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Spring 2018Purpose: To provide a comprehensive assessment (both formative and summative) of the teaching practice of teacher candidates.Administration: This instrument is administered by mentor teachers and/or University Supervisors, once formative and once summative, during eachfield experience placement.Success Indicator: Items rated at the “Meets Standard” level represent successful teaching practice by the teacher candidate. Anything below“Meets Standard” can be seen as an area in need of improvement.TEACHER INTERN ASSESSMENT INSTRUMENT (TIAI)Teacher InternCheck one:1st Placement: 2nd Placement:Semester/Year:Grade Level/Subject:Evaluator:Check one: Classroom Mentor Teacher University SupervisorSchool:Date(s) Evaluation Completed:Note: Classroom Mentor Teachers may take up to two weeks to complete the Formative and Summative Teacher Intern Assessments for assigned teacherinterns. University Supervisors will schedule classroom evaluation visits with teacher interns twice each placement. Additional visits will be made if needed.The TIAI has been aligned to InTASC Standards, CAEP Standards, & Mississippi Educator Performance Growth System/Teacher Growth Rubric (TGR).DOMAIN I: PLANNING AND PREPARATION*Items 1-6 should be assessed from written lesson and unit plans, classroom observations, and from other artifacts (pretests, inventories, surveys, etc.)CAEPInTASCTGRIndicatorsUnacceptableNeeds ImprovementMeets Standard012The teacherThe teacher candidate’sThe teacher candidate’s1.2711. The teacher candidatecandidate’sobjectives are aligned with objectives aredevelops measurable andappropriate state curriculameasurable, observable,observable grade and subject objectives are notmeasurable,frameworks, but they areand aligned withlevel objectives that areobservable, ornot measurable orappropriate statealigned with appropriatealigned withobservable.curricula frameworks.state curricula frameworks.appropriate statecurriculaframeworks.SCORES AND COMMENTS ON EFFECTIVENESSFormative Assessment Score:Summative Assessment Score:Formative Assessment Comments/Evidence:Summative Assessment Comments/Evidence:Exceeds Standard3In addition to meetsstandard, the teachercandidate’s objectives arestated at different instructionallevels based on individualneeds of students (DOKLevels and/or Bloom’sTaxonomy).
Spring 2018CAEPInTASCTGRIndicatorsUnacceptableNeeds ImprovementMeets StandardExceeds Standard01232The teacher candidate The teacher candidateThe teacher candidate1.122. The teacher candidateIn addition to meetsdoes not developdevelops meaningfuldevelops meaningful andstandard, the teacherdevelops meaningful andmeaningful norand authentic learningauthentic learningcandidate provides evidenceauthentic learningauthentic learningexperiences, butexperiences thatof research-based strategiesexperiences thataccommodations areaccommodatethat accommodateaccommodate developmental experiences thataccommodatenot made to meetdevelopmental anddevelopemental andand individual needs of eachdevelopmental andindividual needs ofindividual needs of eachindividual needs of eachlearner in the group.*individual needs ofeach learner in thelearner in the group.learner in the group.each learner in thegroup.group.*Examples include developing learning experiences (remediation, enrichment, accommodations) planned for students with disabilities or exceptionalities, students who aregifted, and students who represent diversity based on ethnicity, race, socioeconomic status, gender, language, religion, sexual identification, and/or geographic origin.SCORES AND COMMENTS ON EFFECTIVENESSFormative Assessment Score:Summative Assessment Score:Formative Assessment Comments/Evidence:Summative Assessment Comments/Evidence:CAEPInTASCTGRIndicatorsNeeds ImprovementMeets Standard12The teacherThe teacher candidate’s1.1743. The teacher candidatecandidate’sinstructional plansintegrates core contentinstructional plansintegrate core contentknowledge across and withinintegrate irrelevantknowledge across andsubject areas in lessons whencore contentwithin subject areas inappropriate.knowledge across andlessons when appropriate.within subject areas(does not makeconnections).*To Exceed Standard, the instructional plans include integrating content connections across disciplines throughout the internship experience.Formative Assessment Score:Formative Assessment Comments/Evidence:Unacceptable0The teachercandidate’snstructional plansnever integrate corecontent knowledgeacross and withinsubject areas.SCORES AND COMMENTS ON EFFECTIVENESSSummative Assessment Score:Summative Assessment Comments/Evidence:Exceeds Standard3In addition to meetsstandard, the teachercandidate’s instructionalplans include connectionsof content acrossdisciplines.*
