Arkansas State University Department of Teacher Education I. Course Information TE 6299 Internship in Teacher Education Middle Grades 4-8) II. Readings Assigned Readings: Arkansas State University Teacher Education Handbook, 2006 edition Teaching Internship Handbook, 2006 edition Articles and resources as assigned or suggested by the supervisors III. Purpose and Course Description Teaching internship is the culmination of the middle level option for the Master of Arts in Teaching education program and provides eight weeks of directed teaching in two different grade placements (or in one placement if the candidate is employed as a classroom teacher under the provisions of the Arkansas Department of Education) for a total of 16 weeks of experience under the supervision of a qualified teacher. The application of knowledge, skills, and demonstration of appropriate dispositions for middle level teaching is required, as determined by the National Middle School Association’s standards (see below). Prerequisite: Admission to the internship semester as specified by the Office of Professional Programs of the College of Education. IV. Course Objectives Major Goals for Interns: 1. Demonstrate competence to plan, deliver, and evaluate learning experiences appropriate for the specific developmental and learning needs of middle level students. 2. Develop a reflective attitude of self-evaluation for personal and professional growth which instigates understanding of the complexity of teaching young adolescents. 3. Exhibit an understanding of the major concepts and research underlying the philosophical foundations of middle level programs and schools which will lead to collaborative practices with school staff, peers, parents, and community agencies.

Specific Outcomes: 1. Communicate the central concepts, tools of inquiry, standards and structures of content in specific subject matter and/or teaching fields. 2. Demonstrate appropriate interpersonal skills and maintain a professional rapport with supervisors, families, students, and staff. 3. Plan multiple learning opportunities during instruction and multiple assessment strategies based on the diverse needs and learning styles of middle level learners. 4. Utilize appropriate teaching practices based in middle level philosophical foundations to include relevant, challenging, integrative and exploratory curriculum and developmentally responsive instructional strategies. 5. Manage supportive learning environments to promote the healthy development of all young adolescents and to maximize instructional time and student learning.

1

6. Recognize and respond positively to community membership, to families and to students with diverse learning needs. 7. Incorporate technology in planning, integrating, implementing and assessing curriculum and student learning.

NMSA Programmatic Standards: One—Middle Level Courses and Experiences 1. The middle level conceptual framework establishes a shared vision for the programs efforts in preparing educators to work in middle level schools. 2. Courses address topics such as middle level philosophy and organization, young adolescent development, middle level curriculum, and middle level instruction. 3. Early and continuing middle level field experiences and student teaching are provided and required.

Performance Standards: One—Young Adolescent Development 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Establish close, mutually respectful relationships with all young adolescents that support their intellectual, ethical, and social growth. Create learning opportunities that reflect an understanding of the development of all young adolescent learners. Create positive, productive learning environments where developmental differences are respected and supported, and individual potential is encouraged. Make decisions about curriculum and resources that reflect an understanding of young adolescent development. Use developmentally responsive instructional strategies. Use multiple assessments that are developmentally appropriate for young adolescent learners. Engage young adolescents in activities related to their interpersonal, community, and societal responsibilities. Create and maintain supportive learning environments that promote the healthy development of all young adolescents. Deal effectively with societal changes, including the portrait of young adolescents in the media, which impact the healthy development of young adolescents. Respond positively to the diversity found in young adolescents and use that diversity in planning and implementing curriculum and instruction.

Two—Middle Level Philosophy and School Organization 1.

Apply their knowledge of the philosophical foundations of middle level education when making decisions about curriculum and instruction. 2. Work successfully within developmentally responsive structures to maximize student learning. 3. Articulate and apply their knowledge of the philosophical foundations of middle level education in their classrooms, schools, and communities. 4. Implement developmentally responsive practices and components that reflect the philosophical foundations of middle level education.

