Tiai Rubric 1

Summer 2012
THE UNIVERSITY OF MISSISSIPPI

School!of!Education!
TEACHER INTERN ASSESSMENT INSTRUMENT (TIAI)
Teacher Intern ____________________________________ UMID _________________________________

Semester/Year:
Grade Level/Subject: ____________________
____________________________________
Evaluator:
Check one: Clinical Instructor ___ University Supervisor ___
________________________________
School: __________________________________ Date(s) Evaluation Completed: _______________________
DOMAIN I: PLANNING AND PREPARATION
*Items 1-6 should be assessed from written lesson and unit plans, classroom observations, and from other artifacts
(pretests, inventories, surveys, etc.)
Selects developmentally appropriate, performance-based objectives that connect core content knowledge for
1. lessons based on Mississippi Curriculum Frameworks/Common Core State Standards. (InTASC 4, 7; M-STAR*
Domain I 4; NCATE 1a, CF-Problem Solver, Advocate for Diverse Learners)
Unacceptable (0) Emerging (1) Acceptable (2) Target (3)
Objectives are not basedObjectives are based on Objectives are based on Mississippi In addition to acceptable,
on Mississippi Curriculum
Mississippi Curriculum Curriculum Frameworks/ Common includes objectives at different
Frameworks/Common Frameworks/ Common Core Core State Standards, are instructional levels that meet
Core State Standards andState Standards and are developmentally appropriate, are individual needs of students
are not stated as appropriate for student stated as performance objectives, and (DOK Levels, Blooms,
performance objectives. learning, but are not stated as are clearly aligned with assessments. Understanding by Design, etc.).
performance objectives.
SCORES AND COMMENTS ON EFFECTIVENESS
Formative Assessment Score: Summative Assessment Score:

Formative Assessment Summative Assessment:
*M-STAR is the Mississippi Statewide Teacher Appraisal Rubric
53
Incorporates diversity, including multicultural perspectives, into lessons. Uses knowledge of student backgrounds,
interests, experiences, and prior knowledge (e.g., pretests, interest inventories, surveys, and KWLs) to make
2.
instruction relevant and meaningful. (InTASC 1, 2, 3, 4, 7; M-STAR Domains I 2, III 10; NCATE 1c, 4a, CF-Advocate
for Diverse Learners)
Does not use knowledge of Demonstrates some understanding Demonstrates understanding of Demonstrates a thorough understanding of
student backgrounds, of student backgrounds, interests, student backgrounds, interests, student backgrounds, interests, experiences, and
interests, experiences, and experiences, and prior knowledge. experiences, and prior knowledge. prior knowledge.
prior knowledge to make
instruction relevant and Does not effectively use the Effectively uses this knowledge in Effectively and consistently uses this
meaningful. information in developing learning developing learning experiences knowledge in developing learning experiences
experiences that are relevant and that are relevant and meaningful. that are relevant and meaningful.
Does not incorporate meaningful.
diversity or multicultural Incorporates diversity, including Uses aspects of the world as well as the class
perspectives into lessons. Ineffectively incorporates multicultural perspectives, into make-up to purposefully and effectively
diversity into lessons. lessons. incorporate diversity, including
multiculturalism, into lessons.
Formative Assessment Score: Summative Assessment

Formative Assessment: Summative Assessment:
Integrates core content knowledge from other subject areas in lessons. (InTASC 4, 7; M-STAR Domain I 1; NCATE
3.
1a, CF-Effective Communicator)
Plans and instruction do Plans and instruction Plans and instruction frequently include the In addition to acceptable, plans and
not include the inconsistently include the necessary content and connect content across instruction consistently include the necessary
necessary content and do necessary content and/or disciplines; however, connections are not content and connect content across disciplines;
not connect content do not connect to content consistently clear, meaningful, or relevant connections are consistently clear,
across the disciplines. across disciplines. to students lives. meaningful, and relevant to students lives.

Plans appropriate and sequential teaching procedures that include innovative and interesting introductions and
4. closures, and uses a variety of teaching materials and technology. (InTASC 1, 4, 5, 7, 8; M-STAR Domains I 1, I 4,
III 10; NCATE 1a, 1b, CF-Problem Solver, Effective Communicator, User of Technology)
Procedures are not Procedures are referenced to Procedures are appropriate and In addition to acceptable,
connected to core content
objectives and are appropriate sequential, clearly referenced to procedures include both teacher-
knowledge, sequential, and
for students, but may not be objectives, include innovative centered direct instruction and
do not include effectivesequential. Plans include introductions and closures, and learner-centered activities
introductions, closures, or
introductions or closures and incorporate technology and (groups, choice of topics, self-
use of technology. some use of technology. teaching materials effectively. evaluation of work, etc.)

