Internship Assessment Rubric

Directions: The following rubric is to be used as a guide to determine the score for the Midpoint and Final Internship Assessment Summary Sheets. Interns must earn a Proficient rating by the final to earn a passing grade.

SFSC BSEE Students: S/U (At least all Ps by Final)

FEAP/ Indicator	Possible
Evidence	Exemplary (E)	Proficient (P)	Developing (D)	Needs Improvement
(N)	
Instructional
Design and Lesson Planning						
1.a.	ISL Project

Lesson Plans

Observation
Instrument	Aligns instruction with state-adopted
standards and demonstrates keen awareness of developmentally appropriate rigor.	Aligns instruction with state-adopted standards at the appropriate level of rigor.	Inconsistently aligns instruction with state-adopted standards with inappropriate
rigor.	Does not demonstrate understanding of state-adopted standards and appropriate rigor.	
1.b.	ISL Project

Lesson Plans

Observation
Instrument	Sequences lessons and
concepts in a comprehensive manner with a broad understanding of scope and sequence.	Sequences
lessons and concepts to ensure coherence and required prior knowledge	Inconsistently
sequences lessons and concepts to ensure coherence and required prior knowledge.	Does not
demonstrate understanding of lesson sequence and required prior knowledge.	
1.c.	ISL Project

Lesson Plans

Observation
Instrument	Designs instruction for
students to achieve mastery and demonstrates keen understanding of student mastery.	Designs
instruction for students to achieve mastery.	Inconsistently
designs instruction for students to achieve mastery.	Does not
demonstrate understanding of designing instruction to achieve mastery.	
1.d.	ISL Project

Lesson Plans

Observation
Instrument	Selects alternative assessments and monitors learning with a comprehensive understanding of student learning.	Selects appropriate formative assessments to monitor learning.	Inconsistently selects appropriate formative assessments to monitor learning.	Consistently selects inappropriate formative assessments to monitor learning.	
1.e.	ISL Project

Lesson Plans

Observation
Instrument	Uses diagnostic
student data to plan for fluid and flexible grouping of students.	Uses diagnostic
student data to plan lessons.	Inconsistently uses
diagnostic data to plan lessons.	Consistently does
not use diagnostic student data to plan lessons.	

1.f.	ISL Project

Lesson Plans

Observation
Instrument	Develops unique and
challenging learning experiences that require students to demonstrate a variety of applicable skills
and competencies that incorporate higher- order thinking and
non-traditional methods of learning.	Develops
learning experiences that require students to demonstrate
a variety of applicable skills and competencies.	Inconsistently
develops learning experiences that require students to demonstrate a variety of applicable skills and competencies; learning experiences tend to be one dimension.	Consistently
develops learning experiences that do not require students to demonstrate a variety of applicable skills and
competencies.	

FEAP/ Indicator	Possible
Evidence	Exemplary (E)	Proficient (P)	Developing (D)	Needs Improvement
(N)	
The
Learning
Environment						
2.a.	ISL Project

Lesson Plans

Observation
Instrument	Organizes, allocates
and manages the resources of time, space, and attention, to facilitate enriched
learning and alternative instruction.	Organizes,
allocates and manages the resources of time, space, and attention.	Inconsistently
organizes, allocates and manages the resources of time, space and attention.	Does not
organize, allocate, nor manage the resources of time, space, and attention.	
2.b.	ISL Project

Lesson Plans

Observation
Instrument	Manages individual
and class behaviors through a well-planned management system that is student-led and driven.	Manages
individual and class behaviors through a well- planned management system.	Inconsistently
manages class behaviors through a planned management system.	Does not manage
individual and class behaviors through a well- planned management system.	
2.c.	ISL Project

Lesson Plans

Observation
Instrument	Creates an environment
where all students are engaged, enriched, and demonstrate exponential growth.	Conveys high
expectations to all students.	Inconsistently
conveys high expectations to all students.	Does not convey
high expectations to all students.	
2.d.	ISL Project

Lesson Plans

Observation
Instrument	Empathizes, promotes, advocates, and facilitates development of students’ cultural, linguistic, and family background.	Respects students' cultural, linguistic, and family background.	Inconsistently respects students’ cultural, linguistic, and family background	Does not respect students’ cultural, linguistic, and family background.	
2.e.	ISL Project

Lesson Plans

Observation
Instrument	Exceptional modeling
of clear, acceptable oral and written communication skills.	Models clear,
acceptable oral and written communication skills.	Inconsistently
models clear, acceptable oral and written communication skills.	Does not model
clear, acceptable oral and written communication skills.	
2.f.	ISL Project

Lesson Plans

Observation
Instrument	Exceptional facilitation
of openness, inquiry, fairness and support.	Maintains a
climate of openness, inquiry, fairness and support.	Inconsistently
maintains a climate of openness, inquiry, fairness and support.	Does not maintain
a climate of openness, inquiry, fairness and support.	