2

Three—Middle Level Curriculum and Assessment 1. Successfully implement the curriculum for which they are responsible in ways that help all young adolescents learn. 2. Use current knowledge and standards from multiple subject areas in planning, integrating, and implementing curriculum. 3. Incorporate the ideas, interests, and experiences of all young adolescents in curriculum. 4. Develop and teach an integrated curriculum. 5. Teach curriculum in ways that encourage all young adolescents to observe, question, and interpret knowledge and ideas from diverse perspectives. 6. Provide all young adolescents with multiple opportunities to learn in integrated ways. 7. Participate in varied professional roles within the total school curriculum (e.g., advisory program, co-curricular activities). 8. Use multiple assessment strategies that effectively measure student mastery of the curriculum. 9. Incorporates technology in planning, integrating, implementing and assessing curriculum and student learning. 10. Articulate curriculum to various stakeholder groups.

Four—Middle Level Teaching Fields 1. Use their depth and breadth of content knowledge in ways that maximize student learning. 2. Use effective content specific teaching and assessment strategies. 3. Engage all young adolescents in content that incorporates their ideas, interests, and experiences. 4. Teach in ways that help all young adolescents understand the integrated nature of knowledge. 5. Integrate state-of-the-art technologies and literacy skills into teaching content to all young adolescents. 6. Engage in activities designed to extend knowledge in their teaching fields.

Five—Middle Level Instruction and Assessment 1. Use a variety of teaching/learning strategies and resources that motivate young adolescents to learn. 2. Create learning experiences that encourage exploration and problem solving so all young adolescents can be actively engaged in learning. 3. Plan effective instruction individually and with colleagues. 4. Provide all young adolescents with opportunities to engage in independent and collaborative inquiry. 5. Participate in professional development activities that increase their knowledge of effective teaching/learning strategies. 6. Establish equitable, caring, and productive learning environments for all young adolescents. 7. Employ fair, effective, developmentally responsive classroom management techniques.

3

8. Implement a variety of developmentally responsive assessment measures (e.g. portfolios, authentic assessments, student self-evaluation). 9. Maintain useful records and create an effective plan for evaluation of student work and achievement. 10. Communicate assessment information knowledgeably and responsibly to students, families, educators, community members, and other appropriate audiences.

Six—Family and Community Involvement 1. Establish respectful and productive relationships with family and community members that maximize student learning and well being. 2. Act as advocates for all young adolescents in the school and in the larger community. 3. Connect instruction to the diverse community experiences of all young adolescents. 4. Identify and use community resources to foster student learning. 5. Participate in activities designed to enhance educational experiences that transcend the school campus. 6 Encourage all young adolescents to participate in community activities and services that contribute to their welfare and learning (e.g., service-learning, health services, after-school programs). 7 Demonstrate the ability to participate in parent conferences.

Seven—Middle Level Professional Roles 1. Model positive attitudes and appropriate behaviors for all young adolescents. 2. Serve as advisors, advocates, and mentors for all young adolescents. 3. Work successfully as members of interdisciplinary teams and as part of the total school environment. 4. Engage in and support ongoing professional practices for self and colleagues (e.g., attend professional development activities and conferences, participate in professional organizations). 5. Read professional literature, consult with colleagues, maintain currency with a

range of technologies, and seek resources to enhance their professional competence.

ASU Conceptual Framework Linkage: 1. Professionalism: The teacher candidate behaves in a professional, ethical, and legal manner. 2. Diversity: The teacher candidate utilizes a variety of teaching strategies to develop a positive teaching-learning environment where all students are encouraged to achieve their highest potential. 3. Communication Skills: The teacher candidate demonstrates effective communication skills. 4. Curriculum: The Teacher Candidate plans and implements curriculum appropriate to the students, grade level, content, and course objectives. 5. Subject Matter: The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. 6. Teaching Models: The teacher candidate implements a variety of teaching models.

4

7. Classroom Management: The teacher candidate utilizes appropriate classroom management strategies. 8. Assessment: The teacher candidate utilizes a variety of assessment strategies to monitor student learning and to determine adjustments in learning activities. 9. Reflective Teaching: The teacher candidate reflects on teaching and learning In summary, the teacher education programs seek to produce beginning teachers capable of meeting each of the standards in the context of teaching a diverse student body in the school community context.