54
Prepares appropriate assessments (ex. pre/post assessments, quizzes, unit tests, rubrics, and/or
5. checklists) based on core content knowledge to effectively evaluate learner progress. (InTASC 6, 7; M-STAR
Domains II 5, II 6, III 9; NCATE 1a, 1d, CF-Effective Communicator, Advocate for Diverse Learners, Problem
Solver)
Assessments are not aligned Assessments in plans are Multiple assessments are included in plans In addition to acceptable,
with the Mississippi partially aligned with the where needed, and assessments directly plans include informal
Curriculum Mississippi Curriculum correlate to objectives and are aligned with (performance) and formal
Frameworks/Common Core Frameworks/ Common Core the Mississippi Curriculum Frameworks/ assessments along with
State Standards. State Standards. Common Core State Standards. rubrics/checklists.

Plans differentiated learning experiences that accommodate developmental and/or educational needs of
learners based on assessment information which is aligned with core content knowledge (ex. use of pre/post
6. assessments, surveys, inventories, remediation, and enrichment activities). (InTASC 1, 2, 7, 8; M-STAR
Domains I 2, II 5, II 6; NCATE 1a, 1d, 4a, CF-Problem Solver, Effective Communicator, Advocate for Diverse
Learners)
Does not use assessment Ineffectively or inaccurately uses Frequently uses assessment results to Consistently and appropriately
results to adjust individual assessment results to adjust adjust individual and/or whole-group uses assessment results to adjust
and/or whole-group individual and/or whole-group instructional strategies. individual and/or whole-group
instructional strategies. instructional strategies. instructional strategies.

DOMAIN II: ASSESSMENT

*Items 7 8 should reflect the teacher interns ability to effectively communicate assessment information to the
students, provide feedback, and incorporate informal and formal assessments. Items should be assessed from
written lesson and unit plans, classroom observations, and from other artifacts (pretests, inventories, surveys, etc.)
Communicates assessment criteria and performance standards to the students and provides timely feedback on
7. students' academic performance. (InTASC 6; M-STAR Domains II 5, II 6; NCATE 1a, 1d, CF-Effective
Communicator, Life-Long Learner)
Does not Ineffectively communicates Effectively communicates In addition to acceptable, various
communicate assessment criteria and assessment criteria and strategies are used to communicate
assessment criteria performance standards to the performance standards to the assessment criteria and/or student input
and performance students. students. is sought in developing assessment
standards to the criteria.
Provides students with Frequently provides clear and
students.
minimal or only summative actionable feedback to students
Consistently provides clear and
Does not provide feedback on their performance. to enable them to improve their
actionable feedback to students to
students with feedback performance. enable them to improve their
on their performance. performance.

55
Incorporates a variety of informal and formal assessments (ex. pre/post assessments, quizzes, unit tests,
checklists, rating scales, rubrics, remediation, and enrichment activities) to differentiate learning experiences that
8.
accommodate differences in developmental and/or educational needs. (InTASC - 1, 2, 7, 8; M-STAR Domains I 2, II
5, II 6; NCATE 1d, CF-Effective Communicator, Advocate for Diverse Learners, Problem Solver)
Does not plan and use a Occasionally plans and uses
Frequently plans and uses a Consistently plans and uses a
variety of informal and formal informal and formal assessments
variety of informal and formal variety of informal and formal
assessments to accommodate to accommodate differences in
assessments to accommodate assessments to accommodate
differences in developmental developmental and/or educational
differences in developmental differences in developmental
and/or educational needs of needs of some of the students.
and/or educational needs of and/or educational needs of all
students. students. students.

DOMAIN III: INSTRUCTION

*Items 9 19 should reflect the teacher interns overall ability to effectively communicate with students and
implement innovative lessons using a variety of teaching strategies that meet the needs of all students. Items should
be assessed from written lesson and unit plans and classroom observations.
Uses acceptable written, oral, and nonverbal communication in planning and instruction. (InTASC 5; M-STAR
9.
Domain III 11, CF-Effective Communicator)
Does not use standard Uses standard written, oral, and Uses acceptable written, oral, Uses acceptable written, oral,
written, oral, and non- nonverbal communication with and nonverbal communication and nonverbal communication
verbal communication. multiple errors. with minimal errors. proficiently.

