1. Internship Evaluation Training
George Mason University
College of Education and Human Development
Accreditation and External Evaluation Office
Summer 2018

2. CAEP, the accrediting group for teacher education programs, uses the InTASC standards to assess the performance of our teacher candidates and candidates in advanced programs. For more information on CAEP and CCSSO, click below.

3. InTASC’s New Vision of Teaching for Improved Student Achievement
The updating of the core teaching standards was driven not only by new understandings of learners and learning but also by the new imperative that every student can and must achieve to high standards. Educators are now being held to new levels of accountability for improved student outcomes. These standards embrace this new emphasis and describe what effective teaching that leads to improved student achievement looks like.
The standards are based on our best understanding of current research on teaching practice with the acknowledgement that how students learn and strategies for engaging learners are evolving more quickly than ever.
The key themes that run through the updated teaching standards and how they will drive improved student learning:
The InTASC standards are assessed in multiple course assignment and are the foundation for the Internship Evaluation.
(page 3, InTASC Model Core Teaching Standards)
These standards promote a new paradigm for delivering education and call for a new infrastructure of support for professionals in that system.

4. Internship Evaluation Form
What is it?
All initial licensure programs require an internship experience. This Internship Evaluation Form was designed to assess a candidate’s performance with regard to the Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards and Learning Progressions for Teachers 1.0. These standards guide teacher education programs around the country and are a required part of Mason’s accreditation process. Each standard is assessed in a rubric common to all programs. Rows have been developed to assess specific elements in each standard. When applicable, further explanation for some standards is included in the first column of the rubric. For additional information, please complete the InTASC Training Module XXXX (insert link).
How does it work?
This rubric used in the internship, and the focus of this training, assesses the clinical experience performance standards in the College of Education and Human Development at George Mason University. If the average score for all standards is less than 3, or if any individual standard is less than 3, the clinical experience/internship may be extended and materials resubmitted per instruction from a candidate’s university supervisor and Program Coordinator.
This Internship Evaluation also assesses the Virginia Department of Education (VDOE) Standards for the Professional Practice of All Teachers. Each InTASC standard is tagged with the appropriate VDOE standard, as applicable. Virginia Department of Education’s technology standards for educators are assessed after the InTASC standards assessments.

5. Internship Evaluation Form
Each rubric row in the Internship Evaluation form, is aligned to the InTASC standards. A 4-point rating scale is used for each row. Each performance level includes descriptions of the performance at each of the 4 levels. A 3 is the target score and is required for the standard to be considered mastered.
Scoring Guidelines
Use the definition of the levels of performance when scoring each standard.
4-Exceeds Standard: Candidates receive a score of 4 if they perform beyond the expectations of candidates at this point in their programs. There is evidence that candidates have done additional research, identified additional resources, and/or demonstrate exceptional understanding and application of the standard. (Few 4s will be given.)
3-Meets Standard: This is the TARGET score. This score reflects that candidates have met the standard at the level expected at this point in their program. Candidates who receive a 3 have successfully met the standard.
2-Approaching Standard: Candidates receive this score when their understanding and effort does not meet the Target, but candidates show a basic understanding of the content being assessed.
1-Does Not Meet Standard: Candidates who do not submit work, and/or who submit work that is clearly below the expectations for a candidate at this point in his or her program receive this score.
Performance
Does Not Meet Standard 1
Approaching
Standard 2
Meets 3
Exceeds 4

6. Example InTASC 1: Learner Development
The standard
InTASC 1: Learner Development
Each standard has multiple rubric rows (usually 2) to ensure that all aspects of the InTASC standard are assessed. Additional standards are also included.
Target score
Performance
Does Not Meet Standard 1
Approaching
Standard 2
Meets 3
Exceeds 4
1.1 The candidate applies appropriate learning theories, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas.
VDOE 1
The candidate displays minimal knowledge of the developmental characteristics of the age group.
The candidate displays partial knowledge of the broad developmental characteristics of the age group and uses this knowledge in planning instruction..
The candidate displays accurate understanding of the typical developmental characteristics of the age group, as well as exceptions to the general patterns across the cognitive, linguistic, social, emotional, and physical areas.
The candidate uses research -based, knowledge, and appropriate skills and dispositions when planning developmentally appropriate learning experiences for all learners.
In addition to accurate knowledge of the typical developmental characteristics of the age group and exceptions to the general patterns, the candidate displays knowledge that individual learner development varies within and across the cognitive, linguistic, social, emotional, and physical areas.
1.2 The candidate designs and implements developmentally appropriate and challenging learning experiences that include the use of technology.
VDOE 2
Technology
Diversity
College and Career Ready
The candidate lacks understanding of how learners learn and neither seeks information about develop-mentally appropriate learning experiences nor uses technology as an instructional tool.
The candidate recognizes the value of understanding how learners learn, but his/her knowledge is limited or outdated. Technology is not used as an instructional tool or the technology used is not appropriate for the task or developmental characteristics of the age group.
The candidate’s knowledge of how learners learn is accurate and current. The candidate designs and implements technology enhanced, develop-mentally appropriate and challenging learning experiences for both the class as a whole and the individual learner.
The candidate demonstrates extensive and subtle understanding of how learners learn and applies this knowledge to the classroom community. The candidate implements a range of develop-mentally appropriate and challenging learning experiences for the class as a whole, small groups, and individual learners. Appropriate technologies are used to enhance learning, collaboration, and high-order thinking.
Virginia Department of Education (VDOE)
Standards
CAEP cross-cutting themes

