Ecse Internship Handbook Rev Aug 2018

TU Early Childhood Special Education (ECSE) Internship Handbook 1
DEPARTMENT OF
SPECIAL EDUCATION
INTERNSHIP
HANDBOOK
A Guide for Interns, Mentor
Teachers, and University
Supervisors
Integrated Early Childhood/Special Education (ECSE) Dual
Certification Bachelor of Science Degree Program
1
Table of Contents
Introduction .................................................................................................................................... 3
College of Education Mission ......................................................................................................... 4
The Early Childhood/Special Education (ECSE) Undergraduate Degree Program ....................... 5
Performance Based Standards for Beginning Teachers ................................................................. 6
2011 Interstate Teacher Assessment and Support Consortium (InTASC) Standards .................... 6
2012 Council for Exceptional Children (CEC) Content Standards ................................................. 8
2010 National Association for the Education of Young Children (NAEYC) Professional
Preparation Standards ................................................................................................................. 18
Maryland State Certification.......................................................................................................... 21
Out-of-State Certification……………………………………………………………………………………………….…21
Policies and Procedures ................................................................................................................ 22
Attendance .............................................................................................................................23
Dress and Appearance .......................................................................................................... 24
Substituting for the Mentor Teacher .................................................................................... 24
Professional and Ethical Responsibilities............................................................................. 24
The Essential Dispositions for Educators ............................................................................. 25
Towson University Education Program Professional Behavior Policy ................................. 25
TK20………………………………………………………………………………………………………………………..26
Maryland Child Abuse Law ................................................................................................... 26
First Amendment to the Constitution of the United States/Relevant Court Decisions ...... 26
Early Childhood/Special Education Internship Assignments .......................................................27
Informal Observations, Weekly Checklists & Formal Observations ..................................... 27
Weekly Planning Pages .......................................................................................................... 27
Teaching Reflections ............................................................................................................. 28
Observations/Interviews ...................................................................................................... 28
Service Learning Project Overview……………………………………………………………………………..29
Evidence of Student Learning (ESL) .................................................................................... 29
Positive Behavior Support Plan (PBSP)................................................................................ 29
Individualized Education Program (IEP) Case Study …………………………………………………...29
ECSE Professional Portfolio ................................................................................................. 30
Assuming Teaching Responsibilities ............................................................................................ 30
The Role of the Mentor .................................................................................................................. 31
The Role of the University Supervisor .......................................................................................... 38
Unsatisfactory Performance ......................................................................................................... 40
Appendix. ...................................................................................................................................... 42
Definition of Terms .............................................................................................................. 42
Essential Dispositions for Educators ................................................................................... 46
Continuance or Removal from Field Placements and Internships ...................................... 52
Policy: TU Education Program Policy on Professional Behavior ....................................... 54
Policy: Assistance for Interns with Documented Disabilities…………………………………….….59
Policy: TU Professional Behavior Student Acknowledgement Form ................................. 61
Intern Assistance Procedures .............................................................................................. 62
Sample Assistance Plan Format........................................................................................... 64
Service Learning Project Form ............................................................................................ 65
Weekly Intern Evaluation and Feedback Form ................................................................... 66
TU Personnel Contact Information ..................................................................................... 68
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Introduction
Towson University (TU) has a distinguished history in the preparation of
classroom teachers and education specialists. As the first teacher training institution in
Maryland, TU has prepared women and men for teaching careers for more than 130
years.
The purpose of this handbook is to present relevant material related to the
knowledge, skills, and dispositions outlined by the Interstate Teacher Assessment and
Support Consortium (InTASC), the Council for Exceptional Children (CEC), and the
National Association for the Education of Young Children (NAEYC) for interns who are
enrolled in the Early Childhood/Special Education (ECSE) undergraduate program.
The handbook also describes the roles and responsibilities of the mentor
teachers and university supervisors involved in the field component of the internship,
the capstone field experience of the interns’ formal academic preparation prior to
graduation, and application for a teaching license from the Maryland State
Department of Education (MSDE).
College of Education Mission

The mission of the Teacher Education Unit is to inspire, educate and prepare
facilitators of active learning for diverse and inclusive communities of learners in
environments that are technologically advanced. The figure on page two presents the
Conceptual Framework for the College of Education at TU. For more information please
visit the College of Education website at: http://wwwnew.towson.edu/coe.
3
Conceptual Framework for Professional Education
4
The Early Childhood/Special Education (ECSE)

Undergraduate Degree Program
The undergraduate major in early childhood/special education is designed to

prepare teachers to work with students with and without exceptional learning needs. As
reflective practitioners, teach candidates apply data-based decision-making and
implement evidence-based practices to make sound educational decisions. Interns
analyze student work and assessment data in order to improve student learning and
increase student achievement and independent living skills. Interns are prepared to
implement these practices in various educational settings in collaboration with general
education professionals, interdisciplinary personnel, and the families of students with
exceptional learning needs, utilizing appropriate instructional and assistive technology.
The professional program, built upon a strong foundation in liberal arts and the
sciences, is followed by a sequence of professional coursework in early childhood and
special education that is integrated with field experiences. These field experiences,
located in Maryland public schools, provide students with supervised opportunities to
apply the theoretical principles of instruction and learning while working in inclusive
environments.
Interns enrolled in the dual certification Early Childhood/Special Education

program (ECSE), earn a B.S. in Early Childhood and Special Education, with course
work constituting eligibility for MSDE certification as an early childhood general
educator (PreK - Grade 3) and as a special education teacher covering a range of ages
and grades (Birth – Grade 3).
Performance Based Standards for Beginning Teachers

As indicated, the teacher preparation program in early childhood/special
education at TU is guided by the set of professional preparation standards established
by the Interstate Teacher Assessment and Support Consortium (InTASC), the Council
for Exceptional Children (CEC), and the National Association for the Education of
Young Children (NAEYC). These standards outline the knowledge, skills, and
dispositions a beginning teacher should know and demonstrate. The following pages
contain the standards and a supporting explanation.
5
2011 Interstate Teacher Assessment and Support Consortium

(InTASC) Standards
THE LEARNER AND LEARNING

Standard #1: Learner Development
The teacher understands 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 designs and implements
developmentally appropriate and challenging learning experiences.
Standard #2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and
communities to ensure inclusive learning environments that enable each learner to
meet high standards.
Standard #3: Learning Environments
The teacher works with others to create environments that support individual and
collaborative learning, and that encourage positive social interaction, active
engagement in learning, and self-motivation.
CONTENT
Standard #4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and creates learning experiences that make the
discipline accessible and meaningful for learners to assure mastery of the content.
Standard #5: Application of Content
The teacher understands 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
Standard #6: Assessment
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The teacher understands and uses multiple methods of assessment to engage learners
in their own growth, to monitor learner progress, and to guide the teacher’s and
learner’s decision making.
Standard #7: Planning for Instruction
The teacher plans instruction that supports 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.
Standard #8: Instructional Strategies
The teacher understands and uses 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
Standard #9: Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses 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
adapts practice to meet the needs of each learner.
Standard #10: Leadership and Collaboration
The teacher seeks 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.
TU College of Education (COE) ADDITIONAL STANDARD

Standard #11: Use of Technology
The teacher views 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.
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2012 Council for Exceptional Children (CEC) Content

Standards
CEC Initial Preparation Standard 1: Learner Development and

Individual Learning Differences
1.0 Beginning special education professionals understand how

exceptionalities may interact with development and learning and
use this knowledge to provide meaningful and challenging learning
experiences for individuals with exceptionalities.
Key Elements
1.1 Beginning special education professionals understand how language, culture, and
family background influence the learning of individuals with exceptionalities.
1.2 Beginning special education professionals use understanding of development and
individual differences to respond to the needs of individuals with exceptionalities.
Supporting Explanation
From its roots, special educators have placed the learning needs of the individual at the
center of special education instruction. Historically, pedagogy or teaching skill has been at
the heart of special education. Whether helping individuals with exceptionalities master
addition, cooking, independent living, or philosophy, special educators have altered
instructional variables to optimize learning for individuals with exceptionalities. The raison
d’être for special education lies in the specialized professional knowledge and skills to
individualize1 access to learning in both specialized and general curricula for individuals with
exceptionalities. Development of expertise begins with a thorough understanding of and
respect for similarities and differences in human growth and development. Like all educators,
beginning special educators first respect individuals with exceptionalities within the context
of human development and Individual learning differences.
Additionally, beginning special educators understand the characteristics between and

among individuals with and without exceptionalities. They know exceptionalities can
interact with multiple domains of human development to influence an individual’s
learning in school, community, and throughout life.
Moreover, beginning special educators understand that the beliefs, traditions, and values
across and within cultures can influence relationships among and between students, their
families, and the school community. Furthermore, the experiences of individuals with
exceptionalities can influence families, as well as the individual’s ability to learn, interact
socially, and live as fulfilled contributing members of the community.
1 As used herein the term “individualize” is used as synonymous with terms such as
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”personalize”, “customize”, “adaptive”, and “differentiated.”

However, beginning special educators’ knowledge of human development goes beyond listing
and ordering developmental milestones, and reciting legal definitions of exceptionalities.
Beginning special educators understand how exceptionalities can interact with development
and learning, and modify developmentally appropriate learning environments to provide
relevant, meaningful, and challenging learning experiences for individuals with
exceptionalities.
Beginning special educators are active and resourceful in seeking to understand how primary
language, culture, and family interact with the exceptionality to influence the individual’s
academic and social abilities, attitudes, values, interests, and career and post-secondary
options.
These learning differences and their interactions provide the foundation upon which
beginning special educators individualize instruction to provide developmentally meaningful
and challenging learning for individuals with exceptionalities.
CEC Initial Preparation Standard 2: Learning Environments
2.0 Beginning special education professionals 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.
Key Elements
2.1 Beginning special education professionals through collaboration with general

educators and other colleagues create safe, inclusive, culturally responsive
learning environments to engage individuals with exceptionalities in meaningful
learning activities and social interactions.
2.2 Beginning special education professionals use motivational and instructional
interventions to teach individuals with exceptionalities how to adapt to different
environments.
2.3 Beginning special education professionals know how to intervene safely and
appropriately with individuals with exceptionalities in crisis.
Like all educators, beginning special educators develop safe, inclusive, culturally responsive
learning environments for all students. Beginning special educators also collaborate with
education colleagues to include individuals with exceptionalities in general education
environments and engage them in meaningful learning activities and social interactions.
Beginning special educators modify learning environments for individual needs. Knowledge
regarding an individual’s language, family, culture, and other significant contextual factors
and how they interact with an individual’s exceptionality, guides the special educator in
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modifying learning environments, and providing for the maintenance and generalization of
acquired skills across environments and subjects.
Beginning special educators structure environments to encourage the independence, self-
motivation, self-direction, personal empowerment, and self-advocacy of individuals with
exceptionalities, and directly teach them to adapt to the expectations and demands of
differing environments.
Frequently, special educators safely intervene with individuals with exceptionalities in crisis.
Special educations are also perceived as a resource in behavior management that include the
skills and knowledge to intervene safely and effectively before or when individuals with
exceptionalities experience crisis, i.e. lose rational control over their behavior.
CEC Initial Preparation Standard 3: Curricular Content Knowledge
3.0 Beginning special education professionals use knowledge of general2

and specialized curricula3 to individualize learning for individuals
with exceptionalities.
Key Elements
3.1 Beginning special education professionals understand the central concepts,

structures of the discipline, and tools of inquiry of the content areas they teach, and
can organize this knowledge, integrate cross-disciplinary skills, and develop
meaningful learning progressions for individuals with exceptionalities.
3.2 Beginning special education professionals understand and use general and
specialized content knowledge for teaching across curricular content areas to
individualize learning for individuals with exceptionalities
3.3 Beginning special education professionals modify general and specialized curricula to
make them accessible to individuals with exceptionalities.
The professional knowledge base in general education has made clear that the educators’
understanding of the central concepts and structures of the discipline, and tools of inquiry
related to the academic subject-matter content areas they teach makes a significant difference
in student learning. There is good reason to generalize this conclusion to special educators.
Within the general curricula, beginning special educators demonstrate in their planning and
teaching, a solid base of understanding of the central concepts, structures of the discipline,
and tools of inquiry of the academic subject-matter content areas that they teach so they are
able to
2 As
used “general curricula,” means the academic content of the general curricula including
math, reading, English/language arts, science, social studies, and the arts.
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3 Asused, “specialized curricula” means the content of specialized interventions or sets of

interventions including, but not limited to academic, strategic, communicative, social, emotional,
and independence curricula.
organize their own knowledge, integrate cross-disciplinary skills, develop meaningful
learning progressions and collaborate with general educators in:
 Teaching4 or co-teaching the content of the general curriculum to Individuals

with exceptionalities across a wide range of performance levels.
 Designing appropriate learning and performance accommodations and modifications
for individuals with exceptionalities in academic subject matter content of the general
curriculum.
Additionally, beginning special educators use a variety of specialized curricula, e.g.

