TEACHING AND LEARNING

INTERNSHIP PORTFOLIO HANDBOOK

School of Education
Northern State University
Graduate Office
Phone: (605) 626-2558 Fax:
(605) 626-7190

Revised: Summer 2014

Note: The information contained in this handbook is subject to change; students are responsible for
communicating with their Graduate Committee Chair/Instructor to remain current in the Program
policies and procedures.

Internship Portfolio Handbook

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Table of Contents

Page 3 ............................ Internship Overview

Page 4 ............................ Internship Overview: Responsibilities
Page 6 ............................ Internship Journal
Page 7 ............................ Detailed Internship Assignments & Rubrics
Page 8 ............................ Assignment #1
Page 10 .......................... Assignment #2
Page 12 .......................... Assignment #3
Page 14 .......................... Assignment #4
Page 16 .......................... Assignment #5
Page 18 .......................... Assignment #6
Page 19 .......................... Appendix A: National Board for Professional Teaching Standards
Page 22 .......................... Appendix B: 360 Degree Feedback Form
Page 25 ........................... Appendix C: Internship Journal Template
Page 27 ........................... Appendix D: Internship Portfolio Rubric Only
Page 33 ........................... Appendix E: Internship Portfolio Checklist Northern
State University (NSU)
Teaching & Learning INTERNSHIP

The Teaching and Learning internship is a professional experience designed to prepare students
as master teachers through active participation in advanced teaching tasks and the completion of
specific field-based assignments that are completed under the direction of the graduate committee
chair (NSU faculty member) and with the cooperation of the site mentor (a master teacher or NBPTS
certified teacher with at least four years of teaching experience and the recommendation of the school
principal, or a licensed school administrator). Sensitive information gained about the school system (e.g.
students, families, administration) is to be treated professionally and confidentially.

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The teaching and learning internship is designed to provide candidates an opportunity to apply their
knowledge and skills in an individualized, field-based setting that focuses on the National Board for
Professional Teaching Standards (NBPTS). The Teaching and Learning internship requires 240 hours, and
is a two-credit course in which interns complete assignments that address each of the five (5) NBPTS
propositions. Masters candidates are to satisfactorily complete the assignment noted for each NBPTS
proposition. A portfolio that includes documentation of work completed during the internship,
including the assignments, an internship journal, and 360 Degree Feedback forms, is required for
successful completion. Refer to the Internship Portfolio rubrics to review the evaluation criteria that
have been developed for each of the assignments.

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OVERVIEW OF RESPONSIBILITIES
Committee Chair:
1. Provide direction for the internship and serve as the point of contact for both the graduate candidate and the Site Mentor.
2. Share pertinent information regarding the program curriculum, standards, internship assignments, and assessment with the graduate
candidate and the Site Mentor.
3. Provide the graduate candidate with regular feedback related to the internship, as needed.
4. Communicate with the Site Mentor regarding the graduate candidates progress.
5. Provide guidance for the use of internship evaluation forms to both the graduate candidate and the Site Mentor.
6. Complete evaluation documents for the internship portfolio, written examination, and culminating presentation.
7. Evaluate the internship and submit a final grade.
Graduate Candidate:
1. Review the Internship Portfolio Handbook to become familiar with internship requirements.
2. Communicate regularly with the Committee Chair regarding your progress in the internship.
3. Complete all internship requirements to demonstrate competency in each of the program standards. All internship requirements
must be completed during the term of enrollment.
4. Meet all internship deadlines established by the Committee Chair.
5. Communicate internship deadlines (including the 360 Degree Feedback) to the Site Mentor.
6. Be willing to make adjustments based on constructive feedback.
7. Follow the policies and procedures of the university and internship site.
8. Act with integrity, fairly, and in an ethical manner.

9. Treat sensitive information related to the internship site professionally and confidentially.
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10. Secure appropriate, professional liability insurance.
11. Adhere to the NSU Academic Dishonesty Policy:
Cheating and other forms of academic dishonesty run contrary to the purposes of higher education and will not be tolerated in this
course. All forms of academic dishonesty will result in an F for the course. Academic dishonesty includes (but is not limited to)
plagiarism, copying answers or work done by another student (either on an exam or on out-of-class assignments), allowing another
student to copy from you, and using unauthorized materials during an exam. Please be advised that when the instructor suspects
plagiarism, the Internet and other standard means of plagiarism detections will be used to resolve the instructors concerns.