Provides clear, complete written and/or oral directions for instructional activities. (InTASC 8; M-STAR Domain
10.
III 11, CF-Effective Communicator, Advocate for Diverse Learners)
No written and/or oral Provides written and/or oral Provides clear, complete In addition to acceptable, uses
directions for instructional directions for instructional written and/or oral directions concrete examples to model and
activities are provided. activities that are vague and/or for instructional activities. clarify tasks and concepts.
confusing.

56
Communicates high expectations for learning to all students. (InTASC 2; M-STAR Domains I 3, IV 15, CF-
11.
Effective Communicator, Life-Long Learner)
Does not communicate high Inconsistent in Frequently and clearly has high Consistently and clearly has
expectations for learning to communicating to all expectations for students of all high expectations for students of
any students and does not students that they are capable levels and frequently holds all levels and consistently holds
hold students accountable for of meeting learning students accountable for meeting students accountable for meeting
meeting instructional goals. expectations. instructional goals. instructional goals.

Conveys enthusiasm for teaching and learning. (InTASC 3, 4; M-STAR Domain IV 15, IV 16, CF. Effective
12.
Communicator)
Does not convey Conveys limited interest Motivates students by conveying
In addition to acceptable, the motivation,
enthusiasm for the and enthusiasm for the enthusiasm and interest for the
enthusiasm, and interest in the content are evident
content being taught. content being taught. content being taught.
through students attitudes, questions, and ability
to stay focused on tasks and activities.

Provides opportunities for the students to cooperate, communicate, and interact with each other to enhance
13. learning. (InTASC - 1, 3, 5; M-STAR Domains III 8, IV 15; NCATE 1b, CF-Advocate for Diverse Learners, Life-
Long Learner)
Does not provide opportunities for Involves the Involves students in teacher- In addition to acceptable,
the students to cooperate, students in limited planned cooperative group consistently plans instruction to
communicate, and interact with each interactive learning activities in which students are include situations for students to
other to work toward a common activities. working toward a common goal. work cooperatively on
goal. projects/activities of their choice.

Demonstrates knowledge of content for the subject(s) taught. (InTASC 4; M-STAR Domain III -7; NCATE 1a,
14.
1b, CF-Problem Solver, Effective Communicator)
Instruction shows no Instruction shows basic Instruction shows some evidence of In addition to acceptable, instruction
knowledge of the contentknowledge of content knowledge of content (pedagogy) demonstrates an in-depth
(pedagogy) taught and (pedagogy) taught but through minimal reliance on written understanding of content knowledge
does not lead class does not lead class notes and shows ability to lead class (pedagogy). Teacher candidate does
discussions effectively.discussions effectively. discussions effectively. not rely on written notes.

57
Uses a variety of appropriate teaching strategies (e.g., cooperative learning, discovery learning, demonstration,
15. discussion, inquiry, simulation, etc.) to enhance student learning. (InTASC 8; M-STAR Domain III 8, III 9;
NCATE 1b, CF-Problem Solver, Advocate for Diverse Learners, Users of Technology)
Uses a single instructional Uses a variety of instructional Frequently uses a variety Consistently uses a variety of
strategy or resource; strategies and resources but of instructional strategies instructional strategies and
strategy/resource is consistently strategies are sometimes and resources that are resources that are appropriate
inappropriate for most inappropriate for most students appropriate for students for students skills levels.
students skill levels. skills levels. skills levels.

Formative Assessment: Summative Assessment
Provides learning experiences that accommodate differences in developmental and individual needs of diverse
learners (i.e., enrichment/remedial needs). (InTASC 1, 2, 8; M-STAR Domain I 2; NCATE 1c, CF-Advocate for
16.
Diverse Learners)
Does not plan or provide Inconsistently plans and Consistently plans and Consistently and effectively
learning experiences that provides learning experiences provides learning experiences plans and provides learning
accommodate differences in that accommodate the that accommodate the experiences that accommodate
developmental and developmental and individual developmental and individual the developmental and individual
individual needs of diverse needs of diverse learners. needs of diverse learners. needs of diverse learners.
learners.

