Clinical Educator's Evaluation Timeline for Internship:
Beginning of Semester: Educator Dispositions Assessment
Middle of Semester: Midterm Internship Evaluation and Formal Observation Rubric
End of Semester: Final Internship Evaluation and Educator Dispositions Assessment
Clinical Educator's Evaluation Timeline for Student Teaching:
Beginning of Semester: Candidate Dispositions Assessment
Middle of Semester: Midterm Student Teaching Evaluation and Formal Observation Rubric
End of Semester: Final Student Teaching Evaluation, Educator Dispositions Assessment, and Certification of Teaching Capacity
University Supervisor's Evaluation Timeline for Internship:
Beginning of Semester: Formal Observation Rubric #1 and Educator Dispositions Assessment
Middle of Semester: Formal Observation Rubric #2 and Midterm Internship Evaluation
End of Semester: Formal Observation Rubric #3, Final Internship Evaluation, and Educator Dispositions Assessment
University Supervisor's Evaluation Timeline for Student Teaching:
Beginning of Semester: Formal Observation Rubric #1
Middle of Semester: Formal Observation Rubric #2, Midterm Student Teaching Evaluation, and Candidate Dispositions Assessment
End of Semester: Formal Observation Rubric #3, Final Student Teaching Evaluation, Candidate Dispositions Assessment, and Certification of Teaching Capacity
https://docs.google.com/document/d/189lVvs2atNyaEaFq5m5ImFpZKZJ9G0ARj1sJTWgoW-Q/edit?usp=sharing
A description for each evaluation rubric is provided below. Please note that the hyperlinks to the rubrics in the sections below provide examples of each rubric. Do not use these links to complete evaluations of interns and student teachers.
All evaluation rubrics will be emailed to cooperating teachers by the Office of Teacher Education.
University Supervisors and Clinical Educators complete a nationally validated, research-based Educator Dispositions Assessment (EDA) instrument designed by The Educational Dispositional Assessment Consultants, LLC to systematically assess the dispositions of teacher candidates at the midterm and end of both the internship and full-time student-teaching semester. In situations where candidates present significant needs in the area of dispositions, academics, or clinical performance the COEHS has developed a Candidate Intervention process to clearly identify areas of need, create a plan for addressing these needs including university supports, a plan for assessing progress, and potential consequences for failure to achieve the necessary progress.
The Formal Observation Rubric was designed in alignment with the North Carolina Professional Teaching Standards. During internship and student teaching, University Supervisors are expected to complete a minimum of three formal observations of the teacher candidate’s instruction. The University Supervisor completes a Formal Observation Rubric based on each observation and discusses the evaluation with the student teacher. The clinical educator also completes a formal observation during internship and student teaching.
Click here to access the Formal Observation Rubric for University Supervisors.
Click here to access the Formal Observation Rubric for Clinical Educators.
Teacher candidates are evaluated by University Supervisors and Clinical Educators at the midterm of the internship and the student teaching semester using the locally developed Midterm Internship Evaluation form (click here) and a Midterm Student Teacher Evaluation form (click here). It is recommended that the supervisor and clinical educator complete the midterm evaluation in one setting together in order to provide the teacher candidate with the most accurate performance data.
At the conclusion of the internship semester, university supervisors and clinical educators complete a locally developed final evaluation form (click here). It is recommended that the supervisor and clinical educator complete the midterm evaluation in one setting together in order to provide the teacher candidate with the most accurate performance data. The university supervisor and clinical educator are required to meet at the end of the semester to discuss the evaluation with the teacher candidate prior to the full-time student teaching semester.
At the conclusion of the student teaching semester, university supervisors and clinical educators complete a locally developed final evaluation form (click here). The university supervisor and clinical educator meet to discuss the evaluation with the teacher candidate prior to the full-time student teaching semester.
The LEA/IHE Certificate of Teaching Capacity (click here) is a summative student teaching evaluation created and required by the state of North Carolina. Candidates must meet all competencies included in the evaluation. The University Supervisor, Clinical Educator, and Principal must use the observational and performance data collected during student teaching to arrive at a shared evaluation rating in relation to each criterion.
In 2016 the North Carolina General Assembly passed legislation that significantly impacted requirements for teacher education programs. Specifically, the legislation requires candidates to pass new licensure examinations and to pass a nationally normed pedagogical performance assessment. Lenoir-Rhyne selected the Teacher Work Sample (TWS) edTPA© (often called edTPA©) as the pedagogical performance assessment. Information regarding this assessment can be found at www.edtpa.com. This assessment has been mapped to the North Carolina Professional Teaching Standards as well as the Interstate Teacher Assessment and Support Consortium Standards used by the national teacher education accreditor, the Council for Accreditation of Educator Preparation (CAEP).
edTPA© is a revised requirement starting in 2016-2017 academic year of the LRU teacher education program as mandated by the NC State Board of Education and NC Legislature as outlined in House Bill 97-SL 2015-241 Section 115-C-296.11 “Educator preparation programs with a Clinical Practice component shall require in addition to a content assessment a nationally normed and valid pedagogy assessment to determine Clinical Practice performance. Passing scores and mastery criteria will be determined by the State Board of Education.”
The new Teacher Work Sample edTPA© has 3 Tasks with commentaries that must be written for each. The 3 Tasks are:
Planning Instruction and Assessment: This Task establishes the instructional and social context for student learning and includes lesson plans, instructional materials and student assignments/assessments. You demonstrate how your plans align with content standards, build upon your students’ prior academic learning and life experiences and how instruction is differentiated to address strengths and your students’ needs. **
Instructing and Engaging Students in Learning: This Task includes one or two unedited video clips of 15-20 minutes from the learning segment and a commentary analyzing how you engage students in learning tasks. You also demonstrate subject-specific pedagogical strategies and how you, as teacher, elicit and monitor student responses to develop deep subject matter understandings. **
Assessing Student Learning: This Task includes classroom based assessment (evaluation criteria), student work samples, quality of teacher feedback and a commentary analyzing patterns of student learning. You summarize the performance of the whole class, analyze the specific strengths and needs of three focus students and explain how their feedback guides student learning. **
** Adapted from descriptions of edTPA© Tasks provided by SCALE (Stanford Center for Assessment, Learning, and Equity)
To help prepare teacher candidates for the nationally scored edTPA© assessment that they will complete during the full-time student teaching semester, teacher candidates will complete “mock” or “practice” evidence of the 3 TWS edTPA© tasks with the support, guidance, and extensive feedback of faculty and peers during the part-time internship and senior methods class series semester. Your tasks and commentaries will be guided by materials with explicit directions and rubrics that will be provided to you by your instructors, with parts selected over time from the edTPA© handbooks for your specific program. Also time will be provided for focused commentary writing review and practice. During the spring student teaching semester you will repeat this process of planning, instructing, and assessing (along with the written commentaries) independently. Your university supervisor and student teaching seminar will provide you with due dates and uploading instructions, however, university staff and faculty cannot aid you in the planning and instructing process.