Site Mentor:
1. Review the Internship Portfolio Handbook to become familiar with internship requirements.
2. Provide an appropriate working environment and serve as a resource for the graduate candidate during the internship.
3. Inform the graduate candidate and Committee Chair of school policies and procedures relevant to the internship.
4. Provide the graduate candidate with regular feedback related to the internship, as needed.
5. Communicate with the Committee Chair regarding the graduate candidates progress.
6. Verify the graduate candidates internship journal to ensure a minimum of 240 internship hours has been completed.
7. Complete the 360 Degree Feedback form at midterm (8th week of fall/spring term) and the conclusion (16th week of fall/spring term) of the
internship. Upon completion, return each form to the Committee Chair.
8. Complete the evaluation form for the culminating presentation.
9. Terminate the internship, and contact the Committee Chair if the candidate acts in a way that violates the established procedures and policies
of the internship site.
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INTERNSHIP JOURNAL
Internship experiences will be entered into the internship journal, which is a part of the final
internship portfolio evaluated by the Committee Chair. Graduate candidates will discuss plans for the
internship experience with the Committee Chair, and provide the Chair with access to the internship
journal for review and feedback following the completion of 30 internship hours.
The journal should be organized by NBPTS Proposition with documentation of the
responsibilities and/or activities completed. The journal must reflect that the 240 hour requirement has
been met; both the graduate candidate and Site Mentor verify completion of the internship hours.
Please see an example of the internship journal below.

Graduate Candidate Signature:___________________________________________Date:____________

Site Mentor
Signature:__________________________________________________Date:____________

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DETAILED INTERNSHIP ASSIGNMENTS & RUBRICS

INTERNSHIP PORTFOLIO RUBRIC

Please evaluate the graduate candidates internship portfolio for proficiency in accordance with the rubric criteria that has been developed for each assignment.
Assign the score that expresses your evaluation of the candidates portfolio using the rating scale that follows. The internship assignments are based on the
National Board for Professional Teaching Standards (NBPTS).
ADVANCED/Excellent (4): Based on the materials included in the internship portfolio, the graduate candidate demonstrates knowledge and skills beyond what
a master teacher is expected to know and do. The graduate candidate has provided documentation that is accurate and beyond the minimum requirements of
the assignment.
PROFICIENT/Competent (3): Based on the materials included in the internship portfolio, the graduate candidate demonstrates knowledge and skills equal to
(consistent with) what a master teacher is expected to know and do. The graduate candidate has provided documentation that is accurate and addresses all
of the minimum requirements of the assignment.
BASIC/Developing (2): Based on the materials included in the internship portfolio, the master graduate demonstrates emerging knowledge and skills that are consistent
with what a novice teacher is expected to know and do. The graduate candidate has provided documentation that accurately addresses most of the requirements of the
assignment.
BELOW BASIC/Needs Work (1): Based on the materials included in the internship portfolio, the graduate candidate fails to demonstrate basic knowledge and skills
that a master teacher is expected to know and do. The graduate candidate has provided documentation that fails to adequately address the minimum
requirements of the assignment.

Internship Portfolio Evaluation

Average Portfolio Rating:
A = 3.30 4.00
B = 2.60 3.29
C = 1.90 2.59
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D = 1.49 - 1.89
F = Below 1.49
INTERNSHIP ASSIGNMENT #1 & RUBRIC CRITERIA: Teachers are Responsible for Managing and Monitoring Student Learning.

1. Review and outline your school districts curriculum specific to the content area and grade level that you instruct, as well as at least one
grade level above and one grade level below (*choose two standards).
* Example Standards Example Math: 1. Measurement & Data; 2. Geometry
Example English Language Arts: 1. Reading for Informational Text; 2. Writing
Example Science: 1. Nature of Science; 2. Life Science

2. Reflect on the two curriculum standards you have outlined and how they relate to other grade levels (at least one grade level above and
one grade level below).
Sample guiding questions for reflection:
a.

What are the primary goals of the curriculum?

b.

Is there strong alignment between the curriculum and the state standards? Explain.

c.

How does the curriculum unfold from the level of introduction to mastery?

d.

How is the curriculum for your grade level impacted by grades before and after?

e.

Does the curriculum seamlessly unfold? Why or why not?

f.