7. Accreditation: a process of self-study & external evaluation/validation
The College of Education and Human Development (CEHD), as required by the Virginia Department of Education, is pursuing accreditation by the Council for the Accreditation of Educator Preparation (CAEP).
CAEP Standard 1.1 requires the use of the InTASC Model Core Teaching Standards to assess our candidates’ performance regardless of program, level, or placement. The Interstate Teacher Assessment and Support Consortium (InTASC) standards have been around since the early 1990s and were originally developed specifically for NEW teachers by the Council of Chief State School Officers. The ten standards have recently been revised for use with all teachers. They were grouped into four categories and the descriptors revised to include more global, contemporary, and technology enhanced language. The four categories are:
Information used in this material was adapted from Council of Chief State School Officers. (2011, April). Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards: A Resource for State Dialogue. Washington, DC: Author.
The Learner and Learning
Content
Instructional Practice
Professional Responsibility

8. The Learner and Learning
Standard #1: Learner Development
The candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Standard #2: Learning Differences
The candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Standard #3: Learning Environments
The candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
Consider:
Why are these three identified as the first three standards?
How are they similar and how do they differ?
How do the knowledge, skills, and clinical experiences in your program prepare you to be success at meeting these standards?

9. Content Standard #4: Content Knowledge
The candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
Standard #5: Application of Content
The candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Consider:
How are they similar and how do they differ?
How do the knowledge, skills, and clinical experiences in your program prepare you to be success at meeting these standards?

10. Instructional Practice
Standard #6: Assessment
The candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the candidate’s and learner’s decision making.
Standard #7: Planning for Instruction
The candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross- disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Standard #8: Instructional Strategies
The candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Consider:
Why are these three identified grouped together as “Instructional Practice”?
Why might the standards be listed in this order?
How do the knowledge, skills, and clinical experiences in your program prepare you to be success at meeting these standards?

11. Professional Responsibility
Standard #9: Professional Learning and Ethical Practice
The candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
Standard #10: Leadership and Collaboration
The candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
Consider:
How are they similar and how do they differ?
How do the knowledge, skills, and clinical experiences in your program prepare you to be success at meeting these standards?
How can teacher candidates demonstrate mastery of these standards during the internship?

12. Exploring the standards: InTASC 1 Learner Development
The candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
In your own words, what does this standard seek assess?
In addition to the Common Assessments, where is this standard assessed in your program? Courses, field experiences, internship?
What indicators would you be looking for to demonstrate a candidates’ mastery of the standard?

13. InTASC 1 Learner Development
The candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Performance
Does Not Meet Standard 1
Approaching
Standard 2
Meets 3
Exceeds 4
1.1 The candidate applies appropriate learning theories, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas.
VDOE 1
The candidate displays minimal knowledge of the developmental characteristics of the age group.
The candidate displays partial knowledge of the broad developmental characteristics of the age group and uses this knowledge in planning instruction..
The candidate displays accurate understanding of the typical developmental characteristics of the age group, as well as exceptions to the general patterns across the cognitive, linguistic, social, emotional, and physical areas.
The candidate uses research -based, knowledge, and appropriate skills and dispositions when planning developmentally appropriate learning experiences for all learners.
In addition to accurate knowledge of the typical developmental characteristics of the age group and exceptions to the general patterns, the candidate displays knowledge that individual learner development varies within and across the cognitive, linguistic, social, emotional, and physical areas.
1.2 The candidate designs and implements developmentally appropriate and challenging learning experiences that include the use of technology.
VDOE 2
Technology
Diversity
College and Career Ready
The candidate lacks understanding of how learners learn and neither seeks information about develop-mentally appropriate learning experiences nor uses technology as an instructional tool.
The candidate recognizes the value of understanding how learners learn, but his/her knowledge is limited or outdated. Technology is not used as an instructional tool or the technology used is not appropriate for the task or developmental characteristics of the age group.
The candidate’s knowledge of how learners learn is accurate and current. The candidate designs and implements technology enhanced, develop-mentally appropriate and challenging learning experiences for both the class as a whole and the individual learner.
The candidate demonstrates extensive and subtle understanding of how learners learn and applies this knowledge to the classroom community. The candidate implements a range of develop-mentally appropriate and challenging learning experiences for the class as a whole, small groups, and individual learners. Appropriate technologies are used to enhance learning, collaboration, and high-order thinking.