Spring 2018CAEPInTASCTGRIndicatorsUnacceptable0The teacher candidatedoes not planappropriate orsequential teachingprocedures thatinclude innovativeintroductions andclosures. Differentteaching strategiesare not utilized.Meets Standard2The teacher candidate1.5824. The teacher candidateplans appropriate andplans appropriatesequential teachingand sequential teachingprocedures that includeprocedures that includeinnovative introductionsinnovative introductions andand closures. Teachingclosures. Teachingprocedures incorporateprocedures incorporatedifferent teachingdifferent teaching strategiesstrategies that positivelythat positively impactimpact student learningstudent learning andand development.development.**Examples include but are limited to the following: cooperative learning, discovery learning, demonstration, discussion, inquiry, simulation, etc.SCORES AND COMMENTS ON EFFECTIVENESSFormative Assessment Score:Summative Assessment Score:Formative Assessment Comments/Evidence:CAEPInTASCTGRIndicators1.3635. The teacher candidate’splans indicate use ofappropriate assessments thateffectively evaluate studentlearning and development.*Needs Improvement1The teachercandidate’s plans lacklogical sequence anddifferent teachingstrategies.Exceeds Standard3In addition to meetsstandard, The teachercandidate multiple lessonplans cited research-basedevidence.Summative Assessment Comments/Evidence:Unacceptable0The teachercandidate’s plans donot indicate use ofassessments thateffectively evaluatestudent learning anddevelopment.Needs Improvement1The teachercandidate’s plansindicate use ofassessments but not allare appropriate.Meets Standard2The teacher candidate’splans indicate use ofappropriate assessmentsthat effectively evaluatestudent learning anddevelopment.*Examples include assessments aligned with standards and objectives such as pre/post assessments, quizzes, unit tests, rubrics, and/or checklists.SCORES AND COMMENTS ON EFFECTIVENESSFormative Assessment Score:Summative Assessment Score:Formative Assessment Comments/Evidence:Summative Assessment Comments/Evidence:Exceeds Standard3In addition to meetsstandard, the teachercandidate’s assessmentsare performance-based toenhance critical thinkingand problem solving.
Spring 2018CAEPInTASCTGRIndicatorsUnacceptable0The teachercandidate’s plans donot includetechnology that willengage students.Needs Improvement1The teachercandidate’s plans lacklogical use oftechnology.Meets StandardExceeds Standard23The teacher candidate’s1.5766. The teacher candidate’sIn addition to meetsplans include technologystandard, the teacherplans include technologythat will engage studentscandidate’s multiple lessonthat will engage students inin analysis, creativity, andplans utilize technology toanalysis, creativity, andenhance learningdeeper learningdeeper learning experiencesopportunities.experiences to improveto improve student growth,student growth,development, anddevelopment, andunderstanding.*understanding.*Examples of technology include the implementation of digital leaning programs using Ipads, Chromebooks, powerpoints, Smart Boards, Promethean Boards, cell phones, etc.SCORES AND COMMENTS ON EFFECTIVENESSFormative Assessment Score:Summative Assessment Score:Formative Assessment Comments/Evidence:Summative Assessment Comments/Evidence:DOMAIN II: ASSESSMENT*Items 7 – 8 should reflect the teacher intern’s ability to effectively communicate assessment information to the students, provide feedback, and incorporate informal and formalassessments. Items should be assessed from written lesson and unit plans, classroom observations, and from other artifacts (pretests, inventories, surveys, etc.)CAEPInTASCTGRIndicators1.2637. The teacher candidatecommunicatesassessment criteria andperformance standardsto the students andprovides feedback tostudents about academicperformance.Unacceptable0The teacher candidatedoes not communicateassessment criteria orperformance standards tothe students or providefeedback to studentsabout academicperformance.Needs Improvement1The teacher candidatecommunicates assessmentcriteria and performancestandards to the students.Fails to provide studentswith feedback.Meets Standard2The teacher candidatecommunicates assessmentcriteria and performancestandards to the studentsand provides feedback tostudents about theiracademic performance.*To meet the Exceeds Standard, intern must complete both stated requirements.SCORES AND COMMENTS ON EFFECTIVENESSFormative Assessment Score:Summative Assessment Score:Formative Assessment Comments/Evidence:Summative Assessment Comments/Evidence:Exceeds Standard3Student input is sought indeveloping assessmentcriteria.The teacher candidateprovides clear andactionable feedback thathelps the studentunderstand what s/he didwell and providesguidance forimprovement.*