Does the curriculum offer a good platform for student engagement?

g.

Does the curriculum lend itself to a variety of instructional strategies? Why or why not?

3. Propose at least two (2) additional and appropriate approaches to planning, instruction, and/or assessment to improve student
learning. Be sure to include a rationale for each proposal that is based on your evaluation of the curriculum standards.

The graduate candidate provides documentation that demonstrates the required expectations for each of the following:

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Internship Assignment 1: Teachers are Responsible for Managing and Monitoring Student
Learning

ADVANCED
4

PROFICIENT
3

BASIC
2

BELOW BASIC
1

(Assignment aligns with NBPTS Proposition 3)

The assignment contains a written reflection that includes the following:
Reviews and outlines the school districts curriculum for at least two (2) standards* within
a content area for the grade level taught, as well as at least one grade level above and
one grade level below.
Two (2) Standard Examples: Example Math: 1. Measurement & Data; 2. Geometry
Example English Language Arts: 1. Reading for Informational Text; 2. Writing
Example Science: 1. Nature of Science; 2. Life Science

Discusses how the two (2) curriculum standards outlined relate to at least one grade level
above and one grade level below.

Proposes at least two (2) additional and appropriate approaches to planning, instruction,
and/or assessment that would improve student learning.
Provides a rationale for each proposal based on evaluation of the curriculum standards.

The assignment is complete (all components have been addressed).

The assignment is professionally written (clear and concise with few errors).
Sources are cited using APA format, when applicable.

TOTAL RATING (AVERAGE) FOR ASSIGNMENT 1:

Formative Feedback (optional):

______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
INTERNSHIP ASSIGNMENT #2 & RUBRIC CRITERIA: Teachers are Committed to Students and Their Learning.

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1. Identify the *learning needs of students in your classroom. Document how you will accommodate students based on the identified
needs.
* Learning Needs Examples: learning styles, culture, gender, abilities, socioeconomic status, etc.

2. Include a unit of study and clearly describe at least two (2) instructional strategies and two (2) assessment strategies you developed
specifically to meet the identified *learning needs of students. Be sure to provide a rationale for your instruction and assessment
decisions that is supported by research or best practice.
3. Evaluate the impact of instruction and accommodations on student learning. Be sure to use assessment evidence or data in your
evaluation. Include at least two ideas for the redesign of the unit and explain how the redesign will improve student learning.

The graduate candidate provides documentation that demonstrates the required expectations for each of the following:
Internship Assignment 2: Teachers are Committed to Students and Their Learning
(Assignment aligns with NBPTS Proposition 1)

ADVANCED
4

PROFICIENT
3

BASIC
2

BELOW BASIC
1

The assignment contains a written reflection that includes the following:

Identifies the *learning needs for students in the classroom.

Documents accommodations that are aligned to the identified student *learning needs.

*Learning Needs Examples: learning styles, culture, gender, abilities, socioeconomic status, etc.

Describes at least two (2) instructional strategies and two (2) assessment strategies that
are linked to the identified *learning needs of students.

Provides a rationale for the instructional and assessment strategies that is supported by
research or best practice.

Uses assessment evidence or data to evaluate the impact of instruction and

accommodations on student learning.
Includes at least two ideas for the redesign of the unit and explains how the redesign
will improve student learning.

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The assignment is complete (all components have been addressed).

The assignment is professionally written (clear and concise with few errors).
Sources are cited using APA format, when applicable.

TOTAL (AVERAGE) RATING FOR ASSIGNMENT 2:

Formative Feedback (optional):

______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
INTERNSHIP ASSIGMENT #3 & RUBRIC CRITERIA: Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students.

1. Redesign and implement a minimum of three (3) lessons that enrich and/or extend students learning opportunities by promoting
higher-order thinking skills. Provide a description and research-based rationale for the lesson redesign that documents differentiation
for each lesson.
Suggestion: Documentation using Webb Leveling or Blooms Taxonomy may be helpful to show how the lesson redesign promotes higher-order thinking
skills.

2. Demonstrate your deep understanding of content knowledge through skillful and effective lesson design. Your three (3) lessons
should be:
a) aligned with content standards;
b) sequenced properly;
c) linked to prior learning;
d) and well-organized.
3. Include a post-lesson reflection for each lesson evaluating both instruction and learning that includes: a) at least one (1) success;
b) at least one (1) limitation or barrier;
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c) plans for future implementation.