2.g.	ISL Project

Lesson Plans

Observation
Instrument	Engages students in
facilitated learning by integrating current information and communication technologies for student	Integrates
current information and communication technologies.	Inconsistently
integrates current information and communication technologies.	Does not integrate
current information and communication technologies.	
2.h.	ISL Project

Lesson Plans

Observation
Instrument	Consistently differentiates
instruction to
accommodate differing needs of diversity of students through fluid and flexible grouping.	Adapts the learning
environment to
accommodate the differing needs and diversity of students.	Inconsistently adapts the learning
environment to
accommodate the differing needs and diversity of students.	Does not adapt the learning
environment to
accommodate the differing needs and diversity of students.	
2.i.	ISL Project

Lesson Plans

Observation
Instrument	Utilizes current and emerging assistive technologies that engage students in self- driven, high-quality communication interactions to achieve their educational goals.	Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their
educational
goals.	Inconsistently utilizes current and emerging assistive technologies that enable students to participate in high- quality communication interactions and achieve their educational goals.	Does not utilize current and emerging assistive technologies that
enable students to participate in
high-quality communication interactions and achieve their
educational goals.	

FEAP/ Indicator	Possible
Evidence	Exemplary (E)	Proficient (P)	Developing (D)	Needs Improvement
(N)	
Instructional
Delivery and
Facilitation						
3.a.	ISL Project

Lesson Plans

Observation
Instrument	Facilitates exceptional
lessons through student-driven, and highly engaging alternative instruction.	Delivers
engaging and challenging lessons.	Inconsistently
delivers engaging and challenging lessons.	Does not deliver
engaging and challenging lessons.	
3.b.	ISL Project

Lesson Plans

Observation
Instrument	Exceptionally deepens
and enriches students' understanding through content area literacy strategies, verbalization of thought, and application of the subject matter.	Deepens and
enriches students' understanding through content area literacy strategies, verbalization of thought, and application of the subject matter.	Inconsistently
deepens and enriches students' understanding through content area literacy strategies, verbalization of thought, and application of the subject matter.	Does not deepen
or enrich students' understanding through content area literacy strategies, verbalization of thought, and application of the subject matter.	
3.c.	ISL Project

Lesson Plans

Observation
Instrument	Consistently identifies
gaps in students’ subject matter knowledge with keen analysis of student progress.	Identify gaps in
students' subject matter knowledge.	Inconsistently
identifies gaps in students' subject matter knowledge.	Does not identify
gaps in students' subject matter knowledge.	
3.d.	ISL Project

Lesson Plans

Observation
Instrument	Modifies instruction to
respond to preconceptions or misconceptions in an exceptionally efficient and effective manner.	Modifies
instruction to respond to preconceptions or misconceptions.	Inconsistently
modifies instruction to respond to preconceptions or misconceptions.	Does not modify
instruction to respond to preconceptions or misconceptions.	
3.e.	ISL Project

Lesson Plans

Observation
Instrument	Exceptionally intertwines subject matter through high level integration and
interdisciplinary
approaches.	Relates and integrates the subject matter with other
disciplines and
life experiences.	Inconsistently relates and integrates the subject matter with
other disciplines
and life experiences.	Does not relate and integrate the subject matter with other
disciplines and
life experiences.	

3.f.	ISL Project

Lesson Plans

Observation
Instrument	Facilitates higher-
order thinking through exceptional, meaningful and mindful questioning techniques.	Employs
higher-order questioning techniques.	Inconsistently
employs higher- order questioning techniques.	Does not employ
higher-order questioning techniques.	