academic, strategic, social, emotional, and independence curricula, to individualize
meaningful and challenging learning for individuals with exceptionalities.
CEC Initial Preparation Standard 4: Assessment
4.0 Beginning special education professionals use multiple methods of

assessment and data-sources in making educational decisions.
Key Elements
4.1 Beginning special education professionals select and use technically sound formal
and informal assessments that minimize bias.
4.2 Beginning special education professionals use knowledge of measurement
principles and practices to interpret assessment results and guide educational
decisions for individuals with exceptionalities.
4.3 Beginning special education professionals in collaboration with colleagues and
families use multiple types of assessment information in making decisions about
individuals with exceptionalities.
4.4 Beginning special education professionals engage individuals with exceptionalities to

work toward quality learning and performance and provide feedback to guide them.
Like all educators, beginning special educators understand measurement theory and practice
for addressing issues of validity, reliability, norms, bias, and interpretation of assessment
results.
Like their general education colleagues, beginning special educators regularly monitor the
4 Because of the significant role that content specific subject matter knowledge plays at the secondary
school level, special education teachers routinely teach secondary level academic subject matter
content classes in consultation or collaboration with one or more general education teachers
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appropriately licensed in the respective content area. However, whenever special education teachers
assume sole responsibility for teaching a general curriculum academic subject matter course at the
secondary level, the special educators possess a solid subject matter content knowledge base sufficient
to assure the students can meet state curriculum standards.
progress of individuals with exceptionalities in both general and specialized content and make
instructional adjustments based on these data.
Beginning special educators also use assessment information to inform a number of important
decisions within special education. Beginning special educators understand the legal policies
and ethical principles of measurement and assessment related to special education referral,
eligibility, program planning, individualized instruction, learning, and placement for
individuals with exceptionalities, including individuals from culturally and linguistically diverse
backgrounds.
Beginning special educators understand the appropriate use and limitations of various types of
assessments, and collaborate with families and other colleagues to assure nonbiased,
meaningful assessments and decision-making.
Beginning special educators conduct formal and informal assessments of behavior, learning,
achievement, and environments to individualize the learning experiences that support the
growth and development of individuals with exceptionalities.
Beginning special educators make multiple types of assessment decisions including strategic
adaptations and modifications in response to an individuals’ constellation of social, linguistic,
and learning factors in ways to minimize bias.
Beginning special educators use assessment information to identify supports and adaptations
required for individuals with exceptionalities to access the general curriculum and to participate
in school, system, and statewide assessment programs.
Beginning special educators integrate the results of assessments to develop long-range

individualized instructional plans anchored in both general and special education curricula, and
translate these individualized plans into carefully selected shorter-range goals and objectives.
They also have a central role integrating the results of assessments in developing a variety of
individualized plans, including family service plans, transition plans, behavior change plans, etc.
Beginning special educators use available technologies routinely to support their assessments.
With the rapid advance and use of technology, special educators use technologies to support and
manage assessment of individuals with exceptionalities. The appropriate and efficient use of
technology to support assessment tasks is rapidly becoming an essential tool for special
education professionals.
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CEC Initial Preparation Standard 5: Instructional Planning and Strategies
5.0 Beginning special education professionals select, adapt, and use a

repertoire of evidence-based instructional strategies5 to advance
learning of individuals with exceptionalities.
Key Elements
5.1 Beginning special education professionals consider an individual’s abilities,

interests, learning environments, and cultural and linguistic factors in the selection,
development, and adaptation of learning experiences for individual with exceptionalities.
5.2 Beginning special education professionals use technologies to support instructional

assessment, planning, and delivery for individuals with exceptionalities.
5.3 Beginning special education professionals are familiar with augmentative and
alternative communication systems and a variety of assistive technologies to
support the communication and learning of individuals with exceptionalities.
5.4 Beginning special education professionals use strategies to enhance language
development and communication skills of individuals with exceptionalities
5. 5 Beginning special education professionals develop and implement a variety of
education and transition plans for individuals with exceptionalities across a wide range
of settings and different learning experiences in collaboration with individuals, families,
and teams.
5.6 Beginning special education professionals teach to mastery and promote generalization
of learning.
5.7 Beginning special education professionals teach cross-disciplinary knowledge and

skills such as critical thinking and problem solving to individuals with
exceptionalities.
Whether in individualizing access to general and specialized content, individualized

decision- making and individualized instruction are at the center of special education
practice. In the selection, development, and adaptation of learning experiences for
individuals with exceptionalities, beginning special educators consider an individual’s
abilities, interests, learning environments, and cultural and linguistic factors. The
interactions of these factors with the implications of an individual’s exceptionality guides the
special educator’s selection, adaptation, and use of a repertoire of evidence-based
instructional strategies in promoting positive learning results in general and special curricula
and in modifying learning environments for individuals with exceptionalities appropriately.
5 Instructionalstrategies, as used throughout this document include intervention used in academic and
specialized curricula.
13
Beginning special educators teach personalized literacy and numeracy to individuals with
exceptionalities who are often non-responsive individuals in tiered intervention models. In their
planning and teaching with these individuals, beginning special educators emphasize explicit
instruction with modeling, and guided practice to assure acquisition and fluency, as well as, the
development, maintenance, and generalization of knowledge and skills across environments,
settings, and the life span through approaches such as cross curricular lesson planning.
Moreover, they enhance 21st Century student outcomes such as critical thinking, creative
problem solving, and collaboration skills for individuals with exceptionalities, and increase
their self-awareness and reliance, self-management and control, and self-efficacy and
advocacy.
Beginning special educators provide effective language models and use communication
strategies and resources to facilitate understanding of subject matter for individuals with
exceptionalities whose primary language is not English. Beginning special educators match
their communication methods to an individual’s language proficiency and cultural and
linguistic differences. Beginning special educators are familiar with augmentative and
alternative communication systems, and assistive technologies to support and enhance the
language and communication of individuals with exceptionalities, and use individualized
strategies to enhance their language development and teach communication skills to
individuals with exceptionalities.
Beginning special educators implement a variety of individualized learning plans across a wide
range of settings and a range of different learning experiences, including individualized family
service plans, individualized transition plans, individualized behavior change plans.
Transitions are specific points of potential difficulty for individuals with exceptionalities.
Beginning special educators develop a variety of individualized transition plans, such as
transitions from preschool to elementary school and from secondary settings to a variety of
postsecondary work and learning contexts.
For individuals with exceptionalities in early childhood, special educators focus the
individualized instruction plan within the context of family services taking into account the
needs, priorities, and concerns of families, as the primary providers of instruction.
Beginning special educators facilitate all personalized instructional planning within a

collaborative context including the individuals with exceptionalities, families, professional
colleagues, and personnel from other agencies as appropriate.
Beginning special educators use technologies routinely to support all phases of instruction
planning. With the rapid advance and use of technology, special educators use technologies to
support and manage all phases of planning, implementing, and evaluating instruction.
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CEC Initial Preparation Standard 6: Professional Learning and Ethical Practice
6.0 Beginning special education professionals use foundational

knowledge of the field and the their professional Ethical Principles
and Practice Standards to inform special education practice, to
engage in lifelong learning, and to advance the profession.
Key Elements
6.1 Beginning special education professionals use professional Ethical Principles and
Professional Practice Standards to guide their practice.
6.2 Beginning special education professionals understand how foundational knowledge
and current issues influence professional practice.
6.3 Beginning special education professionals understand that diversity is a part of
families, cultures, and schools, and that complex human issues can interact with the
delivery of special education services.
6.4 Beginning special education professionals understand the significance of lifelong
learning and participate in professional activities and learning communities.
6.5 Beginning special education professionals advance the profession by engaging in
activities such as advocacy and mentoring.
6.6 Beginning special education professionals provide guidance and direction to
paraeducators, tutors, and volunteers.
Beginning special educators practice in multiple roles and complex situations across wide
age and developmental ranges that requires ongoing attention to legal matters and serious
consideration of serious professional and ethical issues. The Ethical Principles and
Professional Practice Standards of the Council for Exceptional Children guide beginning
special education professionals. These principles and standards provide benchmarks by
which special educators practice and evaluate each other professionally.
Beginning special educators understand special education as an evolving and changing

discipline based on philosophies, evidence-based principles and theories, policies, historical
points of view that continue to influence the field of special education and the education of
and services for individuals with exceptionalities and their families in both school and
society.
Beginning special educators understand how these factors influence professional
practice, including assessment, instructional planning, implementation, and program
evaluation.
Beginning special educators are sensitive to the aspects of diversity with individuals with
exceptionalities and their families, how human diversity can influence families, cultures, and
schools, and how these complex issues can each interact with the delivery of special education
15
services. Of special significance is the growth in the number and prevalence of English
Language Learners (ELL) and the provision of effective special education services for ELL
with exceptionalities and their families.
Beginning special educators understand the relationships of the organization of special

education services to the organization of schools, school systems, and education-related
agencies within the country and cultures in which they practice. Beginning special educators
are aware of how their own and others’ attitudes, behaviors, and ways of communicating can
influence their practice, and use this knowledge as a foundation to inform their own personal
understandings and philosophies of special education.
Beginning special educators engage in professional activities and participate actively in

professional learning communities that benefit individuals with exceptionalities, their
families, colleagues, and their own professional growth. Beginning special educators view
themselves as lifelong learners and regularly reflect on and adjust their practice, and
develop and use personalized professional development plans. Beginning special educators
plan and engage in activities that foster their professional growth and keep them current
with evidence-based practices. Beginning special educators also know how to recognize
their own skill limits and practice within them.
There has been substantial growth in the use of special education para-educators over the
past few years, and beginning special educators frequently provide guidance and direction to
para-educators and others, such as classroom volunteers and tutors.
CEC Initial Preparation Standard 7: Collaboration
7.0 Beginning special education professionals collaborate 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.
Key Elements
7.1 Beginning special education professionals use the theory and elements of effective
collaboration.
7.2 Beginning special education professionals serve as a collaborative resource to
colleagues.
7.3 Beginning special education professionals use collaboration to promote the well- being
of individuals with exceptionalities across a wide range of settings and collaborators.
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One of the significant changes in education over the past several decades is the rapid growth of
collaborative educational teams to address the educational needs of students. The diversity of
the students, complexity of curricular demands, growing influence of technology, and the
rising targets for learner outcomes in the 21st century has created the demand for teams of
educators collaborating together to ensure all students are effectively learning challenging
curricula.
Special educators view general educators as possessing knowledge and expertise in curriculum,
and general educators reciprocally view special educators as having knowledge and expertise in
the education of individuals with exceptionalities. Beginning special educators embrace their
role as a resource to colleagues and use the theory and elements of collaboration across a wide
range of contexts and collaborators.
Beginning special educators collaborate with their general education colleagues to create
learning environments that meaningfully include individuals with exceptionalities, and that
foster cultural understanding, safety and emotional well-being, positive social interactions, and
active engagement. Additionally, special educators use collaboration to facilitate personalized
instruction planning and transitions of individuals with exceptionalities in promoting the
learning and well-being of individuals with exceptionalities across a wide range of settings and
different learning experiences.
Beginning special educators routinely collaborate with related-service providers, general

educators, special education para-educators, personnel from community agencies, and other
relevant stakeholders to address the needs of individuals with exceptionalities.
Special educators have long recognized the positive significance of the active involvement of
individuals with exceptionalities and their families in the education process, and special
educators involve individuals with exceptionalities and their families collaboratively in all
aspects of the education of individuals with exceptionalities.
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2010 National Association for the Education of Young Children (NAEYC)

Professional Preparation Standards
STANDARD 1. PROMOTING CHILD DEVELOPMENT AND LEARNING

Candidates prepared in early childhood degree programs are grounded in a child development
knowledge base. They use their understanding of young children’s characteristics and needs,
and of multiple interacting influences on children’s development and learning, to create
environments that are healthy, respectful, supportive, and challenging for each child.
Key elements of Standard 1

1a: Knowing and understanding young children’s characteristics and needs, from birth
through age 8
1b: Knowing and understanding the multiple influences on early development and learning
1c: Using developmental knowledge to create healthy, respectful, supportive, and

challenging learning environments for young children
STANDARD 2. BUILDING FAMILY AND COMMUNITY RELATIONSHIPS

Candidates prepared in early childhood degree programs understand that successful early
childhood education depends upon partnerships with children’s families and communities.
They know about, understand, and value the importance and complex characteristics of
children’s families and communities. They use this understanding to create respectful,
reciprocal relationships that support and empower families, and to involve all families in their
children’s development and learning.

2a: Knowing about and understanding diverse family and community characteristics
2b: Supporting and engaging families and communities through respectful, reciprocal
relationships
2c: Involving families and communities in young children’s development and learning
STANDARD 3. OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT

YOUNG CHILDREN AND FAMILIES
Candidates prepared in early childhood degree programs understand that child observation,
documentation, and other forms of assessment are central to the practice of all early childhood
professionals. They know about and understand the goals, benefits, and uses of assessment.
They know about and use systematic observations, documentation, and other effective
assessment strategies in a responsible way, in partnership with families and other
professionals, to positively influence the development of every child.

3a: Understanding the goals, benefits, and uses of assessment – including its use in
development of appropriate goals, curriculum, and teaching strategies for young children
3b: Knowing about and using observation, documentation, and other appropriate assessment
tools and approaches, including the use of technology in documentation, assessment and data
collection.
3c: Understanding and practicing responsible assessment to promote positive outcomes for
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each child, including the use of assistive technology for children with disabilities.
3d: Knowing about assessment partnerships with families and with professional colleagues to
build effective learning environments.
STANDARD 4. USING DEVELOPMENTALLY EFFECTIVE APPROACHES

Candidates prepared in early childhood degree programs understand that teaching and learning
with young children is a complex enterprise, and its details vary depending on children’s ages,
characteristics, and the settings within which teaching and learning occur. They understand and
use positive relationships and supportive interactions as the foundation for their work with
young children and families. Candidates know, understand, and use a wide array of
developmentally appropriate approaches, instructional strategies, and tools to connect with
children and families and positively influence each child’s development and learning.

4a: Understanding positive relationships and supportive interactions as the foundation of their
work with young children
4b: Knowing and understanding effective strategies and tools for early education, including
appropriate uses of technology
4c: Using a broad repertoire of developmentally appropriate teaching /learning approaches
4d: Reflecting on own practice to promote positive outcomes for each child
STANDARD 5. USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL

CURRICULUM
Candidates prepared in early childhood degree programs use their knowledge of academic
disciplines to design, implement, and evaluate experiences that promote positive development
and learning for each and every young child. Candidates understand the importance of
developmental domains and academic (or content) disciplines in early childhood curriculum.
They know the essential concepts, inquiry tools, and structure of content areas, including
academic subjects, and can identify resources to deepen their understanding. Candidates use
their own knowledge and other resources to design, implement, and evaluate meaningful,
challenging curriculum that promotes comprehensive developmental and learning outcomes for
every young child.