14. Exploring the standards: InTASC 2 Learner Differences
The candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
In your own words, what does this standard seek assess?
In addition to the Common Assessments, where is this standard assessed in your program? Courses, field experiences, internship?
What indicators would you be looking for to demonstrate a candidates’ mastery of the standard?

15. InTASC 2 Learner Differences
The candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Performance
Does Not Meet Standard 1
Approaching
Standard 2
Meets 3
Exceeds 4
2.1 The candidate creates an environment that values individual differences, diverse cultures, and communities.
VDOE 1
Diversity
The candidate’s plans and practice display little understanding of the relevance of individual differences to learning. The candidate provides minimal information to families about individual learners or the communication is inappropriate to the cultures of the families. The candidate does not respond, or responds insensitively, to family or community concerns about learners.
The candidate’s plans and practice indicate some awareness of how to address individual differences to learning, although such knowledge may be inaccurate or incomplete. The candidate adheres to required school procedures for communicating with families. Responses to family concerns are minimal or may reflect occasional insensitivity to cultural norms.
The candidate’s plans and practice address individual learning differences. The candidate creates learning experiences guided by the needs of individual learners, and addressing the range of learning differences and cultural and community diversity.
The candidate’s plans and practice consistently exhibit a variety of ways to meet individual differences to learning. The candidate frequently provides information to families related to learner progress, with learners contributing to the design of the system. Response to family concerns is handled with professional and cultural sensitivity.
2.2 The candidate ensures inclusive learning by addressing the needs of diverse learners.
The candidate does not monitor learning. Instructional outcomes, activities and assignments, and classroom interactions convey low expectations for at least some learners.
The candidate monitors the progress of the class as a whole but elicits no diagnostic information.
Instructional outcomes, activities and assignments, and classroom interactions convey only modest expectations for learning and achievement.
The candidate monitors the progress of groups of learners in the curriculum, making use of diagnostic prompts to elicit information. Instructional outcomes, activities and assignments, and classroom interactions convey high expectations for learners.
The candidate actively and systematically gathers and uses diagnostic information from individual learners and monitors their progress.
Instructional
outcomes, activities and assignments, and classroom interactions convey high expectations for all learners.

16. Exploring the standards: InTASC 3 Learning Environments
The candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
In your own words, what does this standard seek assess?
In addition to the Common Assessments, where is this standard assessed in your program? Courses, field experiences, internship?
What indicators would you be looking for to demonstrate a candidates’ mastery of the standard?

17. InTASC 3 Learning Environments
The candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Performance
Does Not Meet Standard 1
Approaching
Standard 2
Meets 3
Exceeds 4
3.1 The candidate organizes and manages face-to-face and virtual environments that support individual and collaborative learning.
VDOE 5
Technology
College and Career Ready
There is little, if any, evidence of routines, procedures, or proactive actions to establish a climate for learning.
The candidate recognizes the value of a learner-centered classroom, but the tenets are not applied in all management situations.
The classroom is a learner-centered environment that is a safe and positive environment for learning. The classroom environment supports individual and collaborative learning. The candidate uses knowledge of learner development and learning differences to create an environment that supports learning for all.
The classroom conveys a safe, positive, and inclusive environment that is learner-centered, supports individual and collaborative learning, and meets the needs of both the group and individual learners.
3.2 The candidate encourages positive social interaction, active engagement in learning, and self- motivation.
The classroom is a teacher-centered environment. Activities and assignments are inappropriate for learners’ age or background. Learners are not engaged in learning.
The classroom is a teacher-centered environment. The candidate attempts to accommodate learners’ questions or interests.
Activities and assignments are appropriate to some learners and engage them mentally, but other learners are not engaged or self-motivated.
The classroom is a learner-centered environment. The candidate successfully accommodates learners’ questions and interests.
Activities and assignments are appropriate to learners, and learners are cognitively engaged in exploring content. Learners are self-motivated.
The candidate creates opportunities for individual and group learning tasks that support the development of positive relationships in addition to active learning and self-motivation.
The candidate seizes every opportunity to enhance learning, building on learner interests or a spontaneous event.
All learners are cognitively engaged in the activities and assignments in their exploration of content. Learners initiate or adapt activities and projects to enhance their understanding.

