UNIVERSITY OF NEW HAMPSHIRE

TEACHER EDUCATION PROGRAM

ED 900/901 INTERNSHIP/SUPERVISED TEACHING
TEACHER EDUCATION GOALS AND ASSESSMENT RUBRIC
Intern: Jessica Zappala
Internship site: Manchester High School Central
Cooperating Teacher: Natalie Sears
Supervisor: Patty Hicks
Date: 5/4/15
Persons completing this form: Jessica Zappala (JZ), Patty Hicks (PH), and Natalie Sears (NS)
PART I. DOCUMENTATION
The programs themes, goals and outcomes we have established for our students are given
below. They incorporate goals and outcomes from the National Board for Professional Teaching
Standards What teachers should know and be able to do. We feel that these goals and
outcomes reflect the vision expressed in our mission statement. They also represent the
national wisdom and direction of teacher education.
For each goal we list below ways interns can reflect on these goals and begin to demonstrate
competency. This is not an exhaustive list; there are many ways to demonstrate proficiency with
respect to these goals and outcomes.
Evidence for student achievement in relation to these goals may come from the Program
Portfolio, Colloquium, observations by supervisors, material submitted by students, and material
from other professional experiences (e.g. conferences or workshops).

Goal One. Our graduates are knowledgeable in the subjects they teach.
Outcomes. Our graduates:
a.) demonstrate depth of knowledge in their subjects.
b.) recognize how knowledge in their subjects is created, organized, and linked to other
disciplines.
c.) identify the organizing themes and central concepts necessary for understanding a
subject.
d.) identify associated content necessary for students to understand these themes and
concepts.
Ways in which Jessica has demonstrated growth and achievement associated with goal one:
Jessica understands the conventions of grammar and incorporates this knowledge into various
mechanics lessons in her Writing Workshop and College Composition courses. This has
encouraged students to be more aware of their punctuation and word choice. (JZ) (PH) (NS)
Jessica taught a theme-based unit while teaching A Raisin in the Sun in English II level I, which
explored the American experience. As a result, students were able to associate the reading
done in her unit with that of previous units. (JZ) (PH) (NS)
Jessica incorporates the historical aspect of literature into her English II level I course. Students
have been learning about racism, gender roles and economic struggles of the 1950s and have
compared this to the current events and lifestyle of the present. As a result, students were able
to link facets of history and literature together. (JZ) (PH) (NS)
Jessica has been working to teach students the skills of annotation and close reading
(PH) (NS)

Jessica has helped her students understand the conventions of drama. (PH) (NS)
Jessica has taught her Writing Workshop and College Composition students how to
effectively use the writing process (PH) (NS)

Understands the complexities of the reading process and therefore incorporates before,
during, and after reading strategies to assist her students in transacting with the literary
texts they are reading (PH) (JZ) (NS)

Encourages discussion and critical thinking by putting responsibility for learning and
questioning onto the students while teaching the sophomore honors level English
course. (JZ) (NS)

Taught a unit on Death of a Salesman, in which students built upon their knowledge of a
Greek Tragedy and Freytags Pyramid and prepared materials for a discussion in class
revolving around the analysis of the structure of Arthur Millers text (JZ)
Utilizes the skills and knowledge learned from her undergraduate English methods
courses to make her teaching most effective. These include quick writes, prediction
activities, and incorporation of video clips to help students understand the text they are
reading. (JZ) (PH) (NS)

Exemplifies knowledge of the conventions of English and grammar in her teaching by

teaching lessons on punctuation and effective writing in her level 2 Writing Workshop
class and level 3 College Composition class. (JZ) (NS)

Uses knowledge of conventions of grammar and punctuation while editing student work,
so that students can revise their work and become stronger writers (JZ) (NS)

Utilizes knowledge of and experience with the writing process in order to plan and
assess in her Writing Workshop and College Composition course. (JZ) (PH) (NS)

Has incorporated lessons on narrative writing, persuasive writing, and explanatory

writing in her Writing Workshop and College Composition courses. (JZ) (PH) (NS)

Areas for future growth:

Goal Two. Our graduates are committed to knowing their students and cultivating a
community of learners.

