Internship Performance Criteria (IPC) – Long Form

Candidate Program UG AMAT ARC MTMS MAT

Subject & Grade Evaluation Stage self-assessment formative summative

Date School Site

Field Supervisor Mentor

Endorsement(s)

Overview
The Internship Performance Criteria (IPC) is a framework for improving teaching during internship. The eight criteria and
rubrics are aligned with Washington teacher evaluation expectations. Candidates self-assess their performance on
rubrics across the program and field experiences. Field supervisors use the IPC for providing feedback (formative) and
evaluating performance (summative) at the conclusion of supervised clinical practice.
Directions:
1) Use this form to collect comments and feedback throughout internship
2) Save as: CANDIDATE LAST_CANDIDATE FIRST IPC 20xx (e.g. Winfrey _Oprah IPC 2021)
3) Highlight the rating you assign in yellow.
4) For the mid-year & end-of-year conferences, complete the IPC Microsoft Form; attach this document at the end
Accompanying Resources to the Internship Performance Criteria
● Internship Performance Criteria (IPC) At-a-Glance
● IPC Look Fors and Strategies
● Danielson Framework
● Social Emotional Learning Standards (includes indicators or look fors)
● ISTE Educator Technology Standards
● WIDA English Language Development (ELD) Standards
Key: T = teacher; S/Ss= student(s); SEL = Social Emotional Learning

The 8 Internship Performance Criteria

1. Expectations: The teacher communicates high expectations for student learning.
2. Instruction: The teacher uses research-based instructional practices to meet the needs of all students.
3. Differentiation: The teacher acquires & uses specific knowledge about students’ cultural, intellectual & social
development & uses that knowledge to adjust their practice by employing strategies that advance student learning.
4. Content Knowledge: The teacher uses content area knowledge, learning standards, appropriate pedagogy and
resources to design and deliver curricula and instruction to impact student learning.
5. Learning Environment: The teacher fosters and manages a safe and inclusive learning environment that takes into
account: physical, emotional and intellectual well-being.
6. Assessment: The teacher uses multiple data elements (both formative and summative) to plan, inform and adjust
instruction and evaluate student learning.
7. Families and Community: The teacher communicates and collaborates with students, families and all educational
stakeholders in an ethical and professional manner to promote student learning.
8. Professional Practice: The teacher participates collaboratively in the educational community to improve instruction,
advance the knowledge and practice of teaching as a profession, and ultimately impact student learning.

1. Expectations: The teacher communicates high expectations for student learning.

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 1.1 Communicating with Students (Danielson 3a)
1 Unsatisfactory 2 Basic 3 Proficient 4 Distinguished

T’s explanation of the T’s explanation of the T clearly communicates the Proficient + T’s written and
content is unclear, content and instructions instructional purpose of spoken communication is
confusing, or inaccurate, or are uneven; some is done the lesson and where it is expressive. Ss contribute
uses inappropriate skillfully, but other portions situated in broader to explaining concepts and
language. The T’s use of are difficult to follow. The T learning. T’s use of spoken strategies to their peers.
academic vocabulary is rarely explains academic and written academic (SEL 5A) T provides Ss with
lacking. vocabulary and has few language is clear, opportunities to practice
scaffolds. scaffolded, accurate, and varying ranges of
appropriate. T gives communication and social
concise and explicit skills for interacting
directions. effectively with others.

1.2 Establishing a Culture of Learning and High Expectations (Danielson 2b)

1 Unsatisfactory 2 Basic 3 Proficient 4 Distinguished
The classroom culture is The classroom culture is The classroom culture is a Proficient + Ss assume
characterized by a lack of characterized by little place where learning is responsibility for high
T or S commitment to commitment to learning. valued by all; high quality learning by
learning, and/or little or no The T conveys that expectations for both initiating improvements,
investment of S energy in S success is the result of learning and hard work are making
the task at hand. Hard work natural ability the norm for most Ss. revisions, adding detail,
and the precise use of rather than hard work, and Interactions support and/or assisting peers. (SEL
language are not expected refers only in passing to learning, hard work, and 6C) T encourages Ss’ voice
or valued. the precise use of the precise use of and ownership in the
language. language. function of home, school,
workplace, and/or
community.
Feedback for Expectations (strengths, weaknesses, steps for improvement)