18. InTASC 1, 2 & 3 The Learner and Learning
Possible indicators…The candidate:
demonstrates ongoing assessment to design, adapt/modify and deliver instruction to meet learner strengths and needs in each area of development. Instruction includes high expectations, respectful interactions, rigorous academic discussions, and individual and group responsibility for quality work.
creates developmentally appropriate instruction for all learners to address specific learning differences or needs.
collaborates with members of the school community to promote learner growth and development, including multiple perspectives, appropriate resources and specialized assistance to meet particular learning differences and needs, including tools of language development for making content accessible to English language learners.
builds a safe, positive learning climate of openness, mutual respect, support, and inquiry. This includes developing shared values, respect for and responsiveness to the cultural backgrounds and differing perspectives learners bring to the learning environment.
intentionally builds learner capacity to collaborate in face-to-face and virtual environments through applying effective interpersonal communication skills to extend the possibilities for learning locally and globally.

19. Questions to consider when observing teaching:
Standard #1: Learner Development.
Does the candidate use research -based, knowledge, and appropriate skills and dispositions when planning developmentally appropriate learning experiences for all learners?
Does the candidate address all developmental areas when planning instruction?
Standard #2: Learning Differences.
Does the candidate create learning experiences guided by the needs of individual learners, and addressing the range of learning differences and cultural and community diversity?
Does the candidate hold high standards and expectations that all learners can succeed?
Standard #3: Learning Environments.
Does the candidate use knowledge of learner development and learning differences to create an environment that supports learning for all?
Does the candidate create opportunities for individual and group learning tasks that support the development of positive relationships in addition to active learning and self-motivation?

20. Content
Teachers must have a deep and flexible understanding of their content areas and be able to draw upon content knowledge as they work with learners to access information, apply knowledge in real world settings, and address meaningful issues to assure learner mastery of the content. Today’s teachers make content knowledge accessible to learners by using multiple means of communication, including digital media and information technology. They integrate cross- disciplinary skills (e.g., critical thinking, problem solving, creativity, communication) to help learners use content to propose solutions, forge new understandings, solve problems, and imagine possibilities. Finally, teachers make content knowledge relevant to learners by connecting it to local, state, national, and global issues.

21. Content
Standard #4: Content Knowledge. The candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
Standard #5: Application of Content. The candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

22. Exploring the standards: InTASC 4 Content Knowledge in YOUR program:
The candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
In your own words, what does this standard seek assess?
In addition to the Common Assessments, where is this standard assessed in your program? Courses, field experiences, internship?
What indicators would you be looking for to demonstrate a candidates’ mastery of the standard?

23. InTASC 4 Content Knowledge
The candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
Performance
Does Not Meet Standard 1
Approaching
Standard 2
Meets 3
Exceeds 4
4.1 The candidate understands the tools of inquiry and structures of the discipline.
(NOTE: Tools of inquiry and structures of the discipline are content-specific knowledge and strategies for content instruction, e.g., manipulatives in math, inquiry in science, primary sources in social studies, and personal narrative in English.)
VDOE 1
In planning and practice, the candidate makes content errors or does not correct errors made by learners. The candidate’s plans and practice display little understanding of the tools of inquiry and structures of the discipline.
The candidate is familiar with the important concepts in the discipline but may display lack of awareness of how these concepts relate to one another.
The candidate’s plans and practice indicate some awareness of prerequisite relationships, although such knowledge may be inaccurate or incomplete.
The candidate displays solid knowledge of the important concepts in the discipline and how concepts relate to one another. The
candidate’s plans and practice reflect accurate understanding of prerequisite relationships among topics and concepts .
The candidate displays extensive knowledge of the important concepts in the discipline and how concepts relate both to one another and to other disciplines. The
candidate’s plans and practices reflect understanding of prerequisite relationships among topics and concepts and a link to necessary cognitive structures by learners to ensure understanding.
4.2 The candidate creates learning experiences that make content accessible and meaningful for learners to ensure content mastery.
VDOE 3
Diversity
The candidate conveys a negative attitude toward the content or does not make the content meaningful for learners.
The candidate accepts responsibility for the content mastery but uses only a limited repertoire of content- specific instructional strategies.
The candidate creates meaningful learning experiences, accepts responsibility for the success of all learners, and makes content accessible for learners to ensure content mastery. The candidate to make learning accessible to all and meaningful for the learners in his/her classroom.
The candidate creates authentic learning experiences that make content accessible and meaningful for all learners to ensure content mastery.
Learners demonstrate, through their active participation, curiosity and initiative that demonstrate they value the importance of the content.