5a: Understanding content knowledge and resources in academic disciplines: language and
literacy; the arts – music, creative movement, dance, drama, visual arts; mathematics; science,
physical activity, physical education, health and safety; and social studies.
5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or
academic disciplines
5c: Using own knowledge, appropriate early learning standards, and other resources to design,
implement, and evaluate developmentally meaningful and challenging curriculum for each
child.
STANDARD 6. BECOMING A PROFESSIONAL

Candidates prepared in early childhood degree programs identify and conduct themselves as
members of the early childhood profession. They know and use ethical guidelines and other
professional standards related to early childhood practice. They are continuous, collaborative
learners who demonstrate knowledgeable, reflective and critical perspectives on their work,
making informed decisions that integrate knowledge from a variety of sources. They are
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informed advocates for sound educational practices and policies.

6a: Identifying and involving oneself with the early childhood field
6b: Knowing about and upholding ethical standards and other early childhood professional
guidelines
6c: Engaging in continuous, collaborative learning to inform practice; using technology

effectively with young children, with peers, and as a professional resource.
6d: Integrating knowledgeable, reflective, and critical perspectives on early education
6e: Engaging in informed advocacy for young children and the early childhood profession
STANDARD 7. EARLY CHILDHOOD FIELD EXPERIENCES

Field experiences and clinical practice are planned and sequenced so that candidates develop the
knowledge, skills and professional dispositions necessary to promote the development and
learning of young children across the entire developmental period of early childhood – in at
least two of the three early childhood age groups (birth – age 3, 3 through 5, 5 through 8 years)
and in the variety of settings that offer early education (early school grades, child care centers
and homes, Head Start programs).

7a. Opportunities to observe and practice in at least two of the three early childhood age groups
(birth – age 3, 3-5, 5-8)
7b. Opportunities to observe and practice in at least two of the three main types of early
education settings (early school grades, child care centers and homes, Head Start programs)
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Maryland State Certification

Upon graduation, program completers will receive a diploma indicating that a
B.S. degree has been earned from a nationally accredited program in teacher education.
Successful completion of an approved teacher education program at TU prepares a
student to apply to MSDE for a teaching certificate. Details on procedures to secure
state certification, states granting reciprocity to Maryland graduates, and a list of State
Teacher Certification Offices nationwide are available at the Center for Professional
Practice (CPP).
Prior to application for a teaching license, the intern must pass three professional
examinations to be eligible for the early childhood and special education teaching
certificates –
 Praxis II: Special Education Core Knowledge & Applications (Test Codes 5354
or 0354). The qualifying score (151) required by MSDE must be achieved.
 Praxis II: Early Childhood: Content Knowledge (Test Codes 0022 or 5022).
The qualifying score of (160) required by MSDE must be achieved.
 Praxis II: Principles of Learning and Teaching: Early Childhood (Pedagogy)

(Test Codes 0621 or 5621). The qualifying score of (157) required by MSDE must
be achieved.
For the latest information related to certification and qualifying Praxis II scores, refer to
http://www.marylandpublicschools.org/MSDE/divisions/certification/certification_br
anch/testing_information/praxis2.
Out of State Certification
Interns seeking certification in other states must first contact respective state
departments of education to begin the certification application process. Applicants will
then be asked to provide documentation of completion of a state-approved teacher
preparation program. Once the Registrar has officially recorded your graduation and
program completion status and indicated such on your official transcript, the Associate
Dean of our College of Education can provide this documentation for you. Please
contact Dr. Laila Richman, Associate Dean, at lrichman@towson.edu for assistance
with your out-of-state program verification forms once all pieces mentioned above
are in place.
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The Role of the Intern

During the internship, each intern has the opportunity to not only broaden
instructional knowledge and apply actual knowledge, skills and dispositions to improve
student learning and increase student achievement, but also to begin understanding
the roles and responsibilities of a professional educator. The internship experience is
the most exciting and rewarding experience of the professional teacher preparation
program. It is the time to bring together all that has been learned and immerse oneself
into the world of becoming a classroom teacher.
The progression from intern to teacher may require a significant change in

lifestyle. As a student, one concentrates on reading textbooks, attending classes,
fulfilling assignments, passing tests, and earning grades. As an intern, the focus is on
using data and peer-reviewed research and evidence-based practices to plan,
implement and evaluate daily instruction and student learning, interpreting
curriculum guides, attending after-school or evening meetings, and reflecting upon
experiences in order to improve student learning and increase each student’s
achievement and independent living skills. This transition is an exciting one but will
most likely require modification of how one uses time, energy and resources.
The decisions regarding prioritizing responsibilities, including job-related
commitments and family responsibilities, have a significant impact on the outcome of
this experience for the intern.
Learning to teach is a developmentally constructive process based upon

background experiences, professional background, and professional attitude. Interns
will be assisted along the way by a team of professionals; however, each intern is the
one responsible for success in the program. The following tasks are offered as a means
to assist interns in their growth and development as teachers:
 Be on time and prepared.

 Become acquainted with, and follow, school and system policies and procedures.
 Attend seminars and staff development meetings provided by the school
and system.
 Demonstrate a positive, professional attitude.
 Observe the teaching/skills of the mentor teacher.
 Take an early initiative in assuming responsibility.
 Demonstrate responsibility by accepting and completing tasks.
 Seek the advice of the mentor teacher. Plan for weekly feedback to discuss
progress.
 Accept and incorporate constructive feedback in a professional manner.
 Respect and value the diversity of all students.
 Attend and participate in parent-teacher conferences.
 Treat information received about students and school personnel as confidential.
 Develop an awareness of students’ areas of strengths and needs.
 Plan and implement instruction based on students’ areas of strengths and needs.
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 Use multiple evidence-based practices and materials for meeting students’

diverse needs.
 Help prepare instructional materials.
 Make lesson plans available during the university supervisor’s visits in the
classroom.
 Be discreet in conversations about the students, parents, teachers, and other staff
members.
 Immediately notify the mentor teacher and university supervisor of any missed
time. Be certain that the mentor teacher has everything necessary to teach in the
event of any missed time.
 Immediately notify the university supervisor of any major challenges during the
internship experience.
Policies and Procedures

Attendance
Interns are placed in Professional Development Schools (PDS) and other

professional sites for their professional year, which consists of a field experience of at
least 100 days. This requirement is mandated by MSDE for certification. Failure to
attend a minimum of 100 days will result in the inability to graduate from the program.
Please note that a ‘day’ constitutes the same duration as a regular work day
for the mentor teacher. Thus, interns are supposed to report when mentors do and
are asked to stay until the end of the mentor’s official duty day. Please note that interns
are not expected to stay beyond the typical duty day.
Daily attendance is required of all interns. During the 2-day/week placements,

interns follow the same schedule as Towson University. During the 5-day/week
placements, interns follow the same schedule of work days and holidays (including
spring break), as the school system in which they are placed for their internship. This
internship begins on the first professional duty day of the mentor teacher. In the case of
emergencies, the intern is expected to immediately notify the mentor teacher and
university supervisor. *For all absences, time in the school setting MUST be made up
in order for the intern to meet the MSDE requirement.
*During the spring internship, students are not penalized for the missing internship to attend
Towson University’s Teacher Recruitment Fair in March. In addition, they are granted 2 built-in ‘bye’
days, which may be used for interviewing or may serve as sick days, as documented by a doctor’s note.
Any other days missed beyond these 2 days must be made up. (Any extenuating circumstances will be
considered, but the university supervisor has final discretion in determining if/how these days will be
made up).
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Dress and Appearance
Although the dress code of schools and school systems vary widely, interns must
maintain a professional image. Interns should consult with the mentor teacher and
university supervisor concerning appropriate attire and appearance if any questions
arise. Although mentor teachers may dress ‘down’ at times, interns are reminded that
the full-time internship serves as a year-long interview in many ways.
Substituting for the Mentor Teacher
Interns may NOT perform the duties of a substitute teacher during the
internship nor receive remuneration for assuming teaching responsibilities. University
policy PROHIBITS the intern from accepting a long-term substitute position or a full-
time teaching position prior to successful completion of the internship experience.
Many of our cooperating county school systems have similar policies in place. This does
mean, however, that an intern cannot continue to fulfill intern-related teaching duties when a
substitute is in the classroom for the mentor teacher.
Professional and Ethical Responsibilities
Towson University and the College of Education recognize that the public vests
the education profession with a trust and responsibility that requires the highest ideals
and professional service. Therefore, it is expected that interns at TU demonstrate
behavior consistent with the highest professional and ethical standards. These
standards include: (1) recognizing the importance of truth and the devotion to
excellence; (2) nurturing democratic principles; (3) protecting the freedom to learn and
teach; and (4) guaranteeing equal educational opportunities for all. The College of
Education maintains a policy that undergraduate students within the College may be
disciplined (including dismissal) for exhibiting behavior deemed to be inconsistent
with the highest professional and ethical standards. Any forms of dishonesty
(including, but not limited to, cheating and plagiarizing), unethical conduct, deficient
interpersonal skills, misuse of social media, or other behaviors (including, but not
limited to, dress and deportment) constitute examples of misconduct that can lead to
disciplinary action.
As outlined by InTASC Standard 9 (Professional Learning and Ethical Practice)

and the corresponding CEC and NAEYC standards, educators and interns must
maintain high ethical standards and demonstrate understanding of legal
responsibilities. While interns are under the direction and guidance of mentor teachers
and university supervisors, it is expected that, in addition to adhering to federal and
state laws, interns will follow the policies and practices of TU and the College of
Education, which include the following:
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The Essential Dispositions for Educators
Consistent with InTASC, CEC, and NAEYC standards, and policies of the College
of Education, the Department of Special Education requires that all interns exhibit
professional dispositions worthy of their participation in the education profession. All
students enrolled in the Professional Education Unit programs are expected to develop
a professional conscience by demonstrating important human characteristics and
dispositions necessary to work with diverse and inclusive communities of learners.
During the professional year, mentor teachers and university supervisors complete
Stages 2 and 3 of the College of Education’s 3-stage assessment of each intern’s
dispositions: Commitment to Professional Practice, Caring for the Success and
Well-Being of All Students, and Collaboration with Colleagues and Stakeholders.
The Appendix contains the Essential Dispositions for Educators Overview as well as
the formative and summative assessment forms that will be completed by the
university supervisor and mentor teacher prior to the intern’s graduation. A
satisfactory rating for each of the three Essential Dispositions is required for
successful completion of the final internship. A satisfactory rating consists of a 2 or
a 3 on all dispositions, on both the formative and summative assessment forms. If
an intern does not receive a satisfactory rating, then several options may be
considered, including, but not limited to: development of an assistance plan, change
of internship placement, or removal from the program.
Towson University Education Program Professional Behavior Policy
This is a professional behavior policy consisting of three categories:

Communication/Interpersonal Skills, Emotional and Physical Abilities, and Personal
and Professional Behavior. Candidates enrolled in an education program must:
 Express themselves effectively in standard written and oral English; have

communication skills that are responsive to a variety of perspectives; and
have necessary interpersonal competencies to function effectively within a
school setting.
 Work successfully within time constraints and deadlines; concentrate in
distracting environments; make judgments to best serve the needs of
students; and have physical stamina to work a contractual day and perform
extended duties.
 Arrive on time; seek assistance and respond appropriately to constructive
reviews of their work; demonstrate integrity, responsibility and tolerance.
Prior to entering a school environment, interns receive a copy of the TU Education

Program Professional Behavior Policy and sign the TU Professional Behavior Policy
Education Student Acknowledgement Form (See Appendix). Interns will be notified of
inadequacies that may prevent them from progressing through their program. If the
problem seems to be beyond remediation, the candidate’s continuation in the
professional program, graduation, and/or recommendation for certification may be
denied.
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Tk20
All students in the ECSE program are required to purchase TK20, which is an
online data management tool adopted by Towson’s College of Education (COE).
Mentors will be given access to Tk20 for the purposes of completing weekly checklists,
entering formal observation data, and tracking intern hours. The COE’s Tk20
Assessment Coordinator is Diane Mello. Ms. Mello typically compiles and sends all
correspondences to mentors regarding Tk20 utility and issues. She can be reached at
dmello@towson.edu
Maryland Child Abuse Law
All teachers are responsible for reporting suspected instances of child abuse to
the county Department of Social Services or local police. The law states that suspicion
of child abuse, not necessarily evidence, is needed in order to make a report. Any
suspected instances of child abuse should first be discussed with the intern’s mentor
and university supervisor.
First Amendment to the Constitution of the United States and Relevant