2. Instruction: The teacher uses research-based instructional practices to meet the needs of all students.
2.1 Using Questioning and Discussion Techniques (Danielson 3b)
1 Unsatisfactory 2 Basic 3 Proficient 4 Distinguished
T’s questions are of poor T’s questions are a T’s questions are varied Proficient + Ss initiate
quality, with low cognitive combination of low and and open, inviting Ss to questions, extend and
challenge and invite single high quality, posed in rapid think and/or have multiple enrich the discussion and
correct responses and/or succession. Only some possible answers. The T invite comments from their
they are asked in rapid invite a thoughtful makes effective use of wait classmates during the
succession. response. Only a few Ss are time and builds on S discussion.
involved and engaged. responses effectively.
Questions enable Ss to talk
to one another and most Ss
actively engage in the
discussion.

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 2.2 Engaging Students in Learning (Danielson 3c)
1 Unsatisfactory 2 Basic 3 Proficient 4 Distinguished
Activities and assignments Activities and assignments Most activities and All Ss are cognitively
are inappropriate for Ss’ are appropriate to some Ss assignments are engaged in the activities,
age or background. Only and engage some appropriate to Ss, and assignments and in their
some Ss are cognitively cognitively, but others are almost all Ss are cognitively exploration of content. Ss
engaged in the learning as not engaged. T uses engaged. Ss have some have extensive choice in
evident by passive learning different instructional choice in learning tasks. Ss how they complete tasks
or primarily learning facts. groupings that are partially set learning goals and self- and have an opportunity
Ss lack choice in how tasks successful in achieving the monitor. (SEL 2A) T for reflection and closure
are completed. lesson objectives. provides Ss with nurturing on the lesson to process
settings, curriculum or their understanding. Ss
content, and opportunities initiate or adapt activities
to practice expressing their and projects to enhance
emotions and thoughts, their understanding.
and controlling impulses.
Feedback for Expectations (strengths, weaknesses, steps for improvement)

3. Differentiation: The teacher acquires and uses specific knowledge about students’ cultural, individual intellectual
and social development and uses that knowledge to adjust practice by employing strategies that advance student
learning.
3.1 Demonstrating Knowledge of Students (Danielson 1b)
1 Unsatisfactory 2 Basic 3 Proficient 4 Distinguished
T displays little or no T knows the Ss’ skills, Basic + Proficient +
knowledge of Ss’ skills, knowledge, and language T knows the Ss’ cultural T has a strategy for
knowledge, and language proficiency but displays this assets and displays this maintaining such
proficiency and does not knowledge only for the knowledge for groups of Ss. information. (SEL 4A) T
indicate that such class as a whole. demonstrates awareness of
knowledge is valuable. other people’s emotions,
perspectives, cultures,
languages, histories,
identities, and abilities.
3.2 Demonstrating Flexibility and Responsiveness in Lesson Adjustments (Danielson 3e)
1 Unsatisfactory 2 Basic 3 Proficient 4 Distinguished
T adheres rigidly to an T accepts responsibility for T makes a minor Proficient +
instructional plan, even the success of all Ss but has adjustment to a lesson, and T successfully makes major
when a change is clearly only a limited repertoire of the adjustment occurs adjustments to lessons
needed. instructional strategies to smoothly. T persists and is when needed.
When Ss have difficulty draw on. T attempts to able to cite approaches for T uses an extensive
learning, T either gives up adjust a lesson when Ss who have difficulty repertoire of strategies and
or blames the S or the S’s needed, with only partially learning, drawing on a solicits additional resources
home environment. successful results. broad repertoire of from the school. (SEL 3B) T
strategies. demonstrates problem-
solving skills to engage
responsibly in a variety of

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 situations.
Feedback for Differentiation (strengths, weaknesses, steps for improvement)

4. Content Knowledge: The teacher uses content area knowledge, learning standards, appropriate pedagogy and
resources to design and deliver curricula and instruction to impact student learning.

