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:

Ozo-Onyali, Ogechukwu

Name of person completing this

form:

Jeffrey J. Tessier

Position (Mentor Teacher or University

Supervisor):
Name of Mentor Teacher/ University
Supervisor:

University Supervisor
Cheryl Thorne

Name of school where intern is placed:

Grade level taught:

Carney Elementary

2-3

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
The intern differentiated instruction and worked effectively with learners with special needs.
n/a
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. Ozo-Onyali,Oge 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.
Oge 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
2. How to create safe, inclusive, culturally responsive learning environments so that
individuals with
exceptionalities become active and effective learners and develop emotional wellbeing, positive social
interactions, and self-determination. Ms. Ozo-Onyali 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.

3. Knowledge of general and specialized curricula to individualize learning for individuals with
exceptionalities. (CEC #3) Ms. Ozo-Onyali plans and adapts lessons in order to meet the unique
needs of her students. Oges 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.
4. Multiple methods of assessment and data-sources in making educational decisions. (CEC #4) ) Ms.
Ozo-Onyalis 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
5. Evidence-based instructional strategies to advance learning of individuals with exceptionalities. (CEC #5)
Ms. Ozo-Onyali 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. Ozo-Onyalis management competencies have continued to be effective. She has
maintained routines with students for appropriate behavior and uses positive motivation in her
classroom. Oge 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. It has
been a pleasure to supervise Oge this year and I wish her luck in the future.

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. Ozo-Onyalis relationships
with students, co-workers, parents, and the administration have been positive. Oge is highly
dependable and accurate with all reports and routine procedures that are required in the
teaching profession. Oge was always open to feedback and participated in professional
development activities throughout her internship. It has been a pleasure supervising Oge and
I wish her well in her future endeavors.

Final
Rating:

SIGNATURE
:

Satisfactory

Jeffrey J. Tessier

Unsatisfactor
y

DATE
:

April 28, 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