Court Decisions
The First Amendment to the Constitution, and interpretive legislative decisions,

mandate that all public schools should be religiously neutral, refraining from promotion
of any or all religions or showing preference for one religion over another. Schools
should avoid religious observances, devotions, or celebrations. It is the teacher's
obligation to ensure that no student's religious beliefs or practices are questioned,
infringed upon, or compromised in any way.
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Early Childhood/Special Education Internship Assignments
University supervisors require interns to engage in activities directly related to

the internship. These may include any or all of the following assignments:
Informal Observations & Weekly Checklists
Interns will be rated by the mentor on a weekly basis using the weekly
checklist link provided by the university supervisor. The weekly checklists serve to
capture how students are doing, both in terms of professional dispositions and gradual
takeover of teaching.
The weekly checklists will provide guidance in terms of how many lessons the
intern should be teaching, who should be planning those lessons, and what the content
of the lessons should hold. Mentors are encouraged to provide informal feedback, both
oral and written, after lesson implementation. Although informal observations are
not included in the course grade, they are taken into consideration to document intern
progress throughout the semester and when completing the final evaluation. Many
mentors simply provide rough written notes to the interns to document information
observations notes; however, you will find an example in the Appendix. We can share
several other forms for such observations at your request.
Formal Observations
Mentors will formally observe the interns twice during each semester.
University supervisors will formally observe the intern twice during each semester, as
well. Formal observations require the intern to develop and submit a *lesson plan to
the mentor and university supervisor 48 hours in advance of the lesson. The mentor
and/or university supervisor may assist the intern with the development of the plan;
however, the majority of the plan needs to be developed by the intern. Each formal
observation needs to include a post-observation conference supported with written
feedback. If an intern is not progressing as expected, additional formal observations
will occur. Formal observations are graded and included in the final course grade; they
should be documented using Tk20. Formal observations are also taken into
consideration when completing the end of the semester evaluation.
Weekly Planning Pages (or ‘Itineraries’ or ‘Planbooks’)
Interns are expected to plan in conjunction with the mentor and document those
plans in what we have termed ‘Weekly Planning Pages.’ Although interns should not
write a formal lesson for each and every small and large group planned, the weekly
itinerary planning pages act as the intern’s plan “book” and should be organized by the
5-day weekly class schedule. These can be completed via an electronic
document/template/chart, or interns can use hard-copy planning pages in a personal
plan book. Regardless of format, all required components of the weekly itinerary
planning pages must be clearly labeled. During each instructional block in the daily
schedule for which the intern is responsible for instruction, the weekly itinerary plans
must include:
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1. Student friendly lesson objective. • Example: “Students will use sensory words in a
personal writing piece.”
2. Brief description of formative assessment activity – be specific; i.e. do not list “exit
slip, paragraph, or completion of problems”. • Example: “Students write a poem using
sensory words.”
3. Brief list (can be bulleted) describing steps in lesson activity(s). • Example: “Show a
video illustrating a variety of sensory words; Provided a topic, students will brainstorm
sensory words in groups.”
4. Accommodations and modifications for students with special needs, if applicable •
List the students’ initials, and include note(s) to identify lesson supports for that
student; Example: “JW-sensory word bank”
Interns submit these planning pages to their University supervisor for

grading – not to the mentor.
*Interns may use the ECSE-provided lesson plan format OR they may use the lesson plan format
recommended/mandated by the county in which they are interning.
Teaching Reflections
Reflections provide the intern with opportunities to question, examine, analyze,

and evaluate one’s own development as a teacher. The purpose of reflecting is to assist
the intern in acquiring, generalizing, and deepening knowledge in the domains
identified in the InTASC, CEC, and NAEYC standards, which are used to measure
professional growth and development. The format of the reflection is based on the
discretion of the intern’s university supervisor. The number of reflections submitted
to TU supervisors for grading purposes may vary based on cohort (e.g. Campus-based
vs. TUNE).
Interns submit these reflections to their University supervisor for grading

– not to the mentor.
Observations/Interviews
Through observations and interviews, the intern will become familiar with a
variety of programs and settings at the school, strategies for instruction, methods of
assessment, and the various roles and responsibilities of the faculty. The university
supervisor will establish the number and purpose of the observations/interviews.
Mentors may be asked to assist in making appropriate arrangements. Most
observations/interviews of related service providers or reading specialists (as an
example) will occur during the intern’s senior year.
Service Learning Project
Interns participate in one or more service learning projects, totaling a minimum

of 20 hours, during their professional year in a PDS. However, in some cases, interns
will have completed service learning by the end of their junior year. The purpose of
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the project is to improve one aspect of the school community. Each service learning
project is individualized and structured around the needs of the schools, as well as the
interests and skills of the intern. Interns may discuss their plans for their service
learning project with their mentors and/or principals. However, final approval of the
Service Learning Project is granted by the university supervisor. Ideas for service
learning projects include, but are not limited to:
 Volunteering services and developing resources for a Back-to-School night or a

Parent Education activity such as Family Nights that focuses on a specific topic
(e.g., Literacy Night, Math Night, Cultural Night).
 Developing a parent-friendly information sheet on a specific strategy that can
be easily implemented at home.
 Making homework packets for school breaks for a particular student based on the
student’s IEP goals.
 Volunteering to provide individual tutoring for individual students who are
at- risk for academic failure.
 Helping with an after-school homework or English Language Learner club. (See
the Appendix for further guidelines.)
Evidence of Student Learning (ESL)
The teaching profession’s guiding principle is that student learning is the goal of
all teaching. This assignment serves as a capstone activity. It requires interns to develop
at least one cycle of instruction and assessment (minimum of three lessons) that
provides evidence that the intern possesses the knowledge and skills necessary to
impact student learning. This assignment is typically assigned in the spring of the
intern’s senior year.
Individualized Education Program Case Study (IEP)
As part of the final internship experience, interns enrolled in the ECSE

program will be required to complete a student case study and develop an
Individualized Education Program (IEP). This assignment is a capstone project since
it has been addressed in numerous classes throughout the intern’s professional
studies. Since an IEP for a student with an exceptional learning need is the central
point of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA),
this assignment is critical for interns preparing for careers as special educators. This
assignment is typically assigned during the fall of the intern’s senior year.
Positive Behavior Support Plan (PBSP)
The positive behavior support plan is also a critical element of preparation for
interns preparing for careers as special educators. This assignment is a capstone project
and serves as the action research project. Functional behavioral assessments (FBA) and
positive behavior support plans are evidence-based practices intended to guide
instruction. More specifically, the data collected during a FBA are used to develop an
individualized, positive behavior support plan to address behaviors, which impede not
only the delivery of effective instruction, but also the student’s learning and the learning
29
of others. The FBA and positive behavior support plan process and content were
addressed throughout the intern’s professional studies. This assignment is typically
assigned during the tail end of the intern’s special education internship (for the 2017-
18 school year, this will occur during the full-time 4-week special education ‘return’
internship at the beginning of the spring 2018 semester).
ECSE Professional Portfolio
A mandatory component of the ECSE program is the development of a

professional portfolio. The purpose of the portfolio is to demonstrate mastery of the
InTASC, CEC, and NAEYC standards. Each artifact will be accompanied by an artifact
rationale. The artifact rationale, developed by the intern, explicitly demonstrates the
intern’s mastery of specific standards. Prior to graduation, a portfolio review will
occur.
A panel of educators will review and rate each artifact rationale. A rating of a 3 or
higher on each artifact rationale is required. The formatting of the rationales will vary
based on the discretion of the intern’s university supervisors. Completion of the
rationale may take the form of an oral response, a written response or a combination of
an oral and written response during the formal portfolio review.
Rationales will address statements posed by the intern’s university supervisors.
Examples of possible statements to be addressed are:
 Describe this artifact and identify the standard(s) reflected.

 Describe how this artifact demonstrates mastery of the identified standard(s).
 Describe how the knowledge, skills and dispositions learned from completing
this artifact (intern growth) have had a positive impact on students’ learning.
The ECSE portfolio must be formatted to the specifications outlined in ECSE 452 in
order to guarantee that all InTASC, CEC, and NAEYC standards are addressed.
This requirement will be addressed in the spring of the senior year internship,
culminating in a presentation to occur in May of 2018.
Assuming Teaching Responsibilities
During the final PDS internship, the intern gradually assumes responsibility for
the organization and management of the mentor’s teaching responsibilities. While each
placement is different, it is expected that the intern will assume all teaching
responsibilities for at least four weeks (i.e., a minimum of twenty consecutive days in a
16-week rotation). Weekly Progressions (in the form of Weekly Checklists) outline these
responsibilities nicely and will be shared with mentors via Tk20.
Interns come to the final internship with a variety of strengths and

experiences; therefore, when an intern assumes full responsibility will vary from
intern to intern. The university supervisor and mentor collaborate to suggest a plan
regarding the timeline for the intern’s assumption of full classroom responsibilities.
Progressively involving the intern in observing, taking over class routines, preparing
materials, teaching small groups, co-teaching large groups, and independent teaching
30
will help promote a successful experience. The mentor should provide the intern with
as many responsibilities as the intern’s competence warrants, and the situation
dictates.
Listed below are examples of activities that allow for progressively

increasing intern responsibilities: (Please see recommended progressions and
weekly checklists for the 4 various levels of internship for specific
recommendations).
Observing. The intern has the opportunity to become familiar with the
students, school policies, classroom routines, objectives, procedures, and school
personnel. The intern should be provided with opportunities to assist with classroom
routines (e.g., taking attendance), reviewing the day’s schedule with the students,
and taking students to lunch or specials. The intern should also be reading student
files, including IEPs and 504 plans.
Assisting. The intern should be provided with opportunities to assist the

mentor during instruction. The mentor offers the intern support and modeling, while
encouraging independence. This is an ideal time to plan collaboratively and establish
co-teaching approaches, particularly by allowing the intern to plan strategies based
on students’ individualized plans. The mentor guides the intern’s decisions so
instruction is data-based and incorporates evidence-based instructional practices,
accommodations, and modifications, to the extent practical.
Independent Teaching. As the intern develops knowledge, skills,

dispositions, and confidence, the mentor increasingly relinquishes more duties and
responsibilities. It is suggested that the intern be involved in instructional activities as
soon as possible. Eventually, the intern should have primary responsibility for
planning, teaching, and evaluating student learning, academic achievement, and
independent living skills.
Phase-Out. Depending upon placement, the mentor may want the intern to
pull back from full teaching responsibility to prepare the students for the transition
back to the mentor assuming full responsibilities. While the intern will continue to
assist in various aspects of the teaching day, this may be an opportune time for the
intern to observe other classrooms.
The Role of the Mentor

Overview
The mentor is the person with whom intern s will be most closely associated
during the internship. It is important for a positive and trusting relationship to be
established and maintained between the intern and the mentor. Accepting an intern is a
commitment to share professional expertise and time.
A mentor has significant influence on the intern’s professional development, and

on the acquisition of knowledge, skills, and dispositions articulated by the standards of
InTASC, CEC, and NAEYC. A mentor is in an ideal position to assist with planning,
31
offer constructive suggestions, provide informed analysis of teaching, and reinforce

appropriate aspects of the intern's performance. Accepting an intern also implies a
professional commitment to collaborate with TU personnel who are supervising the
intern.
Interns enrolled in the College of Education arrive along a continuum of

professional development. TU does not assure that each intern will perform at a
proficient/distinguished level. The task of the mentor is to extend and refine the
intern’s skills. Serving in a dual role, as classroom teacher of students and as mentor for
an intern, there should be a balancing of the needs of both. However, without
exception, the first priority of the mentor is the protection and best interests of the
students in the mentor’s classroom.
The mentor is encouraged to attend orientation sessions provided by TU. These

sessions will enhance the mentor’s understanding of the professional standards
articulated by InTASC, CEC, and NAEYC, and TU expectations for the internship
experience. To assist with generating weekly documentation of progress, the
mentor is encouraged to maintain a written record of the intern’s
performance and share these notes with the intern on an ongoing basis.
Guidelines for conducting instructional and evaluative conferences are provided later in
this section. See the Appendix for sample Intern Evaluation and Feedback form.
The Mentoring Process
The mentor teaches, through modeling, the knowledge, skills, and dispositions
about teaching and the teaching profession. The mentor also coaches the intern so
that the intern’s skills can be developed in a supportive environment, and provides the
intern with opportunities to reflect on the many aspects of the teaching/learning
process. By encouraging the intern to analyze progress toward mastery of identified
competencies, the transition from intern to professional teacher will be facilitated. The
following guidelines for orientation and introduction of the intern may be of assistance
during this process:
Introductory Conference between Mentor and Intern
 Share philosophy and goals.

 Explain classroom responsibilities and procedures.
 Define the role of the intern in the class.
 Discuss professional expectations such as appropriate attire, school policies
and procedures.
 Discuss and reflect on each other's expectations for the internship in order
to provide a foundation for building a professional working relationship.
Orientation to the Classroom
 Introduce the intern as a professional, co-teacher, and partner.
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 Provide the intern with a desk or workspace.

 Allow the intern access to each student’s IEP.
 Review class schedule and routines. Orient the intern to supplies and
materials, and discuss guidelines for the use of these materials.
 Post the intern’s name in the classroom.
Orientation to School and Staff
 Discuss the general philosophy of the school.