4.1 Demonstrating Knowledge of Content and Pedagogy and Setting Instructional Outcomes (Danielson 1a & 1c)
1 Unsatisfactory 2 Basic 3 Proficient 4 Distinguished
T displays little or no T plans and practice reflect T’s plans and practice Proficient +
understanding of the range a limited range of reflect familiarity with a T anticipates Ss’
of pedagogical approaches pedagogical approaches or wide range of effective misconceptions.
suitable to Ss learning of some approaches that are pedagogical approaches in T includes strategies to
the content. The outcomes not suitable to the the discipline. The intentionally broaden
are unclear and do not discipline or to the Ss. The outcomes are clear and perspectives. T seamlessly
include a viable method of outcomes are moderately include a viable method of includes SEL and
assessment. clear and do not clearly assessment. T plans technology standards into
permit a method of research-based learning lessons.
T does not incorporate SEL assessment. interventions based on Ss
nor technology standards IEP goals. T includes SEL
into lessons. and technology standards
into lessons with varying
success.
4.2 Designing Instruction in the Area of Learning Activities (Danielson 1e)
1 Unsatisfactory 2 Basic 3 Proficient 4 Distinguished
Learning activities are Some of the learning Most learning activities are Proficient + Learning
poorly aligned with the activities and materials aligned with instructional activities are designed to
instructional outcomes, do are aligned with the outcomes and represent engage Ss in high-level
not follow an organized instructional outcomes and significant cognitive cognitive activity. These are
progression, are not represent moderate challenge. They follow an appropriately
designed to engage Ss cognitive challenge, but no organized progression differentiated for individual
in active intellectual differentiation for different suitable to groups of Ss learners. There is often
activity.Instructional Ss. Instructional with some differentiation opportunity for Ss’ choice.
groups are not suitable to groups partially support for different Ss. Groups are (SEL 4C) T provides Ss with
the activities and offer no the activities, with some varied for activities and opportunities to interact
variety. variety. differentiation. T. reviews with and learn about
assignment expectations different cultures, and to
and makes modifications to understand the concept of
align with IEP goals. “social norm.”
4.3 Demonstrating Knowledge of Resources (Danielson 1d)
1 Unsatisfactory 2 Basic 3 Proficient 4 Distinguished
T is unaware of resources T displays some awareness T displays awareness of Proficient +
to assist Ss learning beyond of resources beyond those resources beyond those T’s knowledge of resources
materials provided by provided by the school or provided by the school or for classroom use and for
the school or district, nor is district for classroom use district, including those on extending one’s
the T aware of resources and for extending one’s the Internet, for classroom professional skill is
for expanding one’s own professional skill but does use and for extending one’s extensive, including those
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 professional skill. T not seek to expand this professional skill, and seeks available through the
excludes culturally knowledge. T may out such resources, district, community,
sustainable resources. occasionally include including technology. T professional organizations.
culturally include culturally regularly includes culturally online, and in universities.
sustainable resources. sustainable resources.
Feedback for Content Knowledge (strengths, weaknesses, steps for improvement)

5. Learning Environment: The teacher fosters and manages a safe and inclusive learning environment that takes into
account: physical, emotional and intellectual wellbeing.

