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:

Elana Kanter

Name of person completing this

form:

Jeffrey J. Tessier

Position (Mentor Teacher or University

Supervisor):
Name of Mentor Teacher/ University
Supervisor:

University Supervisor
David Baum

Name of school where intern is placed:

Grade level taught:

Thomas Johnson Elementary Middle

5-8

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, crossdisciplinary 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.

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).
4
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. Kanter 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. Elana 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.
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. (CEC #2) Ms. Kanter recognizes and encourages the

potential of each of her students. She effectively makes connections with key
ideas/skills and students culture and interests. Elana understands the
importance of using multiple intelligences with her young learners. In a recent
observation lesson Elana had her students learn about annotating poetry. Her
lesson included excellent modeling and scaffolding in order to allow the
students to achieve their maximum potential. 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. Kanter plans and adapts lessons in order to

meet the unique needs of her students. Elanas 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. Ms. Kanters plans include motivating
activities that meet the needs of ALL students, as they are allowed to
extend into areas of their individual interests.
Ms.
Kanter 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. She is highly
dependable and reliable.
4. Multiple methods of assessment and data-sources in making educational decisions. (CEC #4)

5. Evidence-based instructional strategies to advance learning of individuals with exceptionalities. (CEC #5)

Ms. Kanter 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. Elana integrated technology into her lessons using the I
phone and associated applications to enhance learning for her students.

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. Kanters management competencies have continued to be effective. She

has maintained routines with students for appropriate behavior and uses
positive motivation in her classroom. Elana consistently uses positive
reinforcement and overlapping 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 pull-out
resource classroom environment is student centered and allows for quiet
areas in which she can re-teach skills as needed.

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. Kanters relationships

with students, co-workers, parents, and the administration have been positive.
Elana is highly dependable and accurate with all reports and routine
procedures that are required in the teaching profession. Elana was always open
to feedback and participated in professional development activities throughout
her internship. She is to be commended for her participation in several
workshops, technology training and those related to data reporting.

Final
Rating:

SIGNATURE
:

Jeffrey J. Tessier

Satisfactory

Unsatisfactor
y

DATE
:

April 22, 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