 Tour the school building. Acquaint the intern with facilities, available materials,
and equipment. Provide orientation for using audiovisual equipment,
computers, video cameras, and the proper procedures for accessing and using
them.
 Introduce the intern to school personnel.
 Distribute the school's handbook and discuss policies regarding student
conduct, arrival and dismissal routines, clerical, and organizational procedures.
 Inform the intern about available special services and resources.
 Define the extent of the intern’s authority and responsibility in the
school building.
Mentor Coaching of the Intern
Coaching the intern toward assuming full responsibility for teaching consists of
five areas: (1) planning; (2) teaching; (3) classroom management; (4) assessment;
and (5) working with parents, colleagues and families. These areas correspond to the
InTASC, CEC, and NAEYC standards. For each of these areas, suggestions are
provided.
1. Planning
 Plan daily, and clearly delineate responsibilities. Review each day's schedule so
the intern knows, in advance, the expectations.
 Share written lesson plans with the intern and provide a sample format for daily,
weekly, and long-range unit and thematic plans.
 Review and critique lesson plans developed by the intern
 Discuss the thought processes behind planning for instruction. How are goals
determined? How are objectives determined? Why are specific activities
selected? How are students assessed for learning? What adaptations should be
made?
 Model a lesson before expecting the intern to assume the responsibility of
instruction. Provide opportunities to discuss what was done and why.
 Discuss the formulation of long-range goals and plans for an entire unit,
semester, or school year, focusing on areas of the Common Core Curriculum and
skill development.
 Review and critique the intern’s individual, daily, and weekly lesson plans.
 Plan cooperatively, but require/allow the intern to use creativity in developing
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plans, independently.
 Discuss how to provide for a variety of learning styles and classroom adaptations
when planning instruction.
 Provide the intern with evidence-based practices to differentiate instruction,
thereby allowing inclusion of all students.
 Provide access to curriculum guides and formal assessments, and explain how
these are used in the classroom, school, and district.
 Share resources and technology that may be used to enhance instruction.
2. Teaching
 Model instructional techniques and strategies for individual, small group, and
whole group class instruction.
 Discuss instructional delivery with the intern and provide opportunities for
questions and reflection on teaching experiences.
 Encourage the intern to try the intern’s own ideas and techniques.
 Observe the intern providing instruction. Take notes. Provide formative
feedback during an instructional or evaluative conference, highlighting specifics
of the intern’s effectiveness in improving student learning and increasing student
achievement and independent living skills. Note areas for continued growth
toward mastery of identified competences.
 Provide opportunities for the intern to observe other classrooms.
 Share favorite, time-tested teaching practices for use during that challenging
first year of teaching.
 Share how to organize a classroom at the beginning of the school year.
 Create a positive classroom climate.
 Share the adaptations, accommodations, and modifications provided for
students who are included in general education classrooms.
 Demonstrate culturally competent instructional practices.
 Differentiate instruction to enable students with a variety of learning styles
to meet academic and behavioral expectations.
 Utilize technology.
 Model collaborative strategies with general education teachers and
related services personnel.
3. Classroom Management
 Share established opening routines, operating procedures, and teaching

expectations. Explain the purpose of the routines, how they are enforced
and save time, and model how to introduce a new routine to the class.
 Share a plan for management and discipline. Explain the rationale.
 Discuss expectations, rules, and consequences as they pertain to the
behavior management system.
 Provide the intern with a copy of discipline procedures and consequences that
are regularly used in the classroom.
34
 Model effective techniques of management and discipline.

 Encourage the intern to try the intern’s own discipline and
management techniques.
 Observe the intern implementing management strategies and transitions.
 Reflect on the effectiveness of the techniques.
 Discuss other possible classroom management strategies.
4. Assessment
 Familiarize intern with various methods of assessments used in evaluation.

 Provide examples of pre-assessment, formative, and summative
assessment measures used in the classroom.
 Discuss how to use data from assessment results to plan for effective instruction.
 Assist the intern in writing and/or administering tests.
 Provide opportunities for the intern to assist in collecting student
performance data.
5. Working with Families
 Oversee all communication between the intern and families, whether written or
by telephone.
 Encourage the intern to write an introductory letter to families.
 Provide an opportunity for the intern to meet with families.
 Create culturally response environments that promote respect for students’
cultures and language, within the family context.
 Provide opportunity for the intern to observe and participate in an IEP and other
team meetings.
 Share parent conferencing tips with the intern.
 Discuss confidentiality regarding the sharing of information with parents about
other students.
 Provide opportunities for the intern to participate in school functions in which
families participate.
Conferencing with the Intern
Conferences are conducted throughout the internship. Conferences can be

instructional or evaluative. Instructional conferences focus on providing guidance and
feedback regarding a specific lesson developed and implemented by the intern.
Evaluative conferences focus on providing feedback regarding the overall performance
of the intern. Both types of conferences can center on planning, implementing, and
evaluating lesson content, instruction, student interactions, classroom management,
student learning, and the intern’s progress toward mastery of the knowledge, skills, and
dispositions articulated by InTASC, CEC, and/or NAEYC.
There are five suggested steps prior to engaging in either an instructional or

evaluative conference: (1) pre-observation conference; (2) observation; (3) data
35
collection; (4) organizing the data, and (5) post-observation conference. Each of these
five steps is briefly described below.
1. Pre-observation Conference
A pre-observation conference, held before the intern teaches, sets the stage for
effective supervision. This conversation between the intern and the mentor provides an
opportunity to set goals, identify concerns, and begin to establish a working
relationship. During this conference, the intern and mentor should also focus on the
purpose of observations. Observations are intended to evaluate the intern during
instruction and other interactions with students. The mentor observes whether the
intern is providing evidence-based practices, accommodations, or modifications to
effectively assist students in improving learning.
2. Observation
This is a block of time set aside for the mentor to observe the intern engaging
in instruction. Objective data regarding instruction is recorded.
3. Data Collection
Data may be collected in a variety of ways and on various aspects of instruction:
 Scripting or script-taping (i.e., recording what the intern says and does during
the lesson)
 Verbal interaction (i.e., listening to the intern’s verbal interactions with
students, as they relate to asking questions, providing praise or reprimands,
etc.)
 Movement (i.e., recording how the intern moves around the room, how
students interact, or both)
 Timing (i.e., recording time for introduction, giving directions,
answering questions, cleaning up, etc.)
 Audio-taping (i.e., listening for voice quality, articulation, how directions
are phrased, specific aspects of speech)
 Video-taping (i.e., recording a lesson on video tape)
 Documenting evidence of student learning through analysis of student work
4. Organizing the Data
Before a post-observation conference, either instructional or evaluative, it

is critical for the mentor to organize the data collected. The mentor should:
 Identify activities/actions that contributed to effective teaching and

student learning, academic achievement and independent living skills.
 Document evidence that student learning occurred.
 Determine activities/actions that hindered or interfered with effective teaching
performance and student learning, academic achievement and independent
36
living skills.
5. Post-Observation Conference
The intent of the post-observation conference is to provide formative feedback

to the intern relative to student behaviors, evidence of student learning, and the role
the intern had in facilitating student learning. Formative feedback assists the intern in
mastering competencies through the collection, analysis, and interpretation of
observational data to guide future instructional decision-making. Although the post-
observation conference is intended to be face-to-face, the mentor may choose to follow
up with written feedback.
Evaluating the Intern
Interns are evaluated twice during the 2-day/week and 5-day/week internships,
at the mid-point and at the conclusion of the internship. Each intern is evaluated on
progress toward mastery of the standards identified by InTASC, CEC, and/or NAEYC
on a continuum from "unsatisfactory" to “distinguished." The mid-point and final
evaluation conferences are considered to be evaluative. They are based upon evidence
from many observations, daily performance in the classroom, and conferences.
Mid-Point Evaluative Conference
During the mid-point of each rotation (2-day/week and 5-day/week rotations),

a three-way, mid-point conference among the intern, mentor, and university
supervisor provides an excellent opportunity for a comprehensive look at the intern’s
progress. A post-formal observation conference may ‘double count’ as this mid-point
conference. This evaluation provides an opportunity for the intern and the mentor to
identify areas for continued growth, while allowing for enough time to strengthen
areas of need. The intent of the mid-point evaluation is to:
 Assess the effectiveness of the intern’s performance based on student

learning, academic achievement, and independent living skills.
 Assess the progress of the intern toward mastery of the knowledge, skills,
and dispositions identified by InTASC, CEC, and/or NAEYC.
 Discuss concerns about any areas of difficulty related to the
internship experience.
 Identify goals for the remainder of the internship experience, and design a
plan for achieving these goals.
Final Evaluative Conference
At the end of each rotation (SPED and GEN ED Early Childhood), a final
evaluative conference is held with the intern, mentor and university supervisor. Both
the mentor AND university supervisor will complete separate final evaluations on Tk20.
(The Center for Professional Practice (CPP) may also ask mentors to complete a survey
regarding their experience as a mentor).
37
The final evaluative conference summarizes the intern’s areas of strength and
those areas where the intern needs to focus for continuing growth. Since there has been
ample feedback regarding progress toward mastery of standards prior to this
conference, any relative weaknesses would have been discussed previously. The final
evaluative conference may be a great time to discuss the type of teaching position for
which the intern is best suited.
The Role of the University Supervisor
The university supervisor is an integral part of the internship team, serving as a

model of lifelong learning for the intern and acting as a liaison between TU and the
local school system in which the intern is placed. The goals of the university supervisor
are three-fold, to: (1) prepare interns to become effective beginning teachers; (2)
provide support to the mentors; and (3) create and maintain productive and positive
relationships with school personnel.
The ultimate challenge for a university supervisor is to make a professional

judgment about the intern’s potential to be an effective beginning teacher. This
assessment requires ongoing monitoring of the intern and communication with the
mentor and intern, as well as documentation to validate the intern’s professional
growth and impact on student learning, academic achievement and independent living
skills. Specifically, the university supervisor should base professional decisions on: (1)
evidence of the intern’s knowledge, skills, and dispositions in planning, delivering, and
assessing instruction; and (2) evidence of improved student learning.
Guidelines for Working with Interns
The university supervisor should:
 Meet with the intern before the placement to delineate expectations and
emphasize intern responsibility for demonstrating a positive impact on
student learning, academic achievement, and independent living skills.
 Provide guidance to the intern regarding the intern’s responsibilities.
 Conduct observations of the intern to assist in improving instruction,
analyzing problems, identifying strengths, and reflecting upon effectiveness of
instruction that is based on data regarding student achievement and
independent living skills, and provide oral and written feedback summarizing
each observation.
 Schedule mid-point (where appropriate) and final evaluative conferences with
the intern and the mentor.
 Provide formative and summative evaluations for the intern.
38
Guidelines for Working with Mentors
The university supervisor should:
 Discuss the responsibilities of a mentor during an introductory visit.

 Communicate the internship requirements to the mentor.
 Maintain open communication with the mentor regarding the progress of
the intern toward mastery of identified knowledge, skills, and dispositions.
 Act as an intermediary during conflict or misunderstandings between the
mentor and intern.
 Provide assistance for completing required paperwork associated with
internship (e.g., formative mentor feedback to the intern; summative, online
evaluations)
 Maintain contact with school personnel to promote and sustain good
working relationships between the school and TU.
Guidelines for Working with Other School Personnel
Since relationships with the interns are created in the classroom, on-site visits
are crucial to the supervisor's success in facilitating the intern’s development. It is
important for the university supervisor to maintain contact with school personnel to
promote and sustain good working relationships between the school and TU. The
university supervisor should follow established school protocols, which might
necessitate that the university supervisor:
 Greet the principal or front office personnel.

 Sign in and wear an identifying badge while in the building.
 Notify someone in the office when leaving the building.
 Seek opportunities to enhance the experience for the intern and the school.
Unsatisfactory Performance
Towson University interns are given a copy of TU’s Education Program

Professional Behavior Policy during their junior year, and at the beginning of
their professional year. This policy is thoroughly reviewed, discussed, and signed
by the intern.
39
If an intern is making unsatisfactory progress during the internship experience,

the intern must be provided with specific feedback from the mentor and university
supervisor regarding performance during the course of the internship. Since the
mentor may be the first to recognize signs of unsatisfactory performance, the
following suggestions may be helpful for the mentor to follow:
 Identify the problem(s) and conduct a conference with the intern as soon
as possible. If the situation is serious, the mentor teacher should contact
the university supervisor.
 Keep accurate, written records of specific instances of difficulties and
discuss them with the intern and university supervisor.
 Develop an assistance plan, in conjunction with the university supervisor, which
documents concerns, specific behaviors of the intern to observe, and a detailed
plan of action. The assistance plan needs to be reviewed and accompanied by
written feedback on a weekly basis. (See Appendix for the assistance plan
template and a model.)
 Keep a log of dates, times, places, copies of feedback from observations,
summaries of conferences, notes from telephone calls, specific incidents,
written feedback signed by the intern or another professional staff member,
and/or any other documentation that is relevant to the situation.
 Create a plan which clearly states performance expectations for the intern,
and timelines for remediation.
 Increase observations of the intern and provide continuous written and
verbal feedback that includes specific examples for change.
 Provide multiple opportunities for the intern to reflect on instruction
and/or professional practices.
Also, the following may be considered:
 Revise the schedule for assumption of teaching responsibilities to

accommodate the situation.
 Arrange for the intern to observe a master teacher.
 Arrange for another faculty member to observe the intern and provide feedback.
If, however, the intern fails to make sufficient improvements after intensive work with
the mentor and university supervisor, the university supervisor should consult with the
student, the mentor, and the Department Chairperson, as deemed appropriate to each
individual situation, to consider other alternatives such as:
 Extending the internship experience

 Providing a different placement
 Withdrawing from the internship
40
 Withdrawing from the major
The student will receive official written notification when these or any other
alternatives to the internship experience are determined to be necessary.
Appendix
Definition of
Terms
The following terms, used throughout this handbook, are defined as follows:
Action Research: Action research is a deliberate, solution-oriented investigation that

41
is group or personally owned and conducted. It is characterized by spiraling cycles of

problem identification, systematic data collection, reflection, analysis, data-driven
action taken, and problem redefinition (Kemmis & McTaggart, 1982)
Artifact: An artifact demonstrates growth toward mastery of the performance-based

standards articulated by INTASC, CEC and/or NAEYC. The collection of artifacts found
in the intern’s portfolio should demonstrate the breadth and depth of the intern’s
mastery of the standard. An artifact may include student work samples, photographs,
assessments, observations, lesson plans that include student assessment and lesson
feedback from the intern’s mentor teacher, coursework from classes, educational
achievement reports, behavior support plans, research papers, and other relevant
items.
Assistance Plan: A document collaboratively developed by the mentor teacher and

university supervisor, which outlines the intern’s area(s) of concerns, proposed
solutions to these concerns, and actions taken to assist the intern.
Center for Professional Practice (CPP): The CPP, located in 303 Hawkins
Hall, accepts and processes all applications for internships, and places all interns in
sites in which they may complete the internship requirements.
Council for Exceptional Children (CEC): The professional association and

learned society for the field of special education. http://www.sped.cec.org
Dispositions: A set of human characteristics necessary to work with diverse and

inclusive communities of learners. The College of Education recognizes these
dispositions within the three-part rubric of Commitment to Professional Practice,
Caring for the Success and Wellbeing of All Students, and Collaboration with
Colleagues and Stakeholders. All interns will participate in a three-stage assessment
process of these critical dispositions as part of their teacher preparation program (i.e.,
pre-assessment, formative assessment, and summative assessment).
Evaluation of Early Childhood Education Internships: A written summative

report regarding the intern’s competencies as outlined by InTASC and NAEYC
standards. The mentor teacher and the university supervisor complete these forms at
the end the Early Childhood internship experience.
Evaluation of Special Education Internships: A written summative report

regarding the intern’s competencies as outlined by InTASC and CEC standards. The
mentor teacher and the university supervisor complete these forms at the end of the Special
Education internship experience.
Exceptional Learning Needs (ELN): The nature and effect of exceptionalities,

including factors such as culture, disabilities, gender, language, learning, religion,
42
and sexuality. Special educators must have an understanding of all these factors in
order to design effective lessons and interventions.
Formative Feedback: Ongoing, constructive commentary on intern performance.

