Block 5 Final Internship Syllabus

Block 5 Final Internship Syllabus

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:

• Knowledge of development levels of target students for designing appropriate learning experiences.
• Generating unit and lesson plans for a contemporary curriculum.
• Unit and lesson plans that the teacher candidate has either generated or modified to meet the developmental needs of students.
• Using a variety of instructional strategies to accommodate different learning modalities.
• Proficiency in using technology in the classroom.
• An evaluation program to monitor student achievement and report progress.
• An ethos which celebrates diversity within the classroom.
• Communicating with others to effectively participate as a clinical educator team member.

Required Text: Internship CD (distributed at orientation) and Handouts

Internship Office

Eleanor Weingartt, Senior Faculty/Clinical Supervisor/Placement Coordinator: eweingar@fgcu.edu 239-590-7754

Jeannine Mendolusky, Executive Secretary: jmendolu@fgcu.edu  239-590-7775

General Expectations of the Teacher Education Team

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:

• Six    (6)  Informal Observation Documents  (Three to be completed by the cooperating teacher & three by the university supervisor)
• Two  (2)  Integrated Field/Internship Experience Evaluation Documents (One observation prior to full take-over and one at the end by the supervisor & cooperating teacher together)
• One   (1)  AES Evaluation Document (Teacher Candidate & Cooperating Teacher)
• One   (1)  Completed ESOL Document (Cooperating Teacher - Usually completed in Block 4.)

Description of Formal Assessments:

• The Assessing Educational Standards (AES) Form 
• A continuously formative process throughout the semester. Completion of the AES form begins at the beginning of the semester and is on-going.  The cooperating teacher and the teacher candidate meet, review, and modify the AES assignment throughout the internship and a rating of “Proficient” must be obtained in the greater majority of the addressed indicators in order to receive a “Satisfactory” for the final grade.
• Integrated Field/Internship Experience Evaluation Form
• Based on the 12 EAPs and their indicators, the teacher candidate will be evaluated on the basis of having demonstrated the skills needed in order to address the identified indicators in an overall “Proficient” manner.  Evaluations result from input of the cooperating teacher and supervisor.
• Disposition Assessment - Competent Level  (This document will be completed at the conclusion of Block 5 Internship.)
• The student is a candidate for recommendation for certification as a teacher.  There is a set of dispositions that can be observed in the behavior of effective teachers.  These dispositions guide their actions inside and outside of the classroom.  Listed in the rubric are behaviors we expect to observe in this candidate at this point in his/her development. Scores in the target range are ideal and expected; those in the acceptable range indicate that the candidate is acceptable but has room to grow and improve.  Scores in the seldom or not observed columns indicate areas of concern.  

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.

Assessment of Final Grade: S or U

Satisfactory:

1. "Satisfactory" rating on the Integrated Field/Internship Experience Evaluation Forms.
2. "Satisfactory" rating on the AES Form. (Benchmark Assignment)
3. "Target" and/or “Acceptable” rating on the Disposition Assessment Form.
4. On- time completion of assignments.
5. Attendance and participation at all seminars.
6. Passing grade in the accompanying Senior Seminar course.
7. Punctual and consistent attendance within the classroom.
   • Absences from classroom teaching experiences must be rescheduled and attended
   • Unexcused absences will result in an “Unsatisfactory” final grade.  An incomplete grade is given only in extenuating circumstances.
8. Timely submissions and approval of lesson plans by the cooperating teacher prior to presentation.
   • Lesson plans signed and dated by the cooperating teacher on the appropriate date prior to the lesson presentation.
   • Lesson plans must be kept in a 3 ring binder.
9. Demonstration of satisfactory performance in assuming full teacher duties for designated period of time.

SUGGESTED TEACHING SCHEDULE FOR FINAL INTERNSHIP

The teacher candidate will:

Week One	Meet the cooperating teacher. Request assigned “space” in the classroom. Observe the cooperating teacher and take notes on teaching and management techniques.
	Learn student names.  Determine a weekly time to dialogue.  Identify the location of materials Assist teacher when applicable.
	Review the curriculum to become familiar with goals and subject matter. Learn the classroom management system (procedures and routines) and discipline plan.  Assist when applicable. Begin the AES with the clinical educator team and identify Educator Accomplished Practices indicators.  These Educator Accomplished Practices indicators are the first steps leading to evaluation of the internship. Collaborate with the Teacher Education Team and agree upon assignments and lesson plans for teaching the next week.
Weeks Two - Four	Gradually begin teaching responsibilities while collaborating with cooperating teacher and university supervisor. Teach one to four subjects using the College of Education lesson plan format that includes the Sunshine State and Goal Three standards and ESOL strategies.  Review and modify the AES evaluation form with the clinical educator team.
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. Review and modify the AES evaluation form with the Teacher Education Team.
Week Twelve	Review the Integrated Field/Internship Evaluation Form and the AES evaluation form with the Teacher Education Team to determine the final grade.
After the Internship	Observe additional classrooms (Optional)

Download Syllabus From Here