Spring 2018CAEPInTASCTGRIndicatorsUnacceptableNeeds ImprovementMeets Standard012The teacher candidateThe teacher candidate1.2638. The teacher candidate The teacher candidatedoes not use formativeuses formative anduses formative anduses formative andand summativesummative assessmentssummative assessmentssummative assessmentsassessments tobut fails to differentiateto differentiate learningto differentiate learningdifferentiate learninglearning experiences thatexperiences thatexperiences thatexperiences thataccommodate differencesaccommodate the learningaccommodate theaccommodate the learning in learning andand development of eachlearning andand development of eachdevelopment of eachlearner in the group.development of eachlearner in the group.learner in the group,learner in the group.**Examples of assessments include pretests, quizzes, unit tests, checklists, rating scales, rubrics, and remediation and enrichment activities.SCORES AND COMMENTS ON EFFECTIVENESSFormative Assessment Score:Summative Assessment Score:Formative Assessment Comments/Evidence:Summative Assessment Comments/Evidence:Exceeds Standard3In addition to meetsstandard, the teachercandidate conferenceswith individual studentsto assist with monitoringprogress.DOMAIN III: INSTRUCTION*Items 9 – 19 should reflect the teacher intern’s overall ability to effectively communicate with students and implement innovative lessons using a variety of teaching strategies that meetthe needs of all students. Items should be assessed from written lesson and unit plans and classroom observations.CAEPInTASCTGRIndicators1.1549. The teacher candidateuses standard written,oral, and nonverbalcommunication ininstruction.Formative Assessment Score:Formative Assessment Comments/Evidence:Unacceptable0The teacher candidatedoes not use standardwritten, oral, andnonverbal communicationin instruction.Needs Improvement1The teacher candidate’sstandard written, oral, andnonverbal communicationis difficult to follow forstudents.Meets Standard2The teacher candidateuses standard written,oral, and nonverbalcommunication ininstruction to engagestudents.SCORES AND COMMENTS ON EFFECTIVENESSSummative Assessment Score:Summative Assessment Comments/Evidence:Exceeds Standard3In addition to meetsstandard, the teachercandidate enrichesconversation withexpressive language andvocabulary to engagestudents.
Spring 2018CAEPInTASCTGRIndicatorsUnacceptable0The teacher candidatedoes not provide explicitwritten and oral directionsfor instructional activities.Needs ImprovementMeets Standard12The teacher candidateThe teacher candidate1.15410. The teacherprovides written and oralprovides explicit writtencandidate providesdirections forand oral directions forexplicit written and oralinstructional activitiesinstructional activities.directions forthat are not explicit.instructional activities.SCORES AND COMMENTS ON EFFECTIVENESSFormative Assessment Score:Summative Assessment Score:Formative Assessment Comments/Evidence:Summative Assessment Comments/Evidence:CAEPInTASCTGRIndicators1.12211. The teachercandidate communicatespositive expectations forlearning for all students.Unacceptable0The teacher candidatedoes not communicatepositive expectations forlearning for all students.InTASCTGRMeets Standard2The teacher candidatecommunicates positiveexpectations for learningfor all students.SCORES COMMENTS ON EFFECTIVENESSSummative Assessment Score:Summative Assessment Comments/Evidence:Formative Assessment Score:Formative Assessment Comments:CAEPNeeds Improvement1The teacher candidate hasdifficulty communicatingpositive expectations forlearning for all students.IndicatorsUnacceptableNeeds ImprovementMeets Standard012The teacher candidateThe teacher candidate has The teacher candidate1.13712. The teacherdoes not conveydifficulty conveyingconveys enthusiasm forcandidate conveysenthusiasm for teachingenthusiasm for teachingteaching and learning forenthusiasm for teachingand learning for alland learning for allall students.and learning for allstudents.students.students.SCORES AND COMMENTS ON EFFECTIVENESSFormative Assessment Score:Summative Assessment Score:Formative Assessment Comments/Evidence:Summative Assessment Comments/Evidence:Exceeds Standard3In addition to meetsstandard, the teachercandidate uses concreteexamples to model and toclarify tasks and concepts.Exceeds Standard3In addition to meetsstandard, the teachercandidate encourages allstudents to set positiveexpectations forthemselves and peers.Exceeds Standard3In addition to meetsstandard, the teachercandidate elicitsenthusiasm from students.