This information is gathered during observations and is the basis for feedback provided
during instructional and evaluative conferences.
Institute of Higher Education (IHE): The IHE is the 2-, 4-, or 5-year college or
university involved in a partnership with a Professional Development School.
Institute of Higher Education Faculty: Included in IHE faculty are:

adjunct, assistant, associate and full professors, and other faculty members in
IHEs who are involved in the teacher education program.
Institute of Higher Education Liaison: The IHE liaison is the point person for
the IHE in the PDS partnership. Working collaboratively with the site coordinator,
the IHE liaison provides leadership to the PDS.
Intern: The individual engaged in the professional years of study in a teacher

preparation program aligned with the InTASC, CEC, and NAEYC standards.
Internship: An extensive internship is a minimum of 100 days over two consecutive

semesters in which interns are engaged in learning to teach in a Professional
Development School. The first experience consists of a 2-day/week field experience.
The second experience is a full-time (i.e., 5-day/week) internship experience in the
school setting working with students.
Students enrolled in the Integrated Early Childhood/ Special Education program

complete the internship experience in both general early childhood settings and in
classrooms that provide services to students with exceptional learning needs.
Interstate New Teacher and Assessment and Support Consortium

(InTASC): “A consortium of state education agencies and national educational
organizations dedicated to the reform of the preparation, licensing, and on-going
professional development of teachers.”
http://www.ccsso.org/Resources/Programs/Interstate_Teacher_Assessment_Consorti
um(InTASC).html
Interstate Teacher and Assessment and Support Consortium (InTASC)
Model Core Teaching Standards: A set of 10 standards that define the core
knowledge, skills, and dispositions that teachers should know and demonstrate.
Maryland State Department of Education (MSDE): The state agency

responsible for oversight of programs providing education services in Maryland. MSDE
43
is responsible for issuing teaching certificates in Maryland.
Mentor Teacher: The school-based teacher who assumes primary responsibility

for mentoring the intern during his/her internship. Used interchangeably with
cooperating teacher.
National Association for the Education of Young Children (NAEYC): The

professional association for the field of early childhood education. NAEYC has
identified a set of standards that all early childhood educators should know and
demonstrate.
http://www.naeyc.org/ncate/files/ncate/NAEYC%20Initial%20and%20Advanced%20
Sta ndards%2010_2012.pdf
Observation: The process of observing an intern perform all required duties and
activities during the internship experience. The purpose of an observation is to gather
objective data regarding the intern’s knowledge, skills, and dispositions. The
observational data will then be used to provide instructional and evaluative feedback to
the intern.
Performance Outcomes: Performance outcomes are indicators, or skills, that all

interns should master by the end of his/her teacher preparation program. These
performance outcomes include the InTASC, CEC, and NAEYC standards.
Performance-Based Standards: A common core of knowledge, skills,

and dispositions that should be acquired by all beginning teachers. The core
set of competencies includes the InTASC, CEC, and NAEYC standards.
Portfolio: A purposeful selection of materials, artifacts, and rationales, assembled by

the intern, which collectively reflect professional experiences and teaching competence.
Portfolios provide evidence of the intern's growth toward meeting beginning teacher
performance standards as outlined by InTASC, CEC, and NAEYC.
Praxis I: Measures reading, writing and mathematical skills and is required for entry
into a teacher education program at TU.
Praxis II: Measures subject knowledge and skills that are needed for teacher licensure.
Professional Behavior Policy: A policy created to assist candidates in

knowing/demonstrating professional behaviors in a school setting. This document
sets forth the essential professional behaviors required of teaching professionals.
Professional Development School (PDS): Schools with a collaborative

partnership between the school or a local school system and TU are known as PDSs.
The collaboration includes a pre-service teacher education component and a
44
professional development component for school staff.
Professional Education Unit: see

http://www.towson.edu/coe/accreditation/section1/1-
2profeduunit.asp
Professional Year: Interns spend a professional year, or no less than 100 days over
two consecutive semesters, at a PDS during the last year of their program of studies.
Used interchangeably with internship.
Reflective Practitioner: An individual who reflects upon his/her experiences before,

during, and following instruction, in order to increase student success. A reflective
practitioner: (1) collects, analyzes, and uses data about the learner; (2) uses peer-
reviewed research to inform instruction; and (3) takes the time to process one’s own
professional growth. Reflectivity and data-based decision-making is encouraged
through the use of journals, portfolios, and instructional and evaluative conferences
with university supervisors and mentor teachers.
Site Coordinator/Liaison: The site coordinator serves as the representative of the

school in the PDS partnership. Working collaboratively with the IHE Liaison, the site
coordinator provides leadership in the PDS.
Tk20: (Technology in Kindergarten through Age 20) is an assessment,

accountability, and management system to help colleges and universities meet
requirements for accreditation. All internship data (e.g. time logs, formal ratings,
informal observation logs) will be documented in this system. Interns, mentors and
supervisors will have access to (and will be asked to) use this system.
University Supervisor: An individual employed by TU who is responsible for the

supervision of the intern and acts as a liaison between the school and TU.
Essential Dispositions for Educators

Overview
Special Education Program
At Towson University, we recognize the importance of preparing candidates who are

worthy of joining the education profession. All students enrolled in the Professional
Education Unit programs are expected to develop a professional conscience by
demonstrating important human characteristics and dispositions necessary to work
with diverse and inclusive communities of learners. Following is a list of dispositions,
including important diversity proficiencies, which have been identified as core
behaviors expected of all graduates of all Unit programs. As candidates progress
45
through coursework and field experiences, they are expected to demonstrate increased
understanding and eventual mastery of these dispositions.
Commitment to Professional Practice
The successful candidate:
 Respects and models high academic standards, and demonstrates proficiency in academic
writing and professional oral presentation. (InTASC 9; TU COE 11/CEC 6/NAEYC 5, 6)
 Demonstrates a repertoire of pedagogical skills that develop all students’ critical and
independent thinking, and performance capabilities. (InTASC 3,7,8/CEC 2, 5/NAEYC 4, 5)
 Uses ongoing assessment as an integral part of the instructional process. (InTASC
6/CEC 4/NAEYC 3)
 Reflects on practice regularly in order to improve student learning. (InTASC 9/CEC
6/NAEYC 6)
 Makes decisions based on ethical and legal principles, including respect for
confidentiality. (InTASC 4,9/CEC 3, 6/NAEYC 6)
Caring for the Success and Well-being of All Students
 Believes that all students can learn and persists in facilitating their success. (InTASC
1,2,3,7,8,9/CEC 1, 2, 5, 6/NAEYC 1, 6)
 Accepts and demonstrates responsibility for improving learning for all students. (InTASC
1,2,3,7,8,9/CEC 1, 2, 5, 6/NAEYC 1, 4, 5, 6)
 Values co-operation with colleagues, students, and families by respecting their views
on improving student achievement. (InTASC9/CEC 6/NAEYC 2, 6)
 Models the virtues of an educated person, including the drive to work hard and become
flexible. (InTASC 9/CEC 6/NAEYC 6)
 Demonstrates culturally responsive teaching and celebrates cultural differences. (InTASC
1,2,3,4,6,7,9,10,11/CEC 1, 2, 3, 4, 5, 6, 7/NAEYC 1, 2)
Collaboration with Colleagues and Stakeholders
 Establishes and contributes to a positive learning climate for all students. (InTASC
1,2,3,8/CEC 1, 2, 5/NAEYC 1)
 Engages in continual learning and discussion with other professionals. (InTASC 9,10/CEC 6,
7/ NAEYC 6)
 Recognizes families, colleagues, and supervisors as partners in teaching and learning by
creating opportunities to involve them in instructional decisions. (InTASC 2,9,10/CEC 1, 6,
7/ NAEYC 2, 6)
 Seeks expert knowledge in order to improve teaching and learning. (InTASC 2,9,10/CEC 1, 6,
46
7/NAEYC 6, 7)
 Accepts suggestions and implements changes to improve professional practice. (InTASC
2,9,10/CEC 1, 6, 7/NAEYC 6, 7)
47
Essential Dispositions Scoring Guide Program of Study: Check

one
Stage 2 - Formative Assessment MAT M. Ed.
Intern: Course & Section: Single Cert. EESE
ECSE
Target-3 Acceptable-2 Unacceptable-1

Consistently meets high academic
Models mastery of high academic standards. Occasionally fails to meet high academic
COMMITMENT to standards. Usually demonstrates
Demonstrates proficiency in academic writing standards. Is not proficient in academic
proficiency in academic writing and
Professional Practice and professional oral presentation.
professional oral presentation. Uses several
writing and professional oral
Implements a growing repertoire of presentation. Has a limited repertoire of
pedagogical skills to develop all students’
pedagogical skills that develop all students’ pedagogical skills. Fails to use assessment
Score critical and independent thinking and
critical thinking skills. Consistently uses
to improve instruction on a regular basis.
assessment to both prove and improve
performance capabilities. Reflects thoughtfully Is inconsistent in use of reflection to
student learning. Reflects regularly on
Comments: and regularly on practice in order to improve
classroom practices in order to improve
improve instruction. Has limited
student learning. Consistently makes decisions knowledge of ethical and legal principles
future instruction; Consults mentors and
based on a clear understanding of ethical and which result in poor decisions.
supervisors on decisions involving ethical
legal principles, including respect for Occasionally fails to recognize the need
and legal principles. Honors requests for
confidentiality. for confidentiality.
confidentiality.
Consistently demonstrates persistence to
CARING for the Always persists in efforts to improve student improve the achievement of all students. Understands the need to improve student
Success and Well- achievement based on a belief that all students Accepts responsibility for improving the achievement for all students, but believes
being of All Students can learn. Assumes responsibility for learning of all students. Understands the that the primary responsibility is the
improving learning for all students. Develops need to develop rapport with colleagues, students’. Interacts with others in a
rapport with colleagues, students, and families. students, and families, and is usually polite, professional manner. Usually
Score Models the virtues of an educated person, successful in doing so. Demonstrates an demonstrates an acceptable work ethic,
including work ethic and flexibility. understanding of the virtues of an educated but may need reminders. Occasionally
Comments: Consistently demonstrates culturally person through work ethic and flexibility. demonstrates a culturally responsive
responsive teaching and celebration of cultural Attempts to teach in a culturally responsive approach to teaching and respects cultural
differences. way and demonstrates respect for cultural differences.
differences.
COLLABORATION Establishes and contributes to a positive Usually establishes a positive learning

Knows how to establish a positive learning
learning climate for all students. Engages in climate for all students. Participates in
with Colleagues and continuous learning and professional discourse.
climate for all students. Participates in
professional growth opportunities when
Stakeholders professional development opportunities
Actively involves families, colleagues, and directed to do so. Prefers to work
when they are offered. Respects families,
supervisors as partners in teaching and independently rather than seeking
colleagues and supervisors who offer
Score learning. Seeks expert knowledge on a regular involvement of families, colleagues, and
partnerships in teaching and learning.
basis in order to improve teaching and supervisors. Will accept suggestions and
Accepts expert knowledge and implements
learning. Accepts suggestions and implements implement changes when directed to do
Comments: suggested changes willingly.
changes to improve professional practice. so.
University Supervisor’s Signature: Date:

Intern Signature: Date:
50
Essential Dispositions Scoring Guide Program of Study: Check

one
Stage 3 - Summative Assessment MAT M. Ed.
Single Cert. EESE
Intern: Course & Section: ECSE
Target-3 Acceptable-2 Unacceptable-1
Models mastery of high academic standards. Consistently meets high academic standards. Occasionally fails to meet high
Demonstrates proficiency in academic Usually demonstrates proficiency in academic academic standards. Is not proficient in
COMMITMENT to writing and professional oral presentation. writing and professional oral presentation. academic writing and professional oral
Professional Practice Implements a growing repertoire of Uses several pedagogical skills to develop all presentation. Has a limited repertoire
pedagogical skills that develop all students’ students’ critical thinking skills. Consistently of pedagogical skills. Fails to use
Score critical and independent thinking and uses assessment to both prove and improve assessment to improve instruction on a
performance capabilities. Reflects student learning. Reflects regularly on regular basis. Is inconsistent in use of
thoughtfully and regularly on practice in classroom practices in order to improve future reflection to improve instruction. Has
Comments: order to improve student learning. instruction; Consults mentors and supervisors limited knowledge of ethical and legal
Consistently makes decisions based on a on decisions involving ethical and legal principles which result in poor
clear understanding of ethical and legal principles. Honors requests for confidentiality. decisions. Occasionally fails to
principles, including respect for recognize the need for confidentiality.
confidentiality.
Always persists in efforts to improve student Consistently demonstrates persistence to Understands the need to improve
achievement based on a belief that all improve the achievement of all students. student achievement for all students,
CARING for the students can learn. Assumes responsibility Accepts responsibility for improving the but believes that the primary
Success and Well-being for improving learning for all students. learning of all students. Understands the need responsibility is the students’.
of All Students Develops rapport with colleagues, students, to develop rapport with colleagues, students, Interacts with others in a polite,
and families. Models the virtues of an and families, and is usually successful in doing professional manner. Usually
Score educated person, including work ethic and so. Demonstrates an understanding of the demonstrates an acceptable work ethic,
flexibility. Consistently demonstrates virtues of an educated person through work but may need reminders. Occasionally
culturally responsive teaching and ethic and flexibility. Attempts to teach in a demonstrates a culturally responsive
Comments: celebration of cultural differences. culturally responsive way and demonstrates approach to teaching and respects
respect for cultural differences. cultural differences.
Establishes and contributes to a positive Knows how to establish a positive learning Usually establishes a positive learning
learning climate for all students. Engages in climate for all students. Participates in climate for all students. Participates in
COLLABORATION continuous learning and professional professional development opportunities when professional growth opportunities when
with Colleagues and discourse. Actively involves families, they are offered. Respects families, colleagues directed to do so. Prefers to work
Stakeholders colleagues, and supervisors as partners in and supervisors who offer partnerships in independently rather than seeking
teaching and learning. Seeks expert teaching and learning. Accepts expert involvement of families, colleagues, and
Score knowledge on a regular basis in order to knowledge and implements suggested changes supervisors. Will accept suggestions
improve teaching and learning. Accepts willingly. and implement changes when directed
suggestions and implements changes to to do so.
Comments: improve professional practice.
pg. 51
Policy Regarding Continuance or Removal from

