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:

Meghan Grammer

Name of person completing this form:

Danielle Mooney

Position (Mentor Teacher or University Supervisor): Mentor Teacher

Name of Mentor Teacher/ University
Supervisor:

Danielle Mooney

Name of school where intern is placed:

Grade level taught:

Jarrettsville Elementary School

4th Grade

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

Interns major: (SPED, EESE, or ECSE)

M.Ed.
SPED

At what campus did this intern complete his/her professional education coursework?
Towson Campus/Off Campus (Parkville HS and CCBC campus)

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.

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).

The intern differentiated instruction and worked effectively with learners with
special needs.

The intern differentiated instruction and worked effectively with English Language
Learners (ELL).

The intern differentiated instruction and worked effectively with gifted and talented
learners.

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. Grammer's knowledge of content and her students as well as the outcome and resources used resulted
in a very coherent lesson. Instruction was sequenced to maximize student learning, and differentiation was
used to meet the needs of all students.
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. Grammer creates an environment where students are valued and are comfortable taking a
risk with their learning. It is evident by the atmosphere in the room that there is a mutual
understanding that students are there to learn. Ms. Grammer establishes high expectations,
which the students work very hard to meet. Routines and procedures have been established,
are in place and followed. Students know that expectations are high, and they are diligent in
their efforts to consistently meet their goals. Transitions are seamless and no instructional time
is lost. Positive behavior is reinforced at all times. Students understand the school wide
behavior plan and why it is necessary. There was no misbehavior in the classroom.

3. Knowledge of general and specialized curricula to individualize learning for individuals with
exceptionalities. (CEC #3)
Ms. Grammer used higher level thinking - making inferences- to deepen student understanding of the
text. She defined making an inference as "reading between the lines" and motivated the students with an
engaging activity with real life connections to reintroduce and encourage proper application of the skill.
Students confirmed that one needs both text and schema to make an inference. Ms. Grammer quizzed
the students skill level by asking what is needed in order to make an inference. Students confirmed that
one needs both text and schema to make an inference. In response to her question of why they are
encouraged to make inferences, students said it encourages them to think and understand what they are
reading.
4. Multiple methods of assessment and data-sources in making educational decisions. (CEC #4)
Ms. Grammer is intent on her students during the entire lesson. She is "reading the room" to ascertain how
the students are responding and understanding the lesson she is presenting. The lesson allows opportunities
for the students to interact with a partner, in a group and work independently. Ms. Grammer capitalizes on all
of these opportunities to monitor their learning. Additionally, the closure and reflection activity was an
excellent way to demonstrate their learning, self-assess and gather data.
5. Evidence-based instructional strategies to advance learning of individuals with exceptionalities. (CEC #5)
Ms. Grammer uses student responses to questions to deepen student understanding. Students will then
extend the discussion, promoting enrichment of the content. Students are also encouraged to challenge one
another's thinking. All students were intellectually engaged in the lesson. At the end of the lesson they were
given an opportunity to reflect and complete a closure activity to demonstrate their understanding.
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. Grammer over plans her lessons in order to have a backup should she need to adjust the lesson or
change mid-course based on the feedback of her students. Her interaction with her students allow for
teachable moments, which she takes full advantage of.
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)
One of Ms. Grammer's many strengths is her reflection on her teaching. She uses these reflections to make
adjustments to her lessons and improvement in her teaching. She comes prepared to every postconference, and the discussion is enriching. She is very organized and has systems in place for
documentation purposes. Ms. Grammer not only has a good rapport with students, but with families as well.
She is a great communicator and makes herself available for parent emails, notes, visits and phone calls.
She participates in many school events including Trunk or Treat, Spring Fling, JEMS Fair and Bingo, just to
name a few. She will graduate with her Master's Degree in Special Education in May, 2016. She is our
School Improvement Team Facilitator, Co-Chair of the Social Committee, and participates in vertical teams.

Final
Rating:

SIGNATURE:

Satisfactory

Unsatisfactory

Danielle Mooney

DATE:

4/29/2016