CAEPInTASCTGRIndicators1.13513. The teachercandidate providesopportunities for allstudents to cooperate,communicate, andinteract with each otherto enhance learning.Formative Assessment Score:Formative Assessment Comments/EvidenceCAEPInTASCTGR1.344Indicators14. The teachercandidate demonstratescontent knowledge andan understanding of howto teach the content.Formative Assessment Score:Formative Assessment Comments/Evidence:CAEPInTASCTGRIndicators1.38415. The teachercandidate uses a varietyof appropriate teachingstrategies, includingtechnology, to impactstudent learning anddevelopment.*Unacceptable0The teacher candidatedoes not provideopportunities for allstudents to cooperate,communicate, and interactwith each other toenhance learning.Needs Improvement1The teacher candidateprovides opportunities forall students to cooperate,communicate, and interactwith each other but doesnot enhance learning.Meets Standard2The teacher candidateprovides opportunities forthe students to cooperate,communicate, and interactwith each other toenhance learning.SCORES AND COMMENTS ON EFFECTIVENESSSummative Assessment Score:Summative Assessment Comments/Evidence:Unacceptable0The teacher candidatedoes not demonstratecontent knowledge andhow to teach the content.Needs Improvement1The teacher candidate hasdifficuly demonstratingcontent and contentpedagogical knowledge.Meets Standard2The teacher candidatedemonstrates contentknowledge and anunderstanding of how toteach the content.Exceeds Standard3In addition to meetsstandard, the teachercandidate enhances thedevelopment of studentleadership and providesopportunities for students towork cooperatively onprojects/activities of theirchoice.Exceeds Standard3In addition to meetsstandard, the teachercandidate uses a variety ofinstructional methods toensure an understanding ofthe content.SCORES AND COMMENTS ON EFFECTIVENESSSummative Assessment Score:Summative Assessment Comments/Evidence:Unacceptable0The teacher candidatedoes not use a variety ofappropriate teachingstrategies, includingtechnology, to impactstudent learning.Needs Improvement1The teacher candidate hasdifficulty using a varietyof appropriate teachingstrategies, includingtechnology, to impactstudent learning anddevelopment.Meets Standard2The teacher candidate usesa variety of appropriateteaching strategies,including technology, toimpact student learningand development.*Examples include use of teaching strategies such as cooperative learning, discovery learning, demonstration, discussion, inquiry, simulation, etc.SCORES AND COMMENTS ON EFFECTIVENESSFormative Assessment Score:Summative Assessment Score:Formative Assessment Comments/Evidence:Summative Assessment Comments/Evidence:Exceeds Standard3In addition to meetsstandard, the teachercandidate uses a varietyof appropriate studentcentered teachingstrategies to impactstudent learning anddevelopment.Spring 2018
Spring Unacceptable0The teacher candidatedoes not implementplanned learningexperiences thataccommodate differencesin developmental andindividual needs of eachlearner in the group.Needs Improvement1The teacher candidateimplements learningexperiences, but fails toaccommodate thedifferences indevelopmental needs ofeach learner in the group.Meets Standard2The teacher candidateimplements plannedlearning experiences thataccommodate differencesin developmental andindividual needs of eachlearner in the group.Exceeds Standard3In addition to meetsstandard, the teachercandidate cites research tosupport the plannedlearning experiences.Unacceptable0The teacher candidatedoes not engage allstudents in criticalthinking through higherorder questioning.Needs Improvement1The teacher candidaterelies on lower levelquestioning.Meets Standard2The teacher candidateengages all students incritical thinking throughhigher-order questioning.Exceeds Standard3In addition to meetsstandard, the teachercandidate providesopportunities for studentsto apply concepts inproblem-solving andcritical thinking.16. The teachercandidate plannedlearning experiences areimplemented thataccommodatedifferences indevelopmental andindividual needs of eachlearner in the group.**Examples include students with disabilities or exceptionalities, students who are gifted, and students who represent diversity based on ethnicity, race, socioeconomic status,gender, language, religion, sexual identification, and/or geographic origin).SCORES AND COMMENTS ON EFFECTIVENESSFormative Assessment Score:Summative Assessment Score:Formative Assessment Comments:/Evidence:Summative Assessment Comments/Evidence:Indicators17. The teachercandidate engages allstudents in criticalthinking throughhigher-orderquestioning.**Guiding questions need to be listed in lesson plans.Formative Assessment Score:Formative Assessment Comments/Evidence:SCORES AND COMMENTS ON EFFECTIVENESSSummative Assessment Score:Summative Assessment Comments/Evidence:
CAEPInTASCTGR1.484Indicators18. The teachercandidate adjustsinstruction as neededbased on student input,cues, andindividual/groupresponses.Formative Assessment Score:Formative Assessment cceptable0The teacher candidatedoes not adjust instructionas needed based onstudent input, cues, andindividual/groupresponses.Needs Improvement1The teacher candidateelicits student inputduring instruction andattempts are made toadjust instruction basedon student responses.Meets Standard2The teacher candidateelicits student input andadjusts instruction asneeded based on studentinput, cues, andindividual/group responses.SCORES AND COMMENTS ON EFFECTIVENESSSummative Assessment Score:Summative Assessment Comments/Evidence:Unacceptable0The teacher candidatedoes not use familyand/or communityresources in instruction toimpact student learningand development.Needs Improvement1The teacher candidateattempts to use familyand/or communityresources to impactinstruction butmeaningful connectionsare not made.Meets Standard2The teacher candidateuses family and/orcommunity resources ininstruction to impactstudent learning anddevelopment.19. The teachercandidate uses familyand/or communityresources in instructionto impact studentlearning anddevelopment.**Examples include special guests, materials, extracurricular activities, etcSCORES AND COMMENTS ON EFFECTIVENESSFormative Assessment Score:Summative Assessment Score:Formative Assessment Comments/Evidence:Summative Assessment Comments/Evidence:Exceeds Standard3In addition to meetsstandard, the teachercandidate constructsappropriate prompts toencourage studentresponses that expand andjustify their reasoning.Revises instruction basedon student responses.Exceeds Standard3In addition to meetsstandard, the teachercandidate designs andorganizes instruction tofoster ongoingcommunication and highexpectations for learners.Spring 2018
Spring 2018DOMAIN IV: LEARNING ENVIRONMENT*Items 20 - 24 should reflect the teacher intern’s ability to manage the classroom environment in a way that is conducive to learning. Items should be assessed from eptableNeeds ImprovementMeets StandardExceeds Standard0123The teacher candidateThe teacher candidate has The teacher candidate1.13520. The teacherIn addition to meetsdoes not adjust thedifficulty adjusting theadjusts the classroomstandard, the teachercandidate adjusts theclassroom environment to classroom environment to environment and deliverscandidate encouragesclassroom environmentenhance positive peerenhance positive peerinstruction to enhancestudents to develop selfto enhance positive peerrelationships, motivation,relationships, motivation,positive peermonitoring skills.relationships,and learning.and learning.relationships, motivation,motivation, andand learning.learning.SCORES AND COMMENTS ON EFFECTIVENESSFormative Assessment Score:Summative Assessment Score:Formative Assessment Comments/Evidence:Summative Assessment ble0The teacher candidatedoes not attend to anddelegate routine tasks.Needs ImprovementMeets Standard12The teacher candidateThe teacher candidate1.13621. The teacherattempts to attend to andattends to and delegatescandidate attends to anddelegate routine tasks butroutine tasks.delegates routine tasks.there is no consistency orestablished routine.SCORES AND COMMENTS ON EFFECTIVENESSFormative Assessment Score:Summative Assessment Score:Formative Assessment Comments/Evidence:Summative Assessment Comments/Evidence:CAEPInTASCTGRIndicators1.13522. The teachercandidate uses multiplestrategies to fosterappropriate studentbehavior according toindividual andsituational needs.Unacceptable0The teacher candidatedoes not manage studentbehavior.Formative Assessment Score:Formative Assessment Comments/Evidence:Needs Improvement1The teacher candidate hasdifficulty applyingappropriate strategies inmanaging studentbehavior.Meets Standard2The teacher candidateuses multiple strategies tofoster appropriate studentbehavior according toindividual and situationalneeds.SCORES AND COMMENTS ON EFFECTIVENESSSummative Assessment Score:Summative Assessment Comments/Evidence:Exceeds Standard3In addition to meetsstandards, the teachercandidate has a systematicroutine for attending toand delegating tasks.Exceeds Standard3In addition to meetingthe standard, the P-12students self-monitor theirbehavior.