3.g.	
ISL Project

Lesson Plans

Observation
Instrument	
High-level application of varied instructional strategies and resources to provide comprehensible instruction at complex levels and to teach for student understanding, using exceptional resources and alternative methods of instruction.	
Applies varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for student understanding.	
Inconsistently applies varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for student understanding.	
Does not apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for student understanding.	
3.h.	ISL Project

Lesson Plans

Observation
Instrument	Exceptional
differentiation of student learning based on high-level assessment of student needs and recognition of individual differences.	Differentiates
instruction based on an assessment of student learning needs and recognition of individual differences in students.	Inconsistently
differentiates instruction based on an assessment of student learning needs and recognition of individual differences in students.	Does not
differentiate instruction based on an assessment of student learning needs
and recognition of individual differences in students.	
3.i.	ISL Project

Lesson Plans

Observation
Instrument	Facilitates immediate
and specific feedback through effective peer interaction, and high- quality cooperative learning.	Supports,
encourages, and provides immediate and specific feedback to students to promote student achievement.	Inconsistently
supports, encourages, and provides immediate and specific feedback to students to promote student achievement.	Does not support,
encourage, and provide immediate and specific feedback to students to promote student achievement.	
3.j.	ISL Project

Lesson Plans

Observation
Instrument	Facilitates student
feedback and monitoring to adjust instruction based upon high-quality and exceptional orchestration of differentiated instruction.	Utilizes student
feedback to monitor instructional needs and to adjust instruction.	Inconsistently
utilizes student feedback to monitor instructional needs and to adjust instruction.	Does not utilize
student feedback to monitor instructional needs and to
adjust instruction.	

FEAP/ Indicator	Possible
Evidence	Exemplary (E)	Proficient (P)	Developing (D)	Needs Improvement
(N)	
Assessment						
4.a.	ISL Project

Lesson Plans

Observation
Instrument	Demonstrates
exceptional analysis of data assessments from multiple sources and measures to diagnose students’ learning needs to inform instruction based on those needs.	Analyzes and
applies data from multiple assessments and measures to diagnose students' learning needs, informs
instruction based on those needs, and drives the learning process.	Inconsistently
analyzes and applies data from multiple assessments and measures to diagnose students' learning needs, informs instruction based on those needs, and drives the learning process.	Does not analyze
and apply data from multiple assessments and measures to diagnose students' learning needs, informs
instruction based on those needs, and drives the learning process.	
4.b.	ISL Project

Lesson Plans

Observation
Instrument	Designs and aligns
non-traditional formative and summative assessments that match learning objectives and lead to mastery.	Designs and
aligns formative and summative assessments that match learning objectives and lead to mastery.	Inconsistently
designs and aligns formative and summative assessments that match learning objectives and lead to mastery.	Does not design
and align formative and summative assessments that match learning objectives and lead to mastery.	
4.c.	ISL Project

Lesson Plans

Observation
Instrument	Uses a variety of
sophisticated assessment tools to monitor student progress, achievement and learning gains.	Uses a variety of
assessment tools
to monitor student progress, achievement and learning gains.	Uses limited
assessment tools to monitor student progress, achievement and learning gains.	Does not use a
variety of assessment tools
to monitor student progress, achievement and learning gains.	
4.d.	ISL Project

Lesson Plans

Observation
Instrument	Exceptionally
modifies assessments and testing condition to accommodate learning styles and varying levels of knowledge.	Modifies
assessments and testing conditions to accommodate learning styles
and varying levels of knowledge.	Inconsistently
modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge.	Does not modify
assessments and testing conditions to accommodate learning styles
and varying levels of knowledge.	
4.e.	ISL Project

Lesson Plans

Observation
Instrument	Frequently and consistently shares the importance and
outcome of student
assessment data with the student and the student's parent(s)/ caregiver(s); exceptional parent interaction	Shares the importance and outcome of
student
assessment data with the student and the student's parent(s)/ caregiver(s)	Inconsistently shares the importance and
outcome of student
assessment data with the student and the student's parent(s)/ caregiver(s); limited parent interaction	Does not share the importance and outcome of
student
assessment data with the student and the student's parent(s)/ caregiver(s); minimal parent interaction	

4.f.	

ISL Project

Lesson Plans

Observation
Instrument	
Exceptional skills in applying technology to organize and integrate assessment information.	
Applies technology to organize and integrate assessment information.	
Inconsistently applies technology to organize and integrate assessment information.	
Does not apply technology to organize and integrate assessment information.	