5.1 Creating an Environment of Respect and Rapport (Danielson 2a)

1 Unsatisfactory 2 Basic 3 Proficient 4 Distinguished
T interaction with at least Classroom interactions Basic + Classroom Proficient + Interactions
some Ss is negative, between T and Ss and interactions among Ss reflect genuine mutual
demeaning, sarcastic, or among Ss are generally demonstrate caring and respect and caring for each
inappropriate to the age or age-appropriate and respect. (SEL 5B) T provides other as individuals. Ss take
culture of the S. Ss exhibit culturally sustaining. Ss with nurturing settings, intellectual risks. (SEL 5C) T
frequent disrespect for Interactions between T andcurriculum and/or content, provides Ss with
each other and the T. Ss may reflect occasional and opportunities to opportunities to practice
inconsistencies. practice their ability to engaging in respectful and
identify and take healthy relationships with
constructive steps to individuals with diverse
resolve interpersonal backgrounds and
conflicts. perspectives.
5.2 Managing Classroom Procedures Including Transitions (Danielson 2c)
1 Unsatisfactory 2 Basic 3 Proficient 4 Distinguished
Considerable instructional Transitions and systems for Basic + Loss of instructional Proficient + Instructional
time is lost during performing non- time is minimal. Transitions time is maximized with Ss
transitions and/or in instructional duties have and routines are efficient assuming responsibility in
performing non- been established. With requiring minimal guidance ensuring efficient
instructional duties. There regular guidance and from T. Volunteers and operation.
is little evidence that Ss prompting, Ss follow paraprofessionals
know or follow established established routines, and contribute to the class.
routines, or that volunteers volunteers and
and paras have clearly paraprofessionals perform
defined tasks. their duties.
5.3 Managing Student Behavior by Establishing Expectations (Danielson 2d, 2b)
1 Unsatisfactory 2 Basic 3 Proficient 4 Distinguished
No expectations of conduct Expectations of conduct Basic + Consistent Proficient + Ss co-construct
appear to have been have been established. T implementation of and take an active role in
established, or Ss are tries to monitor and expectations. T is alert to S monitoring their own and
confused as to what the address misbehavior, with behavior at all times and their peers’ behavior,
standards are; T shows bias uneven results . response to S misbehavior correcting one another
in applying expectations. is consistent and respectfully when
restorative. T teaches appropriate. (SEL 6A) T
classroom expectations, provides Ss with instruction

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 then models and reinforces in, practice with, and
these expectations. feedback on effective
group interaction skills and
strategies for individual
and group advocacy.
Feedback for Learning Environment (strengths, weaknesses, steps for improvement)

6. Assessment: The teacher uses multiple data elements (both formative and summative) to plan, inform and adjust
instruction and evaluate student learning.

6.1 Designing Student Assessments Around Criteria and Standards (Danielson 1f)
1 Unsatisfactory 2 Basic 3 Proficient 4 Distinguished
Assessment plans lack Planned assessment Plans indicate all Proficient + Evidence that
criteria or standards. criteria and standards are
instructional outcomes the Ss contributed to their
unclear or clear to the T,
may be assessed. development. Assessments
but not the Ss. Assessment criteria and provide opportunities for S
standards are clearly choice.
written. Assessment results
guide future planning for
groups of Ss. T provides
accommodations listed in
IEPs
6.2 Designing Student Assessments with an Emphasis on Formative Assessment (Danielson 1f and 4b)
1 Unsatisfactory 2 Basic 3 Proficient 4 Distinguished
T has no plan to Plans incorporate Basic + Plans indicate Proficient + Ss and T use
incorporate formative formative assessments possible adjustments based assessment information. Ss
assessment in the lesson or during instruction including
on formative assessment contribute to and maintain
unit. only some of the data. Routines and systems data files indicating their
instructional outcomes. Tefficiently track Ss’ own progress in learning.
uses routines and systemsprogress towards learning (SEL 3A) T provides Ss with
to track S progress against
goals and are frequently opportunities to practice
instructional outcomes. updated. goal setting, adapting
T uses a variety of strategies to meet goals,
formative assessments (e.g. and evaluating outcomes
curriculum based, think- and processes.
pair-share, minute paper,
verbal reflection, exit
ticket, concept-map, etc.).
6.3 Using Assessment in Instruction and Providing Feedback to Students (Danielson 3d)
1 Unsatisfactory 2 Basic 3 Proficient 4 Distinguished
Feedback to Ss is either of T’s feedback to Ss is Ss appear to be aware of Assessment is fully
poor quality (too vague, uneven, and its timeliness assessment criteria. A integrated into instruction
too critical) or not provided is inconsistent. variety of formative through extensive use of
in a timely manner. assessment techniques are formative assessment.
used to diagnose evidence Both T and peers provide
of learning throughout the accurate and specific

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 lesson. T’s feedback to feedback to advance
groups of Ss is timely, learning. Ss monitor their
accurate, and specific. own progress & take
action.
Feedback for Assessment (strengths, weaknesses, steps for improvement)

7. Families and Community: The teacher communicates and collaborates with students, families and all educational
stakeholders in an ethical and professional manner to promote student learning.