Outcomes. Our graduates:

a.) understand how students develop and learn.
b.) treat students equitably and work diligently to help each student reach his or her
potential.
c.) create and maintain an atmosphere conducive to learning.
d.) recognize diversity among their students and adjust their practice accordingly.
e.) create and maintain an atmosphere fostering mutual respect and caring.
f.) cultivate within their own students a recognition and valuing of diversity.
Ways in which Jessica has demonstrated growth and achievement associated with goal two:
Jessica meets with her students frequently during free mods and after school to help to get to
know them and their learning needs. Recently, she worked with an English Language Learner
who was struggling to understand the language of an exam that was given. This resulted in the
students better grade on the exam and understanding of the content knowledge of the course.
(JZ) (NS)
Jessica consistently greets all students by name before each class.(JZ) (PH) (NS)
Jessica encourages participation in class by validating student responses and creating a
community of learners willing to take risks. (JZ) (PH) (NS)

Has familiarized herself with each students IEP in order to adjust her instruction accordingly.
(JZ) (NS)

Has made notes of each students IEP so that she can quickly reference any
accommodations that must be made. Jessica is aware of the needs in her classroom and
makes accommodations as needed for her students. As a result, students know that Jessica
does her best to accommodate their needs in the least restrictive environment. (JZ) (NS)

Jessica acknowledges and shows appreciation for students who adhere to the classroom
policies and procedures as a classroom management techniques. As a result, students
follow her rules and fulfill her behavioral expectations. (JZ) (PH) (NS)

Celebrates the diversity in her classroom by allowing students to share experiences from
their lives as relevant to course curriculum (JZ) (NS)

Affirms the identity of her students by getting to know them on a personal level and outside
of the classroom (JZ) (NS)

Utilizes strategies learned from her EL certification in her mainstream classroom.(JZ) (PH)
(NS)

Jessica sets up the classroom so that students face each other in an arena format, rather
than in a row of desks. This allows for students to interact and discuss efficiently and
respectfully (JZ) (PH) (NS)

Jessica is consistent with her behavioral expectations, which keeps management issues to a
minimum. (JZ) (PH) (NS)
Has conferences with students during her free mods and after school to get to know her
students and offer them support (JZ) (NS)
Works closely with Special Education staff to monitor progress of students with IEPs (JZ)
(NS)

Areas for future growth:

Goal Three. Our graduates know how to teach subject matter to students.
Outcomes. Our graduates:
a.)
b.)
c.)
d.)
e.)
f.)

demonstrate specialized knowledge of how to teach subject matter to their students.

use multiple approaches to facilitate student learning.
create lessons that are engaging and motivating for students.
create learning experiences that are appropriately challenging for all students.
involve students in thoughtful inquiry and reflection.
ensure that students understand the purpose of activities within and across lessons
and units.

Ways in which Jessica has demonstrated growth and achievement associated with goal three:

Utilizes technology in the classroom to engage students and make learning enjoyable.
Examples are using Jeopardy to review and showing the trailer of A Raisin in the Sun for
students to analyze. Both of these examples helped students interact with the text and also
allowed for formative assessment of material. (JZ) (PH) (NS)

Teaches to the various modalities of learning. For example, while reading A Raisin in the Sun,
she incorporated an audio recording of one Act to help engage students with the text and make
reading more beneficial by allowing students to hear the speech and authentic intonation of the
characters. (JZ) (PH) (NS)
Frequently incorporates group work into her Writing Workshop and College Composition
courses which have enabled students to peer edit and critique each other to become more
eloquent writers. (JZ) (PH) (NS)
Often incorporates mini-lessons into her classroom to re-teach lessons that were not previously
mastered in earlier courses. For example, Jessica created a show vs. tell activity in which her
students in Writing Workshop level 2 adjusted sentences to make them more descriptive. As a
result, students writing became more expressive and effective. (JZ) (NS)

Uses modeling in her classroom to guide her students with clear expectations so that her
students know exactly what is expected of them. Recently, Jessica gave students an exemplar
persuasive essay at the beginning of the unit for students to analyze and critique before they
started their own essays. (JZ) (PH) (NS)

Has incorporated a student lead discussion into her honors level English classroom, where
students contributed their opinions and supported them with text evidence (JZ)

Has included a research component to her Sophomore level 1 Tears of a Tiger unit, in which
students researched and analyzed data regarding an issue from the novel. (JZ)

Planned, executed and assessed an 8 week unit for A Raisin in the Sun by Lorraine
Hansberry. In this unit, Jessica utilized created an authentic video which was used a visual
aid to the complex figurative language present in the poem Harlem by Langston Hughes.
As a result, students understanding of the poem was increased. This unit gave students an
understanding of the American Experience from the perspective of African Americans during
the 1950s. (JZ) (PH) (NS)

