Georgia Southern University Educator Preparation Program

Internship Keys Artifacts for SPED Candidates

The Intern Keys Assessment Instrument is qualitative, rubrics-based evaluation method by which
university supervisors and cooperating teachers measure teacher-candidate performance relative to
evidence based performance standards. Standards present in Intern Keys are aligned with the Georgia
Department of Education’s Teacher Assessment Performance Standards (TAPS). The cooperating
teacher and the university supervisor will use Intern Keys as part of a multifaceted system to assess the
professional growth of the intern during Internship II/Graduate Internship. The intern will receive a
formative assessment at the mid-term conference and a summative assessment at the final conference.
A narrative form will be used to provide feedback from required observations.
The intern will create a collection of artifacts aligned with Intern Keys standards in Folio. A copy of the
Intern Keys assessment instrument can be found in Chalk and Wire. Interns may decide to add additional
artifacts to provide supplementary evidence of mastery of Intern Keys standards. Artifacts for all
standards are due on or before each intern’s summative assessment. University supervisors may require
intermittent due dates for specific standards to support continuous collection of artifacts throughout
the semester. Copies of the summative Intern Keys document will be submitted by the university
supervisor into Chalk and Wire.

Performance Standard 1: Professional Knowledge

The teacher candidate demonstrates an understanding of the curriculum, subject content,
pedagogical knowledge, and the needs of students by providing relevant learning experiences.
General Performance Indicators at the Proficient Level:
1.1 Addresses appropriate curriculum standards and integrates key content elements.
1.2 Facilitates students’ use of higher-level thinking skills in instruction.
1.3 Demonstrates ability to link present content with past and future learning experiences, other
subject areas, and real-world experiences and applications.
1.4 Demonstrates accurate, deep, and current knowledge of subject matter.
1.5 Exhibits pedagogical skills relevant to the subject area(s) taught and best practice based on
current research.
1.6 Bases instruction on goals that reflect high expectations for all students and a clear understanding
of the curriculum.
1.7 Displays an understanding of the intellectual, social, emotional, and physical development of the
age group.
Additional Performance Indicators for Special Education Candidates:
1.8 Specially designed instruction that addresses relevant IEP goals, accommodations, and other
planned supports based on student strengths, interests, and academic, social/emotional/behavioral
needs.
1.9 Exhibits pedagogical skills relevant to supporting students with disabilities in grade level
instruction
1.10 Documents and utilizes evidence-based strategies for instruction.
1.11 Maintains current functioning information for each student that is comprehensive
and includes most recent standardized test results, discussion of subtest scores, statement
regarding strengths and weaknesses, statement of how the disability affects performance
based on eligibility, and statement of performance in the deficit areas.
Suggested Artifacts: Lesson, unit, or interventions plans or reflections that you have annotated to
identify evidence of two or more of the general performance indicators and one or more of the SPED
performance indicators. Be sure to cite the evidence and connect identified evidence to performance
indicators. Class learning plan or detailed SDI for SWD. Samples from data notebook. Submit at least 3
acceptable pieces of evidence by the deadline. Submit at least 3 acceptable pieces of evidence by the
deadline. Be sure to cite the evidence and connect your artifact to performance indicators that
include evidence of at least one general performance indicator and at least one SPED performance
indicator. University supervisor may require additional evidence of this standard.
Performance Standard 2: Instructional Planning
The teacher candidate plans using state and local school district curricula and standards, effective
strategies, resources, and data to address the differentiated needs of all students.
General Performance Indicators at the Proficient Level:
2.1 Analyzes and uses student learning data to inform planning
2.2 Develops plans that are clear, logical, sequential, and integrated across the curriculum (e.g., long-
term goals, lesson plans, and syllabi).
2.3 Plans instruction effectively for content mastery, pacing, and transitions.
2.4 Plans for instruction to meet the needs of all students.
2.5 Aligns and connects lesson objectives to state and local school district curricula and standards,
and student learning needs.
2.6 Develops appropriate course, unit, and daily plans, and is able to adapt plans when needed.
Additional Performance Indicators for Special Education Candidates:
2.7 Obtains, analyzes, and uses student data, including knowledge of prerequisite skills, to plan
scaffolded instruction toward standards-based learning.
2.8 Plans systematic, sequential, and scaffolded instruction toward grade-level standards that are
based on student learning profiles.
2.9 Plans for frequent monitoring of student progress on IEP goals/objectives and grade-level
standards to inform instructional practice in a systematic manner.
2.10 Plans for purposeful flexible groups based on student data and student learning profiles.
2.11 Collaboratively plans with general education teachers and /or related service providers to
promote student learning.
2.12 Develops a Transition Plan for each student based on individual student needs, strengths, and
interests and involves the student in creating specific measurable goals (ages 14-21).