ISTE Linkage: I. Technology Operations and Concepts: Teachers demonstrate a sound understanding of technology operations and concepts. II. Planning and Designing Learning Environments and Experiences: Teachers plan and design effective learning environments and experiences supported by technology. III. Teaching, Learning, and Curriculum: Teachers implement curriculum plans that include methods and strategies fro applying technology to maximize student learning. IV. Assessment and Evaluation: Teachers apply technology to facilitate a variety of effective assessments and evaluation strategies. V. Productivity and Professional Practice: Teachers use productivity to enhance their productivity and professional practice. VI. Social, Ethical, Legal, and Human Issues: Teachers understand the social legal, ethical, and human issues surrounding the use of technology in PK-12 schools and apply that understanding in practice.

V. Course requirements: **NOTE: “Traditional MAT Internship” students will be placed in two placements: one following 4-5 and one following 6-8. They will follow the syllabus and when required make entries for each of the grade placements. Those individuals interning as the teacher of record will work with the clinical supervisor and university supervisor to differentiate daily teaching responsibilities from the internship requirements and will make two entries when entries for each item in lieu of separate entries for each placement. In collaboration with and as directed by the clinical supervisor and/or university supervisor, the student intern is required to complete the following: 1. Participate in related school activities, which the clinical supervisor is expected to participate in fulfilling their contractual obligations as a teacher, including, but not limited to: faculty meetings, in-service training, PTO meetings, parent conferences, and school/community activities.** 2. Conduct a minimum of two planned observations in other classrooms.** 3. Plan, teach, and evaluate instruction that features integrated content from multiple areas of the curriculum, is supported by technology and includes the use of technology by learners. 4. Develop a thematic unit to teach to your grade placement (2). Guidelines will be provided by your supervisor.** 5. Develop and prepare such instruction as may be required by the clinical supervisor. All lesson plans should be available to the clinical supervisor and university supervisor three working days prior to teaching for review.

5

6. Develop or utilize instructional supports (bulletin boards, manipulative) as may be required. 7. Complete TE-MLED Internship Portfolio I and TE- MLED Internship Portfolio II in College Live Text, to include: a) Professional Resume, Memberships and Cover Letter; b) Family/Community Involvement Participation and Reflections; c) Selected Lesson Plans with Teaching Episode Reflections (one per placement); d) Posting of Selected Formative and Summative Assessments;)Final Reflection; and g) Effect on Student Learning (ideally, one per placement) where two assessment tools are posted and proof exists that instructional objectives were appropriately evaluated, presented in chart form and analyzed. The TE-MLED Internship Portfolios should be shared for review with your University Supervisor.** 8. Complete the MLED Portfolio LTTL on College Live Text by attaching the TE- MLED Portfolio I and II (see # 6 above) and any other documents you wish to include. The TEMLED Internship Portfolio LTTL should be shared for review with your University Supervisor. Electronic portfolios are an important aspect of your program completion and are required. Failure to complete electronic SPA Portfolios may result in delayed graduation and/or loss of 20 points on your summative evaluation.** 9. Participate in seminar activities as scheduled by Professional Education Programs. These will include reflective reviews of teaching experiences in a group setting. 10. Teach a minimum of three full weeks as teacher in charge.** Lesson plans for all scheduled observations during this time and other planned observations should be submitted to the clinical or university supervisor at least 3 working days prior to the observation 11. Maintain a reflective journal as required by the university supervisor, which may be

in electronic form. 12. Develop a unit of study that illustrates your ability to plan and assess instruction in each placement (total 2)** 13. Classroom Management Reflection from each placement. 14. Final Reflection from each placement.

Below is a chart illuminating the above requirements: Item # (see above) 1

2

Requirement

Documentation

Objective(s)

Participation in related school activities At least two activities per placement or a total of 4 for the internship.

Documentation: write a summary and short reflection of your activities. Place in your portfolio. Place these in your reflective journal. Consider what is covered when you are observed. Place in your portfolio.