Spring 2018CAEPInTASCTGRIndicators1.13723. The teachercandidate creates aculturally inclusiveenvironment thatpromotes fairness,safety, respect, andsupport for all students.Formative Assessment Score:Formative Assessment Comments/Evidence:CAEPInTASCTGR1.176Indicators24. The teachercandidate maximizesinstructional time.Formative Assessment Score:Formative Assessment Comments/Evidence:Unacceptable0The teacher candidatedoes not create aculturally inclusiveenvironment.Needs Improvement1The teacher candidate hasdifficulty maintaining aculturally inclusiveenvironment.Meets Standard2The teacher candidatecreates and maintains aculturallyinclusive environmentthat promotes fairness,safety, respect, andsupport for all students.Exceeds Standard3In addition to meetsstandard, the teachercandidate culturalinclusivity is evident instudent interactions.Meets Standard2The teacher candidatemaximizes instructionaltime.Exceeds Standard3In addition to meetsstandard, the teachercandidate’s transitions,routines, and proceduresare executed in anefficient manner withminimal teacher direction.SCORES AND COMMENTS ON EFFECTIVENESSSummative Assessment Score:Summative Assessment Comments/Evidence:Unacceptable0The teacher candidatedoes not maximizeinstructional time.Needs Improvement1The teacher candidate hasdifficulty maximizinginstructional time.SCORES AND COMMENTS ON EFFECTIVENESSSummative Assessment Score:Summative Assessment Comments/Evidence:
Spring 2018DOMAIN V: PROFESSIONAL RESPONSIBILITIES*Item 25 should reflect the teacher intern’s ability to collaborate with professional colleagues to involve parents and/or guardians in the student’s learning and development. Items shouldbe assessed from written lesson and unit plans, classroom observations, and from other artifacts (inventories, surveys, and other ptable0The teacher candidatedoes not collaborate withprofessional colleagues tocommunicate withfamilies about studentlearning anddevelopment.Needs Improvement1The teacher candidate hasdifficulty collaboratingwith professionalcolleagues tocommunicate withfamilies about studentlearning anddevelopment.Meets Standard2The teacher candidatecollaborates withprofessional colleagues tocommunicate withfamilies about studentlearning anddevelopment.Exceeds Standard3In addition to meetsstandard, the teachercandidate engages inongoing professionallearning opportunitieswith professionalcolleagues, and seeksadvice/information fromexperienced educators.25. The teachercandidate collaborateswith professionalcolleagues (classroommentor teacher and/oruniversity supervisor) tocommunicate withfamilies about studentlearning anddevelopment.*Examples include documented evidence such as PLCs, data meetings, newsletters, positive notes, extracurricular activities, professional development opportunities,conferences, etc.SCORES AND COMMENTS ON EFFECTIVENESSFormative Assessment Score:Summative Assessment Score:Formative Assessment Comments/Evidence:Summative Assessment Comments/Evidence:
*Items 1-6 should be assessed from written lesson and unit plans, classroom observations, and from other artifacts (pretests, inventories, surveys, etc.) CAEP InTASC TGR Indicators Unacceptable . nonverbal communication in instruction. The teacher candidate's standard written, oral, and nonverbal communication is difficult to follow for .