Suggested Artifacts: Annotated lesson plans that tie components to indicators as evidence. Class
learning plan or detailed SDI for SWD. Transition plan. Evidence of co-planning. Progress monitoring
data. Annotated excerpts from data notebook. Reflections on student learning. Submit at least 3
acceptable pieces of evidence by the deadline. Be sure to cite the evidence and connect your artifact
to performance indicators that include evidence of at least one general performance indicator and at
least one SPED performance indicator. University supervisor may require additional evidence of this
standard.
Performance Standard 3: Instructional Strategies
The teacher candidate promotes student learning by using research-based instructional strategies
relevant to the content to engage students in active learning and to facilitate the students’ acquisition
of key knowledge and skills.
General Performance Indicators at the Proficient Level:
3.1 Engages students in active learning and maintains interest.
3.2 Builds upon students’ existing knowledge and skills.
3.3 Reinforces learning goals consistently throughout the lesson.
3.4 Uses a variety of research-based instructional strategies and resources.
3.5 Effectively uses appropriate instructional technology to enhance student learning.
3.6 Communicates and presents material clearly and checks for understanding.
3.7 Develops higher-order thinking through questioning and problem-solving activities.
3.8 Engages students in authentic learning by providing real-life examples and interdisciplinary
connections.
Additional Performance Indicators for Special Education Candidates:
3.9 Uses a variety of research-based instructional strategies and resources based on individual
student needs.
3.10 Utilizes explicit teaching strategies to include multiple means of expression, representation, and
engagement (Universal Design for Learning).
3.11 Scaffolds the implementation of learning strategies to promote acquisition and retention of
content-knowledge and skills.
Suggested Artifacts: Observation feedback from university supervisor, mentor, clinical supervisor, or
administration that supports candidate strengths in this area. Candidate reflections. Video evidence
(2 min clips maximum) of strengths in this area. Submit at least 3 acceptable pieces of evidence by the
deadline. Be sure to cite the evidence and connect your artifact to performance indicators that
include evidence of at least one general performance indicator and at least one SPED performance
indicator. University supervisor may require additional evidence of this standard.
Performance Standard 4: Differentiated Instruction
The teacher candidate challenges and supports each student’s learning by providing appropriate
content and developing skills which address individual learning differences.
General Performance Indicators at the Proficient Level:
4.1 Differentiates the instructional content, process, product, and learning environment to meet
individual developmental needs.
4.2 Provides remediation, enrichment, and acceleration to further student understanding of
material.
4.3 Uses flexible grouping strategies to encourage appropriate peer interaction and to
accommodate learning needs/goals.
4.4 Uses diagnostic, formative, and summative assessment data to inform instructional
modifications for individual students.
4.5 Develops critical and creative thinking by providing activities at the appropriate level of
challenge for students.
4.6 Demonstrates high learning expectations for all students commensurate with their
developmental levels.
Additional Performance Indicators for Special Education Candidates:
4.7 Writes required accommodations and/or modifications that are specific.
4.8 Writes, plans, and implements instruction that includes differentiation and student
accommodations.
4.9 Uses student’s eligibility criteria, current functioning, and data when differentiating instruction.
Suggested Artifacts: Observation feedback from university supervisor, mentor, clinical supervisor, or
administration that supports candidate strengths in this area. Lesson plans that provide strong
evidence of differentiation. Submit at least 3 acceptable pieces of evidence by the deadline. Be sure
to cite the evidence and connect your artifact to performance indicators that include evidence of at
least one general performance indicator and at least one SPED performance indicator. University
supervisor may require additional evidence of this standard.
 Performance Standard 5: Assessment Strategies
The teacher candidate systematically chooses a variety of diagnostic, formative, and summative
assessment strategies and instruments that are valid and appropriate for the content and student
population.
General Performance Indicators at the Proficient Level:
5.1 Aligns student assessment with the established curriculum and benchmarks.
5.2 Involves students in setting learning goals and monitoring their own progress.
5.3 Varies and modifies assessments to determine individual student needs and progress.
5.4 Uses formal and informal assessments for diagnostic, formative, and summative purposes.
5.5 Uses grading practices that report final mastery in relationship to content goals and objectives.
5.6 Uses assessment techniques that are appropriate for the developmental level of students.
5.7 Collaborates with others to develop common assessments, when appropriate.
Additional Performance Indicators for Special Education Candidates:
5.8 Develops goals/objectives to build proficiency toward State Standards in student deficit areas;
goals are measurable, linked directly to Current Functioning, and indicate baseline
performance, mastery level, and method of evaluation.
5.9 Provides testing accommodations and/or modifications that are consistent with required
classroom accommodations and/or modifications.