Field Placements and Internships
In addition to academic preparation and teaching skills, the teaching
profession also requires non-academic professional behaviors, such as interpersonal
skills, which are as critical to success as those in the academic domain. The College of
Education “Professional Behavior Policy” (part 2 of this document) describes the
professional behavior expected of interns in all placements. Candidates who fail to
demonstrate appropriate professional behavior pedagogical skills, or mastery of
content may be removed from the field placement or internship after other options
are explored.
Should a school leader request the removal of an intern from a school

placement, the placement at that school shall end immediately. The intern will proceed
to step five of this policy if the school requests that the intern be removed from the
setting. If a candidate’s actions are considered illegal, there is an automatic referral to
step five of this policy. If a candidate fails to demonstrate competence in one or more
expectations in the school placement, the following policy shall be implemented.
Procedures for Removing Candidates from Internship and

Concurrent Courses:
1. The university supervisor ensures that the mentor teacher has modeled
appropriate planning and instruction and has involved the intern in a gradual
progression of appropriate professional experiences such as co-teaching, small
group instruction, whole class instruction, and independent teaching if that is
warranted. The university supervisor is responsible for observing the intern and
providing both oral and written feedback for each lesson observed. The mentor
teacher should give written feedback to the intern that is having difficulty after
formative discussions with the candidate have occurred.
2. When an intern encounters difficulty in the school/classroom, it is the university

supervisor’s responsibility to inform the intern, in writing, that he/she is not
meeting expectations and to specify the behaviors, dispositions, knowledge, and/or
skills that need remediation. Once informed of the area(s) requiring remediation,
the intern is responsible for developing/proposing an Assistance Plan (in response
to the area(s) requiring remediation) with the university supervisor. After review,
discussion, and revision (as needed) of the proposed plan, the university
supervisor, along with the mentor teacher and the intern, will finalize and sign an
Assistance Plan that includes the areas of weakness and the steps the intern must
follow to remediate those weaknesses. The plan will include a timeline that
specifies how and when the intern will be expected to address the identified
weaknesses, benchmarks, criteria, and the steps that will follow if the weaknesses
pg. 52
are not remediated within the time frame.

Each time the university supervisor and the mentor teacher observe the intern,
references will be written as to the progress being made on the Assistance Plan. The
university supervisor will give a copy of the Assistance Plan to the TU department
chair or the program director as a way to alert them that the intern is experiencing
difficulty. Should the intern refuse to sign or fail to implement the Assistance Plan,
the intern will be removed from the placement and will proceed to step five of this
policy.
3. At the end of the time frame set forth in the Assistance Plan, the intern is either
allowed to proceed in the field experience as long as the responsibilities expected
of the experience are fulfilled, or is removed due to not meeting expectations. This
decision will be made by the university supervisor in collaboration with the
department chair; the director of the Center of Professional Practice (CPP) will be
notified in writing of the decision that is made.
4. If an intern is removed from the internship, a grade of F or U will be received for the
internship course. If the withdrawal occurs before the deadline for officially
withdrawing from courses, the candidate may be allowed to withdraw from the
internship and receive a grade of W for the course. Candidates taking concurrent
courses will be allowed to finish those courses if the courses do not require
continuing work with children/students in the internship. Candidates may not work
with other children/students outside of the given placement to fulfill internship and
concurrent course components.
5. Interns may appeal the removal from the internship to the Dean of the College of
Education or appropriate College within 48 hours of being removed from the
placement. The Dean will make a decision on the appeal based on university policy
as stated in the appropriate catalog. If the Dean rules in favor of the intern, the
intern will be placed back in an appropriate classroom setting. The intern will not
return to the original classroom or school, but may be reinstated in an internship in a
different setting or in a future semester.
6. To be reinstated in an internship and/or the concurrent courses in a subsequent

semester, the intern must make a written request to the department chair or the
program director at least 30 days before the beginning of the semester in which the
placement is sought. Individual departments will set requirements for
reinstatement.
pg. 53
Towson University
Education
Program
Professional Behavior Policy¹
Introduction and Rationale
The Teacher Education Executive Board (TEEB) has a responsibility to the education
community to ensure that individuals whom Towson University recommends to the
State of Maryland for certification are highly qualified to join the education profession.
The teaching profession requires strong academic preparation, mastery of pedagogy,
and other professional competencies. The profession also requires non-academic
professional behaviors, such as interpersonal skills, which are as critical to success as
those in the academic domain. The goal of this Professional Behavior Policy is to help
candidates demonstrate professional behaviors in a school environment. This document
sets forth those essential professional behaviors for the entire education unit.
A professional behavior policy serves several important functions, including, but not
limited to: (a) providing information to those considering teaching careers that will
help such students in their career decision-making; (b) serving as the basis for feedback
provided to students throughout their teaching program regarding their progress
toward mastery of all program objectives; and (c) serving as the basis for the final
assessment of attainment of graduation requirements and recommendation for
certification.
All candidates in education programs are expected to demonstrate they are prepared to
work with students and adults in educational settings. This preparation results from the
combination of successful completion of Towson University coursework,
field/internship experiences, and the demonstration of professional behavior that all
educators should possess. These professional behaviors are outlined below.
EDUCATION PROFESSIONAL BEHAVIOR STATEMENT
The Teacher Education Executive Board (TEEB) reserves the right for each
department/program to refuse, deny, or revoke the application for admission to
professional education programs or continuation in professional education
programs of any student whose observed behavior is deemed incongruent with
established guidelines of professional behavior.
¹Adapted from the University of Maryland, College Park (2005) College of Education Technical Standards Policy.
Used with permission
pg. 54
As a professional discipline, education is “vested by the public with a trust and

responsibility requiring the highest ideals of professional service.” All teacher
education students agree to accept “the responsibility to adhere to the highest
ethical standards of professional behavior.” Placing the importance of
professional behavior and duties above one’s own convenience is the cornerstone
of professionalism.
All teacher education students are responsible for understanding department-
and program-specific professional expectations. In addition to fulfilling all
academic requirements, successful completion of all field experiences requires
demonstrated professional behavior including, but not limited to, punctuality,
attendance, professional attire, discretion, respect for confidentiality, effective
and appropriate communication with University and school-based students and
personnel, and acceptance of diversity.
All teacher education students must exhibit behaviors consistent with the
University's Code of Behavior and established professional practice in
educational and clinical settings. Successful completion of all field experiences is
a requirement for continuation in the education program.
Program Expectations of Behavior
The Education Program’s Expectations of Professional Behavior are grouped into three
categories: Communication/Interpersonal Skills, Emotional and Physical Abilities, and
Personal and Professional Behavior.
Candidates enrolled in an education program must:
Communication/Interpersonal Skills
 Express themselves effectively in standard written and oral English

in order to communicate concepts, assignments, evaluations, and
expectations with members of the learning community such as
University faculty, students, parents, administrators, and other staff
o Candidates write clearly and use correct grammar and spelling. They
demonstrate sufficient skills in written Standard English to understand
content presented in the program and to adequately complete all
written assignments, as specified by faculty.
o Candidates communicate effectively with other students, faculty, staff,
and professionals. They express ideas and feelings clearly and
demonstrate a willingness and an ability to listen to others.
o Candidates demonstrate sufficient skills in spoken Standard English to
pg. 55
understand content presented in the program, to adequately complete

all oral assignments, and to meet the objectives of field placement
experiences, as specified by faculty.
 Demonstrate communication skills that are responsive to a

variety of perspectives represented in diverse classrooms
and/or other professional environments
o Candidates appreciate the value of diversity and look beyond self in

interactions with others. They must not impose personal, religious, sexual,
and/or cultural values on others.
o Candidates demonstrate their awareness of appropriate social
boundaries between students and educators and their readiness to
observe those boundaries.
 Demonstrate the necessary interpersonal competencies to function

effectively with students and parents/guardians, and to function
collaboratively as part of a professional team
o Candidates demonstrate positive social skills in professional and

social interactions with faculty, colleagues, parents/guardians, and
students.
o Candidates demonstrate the ability to express their viewpoints and
negotiate difficulties appropriately, without behaving unprofessionally
with instructors, peers, or students.
Emotional and Physical Abilities
 Will be able to work appropriately with time constraints and deadlines, to

concentrate in distracting situations, to make subjective judgments to best serve
the needs of students, and to ensure safety in the classroom and in emergency
situations
o Candidates demonstrate the ability to work with frequent interruptions,

to respond appropriately to unexpected situations, and to cope with
variations in workload and stress levels.
o Candidates demonstrate the ability to multi-task and to adapt to
and display flexibility in changing situations.
o Candidates possess the ability to make and execute quick, appropriate,
and accurate decisions in a complex, stressful environment.
o Candidates maintain composure and continue to function well in a
myriad of situations.
pg. 56
 Possess the physical stamina to work a contractual day and perform

extended and additional duties of a school professional such as
parent conferences, after-school events, and other assigned duties
o Candidates exhibit motor and sensory abilities to attend and participate

in class and practicum placements.
o Candidates tolerate physically demanding workloads and to
function effectively under stress.
Personal and Professional Behavior
 Arrive on time for professional commitments, including classes

and field experiences
o Candidates meet deadlines for course assignments and program

requirements. A pattern of repeated absences, lateness, and failure to
meet deadlines in courses or fieldwork is not acceptable.
 Seek assistance and follow supervision in a timely manner, and accept

and respond appropriately to constructive reviews of their work from
supervisors
o Candidates reflect on their practice and accept constructive feedback in a

professional manner. They demonstrate the ability to act upon
appropriate suggestions and reasonable criticism.
o Candidates are flexible, open to new ideas and willing to modify
their beliefs and practices to best serve the needs of their students.
 Demonstrate attitudes of integrity, responsibility, and tolerance
o Candidates demonstrate honesty and integrity by being truthful about

background, experiences, and qualifications; doing their own work;
giving credit for the ideas of others; and providing proper citation of
source materials.
o Candidates interact courteously, fairly, and professionally with people
from diverse racial, cultural, and social backgrounds and of different
genders or sexual preferences.
o Candidates must not make verbal or physical threats; engage in sexual
harassment; become involved in sexual relationships with their students,
supervisors, or faculty; or abuse others in physical, emotional, verbal, or
sexual ways.
o Candidates demonstrate the ability to understand the perspectives
of others and the ability to separate personal and professional
pg. 57
issues.
o Candidates exhibit acceptance of and are able to make
appropriate adjustments for exceptional learners.
o Candidates protect the confidentiality of student and colleague
information unless disclosure serves professional purposes or is required
by law.
 Show respect for self and others
o Candidates exhibit respect for all Towson University and school personnel,
peers/colleagues, students, their parents/guardians, and community
members.
o Candidates know cell phone use is prohibited during class hours
(including texting).
o Candidates are free of the influence of illegal drugs and alcoholic beverages
on university premises and field placements. They are expected to abide by
the Towson University Code of Student Behavior.
o Candidates demonstrate the ability to deal with personal and professional
stressors through the use of appropriate coping mechanisms. They handle
stress effectively by using appropriate self-care and by developing supportive
relationships with colleagues, peers, and others.
o Candidates use sound judgment. They seek and effectively use help for
medical and emotional problems that may interfere with scholastic and/or
professional performance.
o Candidates realize their representations on the internet will be considered
within the scope of their professional demeanor.
 Project an image of professionalism
o Candidates demonstrate appropriate personal hygiene.

o Candidates dress appropriately for their professional contexts.
o Candidates possess maturity, self-discipline, and appropriate
professional judgment. Candidates attend and assist as needed in lessons
being observed.
o Candidates demonstrate good attendance, integrity,
honesty, conscientiousness in work, and teamwork.
 Social media policy
o The same principles and guidelines that apply to students’ activities in

general also apply to their activities online. This includes all forms of
online publishing and discussion, including blogs, user-generated video
pg. 58
and audio, social networks and other social media applications. The
Internet is neither anonymous nor forgetful, and there is no clear line
between one’s professional life and personal life on a social media site.
Interns need to weigh every posting for how it affects their effectiveness as
teachers.
Implementation and Review Procedures
Each program of education will introduce this policy, and candidates will receive
a copy of the Program’s Professional Behavior Policy and sign a Professional Behavior
Policy Acknowledgement Form prior to the entry of the clinical experiences.
Candidates in the programs will be required to submit an updated Professional
Behavior Policy Acknowledgment Form prior to entry into the Professional Year.
At various points (e.g., field experiences) candidates will be notified of