2, 6

Minimum of two planned observations in other classrooms. One per placement in either another content area than your placement may include (but not limited to) physical education, special classes, music, art, etc.

6

3, 4

1, 3, 4, 5, 7

3, 4, 5 and 6

Teach for three full weeks as teacher in charge under direction and guidance of clinical supervisor

Maintain such records and plans as required by your supervisor in a separate folder. May include lesson plans, conference notes, samples of activities. Should include your unit for each placement. Place in your portfolio and submit your unit to LiveText.

3, 4, 5 and 6

Develop or utilize instructional supports

7-8

TE-MLED Internship Portfolio I (this meets all Internship portfolio requirements and the Learning to Teach, Teaching to Learn Portfolio Requirement) in College Live Text to include: a) Professional Resume, Memberships and Cover Letter b) Family/ Community Involvement Participation and Reflections c) Selected Lesson Plans with Teaching Episode Reflections (one per placement) d) Posting of Required Formative and Summative Assessments e) Final Reflection (2) TE-MLED Portfolio II f) Effect on Student Learning (two)

May include samples of 7 activities, materials from your unit, and support materials featuring technology, e.g., power points, bulletin boards, etc. Place in the portfolio. You may note a reference to your unit. Found on LiveText 1-7

11

Maintain reflective journal, collection of all lesson plans, photos or other evidence of

May include materials in relevant sections above not required in LiveText.

7

1-7

12 13

14

effective teaching Teaching Units (2) following the directions attached Classroom Management reflection from each placement should be entered on LiveText. Final Reflection from each placement (2)

Enter in LiveText as a word document Enter in Portfolio as a word Document. Rubrics will be provided. Enter in Portfolio as a word Document. Rubrics and directions will be provided.

1-7 2, 5, 6

1-7

VI. Grading and Evaluation Final grades will be assigned using the criteria developed by the Office of Professional Programs as stated in the Teacher Intern Handbook. Note that 20% of the placement grade is based on the portfolio** VII. Course Outline Generalities: The internship experience is provided in a school setting of the appropriate grade configuration. Interns spend the same workday as a certified staff member usually about 7 hours, five days per week. Interns are required to perform duties as assigned to the clinical supervisor such as preschool supervision of students and fulfill responsibilities assigned to the clinical supervisor such as attendance at faculty meetings, participation in after school activities, or staff development programs. The teaching activities are assigned in an increasing load to allow for acclimation and preparation. Further, such an arrangement allows for a smooth transition from teacher to intern and back to teacher. Weekly Schedule (This will vary by placement and status of employment). Week 1 Observe, perform classroom duties, begin preparing instructional activities Week 2 Teach one subject or class period Week 3 Teach two or three classes/a half day Week 4 Teach three or four classes Week 5 Full teaching responsibility Week 6 Full teaching responsibility Week 7 Full teaching responsibility Week 8 Complete transition of activities back to teacher, observe special settings or other classrooms *Supervisors may adjust weeks 2-4 as needed to accommodate holidays or inservice days to ensure the intern assumes three full weeks of teaching responsibility. VIII. Special Considerations A. Requirements and Grading: A portfolio of collected materials for documentation of growth, meeting course outcomes and reflection is required. Students will receive evaluations by both clinical supervisors and university supervisors following procedures established by the Office of Professional Programs.