FEAP/ Indicator	Possible
Evidence	Exemplary (E)	Proficient (P)	Developing (D)	Needs Improvement
(N)	
Continuous
Professional
Improvement						
1.a.	ISL Project

PDP	Designs exceptional,
purposeful, and professional goals to strengthen the effectiveness of instruction based on students' needs.	Designs
purposeful professional goals to strengthen the effectiveness of instruction based on students' needs.	Limited design of
purposeful and professional goals to strengthen the effectiveness of instruction based on students' needs.	Does not design
goals that are purposeful and professional to strengthen the effectiveness of instruction based on students' needs.	
1.b.	ISL Project

PDP Observation
Instrument	Examines and uses
cutting-edge, data- informed research to improve instruction and student achievement.	Examines and
uses data- informed research to improve instruction and student achievement	Inconsistently
examines and uses data-informed research to improve
instruction and student achievement	Does not uses
data-informed research to improve instruction and student achievement.	

1.c.	

ISL Project

Lesson Plans

PDP	

Uses a variety of data, independently, and with exceptional collaboration with colleagues, to evaluate learning outcomes, adjust planning and continuously improve the effectiveness of
the lessons.	

Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes,
adjust planning and continuously improve the effectiveness of the lessons.	

Inconsistently uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning and continuously improve the effectiveness of
the lessons.	

Does not use a variety of data, independently, and in
collaboration with colleagues, to evaluate learning outcomes, adjust planning and continuously improve the effectiveness of the lessons.	
1.d.	ISL Project

PDP	Exceptional
collaboration with the home, school and larger communities to foster communication and to support student learning and continuous improvement.	Collaborates
with the home, school and larger communities to foster communication and to support student learning and continuous improvement.	Inconsistent
collaboration with the home, school and larger communities to foster communication and to support student learning and continuous improvement.	Minimal or no
collaboration with the home, school and larger communities to foster communication and to support student learning and continuous improvement.	

1.e.	

ISL Project

PDP	

Exceptional engagement in targeted professional growth opportunities and reflective practices.	

Engages in targeted professional growth opportunities and reflective practices.	

Limited engagement in targeted professional growth opportunities and reflective practices.	

Does not engage in targeted professional growth opportunities and reflective practices.	
1.f.	ISL Project

Lesson Plans

Observation
Instrument	Effectively,
consistently, and frequently implements knowledge and skills learned in professional development in the teaching and learning process.	Implements
knowledge and skills learned in professional development in the teaching and learning
process.	Limited
implementation of knowledge and skills learned in professional development in the teaching and learning process.	Does not
implement knowledge and skills learned in professional development in the teaching and learning process.	

FEAP/ Indicator	Possible
Evidence	Exemplary (E)	Proficient (P)	Developing (D)	Needs Improvement
(N)	
Professional
Responsibility and Ethical Conduct						
2

	ISL Project

Lesson Plans

Observation
Instrument	Exceptional modeling,
professional
advocacy, and promotion of high academic standards for all learners.	Maintains high academic
standards for all
learners.	Inconsistently maintains high
academic
standards for all learners.	Low expectations;
does not maintain
high academic standards for all learners.	
2

	ISL Project

Lesson Plans

Observation
Instrument	Empowers all students to believe they can learn.	Believes all students can learn.	Limited demonstration of belief that all students can learn.	Does not demonstrate belief that all students can learn.	
2

	ISL Project

Lesson Plans

Observation
Instrument	Demonstrates
exceptional fairness and equity; exceptionally promotes social justice and democracy.	Demonstrates
fairness and equity; promotes social justice and democracy.	Limited
demonstration of fairness and equity; limited promotion of social justice and democracy.	Does not
demonstrate fairness and equity; does not value social justice and/or democracy.	
2

	ISL Project

PDP Observation
Instrument	Values diversity in an
exceptional manner.	Values
diversity.	Inconsistently
demonstrates valuing of diversity.	Does not value
diversity.	
2A	Host
Teacher
Verification

Sign-in
Records	Exceptional patterns
in attendance and punctuality; always meets deadlines	Meets
deadlines, punctual, exhibits regular attendance.	Inconsistent
patterns in punctuality and attendance; does not always meet deadlines.	Poor attendance
patterns and punctuality; rarely meets deadlines.	
2B	Host
Teacher
Verification	Works exceptionally
well with others; uses feedback to improve; demonstrates exceptional reflection skills to improve practice.	Works well
with others; accepts feedback and constructive criticism; is a reflective practitioner.	Inconsistently
works well with others; limited acceptance of feedback and constructive criticism	Rarely works well
with others; does not accept feedback and/or constructive criticism; is not a reflective practitioner.