The graduate candidate provides documentation that demonstrates the required expectations for each of the following:
Internship Assignment 3: Teachers Know the Subjects They Teach and How to Teach
Those Subjects to Students

ADVANCED
4

PROFICIENT
3

BASIC
2

BELOW BASIC
1

(Assignment aligns with NBPTS Proposition 2)

The assignment contains a written reflection that includes the following:

Provides a description for the redesign of three (3) lessons that promote higher-order
thinking skills.

Provides a rationale for each of the redesigned lessons that is supported by research or
best practices; lesson differentiation is documented.
Demonstrates deep understanding of content knowledge.
Lessons are:
1. Aligned with content standards;
3. Linked to prior learning;
2. Sequenced appropriately;
4. Well-organized.

Evaluates the successes (at least one) and limitations or barriers (at least one) to each
redesigned lesson in a post-lesson reflection.
Describes plans for future implementation of each lesson based on the evaluation.

The assignment is complete (all components have been addressed).

The assignment is professionally written (clear and concise with few errors).
Sources are cited using APA format, when applicable.

TOTAL (AVERAGE) RATING FOR ASSIGNMENT 3:

Formative Feedback (optional):

______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
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______________________________________________________________________________________________________________________
INTERNSHIP ASSIGNMENT #4 & RUBRIC CRITERIA: Teachers Think Systematically about Their Practice and Learn from Experience.
1. Develop a section within your portfolio that illustrates your deep understanding of learning theories, instructional models, and student
motivation/management theories. Begin by providing your overview of at least:
a. two (2) learning theories (e.g., behaviorism, social learning, information processing, constructivism, sociocultural, etc.);
a. two (2) instructional models (e.g., direct, indirect, independent, experiential, interactive, discovery, etc.);
b. two (2) student motivation/management theories (e.g., self-determination, attribution, extrinsic/intrinsic, conditioning, hierarchy
of needs, reinforcement, cognitive dissonance, etc.)
2. Reflect on how each of the theories/models has impacted the teaching profession in at least two (2) important ways.
3. Explain how each of the theories/models has influenced your teaching practice; provide at least one specific example for each.

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The graduate candidate provides documentation that demonstrates the required expectations for each of the following:
Internship Assignment 4: Teachers Think Systematically about Their Practice and Learn
from Experience

ADVANCED
4

PROFICIENT
3

BASIC
2

BELOW BASIC
1

(Assignment aligns with NBPTS Proposition 4)

The assignment contains a written reflection that includes the following:
Provides an overview of at least two (2) learning theories, two (2) instructional models,
and two (2) student motivation/management theories.
Discusses how each of the theories/models has impacted the teaching profession in at least
two (2) important ways.
Explains how each of the theories/models has influenced his/her teaching practice.
A specific example for each is provided.

The assignment is complete (all components have been addressed).

The assignment is professionally written (clear and concise with few errors).
Sources are cited using APA format, when applicable.

TOTAL (AVERAGE) RATING FOR ASSIGNMENT 4:

Formative Feedback (optional):

______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
INTERNSHIP ASSIGNMENT #5 & RUBRIC CRITERIA: Teachers are Members of Learning Communities.
1. Complete a needs assessment* to identify and describe an existing need related to student learning; provide evidence supporting the
existing need.
* Needs Assessment: is defined as a means for determining a gap between current conditions and desired conditions that may include a variety of
sources of evidence such as: survey data; classroom, school or district data; interview data; public records data; etc.

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2. Develop and implement a project that will address the identified need and improve student learning. The project must utilize at least one
other learning community or community resource (i.e., from your school, district, community, or surrounding area).
3. Include a post-project reflection that evaluates at least two (2) successes and two (2) limitations or barriers to the project. Describe plans
to modify the project for future implementation.

The graduate candidate provides documentation that demonstrates the required expectations for each of the following:
Internship Assignment 5: Teachers are Members of Learning Communities
(Assignment aligns with NBPTS Proposition 5)

ADVANCED
4

PROFICIENT
3

BASIC
2

BELOW BASIC
1

The assignment contains a written reflection that includes the following:

Identifies and describes a classroom, grade level, school, district, or community need.
The need is clearly linked to student learning.
Appropriate evidence supporting the need is supplied.