24. Exploring the standards: InTASC 5 Content Application in YOUR program::
In your own words, what does this standard seek assess?
In addition to the Common Assessments, where is this standard assessed in your program? Courses, field experiences, internship?
What indicators would you be looking for to demonstrate a candidates’ mastery of the standard?
The candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

25. InTASC 5 Application of Content
The candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Performance
Does Not Meet Standard 1
Approaching
Standard 2
Meets 3
Exceeds 4
5.1 The candidate connects concepts and uses different perspectives to engage learners in critical thinking, creativity, and collaborative problem solving.
VDOE 2
College and Career Ready
The candidate makes minimal connections to concepts and different perspectives. The candidate minimally uses digital resources to engage learners in higher-level learning.
The candidate connects concepts, addresses different perspectives, or uses digital resources to engage learners but at a basic level of learning and recall.
The candidate connects concepts, addresses different perspectives and uses digital resources to engage learners in higher-level learning in at least one of these higher-order skills: critical thinking, creativity, and collaborative problem solving. The candidate uses different perspectives and cross-disciplinary connections to engage learners.
The candidate creates multi-disciplinary lessons using a range of multiple perspectives to engage learners in critical thinking, creativity, and collaborative problem solving.
5.2 The candidate plans rigorous, sequenced instruction related to authentic local and global issues.
VDOE 5
Diversity
Outcomes represent low expectations for learners and lack of rigor. Lesson plans do not reflect a sequence of learning and have minimal connection to authentic local and global issues.
Outcomes represent moderately high expectations and rigor. Some plans reflect important learning in the discipline and at least some connection to a sequence of learning but have little connection to authentic local and global issues.
Outcomes represent high expectations and rigor and important learning in the discipline. Plans exhibit a sequence of learning with connection to authentic local and global issues. The candidate creates meaningful, authentic tasks that require critical thinking, creativity, and problem-solving local and global issues.
All outcomes represent high expectations and rigor and important learning in the discipline. Plans connect to a consistent sequence of learning both in the discipline and in related disciplines. Connection to authentic local and global issues is consistently found in lessons.

26. Content Selected performance examples from InTASC Core Teaching Standards
The candidate:
effectively uses multiple representations that capture key ideas in the discipline, guide learners through learning progressions, and promote learner achievement of content standards by applying methods of inquiry and standards of evidence used in the discipline.
stimulates learner reflection on prior content knowledge, links new concepts to familiar concepts, and makes connections to learners’ experiences.
encourages learners to understand, question, and analyze ideas from diverse perspectives so that they master the content. This includes recognizing learner misconceptions in a discipline that interfere with learning, and creating experiences to build accurate conceptual understanding to generate and evaluate new ideas and novel approaches, seeking inventive solutions to problems, and developing original work.
uses supplemental resources and technologies to ensure accessibility and relevance for all learners, including those in their primary language.
engages learners in applying content knowledge to real world problems through the lens of interdisciplinary themes and fosters innovation and problem solving in local and global contexts.
develops and implements projects (including those that connect content knowledge to real world problems) that guide learners in analyzing the complexities of an issue or question using perspectives from varied disciplines and cross-disciplinary skills

27. Questions related to the InTASC Standards to ask about your candidate's work: Are there other questions YOUR program might ask that are different?
Standard #4: Content Knowledge.
Does the candidate understand that content is taught in different ways based upon the structure of each discipline?
Does that candidate use their understanding of the learner and learning differences to make learning accessible to all and meaningful for the learners in his/her classroom?
Standard #5: Application of Content.
Does the candidate use different perspectives and cross-disciplinary connections to engage learners?
Does the candidate create meaningful, authentic tasks that require critical thinking, creativity, and problem-solving local and global issues?

28. Instructional Practice
Effective instructional practice requires that teachers understand and integrate assessment, planning, and instructional strategies in coordinated and engaging ways. Beginning with their end or goal, teachers first identify student learning objectives and content standards and align assessments to those objectives. Teachers understand how to design, implement and interpret results from a range of formative and summative assessments. This knowledge is integrated into instructional practice so that teachers have access to information that can be used to provide immediate feedback to reinforce student learning and to modify instruction. Planning focuses on using a variety of appropriate and targeted instructional strategies to address diverse ways of learning, to incorporate new technologies to maximize and individualize learning, and to allow learners to take charge of their own learning and do it in creative ways.

29. Instructional Practice
Standard #6: Assessment. The candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the candidate’s and learner’s decision making.
Standard #7: Planning for Instruction. The candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Standard #8: Instructional Strategies. The candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

30. Exploring the standards: InTASC 6 Assessment in YOUR program:
In your own words, what does this standard seek assess?
In addition to the Common Assessments, where is this standard assessed in your program? Courses, field experiences, internship?
What indicators would you be looking for to demonstrate a candidates’ mastery of the standard?
The candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the candidate’s and learner’s decision making.

