Cosnerbrittany Us1

TOWSON UNIVERSITY
ELEMENTARY EDUCATION
EVALUATION OF INTERNSHIP
The College of Education uses the 2011 Interstate Teacher Assessment and Support Consortium (InTASC)
standards and the 2007 Association for Childhood Education International (ACEI) standards to guide and assess
Elementary Education teacher candidates' 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:
Britany Cosner
Interns Program: (UG or MAT)
Undergraduate
At what campus did this intern complete his/her professional education coursework?
[Towson Campus, College of Southern Maryland (CSM), Towson University Northeastern Maryland (TUNE), or
Universities at Shady Grove (USG)]
Towson University Campus
Name of person completing this form:
Gail Connolly 5/21/2015 3:43:27 PM
Position (Mentor Teacher or University Supervisor):

Name of school where intern is placed:
Youth's Benefit
Which rotation are you evaluating? (Rotation 1 or 2):

Grade level taught:
University Supervisor
Full Semester Rotation
Fourth
Name of Mentor Teacher/ University Supervisor:
Carol Armiger
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.
Distinguished
(Consistently)
Distinguished
(Consistently)
Revised on 07 13 2012
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.
Distinguished
(Consistently)
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.
Distinguished
(Consistently)
Distinguished
(Consistently)
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.
Distinguished
(Consistently)
Distinguished
(Consistently)
Distinguished
(Consistently)
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
Distinguished
(Consistently)
Distinguished
(Consistently)
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.
Distinguished
(Consistently)
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]
1. The intern differentiated instruction and worked effectively with learners from diverse
backgrounds (ex., socio-economic, racial, ethnic).
2. The intern differentiated instruction and worked effectively with learners with special
needs.
3. The intern differentiated instruction and worked effectively with English Language
Learners (ELL).
4. 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).
Distinguished
(Consistently)
Distinguished
(Consistently)
Not applicable
Distinguished
(Consistently)
Not applicable
Part III. ACEI STANDARDS

The Standards for Initial Preparation of Elementary Teachers by the Association for Childhood Education
International (ACEI; 2007) form the basis for the content, professional, and pedagogical requirements of the
Elementary Education Program at Towson University.
Using the following evaluation criteria, please assess your interns performance level for each ACEI
performance indicator listed below:
5 Distinguished: Intern performs skill or displays competency independently and consistently
throughout the semester or rotation.
4 Proficient: Intern performs skill or displays competency frequently throughout semester or rotation,
requiring minimal support from mentor or supervisor.
3 Satisfactory: Intern performs skill or displays competency on an increasing basis during semester or
rotation, requiring some support from mentor or supervisor.
2 Basic/Needs Improvement: Intern seldom performs skill or displays competency during semester or
rotation, requiring frequent and direct support from mentor or supervisor.
1 Unsatisfactory: Intern does not perform skill or display competency during semester or rotation.
NA Not Applicable: Intern did not have an opportunity during rotation or semester to perform skill or
display competency.
Standard 1: Development, Learning and Motivation
1A. Demonstrates through planning and instruction that all children can
learn.
1B. Assesses student development and learning and uses the results to
design and implement instruction that meets individual students needs and
interests.
1C. Recognizes when an individual students development differs from
typical developmental patterns and collaborates with specialists to plan,
implement, and assess appropriate learning experiences that address
individual needs.
Standard 2: Curriculum
Standard 2.1: Reading, Writing, and Oral Language
2.1A Uses multiple strategies to help readers recognize words in print.
2.1B Uses multiple strategies to help readers construct meaning from print
and monitor their comprehension.
2.1C Teaches the conventions of language needed to compose oral and
written texts for a range of purposes and audiences.
2.1D Selects, produces, and/or engages with high quality texts that are
accessible and provide support for the development of literacy skills.
2.1E Uses instructional strategies that promote a critical stance toward text
analysis and interpretation and encourage multiple perspectives.
Standard 2.2: Science
2.2A Designs and implements lessons that use multiple strategies to teach
science (such as structured, guided, and open-ended inquiry).
2.2B Guides students to make science connections within the discipline, to
other disciplines, and to life.
2.2C Creates a classroom environment that promotes positive attitudes
toward science and technology.
2.2D Designs and implements lessons that require students to demonstrate
the thinking and acting inherent in the practice of science (such as questionasking, observing, data-collecting, and inferring).
2.2E Guides students to analyze science issues using data and information
as resources.
Standard 2.3: Mathematics
2.3A Balances and links conceptual understanding and computational
proficiency when teaching whole numbers, integers, and rational numbers.
2.3B Facilitates student use of problem solving strategies and a problembased focus to mathematics learning.
Distinguished (Consistently)
2.3C Integrates the use of a variety of representations (including narratives,

