Fall 2009
DE 4940, EEC 4940, EEX 4940, MAE 4940, SCE 4940, SSE 4940
Course Description: Students will be in a twelve-week internship, five days per week, to refine and demonstrate effective teaching practices. Students
will assume the teacher role in selected schools under the supervision of cooperating teachers and supervisors.
Course Purpose: (This is a required course for all early childhood, elementary, secondary, and special education majors.)
The purpose of the final internship is to enhance the teaching experience by creating situations in which the teacher candidate will integrate theoretical knowledge from previous education courses with the classroom experience to demonstrate behaviors specified in the Educator Accomplished Practices. Orientation sessions and small group seminars are designed to enhance the internship experience.
Course Objectives: The teacher candidate will acquire specific knowledge and skills to be applied in:
Required Text: Internship CD (distributed at orientation) and Handouts
Eleanor Weingartt, Senior Faculty/Clinical Supervisor/Placement Coordinator: eweingar@fgcu.edu 239-590-7754
Jeannine Mendolusky, Executive Secretary: jmendolu@fgcu.edu 239-590-7775
The cooperating teacher, university supervisor, and teacher candidate are all members of the Teacher Education Team. It is essential that members dialogue about the teacher candidate’s progress and give suggestions for improvement on an ongoing basis. Team members are expected to support the teacher candidate in working towards the goals set by the Educator’s Accomplished Practices. In this process, effective communication among the team members is vital in order to ensure a successful internship experience. The teacher candidate should pursue discussions, ask for concrete examples, and be specific when discussing needs. Open interaction and communication allow for a strong learning experience and are the means by which the teacher education team will work most effectively. At any time, the university supervisor, cooperating teacher, or teacher candidate may request a conference with all three in attendance.
Internship Classroom Schedule: Teacher candidates are in the classroom Monday through Friday during teacher hours and follow the school schedule. Block 5 teacher candidates begin in the classroom Tuesday, August 25th continuing through Friday, November 20th .
Seminar Schedule:
Small group seminars may vary in time and place. In addition to the “Introductory”, “Ethics”, and “Exiting” seminars held at the university, the
supervisors will schedule a minimum of 3 (1½ hr.) seminars with their assigned teacher candidates. Agendas are planned by the supervisor and
are submitted by e-mail to the Field Coordinator prior to each meeting. Attendance is mandatory for the candidates. University supervisors will keep
attendance records, copies of informal evaluations, and copies of agendas. Upon completion of the internship, final grades and formal evaluation
documents will be submitted to the internship office by the supervisor.
Evaluations:
Description of Formal Assessments:
Once all evaluations have been completed, the university supervisor submits the formal evaluation documents and the final grade for the teacher candidate to the internship office. The final grade of “Satisfactory” or “Unsatisfactory” is determined by the evaluations of supervisor, cooperating teacher and, if needed, the school principal. Candidates who do not perform at the required level may be placed on an IDP (Intern Development Plan) at any time during their internship. The identified areas of concern must be rectified resulting in a “Satisfactory” level before the teacher candidate can pass the internship program.
Description of Assignments:
1. Lesson Plans
Overview: Purposes of lesson plans include opportunities to select, write and sequence learning objectives that are appropriate for the learner; to develop knowledge of the curriculum; to analyze diagnostic results to determine and utilize content needs; to implement a variety of appropriate teaching and learning strategies; to formulate and implement integrated lesson plans; to use a variety of appropriate instructional and media materials when presenting lessons; and to assist in creating an atmosphere in the classroom which fosters inquiry, independence and creativity. Lesson plans must reflect the inclusion of relevant Sunshine State Standards, Goal Three Standards, and ESOL strategies. At least one component of a classroom observation must include the utilization of technology.
Due date: Plans are due each week to the cooperating teacher with sufficient time to allow for feedback prior to implementation
Criteria for assessment: Assessment information available at http://coe.fgcu.edu/internship/. Plans must be submitted each week and are required when teaching. Failure to submit weekly lesson plans is cause for an “Unsatisfactory” final grade and removal from the internship.
Satisfactory:
The teacher candidate will:
Week One |
Meet the cooperating teacher. |
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Learn student names. |
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Review the curriculum to become familiar with goals and subject matter. |
Weeks |
Gradually begin teaching responsibilities while collaborating with cooperating teacher and university supervisor. |
Week Five |
Review the Integrated Field/Internship Experience Evaluation Form with the clinical educator team; cooperating teacher will determine if intern is prepared to assume full classroom responsibilities. |
Weeks Six – Eleven |
Assume full classroom responsibilities. |
Week Twelve |
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After the |
Observe additional classrooms (Optional) |