Engages students in analytic, creative, and critical thinking through higher-order questioning and provides
17. opportunities for students to apply concepts in problem solving and critical thinking. (InTASC 4, 5, 8; M-STAR
Domains I 3, II 6, III 8, III 9; NCATE 1b, 1c , CF-Problem Solver, Effective Communicator)
Does not include multiple and Inconsistently includes multiple Frequently includes multiple Consistently includes
varied opportunities for students and varied opportunities for and varied opportunities for multiple and varied
to solve problems; analyze, create, students to solve problems; students to solve problems; opportunities for students to
and critique content. Questions do analyze, create, and critique analyze, create, and critique solve problems; analyze,
not require higher order thinking, content. Few questions require content. Questions require create, and critique content.
are not timed appropriately and/or higher order thinking, are timed higher order thinking, are Questions require higher
elicit limited student participation appropriately throughout the timed appropriately order thinking, are timed
and lead to recitation of lesson, and/or elicit meaningful throughout the lesson, and/or appropriately throughout
information rather than participation and discussion. elicit meaningful participation the lesson, and elicit
discussion. and discussion. extensive participation and
discussion.

58
Elicits input during lessons and allows sufficient wait time for students to expand and support their responses.
18. Makes adjustments to lessons according to student input, cues, and individual/group responses. (InTASC 1, 5, 8;
M-STAR Domains II 5, II 6, III 9; NCATE 1c, 1d, CF-Problem Solver, Advocate for Diverse Learners, Effective
Communicator)
Does not respond to or elicit student input Inconsistently responds to Consistently and appropriately In addition to
during instruction AND/OR uses negative and/or elicits student input responds to and elicits student input acceptable, provides
words or actions to discourage students from during instruction and few during instruction. Adjustments are appropriate prompts to
giving responses and asking questions. No attempts are made to adjust made to instruction based on student encourage students to
adjustments are made to instruction based on instruction based on student input and responses. expand and justify their
student responses. responses. responses.

Uses family and/or community resources (special guests or materials) in lessons to enhance student learning.
19.
(InTASC 10; M-STAR Domain III 10: NCATE 1c, 1g, CF. Problem Solver, Advocate for Diverse Learners)
Does not use family or Limited use of family or Effectively uses family and In addition to acceptable, encourages the
community resources in community resources in lessons to community resources in lessons students' effective use of family and
lessons. enhance student learning. to enhance student learning. community resources in lessons and
assignments to enhance student learning.

DOMAIN IV: LEARNING ENVIRONMENT

*Items 20 - 24 should reflect the teacher interns ability to manage the classroom environment in a way that is
conducive to learning. Items should be assessed from classroom observations.
Monitors and adjusts the classroom environment to enhance social relationships, motivation, and learning.
20. (InTASC 3: M-STAR Domain IV 12, IV 13, IV 16; NCATE 1d, CF-Problem Solver, Effective Communicator,
Advocate for Diverse Learners, Life-Long Learners)
Unacceptable Emerging (1) Acceptable (2) Target (3)
(0)
Does not monitor or Demonstrates an awareness of the social Monitors and makes adjustments In addition to acceptable, monitors
adjust the classroom relationships and motivational strategies that are effective in enhancing social students participation and
environment, and within the classroom, but does not always relationships, motivation, and interpersonal interactions in learning
does not address make adjustments to enhance learning. learning. Classroom disruptions are activities and encourages students to
classroom Classroom disruptions are addressed in an addressed immediately but not always develop self-monitoring skills.
disruptions. inefficient manner. efficiently. Classroom disruptions are addressed
immediately and efficiently.

59
Attends to or delegates routine tasks. (InTASC 3; M-STAR Domain IV 12, CF-Problem Solver, Life-Long
21. Learner)
Does not attend to or Seldom attends to andConsistently attends to In addition to acceptable, has a set plan which
delegates routine tasks. delegates routine tasks.
and delegates routine includes delegating appropriate responsibilities to
tasks. students who complete these tasks efficiently.

Uses a variety of strategies to foster appropriate student behavior according to individual and situational
22. needs. (InTASC 3; M-STAR Domain IV 13, IV 16, CF-Effective Communicator, Problem Solver, Advocate for
Diverse Learners)
Unacceptable Emerging (1) Acceptable (2) Target (3)
(0)
Does not establish Establishes and Frequently establishes, Consistently establishes, communicates, and
and communicate communicates classroom communicates, and reinforces reinforces classroom rules and/or expectations;
rules and/or rules and/or expectations classroom rules and/or ensures that students understand the rules; and,
expectations. but overlooks expectations and ensures that when appropriate, involves students in the
opportunities to reinforce students understand the rules. creation and monitoring of classroom rules and
them. expectations.