diagrams, mental mathematics, manipulatives and technology) to help
students organize, record, and communicate mathematical ideas.
2.3D Guides students to make mathematical connections within the
discipline, to other disciplines, and to life.
2.3E Plans and implements instruction that requires students to apply
reasoning skills by justifying ideas or solutions with mathematical concepts
or proofs.
Standard 2.4: Social Studies
2.4A Designs and implements lessons that use a variety of strategies to
teach social studies.
2.4B Builds students background knowledge through reading, writing,
listening, discussing, speaking and researching strategies.
2.4C Provides students with a variety of resources to analyze points of
view.
2.4D Guides students to locate, gather and interpret data and information
from appropriate print and non-print sources (such as artifacts, charts,
maps, graphs, photographs, video clips, paintings, etc.).
2.4E Facilitates student development of well-supported oral and written
arguments, policies, and positions.
Standard 2.5: The Arts
2.5A Uses the arts as a means for communication, inquiry, and insight.
Standard 2.6: Health Education
2.6A Creates opportunities for students to develop and practice skills that
contribute to good health.
Standard 2.7: Physical Education
2.7A Demonstrates sensitivity to student needs for physical movement.
Standard 3: Instruction
Standard 3.1: Integrating and Applying Knowledge for Instruction
3.1A Develops instructional plans that build on and connect with students
prior knowledge.
3.1B Provides a reasonable rationale to support his/her choice of
instructional materials and strategies in light of learning theory, curricular
goals and student outcomes.
3.1C Uses a variety of instructional approaches including the effective use
of technology.
3.1D Uses informational resources beyond the classroom to enhance
instruction and increase student learning.
Standard 3.2: Adaptation to Diverse Students
3.2A Plans and implements instruction and assessment that are
appropriate to the needs of students who are culturally
diverse.
3.2B Plans and implements instruction and assessments appropriate to the
needs of students who have exceptional needs (including ELL, gifted and
talented, and students with needs met through an IEP).
3.2C Applies his/her knowledge of contributions from diverse cultures to the
content studied in the classroom.
Standard 3.3: Development of Critical Thinking and Problem Solving
3.3A Enhances students learning through a variety of materials, strategies,
and resources that promote the development of critical thinking, problem
solving, and performance skills.
Standard 3.4: Active Engagement in Learning
3.4A Knows and successfully applies a variety of effective classroom
management strategies.
3.4B Creates learning communities in which students assume responsibility
for themselves and one another.
3.4C Uses appropriate and effective interpersonal and small-group
communication techniques to create an active learning environment.
Standard 3.5: Communication to Foster Learning
3.5A Uses and models effective oral communication strategies in conveying
ideas and information.
3.5B Uses and models effective written communication strategies in
conveying ideas and information.
3.5C Uses and models effective strategies in using audio-visual aids,