8

B. Attendance at formal and informal seminars as established by the university supervisor and/or the Office of Professional Programs is essential and will be completed prior to a grade being issued. Make-up of excessive absence (over 4 per semester for all internships) is required. In the case that excessive absence occurs in the first placement, make up will be completed before the student moves to the next placement. Extending the student’s placement for the required time including extensions beyond graduation dates will complete make up in the final placement. C. The use of technology for lesson preparation, materials development, and when possible as an instructional aide is a requirement. Students are expected to work with the technology available to them during their placement and to use all resources including the university, educational cooperatives and state department of education to accomplish course outcomes. In addition, students will use e-mail to form support groups during the internship and to collect reflections, journal readings, and other materials for seminars. IX. Procedures to accommodate Students with Disabilities If you need adaptations or accommodations because of a disability, if you have emergency medical information, or if you need special arrangements in case the building must be evacuated, please make an appointment to see me as soon as possible. Since this is a field placement, relative information must be shared with the school administration, cooperating teacher, and school nurse. X. References Baloche, L. (1998). The Cooperative Classroom: Empowering Learning. Upper Saddle River, New Jersey: Prentice Hall. Bryant, M. & Land, S. (1998). Co-planning is the key to successful co-teaching. Middle School Journal, 29(5), 28-34. Carroll, P. S., & Taylor, A. (1998). Understanding the culture of a classroom. Middle School Journal, 30(1). Evertson, C., et al. (1994). Classroom Management for Elementary Teachers. Needham Hights, MA: Allyn & Bacon. Lemleck, J.. (2002). Curriculum and Instructional Methods for the Elementary and Middle School. Upper Saddle River, New Jersey: Merrill. McDonald, R. (1999). Handbook for Beginning Teachers. Boston, MA: Allyn & Bacon. Marzano, R., Pickering, D., & McTight, J.. (1994). Assessing Student Outcomes. Alexandria, VA: ASCD.

9

Orlich, D.C. et al. (1998). Teaching Strategies, A Guide for Better Instruction. Boston: Houghton Mifflin Company. Pelletier, C. (2000). Strategies for Successful Student Teaching: A Guide. Boston, MA: Allyn & Bacon. Roe, B. & Ross, E. (2002). Student Teaching Handbook. Upper Saddle River, New Jersey: Merrill. Wiles, J. and Bondi, J. (2001). The New American Middle School. Upper Saddle River, New Jersey: Merrill.

Unit or Integrated Instructional Plan TE 6223 MLED Option Each student will create an instructional unit (called an integrated instructional plan in the early childhood program) for each placement that contains the following elements: A series of lesson plans that cover the period of at least a week or five days. Each project will be developed according to your area of teaching. The unit should seek to integrate content as much as your placement will allow and should have as a minimum one content area plus language arts or if you teach language arts, one additional content area. A description of the end product or final project that will be created by the students. This will include the unit goals and a copy of the final assessment. The assessment will not be a test. A description of how learning will be conducted in the form of lesson plans developed on using the “official model” for the ASU TE Program based on Pathwise. This should include concept development, skills learning, problem solving, discussion or presentation, and cooperative learning. There may be some overlap, but you must have five lessons and cover at least three models. Unit Goals Unlike behavioral objectives, unit goals should be broad. Such words as learn, understand, appreciate are all acceptable in stating your unit goals. An example of a unit goal for a unit on ducks may read something like this, "The goal of this unit is for primary students to explore and learn about the habitats, diets, and specific attributes of various species of ducks." Depending on what your unit includes you will probably have between 3 and 5 unit goals. Unit goals should provide guidance for your planning and be measured by specific objectives in your lessons. Lesson objectives should be listed under

10

each goal and use the Arkansas Curriculum Frameworks used by your placement school. If the common curriculum core is in place, it should be used. Concepts and Skills Concepts and skills taught or utilized during this unit should be specified. An example of a concept in a biological diversity unit might be, "Biological diversity results from the interaction of living and non-living environmental components such as air, water, climate, and geological features." Examples of skills in the same unit might include researching, identifying attributes and components, and evaluating. Concepts will be depicted by creating a concept map of the content to be covered. This may be in any of several formats including webs. Skills will be depicted by listing the skills to be taught. These concepts and skills will alter be used to create your instructional objectives for each lesson. Examples are included. Parent Newsletter Create a newsletter for parents introducing the unit. The newsletter should be created in a text editor, such as Microsoft Word, and uploaded to this section. The newsletter should include the unit goals and possibly some of the activities students may be involved in during the week. Relevant graphics would enhance the appearance of your newsletter. Resources Resources are those resources that the student will or may use. For example, a website that a student will use, a worksheet that students will complete, literature that is identified that broadens students' knowledge about the unit theme, etc. A minimum of 5 selections of children’s literature must be included in the resources. Literature should coordinate well with theme of the unit. The “Themes and Topics” link of Sparks (http://teachered.astate.edu/sparks/) is one source for identifying books that may be appropriate for the theme. Lesson Plans This unit should include a minimum of 5 original lesson plans that you have developed.. The lessons should be age-appropriate and related to the theme. Lessons should be detailed. Lessons must be aligned with the Unit Goals and must help students to acquire the concepts and skills specified. One or more of the lessons must plan for technology integration. Use the Pathwise lesson plan model for each plan. Evaluation of Student Learning Evaluation of student learning should be a project or an activity. Regardless, the evaluation must measure whether the individual students have reached the unit goals for the unit. The project/activity should be interdisciplinary and should be collaboratively