Provides a description of the project that is clearly linked to the identified need.
Utilizes at least one (1) other learning community or community resource to address the
identified need.

Evaluates the successes (at least 2) and limitations or barriers (at least 2) of the project
in a post-project reflection.
Describes plans for future modifications based on the evaluation.

The assignment is complete (all components have been addressed).

The assignment is professionally written (clear and concise with few errors).
Sources are cited using APA format, when applicable.

TOTAL (AVERAGE) RATING FOR ASSIGNMENT 5:

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Formative Feedback (optional):

______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
INTERNSHIP ASSIGNMENT #6 & RUBRIC CRITERIA: 360 Degree Feedback and Internship Journal.
360 Degree Feedback
The graduate candidate and site mentor will each complete this evaluation at midterm (8th week of fall/spring term) and the conclusion (16th
week of fall/spring term) of the internship and submit them to the Committee Chair. This documentation will be included in the final
portfolio. The 360 Degree Feedback outcomes were developed using the National Board for Professional Teaching Standards (NBPTS).
Internship Journal
The journal should be organized by NBPTS Proposition with documentation of the responsibilities and/or activities completed. The journal must reflect
that the 240 hour requirement has been met; both the graduate candidate and Site Mentor verify completion of the internship hours.

The graduate candidate provides the following *required documentation:

*Note: the internship is not complete until all documentation has been provided
(Aligns with NBPTS Propositions 1- 5)

DOCUMENTATION
PROVIDED

DOCUMENTATION
MISSING

The graduate candidate and Site Mentor completed and submitted the midterm 360 Degree
Feedback form to the Committee Chair.
The graduate candidate and Site Mentor completed and submitted the final 360 Degree Feedback
form to the Committee Chair.
The Internship Journal was complete and signed by the graduate candidate and Site Mentor.

TOTAL (AVERAGE) RATING FOR INTERNSHIP PORTFOLIO:

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Graduate Candidates Name:_____________________________________________________________________ ID#:_________________________

Committee Chairs Signature: ____________________________________________________________________ Date: _______________________

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APPENDIX A

National Board of Professional Teaching Standards (NBPTS)

NATIONAL BOARD OF PROFESSIONAL TEACHING STANDARDS
(NBPTS)

The Five Core Propositions

NBPTS was created in 1987 after the Carnegie Forum on Education and the Economys Task Force on
Teaching as a Profession released A Nation Prepared: Teachers for the 21st Century. Shortly after its
release, NBPTS issued its first policy statement: What Teachers Should Know and Be Able to Do (PDF 104kb).
This policy set forth our vision for accomplished teaching. The Five Core Propositions form the
foundation and frame the rich amalgam of knowledge, skills, dispositions and beliefs that characterize
National Board Certified Teachers (NBCTs).

Proposition 1: Teachers are Committed to Students and Their Learning.

NBCTs are dedicated to making knowledge accessible to all students. They believe all
students can learn.
They treat students equitably. They recognize the individual differences that distinguish
their students from one another and they take account for these differences in their
practice.
NBCTs understand how students develop and learn.
They respect the cultural and family differences students bring to their classroom.
They are concerned with their students self-concept, their motivation and the effects of
learning on peer relationships.
NBCTs are also concerned with the development of character and civic responsibility.
Proposition 2: Teachers Know the Subjects They Teach and How to Teach Those Subjects to
Students.
NBCTs have mastery over the subject(s) they teach. They have a deep understanding of
the history, structure and real-world applications of the subject.
They have skill and experience in teaching it, and they are very familiar with the skills gaps
and preconceptions students may bring to the subject.
They are able to use diverse instructional strategies to teach for understanding.

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Proposition 3: Teachers are Responsible for Managing and Monitoring Student Learning.
NBCTs deliver effective instruction. They move fluently through a range of instructional
techniques, keeping students motivated, engaged and focused.
They know how to engage students to ensure a disciplined learning environment, and how
to organize instruction to meet instructional goals.
NBCTs know how to assess the progress of individual students as well as the class as a
whole.
They use multiple methods for measuring student growth and understanding, and they
can clearly explain student performance to parents.
Proposition 4: Teachers Think Systematically about Their Practice and Learn from Experience.
NBCTs model what it means to be an educated person they read, they question, they
create and they are willing to try new things.
They are familiar with learning theories and instructional strategies and stay abreast of
current issues in American education.
They critically examine their practice on a regular basis to deepen knowledge, expand their
repertoire of skills, and incorporate new findings into their practice.
Proposition 5: Teachers are Members of Learning Communities.
NBCTs collaborate with others to improve student learning.
They are leaders and actively know how to seek and build partnerships with community
groups and businesses.
They work with other professionals on instructional policy, curriculum development and
staff development.
They can evaluate school progress and the allocation of resources in order to meet state
and local education objectives.
They know how to work collaboratively with parents to engage them productively in the
work of the school.