Professional Behavior inadequacies that may prevent them from progressing through
their program. Documentation and consensus regarding the student's functioning will
be sought before any action is taken. Candidates who experience deficiencies in any
areas will be encouraged to seek appropriate professional help from Towson University
or other sources. If the problem seems to be beyond remediation, the candidate’s
continuation in professional programs, graduation, or recommendation for certification
may be denied.
Assistance for Individuals with Disabilities
Professional behavior may be met with or without accommodations. The

University complies with the requirements of Section 504 of the Rehabilitation Act
and the Americans with Disabilities Act of 1990. Therefore, Towson University will
endeavor to make reasonable accommodations with respect to its behavior standards
for an applicant with a disability who is otherwise qualified. "Disability" shall mean,
with respect to an individual, (1) a physical or mental impairment that substantially
limits one or more of the major life functions of such individual; (2) a record of such
an impairment; or (3) being regarded as having such an impairment. The University
reserves the right to reject any requests for accommodations that are unreasonable,
including those that would involve the use of an intermediary that would require a
student to rely on someone else's power of selection and observation, fundamentally
alter the nature of the University's educational program, lower academic standards,
cause an undue hardship on the University, or endanger the safety of students or
others.
For all requests for accommodations, students should contact Towson

University's Disability Support Services (410-704-2638) and follow established
university policy and procedures.
pg. 59
Unless a student has expressly waived his or her privilege to confidentiality of

medical records provided to substantiate either a disability or a recommendation for
an accommodation, program administrators to which such information has been
communicated shall maintain such information in a manner that preserves its
confidentiality. Under no circumstances shall such information become part of a
student's academic records.
pg. 60
Towson University Professional Behavior Policy Education Student

Acknowledgement Form
Within the professional context to which each candidate aspires, all candidates must:
Communication/Interpersonal Skills
 be able to express themselves effectively in standard written and oral English in
order to communicate concepts, assignments, evaluations, and expectations with
members of the learning community such as University faculty, students, parents,
administrators, and other staff
 have communication skills that are responsive to different perspectives represented in
diverse classrooms and/or other professional environments
 have the necessary interpersonal competencies to function effectively with
students and parents, and to function collaboratively as part of a professional
team
Emotional and Physical Abilities
 be able to work under time constraints, concentrate in distracting situations, make
subjective judgments, and ensure safety in emergencies
 have the physical stamina to work a contractual day and perform extended and
additional duties of a school professional such as parent conferences, after-school
events, and other assigned duties
Personal and Professional Requirements
 arrive (and be on time) for professional commitments, including classes and field
experiences
 seek assistance and follow supervision in a timely manner, and accept and
respond appropriately to constructive review of their work from
supervisors
 demonstrate attitudes of integrity, responsibility, and tolerance
 show respect for self and others
 project an image of professionalism
I have read and acknowledge receipt of the Professional Behavior Policy. I understand that if the criteria
listed above are not met satisfactorily, I may be recommended for dismissal from the Teaching Program
and/or denied the opportunity to complete the internship and student teaching component of the
curriculum.
Candidate Signature PRINTED Name & Date
This document should be given to the Department Chair.

NOTE: The University has a legal obligation to provide appropriate accommodations for students with documented disabilities.
Documented disability students seeking accommodations, should register with the University's Office of Disability Support
Services and notify your course instructor, and/or academic advisor prior to the start of classes and/or field experience.
pg. 61
Towson University
Professional Year Assistance Plan
Student: Towson ID# ________Program: ___________________
Issues Solutions Action & Date
Failure to complete this plan

satisfactorily may result in removal
from internship.
Follow-Up:
Signature: TU Intern Signature: University Liaison Date
Copy to: Department Chair and Center for Professional Practice (CPP)
pg. 62
64
Intern Assistance Procedures
When there are: What to reference: How to improve:

Behavioral Concerns Professional Behavior Specific behaviors to be
Policy observed
Instructional/Content InTASC/CEC or NAEYC Specific behaviors to be

Concerns Evaluation observed
Steps
1. Pre-assistance plan
FORMAL Discussion Occurs:

 Identify concerning behavior(s)
 State desired behaviors
 Summarize in writing
 Provide weekly feedback – mentor and university supervisor
2. Assistance Plan
FORMAL CPP Documents Completed:

 Schedule meeting between mentor, supervisor and student
 List issues and align to Behavior Policy and/or InTASC/CEC/NAEYC document should be completed
prior to the meeting)
 Develop intern actions, mentor/supervisor action and follow-up dates
 Provide written feedback in regard to actions complete/not complete on a basis.
pg. 63
Sample Assistance Plan Format
The supervisor and

Issues The intern will: Follow-up:
/or mentor will:
Sequencing  As of today,  Review annotated  4/3 formal
instruction in 3/1/17, intern will lessons plans and observation see
a logical submit annotated provide feedback attached
manner (Ref. lessons plans to  Observe lesson and (satisfactory)
InTASC/CEC mentor and provide feedback  5/10 did not submit
4: supervisor two plans 48 hours prior,
Instructiona days prior to plan was lacking
l Strategies) implementation connections between
 Lesson plans must objective and
include objective, assessment
direct and guided  5/12 formal
instruction observation,
procedures, unsatisfactory (see
independent attached)
practice activity,
as well as
formative
assessment
measures
pg. 64
Service Learning Project

The purpose of the Service Learning Project (SLP) is to improve one aspect of the school
community and make a positive difference. Twenty hours of service must be completed
by each intern and documented in a log. Each service learning project is individualized
and structured around the needs of the schools based off of the School Improvement
Plan, as well as the interest and skills of the interns. Interns must discuss their plans for
their service learning project with their mentors and school principals. Final approval of
the SLP is granted by the university supervisor.
---------------------------------------------------------------
Sample Service Learning Project Proposal Form – Submit
to University Supervisor
For my Service Learning Project I would like to:
I will be involved in this project: (Identify time of day, days of the week, etc.)
Other interns participating in this project are:
Signatures:
Intern
Mentor Teacher
University Supervisor
pg. 65
Weekly Intern Evaluation and Feedback Form (Example: Optional)

Ratings: 4 – Performing Successfully 3 – Meeting Initial Expectations 2 – Causing Concerns about Performance 1 – Performing
Unsatisfactory N/A – not applicable at this time
I. PLANNING (InTASC 6,7,8)

1. Plans objectives with learner outcomes
Describes lesson outcomes, which are appropriate for the instructional needs of the learner.
Identifies the major concepts and skills of the subject matte to be taught.
2. Plans instruction to achieve objectives
Plans activities that actively involve learners as they achieve the stated objectives.
Plans to assess learner readiness for the lesson at hand.
Utilizes a variety of strategies and resources to enrich the planned instruction.
Includes activities to accommodate the different needs of learners with regard to rate, level, and modality.
Provides for the implementation of modifications as identified on the IEP of the students included inside general education
3. Plans to evaluate each objective
Uses informal assessment of learner outcomes.
Uses formal assessment of learner outcomes.
II. INSTRUCTIONAL DELIVERY (InTASC 1,2,3,4,5)

1. Implements a planned procedure for instruction.
Establishes the focus for the lesson by clearly communicating objectives in written or oral form.
Reviews concepts and skills previously learned.
Modifies the planned lesson when appropriate.
Provides closure for the lesson.
2. Fosters higher level thinking skills
Asks questions which require the use of higher level thinking skills and provides adequate wait time.
3. Demonstrates mastery of subject matter
Presents accurate and current information on concepts and skills.
Provides meaningful definitions, examples, and applications related to the content.
4. Varies teaching strategies and materials to address learner needs
Considers student’s abilities, needs, and degree of understanding in selecting appropriate teaching strategies.
Provides relevant demonstrations, examples, and guided
practice.
5. Motivates and involves students
Provides learners with opportunities for participating.
Maintains a high level of on-task behavior of students.
6. Evaluates learner progress and provides feedback
Assesses prior learning and monitors ongoing performance prior to introducing new material.
Uses formal and/or informal evaluation techniques to provide timely feedback to students.
pg. 66
III. CLASSROOM MANAGEMENT (InTASC 2,3)

1. Organizes instructional learning time
Establishes classroom rules and routines to maximize learning time.
Uses instructional time effectively.
Provides smooth transitions to minimize loss of instructional time effectively.
2. Manages student behavior to enhance learning

______ Establishes clear, supportive expectations for learner behavior.
______ Reinforces on-task behavior and corrects off-task behavior promptly while maintaining the dignity of the student.
______ Uses a variety of strategies to manage student behavior.
IV. STUDENT/TEACHER INTERACTION (InTASC 3,5,9)

1. Creates a positive learning climate
Conveys warmth, friendliness, patience, empathy, and sensitivity to students.
_______ Communicates verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and differing perspectives
that learners bring to the learning environment.
2. Uses effective communication skills to enhance learning
Uses acceptable grammar and pronunciation.
V. PROFESSIONALISM (InTASC 9,10)

1. Dresses in a professional manner.
Attends internship on a consistent basis.
Arrives to placement in a mutually agreed upon time with mentor.
Demonstrates honesty at all times.
Demonstrates a positive attitude.
Communicates needs, responsibilities, concerns and ideas in a professional manner.
Demonstrates the ability to collaborate with faculty and staff.
Demonstrates initiative in all aspects of the internship.
pg. 67
Important Contact Information
Towson University Main Campus:
Chairperson Administrative Assistant

Dr. Elizabeth Neville Ms. Cathy March
(410) 704-4499 (410) 704-4984
eneville@towson.edu cmarch@towson.edu
ECSE Program Coordinator/Supervisor ECSE Program Advisor

Dr. Amy K. Noggle Ms. Lizzie Radebaugh
(410) 704-4848 (410) 704-3756
anoggle@towson.edu eraddebaugh@towson.edu
ECSE Supervisors: ECSE Program Advisor

Ms. Deborah Tessier Dr. Kandace Hoppin
(443) 801-3096 (410) 704-3614
dtessier@towson.edu khoppin@towson.edu
Ms. Brittany Quinn

(410) 704-2781
bquinn@towson.edu
Ms. Amy Grabner

agrabner@towson.edu
Towson University in Northeastern Maryland (TUNE):
Program Coordinator & Advisor

Ms. Toni Guidi
(443) 465-4857
tguidi@towson.edu
TUNE Supervisors:
Ms. Gina Williams
(410) 704-8863, TUNE Main Line
gdwilliams@towson.edu
Mr. Jeffrey Hoffman

(410) 704-8863, TUNE Main Line
jhoffman@towson.edu
pg. 68

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TU Early Childhood Special Education (ECSE) Internship Handbook 1

College of Education Mission

Conceptual Framework for Professional Education

The Early Childhood/Special Education (ECSE)

The undergraduate major in early childhood/special education is designed to

Interns enrolled in the dual certification Early Childhood/Special Education

Performance Based Standards for Beginning Teachers

2011 Interstate Teacher Assessment and Support Consortium

THE LEARNER AND LEARNING

Standard #2: Learning Differences

Standard #3: Learning Environments

Standard #5: Application of Content

Standard #7: Planning for Instruction

Standard #8: Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage

The teacher engages in ongoing professional learning and uses evidence to

Standard #10: Leadership and Collaboration

The teacher seeks appropriate leadership roles and opportunities to take

TU College of Education (COE) ADDITIONAL STANDARD

2012 Council for Exceptional Children (CEC) Content

CEC Initial Preparation Standard 1: Learner Development and

1.0 Beginning special education professionals understand how

Additionally, beginning special educators understand the characteristics between and

”personalize”, “customize”, “adaptive”, and “differentiated.”

CEC Initial Preparation Standard 2: Learning Environments

2.0 Beginning special education professionals create safe, inclusive,

2.1 Beginning special education professionals through collaboration with general

CEC Initial Preparation Standard 3: Curricular Content Knowledge

3.0 Beginning special education professionals use knowledge of general2

3.1 Beginning special education professionals understand the central concepts,

3 Asused, “specialized curricula” means the content of specialized interventions or sets of

 Teaching4 or co-teaching the content of the general curriculum to Individuals

Additionally, beginning special educators use a variety of specialized curricula, e.g.

CEC Initial Preparation Standard 4: Assessment

4.0 Beginning special education professionals use multiple methods of

4.4 Beginning special education professionals engage individuals with exceptionalities to

Beginning special educators integrate the results of assessments to develop long-range

CEC Initial Preparation Standard 5: Instructional Planning and Strategies

5.0 Beginning special education professionals select, adapt, and use a

5.1 Beginning special education professionals consider an individual’s abilities,

5.2 Beginning special education professionals use technologies to support instructional

5.7 Beginning special education professionals teach cross-disciplinary knowledge and

Whether in individualizing access to general and specialized content, individualized

Beginning special educators facilitate all personalized instructional planning within a

CEC Initial Preparation Standard 6: Professional Learning and Ethical Practice

6.0 Beginning special education professionals use foundational

Beginning special educators understand special education as an evolving and changing

Beginning special educators understand the relationships of the organization of special

Beginning special educators engage in professional activities and participate actively in

CEC Initial Preparation Standard 7: Collaboration

7.0 Beginning special education professionals collaborate with families,

Beginning special educators routinely collaborate with related-service providers, general

2010 National Association for the Education of Young Children (NAEYC)

STANDARD 1. PROMOTING CHILD DEVELOPMENT AND LEARNING

Key elements of Standard 1

1c: Using developmental knowledge to create healthy, respectful, supportive, and

STANDARD 2. BUILDING FAMILY AND COMMUNITY RELATIONSHIPS

Key elements of Standard 2

STANDARD 3. OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT

Key elements of Standard 3

STANDARD 4. USING DEVELOPMENTALLY EFFECTIVE APPROACHES

Key elements of Standard 4

4c: Using a broad repertoire of developmentally appropriate teaching /learning approaches