31. InTASC 6 Assessment
The candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the candidate’s and learner’s decision making.
Performance
Does Not Meet Standard 1
Approaching
Standard 2
Meets 3
Exceeds 4
6.1 The candidate uses multiple methods of assessment, including digital tools, to engage learners in their own growth, to monitor learner progress, and to guide candidate and learner decision making.
VDOE 4
Technology
College and Career Ready
Assessment procedures are not congruent with instructional outcomes.
Some instructional outcomes are assessed through the planned lesson, but many are not.
All of the instructional outcomes are assessed through multiple methods of assessment. Assessment methodologies monitor learner progress and guide candidate and learner decision making.
The candidate’s approach to assessment is fully aligned with the instructional outcomes for both content and process, which are assessed through multiple methods. Assessment methodologies have been adapted for individual learners and guide candidate and learner decision making.
6.2 The candidate uses formative assessment to monitor and adjust instruction and to guide learner decision making.
The candidate does not incorporate formative assessment in the lesson or unit.
The candidate’s approach to the use of formative assessment is rudimentary, including only some of the instructional outcomes, and does not involve the learner in decision making.
The candidate’s approach to using formative assessment to monitor and adjust instruction includes a process where the learner, as well as the candidate, uses information from the assessments. The candidate involves the learner in tracking personal growth and planning to improve their progress.
The candidate has a well-developed plan that uses formative assessment to monitor and adjust instruction. The candidate has designed particular approaches to be used and actively involves the learner in decision making.

32. Exploring the standards: InTASC 7 Planning YOUR program:
In your own words, what does this standard seek assess?
In addition to the Common Assessments, where is this standard assessed in your program? Courses, field experiences, internship?
What indicators would you be looking for to demonstrate a candidates’ mastery of the standard?
The candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

33. InTASC 7 Planning for Instruction
The candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Performance
Does Not Meet Standard 1
Approaching
Standard 2
Meets 3
Exceeds 4
7.1 The candidate plans instruction to support every learner in meeting rigorous learning goals by drawing upon knowledge of digital-age technology, content areas, curriculum, cross-disciplinary skills, and pedagogy.
(NOTE: Planning must include evidence of use of Virginia’s Standards of Learning, Aligned Standards of Learning (ASOL), and College- and Career-Ready standards, and technology)
VDOE 2
Technology
College and Career Ready
Outcomes represent low expectations for learners and lack of rigor. Lesson plans do not reflect important learning in the discipline nor a connection to a sequence of learning or effective pedagogy.
Outcomes represent limited levels of expectations and rigor. Some plans reflect important learning in the discipline and at least some connection to a sequence of learning, drawing upon knowledge of several of the following areas: digital-age technology, content areas, curriculum, cross-disciplinary skills, and pedagogy, but the application is ineffective at increasing learning.
Outcomes represent high expectations and rigor and important learning in the discipline. Plans exhibit a sequence of learning with strong connections to digital-age technology, content areas, curriculum, cross-disciplinary skills, and pedagogy. Instruction is effective at increasing learning.
All outcomes represent high expectations and rigor and important learning across disciplines. Plans connect to a consistent sequence of learning. There is a strong connection to digital-age technology, content areas, curriculum, cross-disciplinary skills, and pedagogy. Instruction is effective at increasing learning for all learners.
7.2 The candidate effectively plans instruction, based on knowledge of learners and the community context.
Diversity
The candidate’s lessons minimally reflect an understanding of learners, how they learn, and the context of the community.
The candidate’s lessons reflect a basic understanding of the learners, how they learn, and the context of the community but show only limited knowledge of specific learners and their community.
The candidate’s lessons reflect an understanding of learners, how they learn, and the context of the specific communities represented in the classroom.
The candidate’s lessons reflect a deep understanding of learners, how they learn, and the context of the specific communities represented in the classroom. Lessons are tailored to represent the context and needs of learners and their communities.

34. Exploring the standards: InTASC 8 Instructional Strategies in YOUR program:
In your own words, what does this standard seek assess?
In addition to the Common Assessments, where is this standard assessed in your program? Courses, field experiences, internship?
What indicators would you be looking for to demonstrate a candidates’ mastery of the standard?
The candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

35. InTASC 8 Instructional Strategies
The candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Performance
Does Not Meet Standard 1
Approaching
Standard 2
Meets 3
Exceeds 4
3.1 The candidate organizes and manages face-to-face and virtual environments that support individual and collaborative learning.
VDOE 5
Technology
College and Career Ready
There is little, if any, evidence of routines, procedures, or proactive actions to establish a climate for learning.
The candidate recognizes the value of a learner-centered classroom, but the tenets are not applied in all management situations.
The classroom is a learner-centered environment that is a safe and positive environment for learning. The classroom environment supports individual and collaborative learning. The candidate uses knowledge of learner development and learning differences to create an environment that supports learning for all.
The classroom conveys a safe, positive, and inclusive environment that is learner-centered, supports individual and collaborative learning, and meets the needs of both the group and individual learners.
3.2 The candidate encourages positive social interaction, active engagement in learning, and self- motivation.
The classroom is a teacher-centered environment. Activities and assignments are inappropriate for learners’ age or background. Learners are not engaged in learning.
The classroom is a teacher-centered environment. The candidate attempts to accommodate learners’ questions or interests.
Activities and assignments are appropriate to some learners and engage them mentally, but other learners are not engaged or self-motivated.
The classroom is a learner-centered environment. The candidate successfully accommodates learners’ questions and interests.
Activities and assignments are appropriate to learners, and learners are cognitively engaged in exploring content. Learners are self-motivated.
The candidate creates opportunities for individual and group learning tasks that support the development of positive relationships in addition to active learning and self-motivation.
The candidate seizes every opportunity to enhance learning, building on learner interests or a spontaneous event.
All learners are cognitively engaged in the activities and assignments in their exploration of content. Learners initiate or adapt activities and projects to enhance their understanding.