7.1 Connecting with Families and Community (Danielson 4c)

1 Unsatisfactory 2 Basic 3 Proficient 4 Distinguished
T provides minimal T adheres to the school’s T communicates frequently Proficient + Ss contribute
information to families required procedures for with families using two way to the design of the
about individual Ss, or the communicating with communication, including communication system and
communication is families. Responses to information about S community connections.
inappropriate to the family concerns are one cultural identity, Responses to family
cultures of the families. T way and not always achievement and concerns are handled with
does not respond, or reflective of culturally performance. T connects great professional and
responds insensitively, to sustaining pedagogy. There families to community cultural sensitivity. (SEL 1B)
family concerns. are rare attempts to link resources and integrates T provides Ss with
Connections to the families or curriculum with community assets in opportunities to practice
community are not community resources. lessons. T proactively different ways of
present. gathers information from understanding personal
families in preparation for strengths, areas for
IEP meetings. T considers growth, culture, linguistic
the native language of the assets, and aspirations.
family in communication (SEL 1C) T provides Ss with
and provides information in opportunities to better
various formats (e.g. understand ways that
handouts, emails, phone family, school, and
calls). community are resources.
Feedback for Families and Community (strengths, weaknesses, steps for improvement)

8. Professional Practice: The teacher participates collaboratively in the educational community to improve
instruction, advance the knowledge and practice of teaching as a profession, and ultimately impact student learning.

8.1 Reflecting on Teaching and Showing Professionalism (Danielson 4a, 4f)

1 Unsatisfactory 2 Basic 3 Proficient 4 Distinguished
T makes no suggestions for T has a general sense of T accurately assesses the Proficient +
lesson improvement. whether or not effectiveness of lessons. T’s assessment of the
T is dishonest. T does not instructional practices were T identifies specific ways in lesson is thoughtful and
notice the needs of effective. T offers general which a lesson might be includes specific indicators
students. T willfully rejects modifications for future improved. T is honest and of effectiveness.
district regulations. instruction. T is honest. known for having high T is highly proactive in

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 T notices the needs of Ssstandards of integrity. T serving Ss. T makes a
but is inconsistent in participates on IEP teams concerted effort to ensure
addressing them. T mostlyin a collaborative and opportunities are available
complies with district supportive manner. T for all Ss to be successful.
regulations. willingly participates in
team and departmental
decision making. T
complies with district
regulations.
8.2 Growing and Developing Professionally (Danielson 4d, 4e)
1 Unsatisfactory 2 Basic 3 Proficient 4 Distinguished
T’s relationships with T has cordial relationships T has supportive and Proficient +
colleagues are with colleagues. T collaborative relationships T seeks out feedback on
characterized by negativity participates in school with colleagues. T teaching from both
or combativeness. activities, as well as district frequently volunteers to supervisors and colleagues.
T avoids involvement in and community projects participate in school, T regularly contributes to
school activities and district when invited. T participates district, and/or community and leads events that
and community projects. in professional activities events. T seeks input from positively impact school
T is not involved in any when they are required or specialists (OT, PT, SLP, ) to life.
activity that might enhance provided by the district. ensure accommodations
knowledge or skill. T T reluctantly accepts are met and to enhance
purposefully resists feedback from supervisors instruction and learning for
discussing performance and colleagues. T Ss with IEPs or 504s. T
with supervisors or contributes in a limited seeks regular opportunities
colleagues. fashion to professional for continued professional
organizations. development, including
welcoming colleague
feedback.
Feedback for Professional Practice (strengths, weaknesses, steps for improvement)