Has executed an IRB approved teacher-action-research study, in which she incorporated

annotation techniques into the classroom to improve students engagement with the text and
comprehension scores (JZ)(PH)

Brings in sources for her classes to analyze that coincide with curriculum. For example,
while reading Arthur Millers Death of a Salesman, Jessica had students read and analyze
an article published by Arthur Miller called Tragedy and the Common Man. As a result,
students understood Millers perspective of a tragic hero and came up with their own
opinions of a tragic hero. (JZ)

Incorporated an audio recording of A Raisin in the Sun by Lorraine Hansberry into her level I
English II class to assist her students who were struggling with the text. As a result, students
were able to hear the correct voice inflections from the play and were able to visualize the
material more accurately and preform better on assessments. (JZ) (PH) (NS)

Used the film version of A Raisin in the Sun as a way for students to compare mediums of
literature, authors craft, and directors choice. (JZ) (PH) (NS)

Utilized daily Bell Ringers as a way for students to make text-to-self-connections and jump
start their comprehension of material at the beginning of class while reading A Raisin in the
Sun (JZ) (PH) (NS)

Taught Death of a Salesman in her honors English class by incorporating a readers theater
approach, in which students acted out the play in front of the class as they read the text. As
a result, students had a better understanding of dramatic conventions such as stage
directions (JZ) (PH) (NS)

Areas for future growth:

Goal Four. Our graduates effectively monitor student learning.

Outcomes. Our graduates:
a.) use multiple strategies to assess students.
b.) regularly assess student progress using appropriate measures.
c.) demonstrate the ability to make informed decisions about students and their learning
based on classroom, district, and state assessments.

Ways in which Jessica has demonstrated growth and achievement associated with goal four:
Jessica uses frequent formative assessments effectively to monitor student learning. For
example, in her Writing Workshop level II course, Jessica gave students a diagnostic pretest on
commas to see their knowledge before she adjusted her lesson for the needs of her students.
As a result, Jessica was able to plan a lesson based on commas that was specifically tailored to
the needs of her students. Jessica has since seen a decrease in comma mistakes in formal
papers overall. (JZ) (PH) (NS)
Jessica utilizes projects as performance tasks that demonstrate what students have learned
and are able to do. For example, Jessica created a personally created assessment tool that
gave students the opportunity to track and publish character development by constructing a
scrapbook told through the perspective of their chosen character in English II level I while
reading A Raisin in the Sun. (JZ) (NS)
Jessica utilizes traditional testing tools in her classroom that assess critical analysis and writing
skills. These tests help to prepare students for standardized tests that they will be required to
take by the state. A recent test asked students to extend the ending of a play they were reading
by extending it by another scene. As a result, students applied their knowledge of authors craft
and literary terms through a traditional assessment. (JZ) (NS)
Jessica uses informal formative assessment constantly in her classroom as a cue for her
pacing. (JZ) (PH) (NS)

Jessica used comprehension checks as way to asses the comprehension of material while
reading Tears of a Tiger by Sharon Draper. These checks were 5 questions and
incorporated higher order thinking questions based on the Common Core State Standards

(CCSS). These comprehension quizzes informed Jess of student learning and gave her the
opportunity to adjust her instruction accordingly. (JZ)

Jessica assessed students by having them lead a discussion revolving around Death of a
Salesman and its structure. Students came prepared to argue their opinion and supported
their opinions with text evidence (JZ)
Jessica sets frequent but achievable formative deadlines in her College Composition and
Writing Workshop courses for formative work for each part of the writing process. As a result
of following the writing process, students have succeeded in their summative papers. (JZ)
(NS)

Jessica uses Google Docs as a way to check in with student progress in her College
Composition and Writing Workshop classes. As a result, she can check in on the strengths
and weaknesses of her students work as they compose and revise. (JZ) (NS)

Jessica uses review sheets as a way for students to demonstrate their understanding of the
text they are reading. Review sheets include overarching concepts of the units, vocabulary,
and significant quotations. Students who complete their review sheets consistently score
better on their summative assessments. (JZ) (NS)

Areas for future growth:

Goal Five. Our graduates are thoughtful and reflective practitioners who learn from
experience.
Outcomes. Our graduates:
a.) make well-reasoned choices and decisions within the complex and demanding
conditions of teaching.
b.) analyze the effects of their actions and make appropriate changes.