11

developed by the interdisciplinary team. A rubric should also be collaboratively developed to indicate how the project or activity will be assessed. A description of the project/activity with instructions should be attached as well as the rubric. References Professional References are those references that were helpful to you, in preapring this unit. List all professional references. Unit Outline I.

II.

IV.

An overview A.

A paragraph over viewing the general student background in the class. Pay attention to socio-economic needs, learning exceptions, and general previous experiences.

B.

In paragraph form describe the unit and relate it to the place it has in the curriculum. Include why this unit is being taught. It may be subject centered with integration of content. For example, it can be science with integration of language arts.

C.

Put a table of contents at the beginning of this section

D.

A list of the unit goals or broad outcomes followed by

Content Covered A.

Develop a mind map (graphic organizer such as a web) linking the areas of learning and major content to be taught. This is critical in the integrated instructional plan. This may be hand drawn.

B.

Complete a list of the major concepts to be taught. and skills to be developed.

A series of at least five lesson plans. A series of lesson plans that cover a minimum period of a week or five days. A.

One lesson that builds student background. It should be some form of concept lesson and may include vocublary development.

B.

A lesson using presentation, discussion or additional concept development.

C.

A lesson teaching some skill (Direct Instruction)

12

D.

A lesson involving cooperative learning that may also feature exploration.

E.

A lesson that provides for the extension of learning or application of what has been learned. Should feature higher order thinking.

V.

A description of the end product or final project created by the student. This must relate to unit goals and include copy of the final assessment.

VI.

A listing of professional references (materials you used in assisting your development of the unit.

VII.

Appendices A.

Parent news letter

B.

Materials Required/Student Resources

C.

Special Considerations

Classroom Observations/Reflections Using the main points of the classroom management plan as a guide, collect observational data while in your Internship placements and be prepared to write a reflective essay when you complete the placement. Use your own activities as well as the cooperating teachers’ actions or plans. I doubt you will have the time to collect all the information you might need for a complete assessment. This activity will help you develop ideas for your own management plan and give you a chance to compare the theory to real world situations. Use the check lists in Blackboard and collect anecdotal data (rough notes) to cover the questions below. After your summary of each area, provide a reflection. This will be of your reaction to the events and how they play against your current knowledge of the theory discussed in class. This is not to be a critique of the teacher, school or other individuals. For each topic below, answer the following questions: Describe the situation by listing classroom information from your observations. What was the situation? For example, identify the classroom organization plan by providing a room design. How well did it seem to work? Can you give examples of positive points and possible negative points? I must have some positive examples before I will accept negative examples. How might you change it? Offer positive changes. How do your observations ?

13

Topical areas Placement 1 How is the classroom organized for instruction? Provide a floor plan. What are the procedures and rules employed in the room? What provision is made for student accountability? How are lessons organized and managed? How is misbehavior managed? Placement 2 How is the classroom organized for instruction? Provide a floor plan. What are the procedures and rules employed in the room? What provision is made for student accountability? How are lessons organized and managed? How are groups managed? A rubric will be provided Final Placement Reflection Your final reflection should be in the form of an essay of about 4-500 words. It should be structured along the following lines as indicated by the rubric that will be provided.. Try for an strong organizational paragraph, 4-5 developmental paragraphs, and a conclusion. Much like in MLED 6023.

14