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APPENDIX B
360 Degree Feedback Form

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Northern State University Graduate Studies- Teaching & Learning

360 Degree Feedback Form
Please evaluate the graduate candidates performance in each of the following abilities. The learning outcomes were developed using the National Board for Professional Teaching
Standards (NBPTS). This assessment is to be completed by the Site Mentor and the graduate candidate. To rate the performance of the graduate candidate, please use the
following rubric:
ADVANCED/Excellent (4): The graduate candidate extensively and consistently demonstrates ability in the standard. The candidate shows outstanding ability to use the
standard in teaching or school situations. The candidate shows independence in working within the standard.
PROFICIENT/Competent (3): The graduate candidate regularly demonstrates ability in the standard. The candidate shows ability to use the standard in teaching or school
situations. The candidate may sometimes fall short in working within the standard, but demonstrates the ability to independently reflect on errors and adjust accordingly.
BASIC/Developing (2): The graduate candidate occasionally demonstrates ability in the standard. The candidate needs prompting to use the standard in teaching or school
situations. The candidate makes errors in working within the standard with little independent reflection or improvement to practice.
BELOW BASIC/Needs Work (1): The graduate candidate rarely or never demonstrates ability in the standard. The candidate lacks confidence and makes many errors in the use
of the standard in teaching or school situations. The candidate seldom reflects on practice.
N/O: The standard was not observed.
NBPTS Proposition 1: Commitment to students & learning
1. The graduate candidate communicates in a way that demonstrates a caring belief that all students, regardless of diverse
characteristics, can learn both inside and outside the classroom.

N/O

2. The graduate candidate displays respect and concern for student diversity and accounts for students differences in his or her
practice.
3. The graduate candidate is able to explain instructional choices based on social theory, learning theory, and/or child and
adolescent development theory.
4. The graduate candidate integrates respect for student diversity and differences both inside and outside the classroom.

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5. The graduate candidate conveys the belief that all students can learn and displays concern for students emotional, cognitive,
and physical wellbeing.
6. The graduate candidate attends to students broader intellectual needs in the classroom such as character development, civic
responsibility, and peer relationships.
NBPTS Proposition 2: Know the subjects they teach and how to teach those subjects to students
7. The graduate candidate demonstrates the ability to show mastery over the subjects they teach; he or she shows a deep
understanding of real word applications of the subject.

N/O

N/O

N/O

8. The graduate candidate applies understanding of the skills and preconceptions that students may bring and use skill and
experiences to teach their subject.
9. The graduate candidate incorporates both direct instruction and cooperative learning opportunities to help students achieve
deeper understanding.
NBPTS Proposition 3: Responsible for managing and monitoring student learning
10. The graduate candidate demonstrates the ability to instruct effectively using a range of techniques; he or she is able to keep
students motivated, engaged, and focused.
11. The graduate candidate challenges and encourages students to strive toward new affective, intellectual, and physical
achievements.
12. The graduate candidate consistently uses both formal and informal assessment information to make functional adjustments
to instruction.
13. The graduate candidate uses traditional (e.g. quizzes and exams) and innovative (e.g. portfolios, demonstrations, videotapes)
assessment tools to measure student progress; this information is used to clearly articulate learning goals to students and
parents.
NBPTS Proposition 4: Think systematically about their practice and learn from experience

14. The graduate candidate demonstrates professionalism and commitment to lifelong learning.
15. The graduate candidate demonstrates knowledge of learning theories, instructional strategies, and current issues in American
education.
16. The graduate candidate draws on educational research, advice from others in the field, and self-reflection to improve his or her
practice.

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NBPTS Proposition 5: Member of a learning community

17. The graduate candidate collaborates with other members of the learning community, in a meaningful way, to improve student
learning.