36. Instructional Practice Selected performance examples from InTASC Core Teaching Standards
The candidate:
designs assessments that match learning objectives with assessment methods and minimizes sources of bias that can distort assessment results, balancing the use of formative and summative assessments.
engages learners in multiple ways of demonstrating knowledge and skill as part of the assessment process. And assists learners in identifying quality work and provides them with effective, descriptive feedback to guide their progress toward that work.
effectively uses multiple and appropriate types of assessment data to identify each student’s learning needs and to develop differentiated learning experiences, including technology tools to support assessment practice both to engage learners more fully and to assess and address learner needs.
individually and collaboratively plans how to achieve each learning goals, choosing appropriate strategies and accommodations, resources, and materials to differentiate instruction for individuals and groups of learners. Candidate collaborates with professionals with specialized expertise to jointly deliver appropriate learning experiences to meet unique learner needs.
uses appropriate strategies and resources to adapt instruction to the needs of individuals and groups of learners, continuously monitoring student learning, engaging learners in assessing their progress, and adjusting instruction in response to student learning needs.
engages all learners in developing higher order questioning skills and metacognitive processes.

37. Questions related to the InTASC Standards to ask about your candidate's work: Are there other questions YOUR program might ask that are different?
Standard #6: Assessment.
Does the candidate use both formative and summative assessments to monitor learner progress and guide future instruction?
Does the candidate involve the learner in tracking personal growth and planning to improve their progress?
Does the candidate use technology for assessment and tracking learner progress?
Standard #7: Planning for Instruction.
Does the candidate use their knowledge of the learning and learning differences, along with an understanding of content, to plan instruction that meets the needs of all learners?
Does the candidate plan instruction that is relevant to their learners, timely/responsive to the community, and create cross-disciplinary connections?
Does the candidate plan instruction that is challenging, yet accessible for all learners?
Standard #8: Instructional Strategies.
Does the candidate vary instruction based upon the needs of the learners?
Does the candidate plan instruction that actively engages learners with the content in meaningful ways?

38. Professional Responsibility
Creating and supporting safe, productive learning environments that result in learners achieving at the highest levels is a teacher’s primary responsibility. To do this well, teachers must engage in meaningful and intensive professional learning and self-renewal by regularly examining practice through ongoing study, self- reflection, and collaboration. A cycle of continuous self-improvement is enhanced by leadership, collegial support, and collaboration. Active engagement in professional learning and collaboration results in the discovery and implementation of better practice for the purpose of improved teaching and learning. Teachers also contribute to improving instructional practices that meet learners’ needs and accomplish their school’s mission and goals. Teachers benefit from and participate in collaboration with learners, families, colleagues, other school professionals, and community members. Teachers demonstrate leadership by modeling ethical behavior, contributing to positive changes in practice, and advancing their profession.

39. Professional Responsibility
Standard #9: Professional Learning and Ethical Practice. The candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
Standard #10: Leadership and Collaboration. The candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

40. Exploring the standards: InTASC 9 Professional Learning in YOUR program:
In your own words, what does this standard seek assess?
In addition to the Common Assessments, where is this standard assessed in your program? Courses, field experiences, internship?
What indicators would you be looking for to demonstrate a candidates’ mastery of the standard?
The candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