Suggested Artifacts: Observation feedback from university supervisor, mentor, clinical supervisor, or
administration that supports candidate strengths in this area. Lesson plans that provide strong
evidence of assessment strategies. Copies of assessment or data collection instruments. Instruments
for monitoring IEP progress. Submit at least 3 acceptable pieces of evidence by the deadline. Be sure
to cite the evidence and connect your artifact to performance indicators that include evidence of at
least one general performance indicator and at least one SPED performance indicator. University
supervisor may require additional evidence of this standard.
Performance Standard 6: Assessment Uses
The teacher candidate systematically gathers, analyzes, and uses relevant data to measure student
progress, to inform instructional content and delivery methods, and to provide timely and
constructive feedback to both students and parents.
General Performance Indicators at the Proficient Level:
6.1 Uses diagnostic assessment data to develop learning goals for students, to differentiate
instruction, and to document learning.
6.2 Plans a variety of formal and informal assessments aligned with instructional results to measure
student mastery of learning objectives.
6.3 Uses assessment tools for both formative and summative purposes to inform, guide, and adjust
instruction.
6.4 Systematically analyzes and uses data to measure student progress, to design appropriate
interventions, and to inform long- and short-term instructional decisions.
6.5 Shares accurate results of student progress with students, parents, and key school personnel.
6.6 Provides constructive and frequent feedback to students on their progress toward their learning
goals.
6.7 Teaches students how to self-assess and to use metacognitive strategies in support of lifelong
learning.
Additional Performance Indicators for Special Education Candidates:
6.8 Establishes a link between standardized testing (including subtest scores), current functioning,
goals/objectives, supportive aids and services and placement for each student.
6.9 Sends progress reports with updated data to parents on the same reporting schedule as general
education teachers.
Suggested Artifacts: Observation feedback from university supervisor, mentor, clinical supervisor, or
administration that supports candidate strengths in this area. Lesson plans that provide strong
evidence of assessment use. Copies of data charts or graphs and evidence of decision making process.
IEP progress monitoring data indicating trends and aim lines. Include decision making notes and
instructional or IEP goals decisions based on data analysis. Submit at least 3 acceptable pieces of
evidence by the deadline. Submit at least 3 acceptable pieces of evidence by the deadline. Be sure to
cite the evidence and connect your artifact to performance indicators that include evidence of at least
one general performance indicator and at least one SPED performance indicator. University
supervisor may require additional evidence of this standard.
Performance Standard 7: Positive Learning Environment
The teacher candidate provides a well-managed, safe, and orderly environment that is conducive to
learning and encourages respect for all.
General Performance Indicators at the Proficient Level:
7.1 Responds to disruptions in a timely, appropriate manner.
7.2 Establishes clear expectations for classroom rules, routines, and procedures and enforces them
consistently and appropriately.
7.3 Models caring, fairness, respect, and enthusiasm for learning.
7.4 Promotes a climate of trust and teamwork within the classroom.
7.5 Promotes respect for and understanding of students’ diversity, including – but not limited to –
race, color, religion, sex, national origin, or disability.
7.6 Actively listens and pays attention to students’ needs and responses.
7.7 Creates a warm, attractive, inviting, and supportive classroom environment.
7.8 Arranges the classroom materials and resources to facilitate group and individual activities.
Additional Performance Indicators for Special Education Candidates:
7.9 Gathers/reviews data and creates, implements, and regularly updates effective Functional
Behavior Assessments and Behavior Intervention Plans for students with behavioral issues.
7.10 Implements age- appropriate, clear, and individualized reinforcement systems (e.g. token
economy, motivating choices, first/then reward systems, etc.)
7.11 Facilitates active student engagement.
7.12 Provides visual supports if needed for routine support (e.g. classroom environment labeled,
visual routines posted, etc.)
7.13 Ensures that classroom layout allows for the supervision of all students at all times.