N/O

18. The graduate candidate demonstrates leadership skills with community groups and businesses to improve student learning.
19. The graduate candidate works with other professionals on instructional policy, curriculum, and staff development.
20. The graduate candidate is able to evaluate the school's progress in terms of meeting state and local objectives and resource
allocation.
21. The graduate candidate works to engage parents, guardians, and others in the learning community in the work of the school.
COMMENTS:_____________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________

Graduate Candidates Name:_______________________________________________________________ ID#:_________________________

Midterm Assessment

Final Assessment

Evaluators Signature: ____________________________________________________________________ Date: _______________________

Evaluator Type (check one):

Site Mentor

Graduate Candidate

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APPENDIX C

Internship Journal Template

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Internship Journal Template
Date

SUMMARY OF INTERNSHIP HOURS

Brief Activity Description

NBPTS
Proposition

Weekly Hours
Logged

Total Hours
Logged

NBPTS Proposition
NBPTS Proposition 1: Teachers show commitment to students and their learning.
NBPTS Proposition 2: Teachers know the subject that they teach and how best to teach those subjects to
students.
NBPTS Proposition 3: Teachers are responsible for managing and monitoring student learning.
NBPTS Proposition 4: Teachers reflect on their practice and grow professionally through their classroom
experiences.
NBPTS Proposition 5: Teachers are members of learning communities.

TOTAL INTERNSHIP HOURS

My signature below verifies that the internship hours outlined in the journal accurately reflect the graduate candidates
work. I understand that false misrepresentation of internship hours may result in a failing internship grade.
Graduate Candidate Signature:___________________________________________Date:____________
Site Mentor Signature:__________________________________________________Date:____________
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APPENDIX D

Internship Portfolio Rubrics Only

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The graduate candidate provides documentation that demonstrates the required expectations for each of the following:
Internship Assignment 1: Teachers are Responsible for Managing and Monitoring Student
Learning

ADVANCED
4

PROFICIENT
3

BASIC
2

BELOW BASIC
1

(Assignment aligns with NBPTS Proposition 3)

The assignment contains a written reflection that includes the following:
Reviews and outlines the school districts curriculum for at least two (2) standards* within
a content area for the grade level taught, as well as at least one grade level above and
one grade level below.
Two (2) Standard Examples: Example Math: 1. Measurement & Data; 2. Geometry
Example English Language Arts: 1. Reading for Informational Text; 2. Writing
Example Science: 1. Nature of Science; 2. Life Science

Discusses how the two (2) curriculum standards outlined relate to at least one grade level
above and one grade level below.

Proposes at least two (2) additional and appropriate approaches to planning,

instruction, and/or assessment that would improve student learning.
Provides a rationale for each proposal based on evaluation of the curriculum standards.

The assignment is complete (all components have been addressed).

The assignment is professionally written (clear and concise with few errors).
Sources are cited using APA format, when applicable.

TOTAL RATING (AVERAGE) FOR ASSIGNMENT 1:

The graduate candidate provides documentation that demonstrates the required expectations for each of the following:
Internship Assignment 2: Teachers are Committed to Students and Their Learning
(Assignment aligns with NBPTS Proposition 1)

ADVANCED
4

PROFICIENT
3

BASIC
2

BELOW BASIC
1

The assignment contains a written reflection that includes the following:

Identifies the *learning needs for students in the classroom.

Documents accommodations that are aligned to the identified student *learning needs.

*Learning Needs Examples: learning styles, culture, gender, abilities, socioeconomic status, etc.

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Describes at least two (2) instructional strategies and two (2) assessment strategies that
are linked to the identified *learning needs of students.

Provides a rationale for the instructional and assessment strategies that is supported by
research or best practice.

Uses assessment evidence or data to evaluate the impact of instruction and

accommodations on student learning.
Includes at least two ideas for the redesign of the unit and explains how the redesign
will improve student learning.

The assignment is complete (all components have been addressed).

The assignment is professionally written (clear and concise with few errors).
Sources are cited using APA format, when applicable.

TOTAL (AVERAGE) RATING FOR ASSIGNMENT 2:

The graduate candidate provides documentation that demonstrates the required expectations for each of the following:
Internship Assignment 3: Teachers Know the Subjects They Teach and How to Teach
Those Subjects to Students

ADVANCED
4

PROFICIENT
3

BASIC
2

BELOW BASIC
1

(Assignment aligns with NBPTS Proposition 2)

The assignment contains a written reflection that includes the following:

Provides a description for the redesign of three (3) lessons that promote higher-order
thinking skills.

