 

Cooperating 



Term 


Extern/Internship Survey 

On-Site 






⁬ Online 

Directions to the Telephone Interviewer: Please complete this information on the placement of the Extern/Intern by circling the 

appropriate response on the following items. Submit responses to the online assessment system. 


1. I am enjoying my externship/internship. 

1 2 3 4 5 

2. I am learning from my cooperating teacher/on-site supervisor. 

1 2 3 4 5 

3. I am learning from my NSU supervisor. 

1 2 3 4 5 

4. I am enjoying my placement. 

1 2 3 4 5 

5. My placement could be improved. 

1 2 3 4 5 

6. My externship/internship is productive. 

1 2 3 4 5 

7. I am able to apply the Florida Educator Accomplished Practices/InTASC Standards to my school practice. 

1 2 3 4 5 

8. There are Accomplished Practices upon which I need to improve. (Specify those that need improvement in the 

comments section.) 1 2 3 4 5 

9. I am enjoying my externship/internship seminar. 

1 2 3 4 5 

10. My externship/internship seminar needs improvement. (Specify improvements needed in the comments 

section.) 1 2 3 4 5 

11. Overall, I am satisfied with my externship/internship experience. 

1 2 3 4 5 

12. I feel prepared to accept a full-time teaching position. 1 2 3 4 5 

14. Please provide any additional comments on the externship/internship that may serve to strengthen the program. 


APPENDIX J 

Internship Professional Development Plan 

This Professional Development Plan must be used when the progress of the intern does 

not meet program expectations and requires closer monitoring by the cooperating teacher 

and the university supervisor. 



Internship Professional Development Plan 

This development plan must be utilized as a tool for remediating identified areas of weakness in collaboration with the 

cooperating teacher, university supervisor, and Director of Placement Services. 

Student Name: 

School: 

Cooperating Teacher: 

University Supervisor: 

1. 

GOALS: WORK TO BE 

ACCOMPLISHED/COMPETENCY 

TO BE DEVELOPED 

ACTION PLAN RESOURCES NEEDED TIME-LINE ASSESSMENT 

2 

3. 

Signature of Intern: 

Signature of Supervisor: 

Signature of Cooperating Teacher: 

Date: 

Date: 

Date:

Handbook - 1 - Nova Southeastern University

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