Towson University

Special Education
Evaluation of Internship
The College of Education uses the 2011 Interstate Teacher Assessment and Support Consortium
(InTASC) standards to guide and assess Special Education interns performance. Please use the
attached guidelines to evaluate your intern's performance, relative to what a competent beginning
teacher should know and be able to do.
Interns Name:

Sherri Bergstein

Name of person completing this

form:

Jeffrey J. Tessier

Position (Mentor Teacher or University

Supervisor):
Name of Mentor Teacher/ University
Supervisor:

University Supervisor
Jenn Pastore

Name of school where intern is placed:

Grade level taught:

Thomas Johnson Elementary Middle

6-7

Interns Program: (UG, MAT, or M.Ed.)

Interns major: (SPED, EESE, or ECSE)

MAT
ELEM

At what campus did this intern complete his/her professional education coursework?
[Towson Campus, College of Southern Maryland (CSM), Higher Education and Applied
Technology Center (HEAT), or Universities at Shady Grove (USG)]
Towson University

Part I. InTASC STANDARDS

Please assess your interns performance level and indicate your rating on each of the
InTASC Standards using the rating scale found below.
5 - Distinguished (Consistently demonstrated)
4 - Proficient (Frequently demonstrated)
3 - Satisfactory (Generally demonstrated)
2 - Basic/Needs Improvement (Seldom demonstrated)
1 - Unsatisfactory (Failed to demonstrate)

The Learner and Learning

InTASC 1: Learner Development
The intern demonstrated understanding of how learners grow and

develop, recognizing that patterns of learning and development vary

individually within and across the cognitive, linguistic, social, emotional, and
physical areas, and designed and implemented developmentally
appropriate and challenging learning experiences.
InTASC 2: Learning Differences
The intern demonstrated understanding of individual differences and
diverse cultures and communities to ensure inclusive learning
environments that enabled each learner to meet high standards.
InTASC 3: Learning Environments
The intern worked with others to create environments that supported
individual and collaborative learning, and that encouraged positive social
interaction, active engagement in learning, and self-motivation.

Content
InTASC 4: Content Knowledge
The intern demonstrated understanding of the central concepts, tools of
inquiry, and structures of the discipline(s) he or she taught and created
learning experiences that made the discipline accessible and
meaningful for ALL learners to assure mastery of the content.
InTASC 5: Application of Content
The intern demonstrated understanding of how to connect concepts and
use differing perspectives to engage learners in critical thinking,
creativity, and collaborative problem solving related to authentic local
and global issues.

Instructional Practice
InTASC 6: Assessment to Prove and Improve Student Learning
The intern demonstrated understanding and used multiple methods of
assessment to engage learners in their own growth, to monitor learner
progress, and to guide the teachers and learners decision making.
InTASC 7: Planning for Instruction
The intern planned instruction that supported every student in meeting
rigorous learning goals by drawing upon knowledge of content areas,
curriculum, cross-disciplinary skills, and pedagogy, as well as
knowledge of learners and the community context.
InTASC 8: Instructional Strategies
The intern demonstrated understanding and used a variety of
instructional strategies to encourage learners to develop deep
understanding of content areas and their connections, and to build skills
to apply knowledge in meaningful ways.

Professional Responsibility
InTASC 9: Professional Learning and Ethical Practice
The intern engaged in ongoing professional learning and used
evidence to continually evaluate his/her practice, particularly the effects
of his/her choices and actions on others (learners, families, other
professionals, and the community), and adapted practice to meet the
needs of each learner.

InTASC 10: Leadership and Collaboration

The intern sought appropriate leadership roles and opportunities to
take responsibility for student learning, to collaborate with learners,
families, colleagues, other school professionals, and community members
to ensure learner growth, and to advance the profession.

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

4/5

Part II. Other Performance Factors

Please assess your interns demonstrated ability, using the rating scale found below:
5 Distinguished (Consistently)
4 Proficient (Frequently)
3 Satisfactory (Generally)
2 Basic/Needs Improvement (Seldom)
1 Unsatisfactory (Failed to)
NA Not Applicable [if placement did not provide opportunity]

The intern differentiated instruction and worked effectively with learners from
diverse backgrounds (ex., socio-economic, racial, ethnic).