Suggested Artifacts: Observation feedback from university supervisor, mentor, clinical supervisor, or
administration that supports candidate strengths in this area. Video evidence (2 min clips maximum)
of strengths in this area. Data and/or anecdotal notes related to a student BIP. Evidence of an
effective positive reinforcement system. Evidence of visual supports (pictures) of classroom
environment. Submit at least 3 acceptable pieces of evidence by the deadline. Be sure to cite the
evidence and connect your artifact to performance indicators that include evidence of at least one
general performance indicator and at least one SPED performance indicator. University supervisor
may require additional evidence of this standard.
Performance Standard 8: Academically Challenging Environment
The teacher candidate creates a student-centered, academic environment in which teaching and
learning occur at high levels and students are self-directed learners.
General Performance Indicators at the Proficient Level:
8.1 Maximizes instructional time.
8.2 Conveys the message that mistakes should be embraced as a valuable part of learning.
8.3 Encourages productivity by providing students with appropriately challenging and relevant
material and assignments.
8.4 Provides transitions that minimize loss of instructional time.
8.5 Communicates high, but reasonable, expectations for student learning.
8.6 Provides academic rigor, encourages critical and creative thinking, and pushes students to achieve
goals.
8.7 Encourages students to explore new ideas and take academic risks
Additional Performance Indicators for Special Education Candidates:
8.8 Uses a variety of flexible grouping models (parallel teaching, station teaching, alternative, and/or
team teaching) throughout the lesson. Uses effective commentary to inform students of performance
levels and encourage self-directed learning.
8.9 Uses effective commentary to inform students of performance levels and encourage self-directed
learning.
8.10 Uses assistive technology with students to meet learning goals, as required.

