1. Pre-Practice Requirements
   1. Attend a Placement Information Meeting

The candidate is required to attend placement information meeting to receive information concerning his/her placements and to review the procedures for the pre-practice visit.  These procedures are:

1. The candidate will phone the school and make an appointment to                  spend approximately three (3) hours with the mentor teacher. The

     candidate should inquire about school sign-in procedures.

2. Complete a Pre-Practice Visit

Each candidate is required to make proper arrangements for and complete a visit to the school and mentor teacher to whom he/she has been assigned for the Internship I experience.  Accordingly, arrange a minimum three-hour visit to discuss the teaching situation with the mentor teacher, and record this meeting on the internship timesheet. Check to see if the principal would like to meet prior to the meeting with the mentor teacher.  The candidate should observe appropriate school protocol in terms of appearance and attire. During the visitation, the candidate may meet with the children, observe teaching procedures, become familiar with the physical arrangement of the room and available resources, and meet members of the faculty and staff including the site coordinator. (See Appendix:  Some Questions You Might Ask About Your Teaching Situations.)

1. The Pre-Practice Visit Card is to be signed by the mentor teacher during the visitation and returned to the PDS Field Placement Coordinator as soon as the visit is completed. 

3.  Attend an Orientation Meeting

Candidate is required to attend an orientation meeting to receive information concerning guidelines and assignments. This meeting occurs prior to the Induction/Preparation Days. A review orientation will also be held during a seminar immediately prior to the Internship I experience. The date and time of these meetings will be announced.

1. Field Assignment Requirements

The candidate is expected to successfully complete all field assignments listed in the ELED 494 syllabus and the field assignments of each of the Block II courses.

1. ELED 494 Field Assignments (All are explained in the ELED 494 syllabus.  Materials for these assignments are listed in the Appendix.)
   1. Establishment and maintenance of an Internship I Notebook
   2. Maintenance of daily time sheets
   3. Full participation in daily activities of the PDS
   4. A minimum of five full days of teaching with three days being consecutive
   5. Evidence of candidate’s daily lesson planning (Long plan format should be used until notified by mentor and supervisor)
   6. Completion of the Service Learning Project
   7. Completion of the Content Interview and Classroom Management assignment.

1. Additional Information Concerning ELED 494

1. Visits/Observations by University Supervisors

Supervisors make initial visits during the first week of the internship.  They check notebooks, sign time sheets, talk with mentor teachers, and discuss progress on field assignments. If it is fall semester, the supervisor will discuss your induction experience. During this “Hello” visit, the supervisor will establish a time for the first observation and will probably conference with the mentor teacher.  The supervisor may review procedures with the intern about the post-observation conference. A long, detailed plan will be expected for the first observation.  Supervisors provide written comments concerning the observation either at the conclusion of the conference or shortly after.  A written copy is also given to the mentor teacher. After the first observation, the supervisor will set a time for a second observation.  If the Content Lesson Interview is not part of the first observation, it will be conducted during the second observation.  After the second observation, the time for the three-way evaluation conference will be set.  Note that additional observations may be made at the discretion of the supervisor.
 

2. Evaluation Conference

The university supervisor will conduct a 3-way final evaluation with the candidate and the mentor teacher at the end of the internship.  The Teaching Internship Performance Rating form is located in the Appendix. This evaluation form is signed and the supervisor will return it to the university.  It will be copied and forwarded to the Intern II mentor teacher and supervisor for Internship II.

3. Internship Paperwork

By the end of the semester, the following completed documents must be received by the university supervisor (see Appendix for forms).

1. Teaching Internship Performance Rating Form
2. Time Record Sheet
3. Absence form
4. Notebook Rating Form
5. Copy of PDS Checklist of Activities/Experiences
6. Copies of observed lesson plans (long) with supervisor observation forms
7. Content Lesson Interview rubric
8. Classroom Management rubric
9. Checklist for Completed Permanent Folders: Internship I

The completed forms will be placed in the candidate’s permanent file.

1. Block II Course Field assignments

1. EDUC 448 Educational Technology Lab III

Integrating Technology into the Curriculum and Instruction (See Appendix for details about the assignment). Assessment is completed by faculty and teachers from the schools.  Another assignment for EDUC 448 is the completion the Technology Survey. This survey is listed in the handbook and will be assessed by the course instructor.  (See Appendix)

2.  REED 425 Materials and Motivations for Reading

A reading interest inventory is to be created, administered and analyzed.  The assignment is explained in class and assessed by the instructor.  Based on analysis of the inventory results, the intern will create a Children’s Library Proposal to be assessed by the instructor.  Candidates will create a classroom display of books that match the analysis of student reading interest inventories and submit a photo of the display. These assignments will be further explained and assessed by the instructor.

3.  REED 420 Assessment for Reading Instruction

During the initial visit, candidates will be required to interview either a mentor teacher/classroom reading teacher OR the school’s reading specialist about the reading assessments used in the classroom or school environment.  This interview will be used in a later assignment.  During the Internship, the candidate will compile a reading assessment notebook, consisting of a variety of reading assessments administered with one selected student in the field classroom.  The purpose of this assignment is to develop the candidate’s skills in informal and formal assessment administration and interpretation. These assignments will be further explained and assessed by the instructor.

Note:

 ECE/ELEM majors are required to work on parent communication practices involving curriculum during fieldwork.  Details are given in ECED 431 and the assessment is completed by the instructor.

ELEM candidates taking EDUC 445 Middle School will be communicating with their instructor via Blackboard during fieldwork. Additionally, candidates will complete Strategies in Action assignment. The instructor will explain this in detail.