5
5

The intern differentiated instruction and worked effectively with learners with
special needs.
5
The intern differentiated instruction and worked effectively with English
Language Learners (ELL).
n/a
The intern differentiated instruction and worked effectively with gifted and
talented learners.
5
The intern collaboratively planned and/or taught with specialized resource
personnel (ex., guidance counselor, resource teacher, special educator,
reading specialist, media specialist, speech pathologist).

Part III. Summarizing statements reflecting the CEC standards.

Please provide summarizing statements regarding the interns classroom experiences during this
placement and ability to assume the role of classroom teacher for each area below.

1. Knowledge of how exceptionalities may interact with development and learning and use this
knowledge to provide meaningful and challenging learning experiences for individuals with
exceptionalities. (CEC #1) Ms. Bergstein has a clear understanding of the foundations of special education,
its organization and functions and varying points of view that influence the learning of students with
exceptionalities. Sherri has also participated in team meetings, the creation of IEPs and the assessment
process, experiences that have contributed to her understanding of special education compliance. Her IEP
Case Study and BIP project were exceptional! She is an advocate for setting high standards for students
with learning differences.
2. How to create safe, inclusive, culturally responsive learning environments so that individuals with
exceptionalities become active and effective learners and develop emotional well-being, positive social
interactions, and self-determination. Ms. Bergstein recognizes and encourages the potential of each of her
students. She effectively makes connections with key ideas/skills and students culture and interests. Her
excellent rapport, creativity and positive relationship with her students have enabled her to improve
learning for all of the children in her class. The students are challenged daily and her expectations are high!!

3. Knowledge of general and specialized curricula to individualize learning for individuals with
exceptionalities. (CEC #3) Ms. Bergstein plans and adapts lessons in order to meet the unique needs of her
students. Sherris lessons are executed in a logical and sequential manner, with clear transitions and assessments
linked to the objective. She has planned and executed lessons in all curricular areas, providing tiered practice and
scaffolding, with modeling evident throughout her instruction. Sherris plans include motivating activities that meet
the needs of ALL students, as they are allowed to extend into areas of their individual interests.
4. Multiple methods of assessment and data-sources in making educational decisions. (CEC #4) ) Ms.
Bergsteins carefully plans and executes each lesson and uses data from both formal and informal
assessments, collaboration with teachers and her own informal inventories to drive instruction. She
collaborates with her teammates effectively as together they group and regroup their students. Sherri assist
in planning for instruction that meets the needs of her students. She is highly dependable and reliable. She
has submitted all her signature assessment on time and has accepted feedback in a positive manor.
5. Evidence-based instructional strategies to advance learning of individuals with exceptionalities. (CEC #5)
Ms. Bergstein selects appropriate activities, techniques and materials that engage and motivate her
students. She is sensitive and responsive to the various stages of development of her students, and uses
strategies such as whole to part, cooperative learning, pair-share, manipulatives and advance organizers
to meet their needs.
6.. Foundational knowledge of the field and their professional Ethical Principles and Practice Standards to
inform special education practice, to engage in lifelong learning, and to advance the profession. (CEC #6)
Ms. Bergsteins management competencies have continued to be effective. She has maintained routines with
students for appropriate behavior and uses positive motivation in her classroom. Sherri consistently uses positive
reinforcement to maintain a safe and orderly environment in the classroom. She conscientiously prepares and
organizes the engaging materials necessary to support her instructional program. Her classroom environment is
student centered and allows for quiet areas in which she can re-teach skills as needed. Her recent lesson included a
high interest individual memory narrative, pairing students for peer review and discussion. She has embraced the
school wide behavior plan and has implemented individual plans as well.

7. Collaboration with families, other educators, related service providers, individuals with exceptionalities,
and personnel from community agencies in culturally responsive ways to address the needs of individuals
with exceptionalities across a range of learning experiences. (CEC #7) Ms. Bergsteins relationships with
students, co-workers, parents, and the administration have been positive. Sherri is highly dependable and accurate
with all reports and routine procedures that are required in the teaching profession. Sherri was always open to
feedback and participated in professional development activities throughout her internship. Students are truly
prepared due to Sherris challenging, creative instruction and warm, caring style!! It has been a pleasure supervising
Sherri and I wish her well in her future endeavors.

Final
Rating:

SIGNATURE:

Satisfactory

Jeffrey J. Tessier

Unsatisfactory

DATE:

April 21, 2015

The 2011 InTASC Standards are performance-based standards for a common core of
professional performances, knowledge, and dispositions that should be demonstrated by all
teachers. Please evaluate your interns performance by the following criteria.
Revised 8-07-2013