Creates and maintains a climate of fairness, safety, respect, and support for all students. (InTASC 3; M-STAR
23.
Domain IV 13, CF-Problem Solver, Effective Communicator, Advocate for Diverse Learners)
Does not demonstrate fairness Inconsistently demonstrates
Consistently demonstrates In addition to
and supportiveness in order to fairness and supportiveness in
fairness and supportiveness in the acceptable, creates a
achieve a positive, interactive order to achieve a positive,
treatment of students and actively positive, interactive
learning environment. interactive learning environment.
encourages fairness among learning environment.
students.

Maximizes time available for instruction (Uses instructional time effectively). (InTASC 3; M-STAR Domain IV
24.
14, CF-Effective Communicator, Problem Solver)
Does not use instructional time Overall pacing and transitions Pacing is appropriate, In addition to acceptable,
effectively - Substantial are smooth; however, there transitions are smooth, and students are on-task and
instructional time is spent in non- are minor problems with there are no unnecessary engaged in meaningful
instructional activities and/or time is effective use of instructional delays or undesirable learning activities.
wasted during transitions. time. digressions.

60
DOMAIN V: PROFESSIONAL RESPONSIBILITIES
*Item 25 should reflect the teacher interns ability to involve parents and/or guardians in the childs learning. Items
should be assessed from written lesson and unit plans, classroom observations, and from other artifacts (inventories,
surveys, and other documentation).
Establishes opportunities for communication with parents and/or guardians and professional colleagues
(newsletters, positive notes, extracurricular activities, professional development opportunities, conferences,
25.
etc.). (InTASC 10; M-STAR Domain V 19; NCATE 1g, CF-Problem Solver, Life-Long Learner, Effective
Communicator )
Does not establish Initiates In addition to emerging, In addition to acceptable, consistently
opportunities for communication with maintains communication with communicates with parents and/or guardians for a
communication with parents and/or parents and/or guardians through variety of purposes and in a variety of ways.
parents and/or guardians through an newsletters, notes, class websites
guardians. introductory letter. (under the supervision of the
Also participates in additional professional
classroom mentor teacher), etc.
development opportunities and seeks
advice/information from experienced
teachers/peers.

61
Candidate Evaluation Instrument (CEI)
To Be Completed By the Clinical Instructor
UM ID#: Name: (First, Middle, Last) Clinical Instructor: (First, Last Name)
School: Program: (Circle one) Subject: Grade:

Elem. Sec. Sped
Date: University Supervisor: Circle One: Mid-Point Final
Term:
The University of Mississippi School of Education develops educators who imagine equality, excellence, and caring, educators who
innovate through practice, collaboration, and assessment, and educators who inspire professionalism, transformation, and leadership.
Evaluation Scale: 0= Unacceptable 1= Emerging 2= Acceptable 3= Target
Highlight or circle the appropriate box for each item.
U (0) E (1) A (2) T (3)
1.! Demonstrates an expectation that all students can learn and are a vital part of the learning community.
Dispositions: Caring, Equality, Professionalism CF: Advocates for Diverse Learners, Effective Communicator InTASC Standards: 1, 2, 8
Does not communicate high Inconsistent in communicating to all Frequently and clearly has high Consistently and clearly has high
expectations for learning to all students students that they are capable of expectations for students of all levels expectations for students of all levels
and does not hold students accountable meeting learning expectations. Some and frequently holds students and consistently holds students
for meeting instructional goals. students do not feel valued. accountable for meeting instructional accountable for meeting instructional
Students do not feel valued. goals. Students are treated as valuable goals. Students feel like valued and
members of the classroom. contributing members of the classroom.
2.! Displays sensitivity to students' needs.
Dispositions: Caring, Equality CF: Advocates for Diverse Learners, Problem Solver, Effective Communicator InTASC Standards: 2, 3, 6, 7
Lacks sensitivity to individual student Is sensitive to some students needs. Is sensitive to most students needs. Is sensitive to all students needs.
needs. Does not use knowledge of Demonstrates some understanding of Demonstrates understanding of student Demonstrates a thorough understanding
student backgrounds, interests, student backgrounds, interests, backgrounds, interests, experiences, of student backgrounds, interests,
experiences, and prior knowledge to experiences, and prior knowledge. and prior knowledge. Effectively uses experiences, and prior knowledge.
make instruction relevant and Does not effectively use the this knowledge in developing learning Effectively and consistently uses this
meaningful. information in developing learning experiences that are relevant and knowledge in developing learning
experiences that are relevant and meaningful. experiences that are relevant and
meaningful. meaningful.
3.! Works with peers, clinical instructors, university supervisors, and relevant stakeholders to advance student learning.
Dispositions: Professionalism, Collaboration CF: Effective Communicator, Problem Solver, Users of Technology InTASC Standard: 10
Is generally uncooperative in the Is generally cooperative and listens to Cooperates in the classroom and Adds to the classroom environment
classroom and is defensive when criticism, but does not change behavior. accepts constructive criticism in a with valuable ideas, is extremely
provided with constructive criticism. positive manner and changes cooperative, and is always looking and
accordingly. asking for ways to do better and learn
more.
4.! Models poise, maturity, and sound judgment.
Dispositions: Professionalism/Leadership CF: Life-Long Learner InTASC Standard: 9
Lacks poise, maturity, and sound Lacking in poise, maturity, OR sound Almost always exhibits poise, maturity, Consistently models poise, maturity,
judgment. Has been more than 5 judgment. Has been a few minutes late, and sound judgment Has never been and sound judgment Has never been
minutes late, dressed inappropriately, has more than 2 absences, and/or tardy, has been absent 1 2 times (with tardy or absent, completes all after and
or absent without notification. should dress more professionally. notification), and dresses before school duties, and dresses
professionally. professionally.
5.! Engages in continuous self-evaluation and improvement.