c.) take into account the moral and philosophical implications of educational decisions.
d.) improve their practice by reflecting on their own experience, observing others, seeking
advice, and drawing upon educational research and scholarship.
Ways in which Jessica has demonstrated growth and achievement associated with goal five:
Jessica has completed observations of other colleagues at Manchester High School Central as
well as at several other sites and implemented learned techniques in her classroom. (JZ)(PH)
Jessica keeps reflections of classes to make note of student progress and effective teaching
methods. (JZ) (PH)
Jessica has created a unit plan which includes daily reflections as well as an extensive end of
unit reflection. (PH) (JZ)
Jessica has done considerable research on educational theory and practice to support her
pedagogy statement (PH)

Jessica has noticed a distinct difference in the needs of her students in her Mod A English II
level I class compared to her Mod B English II level I class. As a result, Jessica has adjusted
the expectations, pacing, and teaching strategies used each class. By slowing down her
pace, reinforcing key concepts often, and completing frequent check-ins with her Mod A
class, her students have progressed towards the course competencies. (JZ) (NS)

Jessica had noticed that her students in her Writing Workshop class needed more frequent
deadlines in order to complete their assignments. Therefore, she has created doable
deadlines that her students have followed through with. As a result, her students have come
to successfully participate in the writing process to improve their writing. (JZ) (NS)

Jessica uses feedback from her students to adjust her instruction. For example, Jessica let
her students choose their research paper topics in her Writing Workshop class. As a result,
students were interested and wrote thorough research papers. (JZ)

Jessica noticed her students were struggling with thesis statements in her College
Composition course. Jessica incorporated a mini-lesson teaching the purpose and
techniques of writing thesis statements. As a result, students thesis statements were more
clear and concise. (JZ)

Jessica created a detailed literature review of all the research she completed for her
colloquium study in which she reflected upon the efficacy of each source and the greater
learning that resulted from the synthesis of these various pieces of research (PH)

Areas for future growth:

Goal Six. Our graduates understand the nature of school reform and their roles as agents
of change.
Outcomes. Our graduates are able to:
a.) assess the relative merits of educational reform efforts and determine their
appropriateness to the classroom, institution, and broader societal contexts in which
the reform is implemented.
b.) develop and articulate their own conceptual and philosophical perspective on
teaching and learning based on professional experience and current theories and
research in education.
c.) develop an understanding of how leadership is informed by varied perspectives on
the structure of public education, the nature of educational change, and the
teacher's role in the change process.
d.) be willing to take risks as an advocate for high levels of quality within the teaching
profession.
Ways in which Jessica has demonstrated growth and achievement associated with goal six:
Jessica attends all faculty and department meetings and utilizes knowledge from these
meetings into her classroom. (JZ)
Participates in seminar discussions on the nature of educational reform (PH)
Has studied the CCSS and its ramifications on ongoing education and assessment (PH)
Has created a detailed pedagogy statement supported by research and classroom
experiences (PH)

Has studied Smarter Balance testing and its ramifications on ongoing education and
assessment. (JZ)
Jessica studies students IEPs and attends IEP meetings to understand the learning needs
of her students and the trends in special education reform (PH)
Has attended full faculty meetings to understand the implications of the implementation of
SLOs (JZ) (NS)
Has attended full faculty meetings to understand the use and adaptation of the ASPEN
grading and reporting software. (JZ) (NS)
Jessica will share her research findings from her graduate colloquium project at the
Community of Learners conference (PH)
Jessica attended the 2014 COI conference to learn about teaching trends. (PH)

Areas for future growth:

Goal Seven. Our graduates are active members of learning and professional
communities.
Outcomes. Our graduates:
a.) work with colleagues to enhance their own teaching, learning, and professional
development.
b.) work collaboratively with students, peers, and community members to create and
contribute to effective learning environments.
c.) participate in professional organizations.
d.) continue to pursue avenues of inquiry into the teaching and learning process through
study, research, and dialogue.

Ways in which Jessica has demonstrated growth and achievement associated with goal seven:
Jessica collaborates with colleagues to enhance her instruction and effectiveness in the
classroom specifically by working closely with other teachers who teach Eng II/1 and a peer who
teaches Eng I/1. (JZ)

Jessica is incorporating a research study into her English II classroom to assist dependent
readers with reading comprehension. (JZ)
Works with her peers in seminar to better understand the art and science of teaching (PH)
Works with her supervisor, CT, peers, and other members of the faculty to enhance her
teaching (PH)

Jessica attends and participates in faculty meetings at Central High School and all English
Department meetings. (JZ)
Will present at the UNHM COI conference in May (PH)

Areas for future growth:

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