computer-based technologies, and other media communication tools.
3.5D Uses oral and written strategies that encourage student discussion
and extend their understanding of subject matter.
Standard 4.0: Assessment for Instruction
4A. Uses a variety of appropriate formal and informal assessment
techniques.
4B. Uses assessment data to monitor and promote learning for each
student.
4C. Uses assessment data to monitor his/her own teaching strategies and
behaviors in terms of improving student learning.
4D. Uses available technology to promote the efficiency of assessment
data collection and management of instruction.
Standard 5: Professionalism
Standard 5.1: Professional Growth, Reflection, and Evaluation
5.1A Reflects on his/her practice and actively seeks ways to grow
professionally.
5.1B Demonstrates the ability to adapt to evolving issues and conditions as
time and situations change, making logical decisions according to time,
place, and population.
5.1C Demonstrates a commitment to the professional codes of ethical
conduct.
5.1D Works independently to resolve a variety of disciplinary and/or
pedagogical issues and seeks assistance when necessary.
Standard 5.2: Collaboration with Families
5.2A Establishes and maintains positive, collaborative relationships with
families.
5.2B Participates in collegial activities to sustain a productive learning
environment.
5.2C Uses multiple strategies to communicate with families about
curriculum and childrens progress.
5.2D Uses knowledge of family beliefs, traditions, values, and practices, as
well as other factors outside of the school environment, to effectively plan
for student learning.
Summarizing statements regarding the interns classroom experiences during this placement and ability to
assume the role of classroom teacher:
This letter is in strong recommendation of Britaney Cosner for a full-time teaching position.
Britaney has been my student since August, 2014. I served as her university supervisor during
her two day per week field placement in the first grade at Youths Benefit Elementary School in
Harford County, MD, and I am currently supervising her during her five day per week student
teaching experience in the fourth grade at Youths Benefit. I have had the opportunity to
formally observe Britaney seven times, to date. I also serve as Britaneys seminar instructor. In
the seven years that Ive worked with student teachers, Britaney stands out as the strongest
candidate that Ive had the pleasure to teach. She is extremely motivated to learn and grow,
and she exceeds expectations in every area. Britaney has developed excellent relationships
with her students, mentor teachers, parents, and other members of the faculty and staff at
Youths Benefit. She is also a well-liked member of her Towson University cohort. Britaney has
an open, friendly, and engaging personality, and enjoys people. Britaney is excellent in the area
of planning and preparation. Her lessons are well-aligned with College and Career Readiness
Standards, and reflect her knowledge of content and pedagogy. Britaneys lessons are also
developed around her knowledge of students and her understanding of coherent instruction.
Britaneys lessons are engaging and encourage students to think critically. Britaney uses
assessment to monitor student learning and to inform her instruction. Britaney is a natural
teacher. She is able to instruct in a coherent, engaging way, drawing students into the lesson
with her use of questioning and discussion techniques. She is able to communicate clearly,
verbally, and in writing. Britaney is also flexible and responsive. She is able to adjust her
lessons as her students needs indicate. Britaney creates a classroom environment that
promotes learning. She establishes good rapport with her students and treats them respectfully.
Routines and procedures are in place and students help to do classroom jobs. The classroom
is very student-centered, showing student work and including materials and supplies that are
easily accessible. Britaney conducts herself as a professional at all times. She handles all
responsibilities in a thorough, timely manner. She is very involved in school activities such as
STEM nights, PTA, and the school play. Britaney created a bulletin board display that was
featured on the school systems website, and worked with the parent of one of her students to
create a special lesson about engineering bridges. In addition, Britaney is an active member of
university-based activities, including serving as the Vice President of the Mathematics Education
Club. She was awarded a grant to conduct undergraduate research in New York and hopes to
present her findings at a local National Council for Teachers of Mathematics meeting. Britaney
also presented work at the National Council for the Accreditation of Teacher Education gallery
walk held at Towson University this fall, and she studied in Costa Rica in May, 2014. She was
involved in service learning and environmental education while there. Britaney will be awarded
the Teacher of Excellence Award this May, representing the Elementary Education Department.
In conclusion, Britaney Cosner is an outstanding elementary teacher candidate. As a former
elementary school principal and Britaneys university supervisor, I give her my highest
recommendation. Please contact me at 410-937-7693 if you have any questions about Britaney
that were not addressed here. Sincerely, P. Gail Connolly PDS Liaison and Lecturer Towson
University
Final Rating (University Supervisor only):
SIGNATURE:
Satisfactory
DATE:

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TOWSON UNIVERSITY

Interns Program: (UG or MAT)

Gail Connolly 5/21/2015 3:43:27 PM

Position (Mentor Teacher or University Supervisor):

Which rotation are you evaluating? (Rotation 1 or 2):

Full Semester Rotation

Name of Mentor Teacher/ University Supervisor:

Part I. InTASC STANDARDS

InTASC 3 Learning Environments

Part II. Other Performance Factors

Part III. ACEI STANDARDS

2.3C Integrates the use of a variety of representations (including narratives,

3.5C Uses and models effective strategies in using audio-visual aids,

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