Suggested Artifacts: Observation feedback from university supervisor, mentor, clinical supervisor, or
administration that supports candidate strengths in this area. Video evidence (2 min clips maximum)
of strengths in this area. Evidence of use of AT or flexible grouping (pictures) within the classroom
environment. Student work samples (8.6,8.7,8.9). Submit at least 3 acceptable pieces of evidence by
the deadline. Be sure to cite the evidence and connect your artifact to performance indicators that
include evidence of at least one general performance indicator and at least one SPED performance
indicator. University supervisor may require additional evidence of this standard.
Performance Standard 9: Professionalism
The teacher candidate exhibits a commitment to professional ethics and the school’s mission,
participates in professional growth opportunities to support student learning, and contributes to the
profession.
General Performance Indicators at the Proficient Level:
9.1 Carries out duties in accordance with federal and state laws, Code of Ethics, and established state
and local school board policies, regulations, and practices.
9.2 Maintains professional demeanor and behavior (e.g., appearance, punctuality and attendance).
9.3 Respects and maintains confidentiality.
9.4 Evaluates and identifies areas of personal strengths and weaknesses related to professional skills
and their impact on student learning and sets goals for improvement.
9.5 Participates in ongoing professional growth activities based on identified areas for improvement
(e.g., mentoring, peer coaching, course work, conferences) and incorporates learning into classroom
activities.
9.6 Demonstrates flexibility in adapting to school change.
9.7 Engages in activities outside the classroom intended for school and student enhancement
9.8 Maintains appropriate interactions with students, parents, faculty, and staff.
9.9 Engages in self-reflection about the success of the lesson after teaching; seeks feedback from
mentor teacher about teaching and impact on student learning.
Additional Performance Indicators for employed Special Education Teachers:
9.10 Adheres to procedural timelines regarding student eligibilities, re-evaluations, and for students
entering from out of the district.
9.11 Completes and submits, to special education supervisor, the required paperwork within the
required timeline (e.g., beginning of the year packets, extended school year packets, allotment
information, caseload information, etc.).
9.12 Develops and reviews IEPs for each student on his/her caseload at least annually by IEP due date.

Suggested Artifacts: Observation feedback from university supervisor, mentor, clinical supervisor, or
administration that supports candidate strengths in this area. Professional development plan,
professional development log or other evidence of PD. Reflections. Submit at least 2 acceptable
pieces of evidence by the deadline. Be sure to cite the evidence and connect your artifact to
performance indicators. University supervisor may require additional evidence of this standard.
Performance Standard 10: Communication
The teacher candidate communicates effectively with students, parents or guardians, district and
school personnel, and other stakeholders in ways that enhance student learning.
General Performance Indicators at the Proficient Level:
10.1 Uses verbal and non-verbal communication techniques to foster positive interactions and
promote learning in the classroom and school environment.
10.2 Engages in ongoing communication and shares instructional goals, expectations, and student
progress with families in a timely and constructive manner.
10.3 Collaborates and networks with colleagues and community to reach educational decisions that
enhance and promote student learning.
10.4 Uses precise language, correct vocabulary and grammar, and appropriate forms of oral and
written communication.
10.5 Explains directions, concepts, and lesson content to students in a logical, sequential, and age-
appropriate manner.
10.6 Adheres to school and district policies regarding communication of student information.
10.7 Creates a climate of accessibility for parents and students by demonstrating a collaborative and
approachable style.
10.8 Listens and responds with cultural awareness, empathy, and understanding to the voice and
opinions of stakeholders (parents, community, students, and colleagues).
10.9 Uses modes of communication that are appropriate for a given situation.
10.10 Engages in appropriate conversations and maintains confidentiality of information related to
students, parents, faculty, and staff. Such conversations include text messaging, social media, emails,
etc.
Additional Performance Indicators for employed Special Education Teachers:
10.11 Sends Notice of Meeting to parents/guardian prior to IEP date.
10.12 Communicates regularly with colleagues to support student achievement and performance.
10.13 Collaborates, communicates with parents/guardians and responds to concerns regarding all
aspects of their child or self.
10.14 Collaborates with District support personnel as needed to increase student achievement (e.g.
related services providers).

Suggested Artifacts: Observation feedback from university supervisor, mentor, clinical supervisor, or
administration that supports candidate strengths in this area. Redacted communication artifacts.
Evidence of collaboration. Audio or video evidence (2 min clips maximum) of strengths in this area.
Submit at least 2 acceptable pieces of evidence by the deadline. Be sure to cite the evidence and
connect your artifact to performance indicators. University supervisor may require additional
evidence of this standard.