Dispositions: Transformation CF: Life-Long Learner, Problem Solver, Effective Communicator InTASC Standard: 9
No self-evaluation is evident. Occasionally evaluates self, but makes Regularly self-evaluates and then Consistently looks for ways to improve;
no improvements. makes improvements. seeks advice for improvement from
colleagues and students.
6.! Acts as a steward of the profession.
Dispositions: Collaboration, Leadership CF: Effective Communicator, Problem Solver InTASC Standards: 9, 10
Does not participate in professional Participation in professional activities Participates in professional activities Plays a leadership role in professional
activities and/or has made inappropriate is limited and is apathetic toward the and exhibits a positive attitude toward activities and is enthusiastic about
comments concerning the teaching teaching profession. teaching. beginning a career in teaching.
profession.
Total points earned ____________/ 18

_________________________________________ __________________
Signature of Clinical Instructor Date
Comments:
62
University of Mississippi School of Education
Information for Teacher Assistant
Jr. Year
Jr. Year Field Placements may not occur at the school site where you work as a TA.
! Fall Semester
o! *EDRD 355 (12 hours) ALL students are required to participate in field component along
with classmates and professor.
o! 5 hours of TeachLive simulation which may be completed after working hours.
! Spring Semester
o! 45 hours of Field Placement completed at a school site assigned by the SAFE Office.
(Time may be completed in consecutive days or spread throughout the semester.)
o! 5 hours of TeachLive simulation which may be completed after working hours.
Sr. Year
! All TAs are eligible to remain at original school site but not with the same teacher or in the same
grade level. The school site must be an approved SOE Teacher Education partner identified by
Teacher Education administration.
Teacher Assistants will not be placed in a school building if an immediate family member is
attending or employed in the school building being considered. Parents, siblings, spouses,
children (including stepchildren) and in-laws are considered immediate family members.
Note: ALL TAs will be required to attend Focus Friday Sessions along with all other TE candidates.
Failure to attend the sessions will result in a lower grade.
The TA option is available only to students who have a minimum of one year full -time experience
at an approved school site identified by Teacher Education administration upon entering the TE
program (verification will be required). This option does not apply otherwise.
Making arrangements to meet all School of Education requirements is the sole responsibility of
the teacher education candidate. The candidate is responsible for communicating and securing
permission from the school district and building administrator to leave work to meet the
requirements.
I have read and understand the information above concerning SOE Teacher
Education requirements for teacher assistants field experiences.
________________________________________ _________________________________________
Teacher Education Candidate Name (Please print) Principals Name (Please print)
_________________________________________ _________________________________________
Teacher Education Candidates Signature Date/Semester Principals Signature Date/Semester
Return form signed by both parties and verification of employment to the SAFE Office.
63

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Summer 2012

THE UNIVERSITY OF MISSISSIPPI

TEACHER INTERN ASSESSMENT INSTRUMENT (TIAI)

Teacher Intern ____ UMID _

DOMAIN I: PLANNING AND PREPARATION

*M-STAR is the Mississippi Statewide Teacher Appraisal Rubric

DOMAIN II: ASSESSMENT

DOMAIN III: INSTRUCTION

DOMAIN IV: LEARNING ENVIRONMENT

School: Program: (Circle one) Subject: Grade:

5.! Engages in continuous self-evaluation and improvement.

Total points earned ____________/ 18

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