41. InTASC 9 Professional Learning and Ethical Practice
The candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
Performance
Does Not Meet Standard 1
Approaching
Standard 2
Meets 3
Exceeds 4
9.1 The candidate engages in ongoing professional learning.
(NOTE: Informal knowledge development, e.g., collaborating with specialists, internet research to improve content knowledge, research to improve practice for a specific learner need, etc.)
VDOE 6
The candidate engages in minimal or misaligned professional development activities to enhance knowledge or skill.
The candidate participates in professional activities to a limited extent when they are convenient or required by others.
The candidate engages in ongoing opportunities for professional development to enhance content knowledge and pedagogical skill. The candidate takes initiative to research/verify content and/or identify new strategies for their learners.
The candidate seeks out opportunities for professional development that address personal goals and a systematic approach to continual learning.
9.2 The candidate uses evidence to continually evaluate his/her practice, particularly the effects of teacher choices and actions on others (learners, families, other professionals, and the community).
VDOE 7
Diversity
The candidate has few or inappropriate suggestions for how a lesson could be improved if taught again.
The candidate makes general suggestions about how a lesson could be improved but does not address how his/her choices and actions affect others.
The candidate evaluates his/her practice and identifies revisions to the lesson for future use. Evaluation includes reflecting upon how the learners, families, other professionals, and the community affect teacher choices and actions.
The candidate evaluates his/her practice and identifies specific revisions to the lesson for future use. Evaluation draws upon an extensive repertoire of skills. The candidate offers specific alternative actions that include the probable success of different courses of action and how the actions affect learners, families, other professionals, and the community.
9.3 The candidate adapts practice to meet the needs of each learner in an ethical and responsible manner.
The candidate does not consistently exhibit honesty in interactions with colleagues, learners, and the public.
The candidate is honest in interactions with colleagues, learners, and the public.
The candidate displays high standards of honesty, integrity, and confidentiality in instructional planning and interactions with colleagues, learners, and the public. The candidate displays appropriate disposition regarding professionalism, confidentiality, and ethical use of data and technology.
The candidate consistently exhibits the highest standards of honesty, integrity, and confidentiality and takes a leadership role with colleagues to uphold ethical practices.

42. Exploring the standards: InTASC 10 Leadership and Collaboration in YOUR program:
In your own words, what does this standard seek assess?
In addition to the Common Assessments, where is this standard assessed in your program? Courses, field experiences, internship?
What indicators would you be looking for to demonstrate a candidates’ mastery of the standard?
The candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

43. InTASC 10 Leadership and Collaboration
The candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
Performance
Does Not Meet Standard 1
Approaching
Standard 2
Meets 3
Exceeds 4
10.1 The candidate seeks appropriate leadership roles and opportunities to take responsibility for learning.
(NOTE: This includes leadership in team meetings, in identifying additional resources, developing materials for individual learners with differing needs, etc.)
VDOE 6
The candidate engages in minimal professional development activities to enhance knowledge or skill.
The candidate participates in leadership activities to a limited extent when they are convenient. Instructional leadership may or may not be focused on learning.
The candidate accepts leadership roles that enhance learning and focus on meeting learner needs. The candidate is an active member of the instructional team, providing input on ways to improve teaching and learning.
The candidate seeks out opportunities for leadership roles that enhance content knowledge and pedagogical skill and focus on meeting learning needs.
10.2 The candidate collaborates with learners, families, colleagues, other school professionals, and community members (using digital tools and resources) to ensure learner growth and to advance the profession.
Technology
Diversity
College and Career Ready
The candidate’s relationships with colleagues, families, school professionals, and the learner are negative or self-serving.
The candidate maintains relationships with colleagues and the community to fulfill responsibilities required by the school or district.
The candidate uses a variety of tools and resources, including digital options, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth and to advance the profession.
The candidate takes initiative and collaborates with learners, families, colleagues, other school professionals, and the community. The candidate is a leader among faculty, supporting the use of digital tools and resources to ensure learner growth and to advance the profession.

44. Professional Responsibility Selected performance examples from InTASC Core Teaching Standards
The candidate:
engages in meaningful and appropriate professional learning experiences aligned with his/her own needs and the needs of the learners, school, and system.
independently and in collaboration with colleagues, the candidate uses a variety of data to evaluate outcomes of teaching and learning and to adapt planning and practice.
reflects on his/her personal biases and accesses resources to deepen his/her own understanding of cultural, ethnic, gender, and learning differences to build relationships and create more relevant learning experiences.
advocates, models, and teaches safe, legal, and ethical use of information and technology.
takes an active role on the instructional team, giving and receiving feedback on practice, examining learner work, analyzing data from multiple sources, and sharing responsibility for decision making and accountability for each student’s learning.
uses technological tools and a variety of communication strategies to build local and global learning communities that engage learners, families, and colleagues.
advocates to meet the needs of learners, to strengthen the learning environment, and to enact system change, taking leadership roles, as appropriate.

45. Questions related to the InTASC Standards to ask about your candidate's work: Are there other questions YOUR program might ask that are different?
Standard #9: Professional Learning and Ethical Practice.
Does the candidate take initiative to research/verify content and/or identify new strategies for their learners?
Does the candidate use reflection-in-action to improve teaching and learning for all learners?
Does the candidate have appropriate disposition regarding professionalism, confidentiality, and ethical use of data and technology?
Standard #10: Leadership and Collaboration.
Is the candidate an active member of the instructional team, providing input on ways to improve teaching and learning?
Does the candidate collaborate with all stakeholders to ensure all learners are successful?

46. Questions or Clarifications?
Contact Dr. Teresa T. Edkins at