Provides a rationale for each of the redesigned lessons that is supported by research or
best practices; lesson differentiation is documented.
Demonstrates deep understanding of content knowledge.
Lessons are:
3. Aligned with content standards;
c) Linked to prior learning;
4. Sequenced appropriately;
d) Well-organized.

Evaluates the successes (at least one) and limitations or barriers (at least one) to each
redesigned lesson in a post-lesson reflection.
Describes plans for future implementation of each lesson based on the evaluation.

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The assignment is complete (all components have been addressed).

The assignment is professionally written (clear and concise with few errors).
Sources are cited using APA format, when applicable.

TOTAL (AVERAGE) RATING FOR ASSIGNMENT 3:

The graduate candidate provides documentation that demonstrates the required expectations for each of the following:
Internship Assignment 4: Teachers Think Systematically about Their Practice and Learn
from Experience
(Assignment aligns with NBPTS Proposition 4)

ADVANCED
4

PROFICIENT
3

BASIC
2

BELOW BASIC
1

The assignment contains a written reflection that includes the following:

Provides an overview of at least two (2) learning theories, two (2) instructional models,
and two (2) student motivation/management theories.
Discusses how each of the theories/models has impacted the teaching profession in at least
two (2) important ways.
Explains how each of the theories/models has influenced his/her teaching practice.
A specific example for each is provided.

The assignment is complete (all components have been addressed).

The assignment is professionally written (clear and concise with few errors).
Sources are cited using APA format, when applicable.

TOTAL (AVERAGE) RATING FOR ASSIGNMENT 4:

The graduate candidate provides documentation that demonstrates the required expectations for each of the following:
Internship Assignment 5: Teachers are Members of Learning Communities
(Assignment aligns with NBPTS Proposition 5)

ADVANCED
4

PROFICIENT
3

BASIC
2

BELOW BASIC
1

The assignment contains a written reflection that includes the following:

Identifies and describes a classroom, grade level, school, district, or community need.
The need is clearly linked to student learning.
Appropriate evidence supporting the need is supplied.

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Provides a description of the project that is clearly linked to the identified need.
Utilizes at least one (1) other learning community or community resource to address the
identified need.

Evaluates the successes (at least 2) and limitations or barriers (at least 2) of the project in
a post-project reflection.
Describes plans for future modifications based on the evaluation.

The assignment is complete (all components have been addressed).

The assignment is professionally written (clear and concise with few errors).
Sources are cited using APA format, when applicable.

TOTAL (AVERAGE) RATING FOR ASSIGNMENT 5:

The graduate candidate provides the following *required documentation:
*Note: the internship is not complete until all documentation has been provided
(Aligns with NBPTS Propositions 1- 5)

DOCUMENTATION
PROVIDED

DOCUMENTATION
MISSING

The graduate candidate and site mentor completed and submitted the midterm 360 Degree
Feedback form to the Committee Chair.
The graduate candidate and site mentor completed and submitted the final 360 Degree Feedback
form to the Committee Chair.
The Internship Journal was complete and signed by the graduate candidate and site mentor.

TOTAL (AVERAGE) RATING FOR INTERNSHIP PORTFOLIO:

Graduate Candidates Name:____________________________________________________ ID#:_________________________

Committee Chairs Signature: ___________________________________________________ Date: _______________________

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APPENDIX E

Internship Portfolio Checklist

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Teaching and Learning

Internship Portfolio Checklist

Internship Journal
o

240 Hours Required

Site Mentors Signature Required o

Graduate Candidates Signature Required

Internship Assignments
o Internship Assignment 1: Teachers are Responsible for Managing and Monitoring Student
Learning o Internship Assignment 2: Teachers are Committed to Students and Their
Learning o Internship Assignment 3: Teachers Know the Subjects They Teach and How to
Teach Those
Subjects to Students o Internship Assignment 4: Teachers Think Systematically about Their
Practice and Learn from
Experience o Internship Assignment 5: Teachers are Members of
Learning Communities

Four (4) 360 Degree Feedback Forms

o

Midterm: Site Mentor

Midterm: Graduate Candidate (Self-Evaluation) o Final: Site Mentor

Final: Graduate Candidate (Self-Evaluation)

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