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Block 4 for the pre-intern is the fourth
of a five-block experience within our Integrated Undergraduate degree
program. Block 4 special education pre-interns serve half
the semester at an elementary site and the other half at a secondary
site during a semester term. Block 4 pre-interns receive opportunities
to experience a range of grades culturally and linguistically diverse
students.
The pre-intern is in the
classroom three days per week, Tuesdays and Thursdays are half days
and Wednesdays are full days. Block 4 interns should plan
to begin at teacher school hours and allow additional time for planning
and conferences. Pre-interns meet periodically with their
university supervisor to attend seminars. Seminars may vary in time
and place. This may necessitate a request to leave school early.
In this phase, the pre-intern
is expected to spend student contact hours with children in a variety
of curriculum areas. The pre-intern is learning how to plan
and implement lessons with increasing independence and is expected
to assume greater responsibility for instruction and student learning
on a continuing basis. It is suggested that the increase in responsibility
occur gradually. Meeting these responsibilities requires careful
and extensive planning by the pre-intern with much support provided
by the cooperating teacher and the university supervisor.
Prerequisites in
Block 4 include admittance into the College of Education as a degree
student, a 2.5 GPA, a "C" or better in professional and subject
area courses, completion of specified courses, and full completion
of the Block 4 application by deadline.
Non-Final applications
for Fall semester are available the first week in March and are
due the last weekday in March. Non-Final applications for
Spring semester are available the first week of classes of the Fall
Semester and are due the last weekday in September.
University expectations of the pre-interns:
- Become aware of the total learning environment.
- Get to know student names quickly.
- Observe the system used for classroom
management closely.
- Participate in the classroom as often
as possible with teaching, tutoring, or doing activities with
the students.
- Identify personal inner strengths and
weaknesses related to the field of teaching.
- Teach small groups and whole lessons
each week.
- Learn record keeping and become familiar
with evaluation tools.
- Write formal lessons. Gain knowledge
in curriculum.
- Develop classroom management skills.
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Through the final internship experience, interns receive
extensive opportunities to synthesize course content to develop
effective teaching skills. Within this internship, interns
will integrate theoretical knowledge with opportunities to
teach culturally and linguistically diverse students
and demonstrate behaviors specified in the Educator Accomplished
Practices and the Florida Performance Measurement System.
The Expeditionary Integrated Program comprises a ten week
internship for early childhood, elementary education, and
special education majors. Block 5 interns are in classrooms
Monday through Friday during teacher school hours. Senior
seminar is conducted concurrently with the student teaching
experience. Interns meet with their university supervisor
for small group seminars. Occasionally hours will vary.
Block 5 interns should plan for additional preparation time
including before and after school.
Prerequisites include admittance into the College of Education
as a degree student, a 2.5 GPA, a "C" or better in professional
and subject area courses, completion of specified courses,
and full completion of the Block 5 application by the deadline.
For the Fall internship, applications are due on, or the first
business day AFTER, February 1st. For the Spring internship,
applications are available the last week in April and due
on, or the first business day AFTER, September 1st.
University Expectations for the intern:
- Gain knowledge and develop skills necessary
to become a competent first year teacher.
- Take total responsibility for the classroom
for 5 to 6 weeks of the semester. This includes all planning,
teaching, evaluation, and management.
- Incorporate the Sunshine State Standards,
Goal Three Standards, and ESOL strategies into lesson planning.
- Attend all teacher meetings.
- Develop communication skills with parents,
attend conferences, write notes, send home newsletters, etc..
- Develop a portfolio based on the Educator
Accomplished Practices.
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