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Prior to Internship I: Responsibilities |
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Intern I Orientation Meeting Induction/Preparation Days
Complete any course assignments associated with the Induction/Preparation days Review the Intern I Handbook and other materials included in the Orientation. Any questions about the materials should be directed to the University Supervisor (US). Contact Mentor via phone/email to confirm start date, arrival time, and school site address. Prepare any materials, lessons, etc., needed to begin field experience. Begin planning for Service Learning Project Establish and maintain Intern I Notebook, daily time sheets, participation of daily activities of the PDS.
Mentor Review the Intern I Handbook and other materials included in the Orientation. Any questions about the materials should be directed to the University Supervisor. Meet with Intern to review roles/responsibilities and set clear expectations for the field experience. Provide Intern with classroom management, classroom schedule, units, lessons, materials, etc. needed to begin their internship. Phone/email conference with US. Submit contract to Frostburg State University.
University Supervisor (US) Review the Intern I Handbook and other materials included in the Orientation. Any questions about the materials should be directed to the Office of Field Experience. Contact Intern via phone/email to confirm start date, arrival time, and school site address. Phone/email conference with Mentor to review roles/responsibilities and address any questions.
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Week 1 Responsibilities |
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Intern I Conference with Mentor to discuss classroom and school rules/policies. Tour school site. Acclimate to classroom and observe/assist with daily activities. Plan and teach a minimum of one lesson per day. Begin collection of data for Portfolio. Schedule formal observation with University Supervisor (recommended for week two/three). Begin Classroom Management assignment Phone/email conference with University Supervisor. Establish conference time; conference with Mentor daily. Complete weekly reflection and time sheet. Begin Service Learning ProjectWork toward completing course and field assignments
Mentor Assist Intern in acclimating to classroom and school. Introduce to students, faculty, and staff. Discuss and plan timeline for transition of responsibilities based on suggested schedule with Intern. Develop tentative schedule for observation, evaluation, and teaching. Conference with Intern daily.
University Supervisor Contact Intern via phone/email to review roles/responsibilities and set clear expectations for the field experience. Discuss week one experience. Check in with Mentor via phone/e-mail regarding Intern’s progress. Review weekly reflection; respond as needed. Schedule formal observation with Intern and Mentor (recommended for week two/three).
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Week 2 Responsibilities |
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Intern I Plan and teach a minimum of one lesson per day. Provide Mentor with lesson plan(s) a minimum of 48 hours in advance (or as directed). Continue to observe/assist with classroom activities. Conference with Mentor daily. Complete weekly reflection and time sheet. Begin components/requirements PDS Checklist of Activities Complete first formal observation with US followed by onsite conference. Submit lesson plans to US 24 hours in advance (If scheduled for week 2) Continue Service Learning Project Work toward completing course and field assignments
Mentor Conference with Intern daily. Continue to support Intern as they observe/assist with classroom activities. Review Intern's lesson plan(s); provide guidance and feedback as needed. Assist with components/requirements for PDS Checklist of Activities
University Supervisor Be available for questions and feedback. Check in as needed with Intern and/or Mentor. Review components/requirements PDS Checklist of Activities Review Intern I Notebook during visits Complete first formal observation with Intern followed by onsite conference. Provide written feedback to Intern and Mentor. (If scheduled week 2).
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Week 3 Responsibilities |
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Intern I Plan and teach a minimum of two lessons per day. Provide Mentor with lesson plans a minimum of 48 hours in advance (or as directed). Continue to assist with classroom activities. Conference with Mentor daily. Complete weekly reflection and time sheet. Complete first formal observation with US followed by onsite conference. Submit lesson plans to US 24 hours in advance (If scheduled for week 3) Schedule second observation with US (complete in week 4 or 5). Continue Service Learning Project Work toward completing course and field assignments
Mentor Gradually increase Intern responsibilities and workload. Conference with Intern daily. Review Intern's lesson plans; provide guidance and feedback as needed.
University Supervisor Be available for questions and feedback. Check in as needed with Intern and/or Mentor. Review Intern I Notebook during visits Complete first formal observation with Intern followed by onsite conference. Provide written feedback to Intern and Mentor(If scheduled for week 3) Schedule second observation with Intern (complete in week 4/5).
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Week 4 Responsibilities |
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Intern I Plan and teach a minimum of three lessons per day, working toward five full days of teaching with 3 being consecutive (complete in week 4/5). Provide Mentor with lesson plans a minimum of 24 hours in advance (or as directed). Continue to assist with classroom activities. Conference with Mentor daily. Complete weekly reflection and time sheet. Complete second formal observation with US followed by onsite conference. Submit lesson plans to US 24 hours in advance (If scheduled for week 4) Complete Content Interview questions in writing for second observation and submit to US. Continue Service Learning Project Work toward completing course and field assignments
Mentor Phone/email conference with US as needed. Continue to increase Intern responsibilities and workload. Conference with Intern daily. Review Intern's lesson plans; provide guidance and feedback as needed.
University Supervisor Check in with Mentor via phone/e-mail regarding Intern’s progress. Be available for questions and feedback. Check in as needed with Intern and/or Mentor. Review weekly reflection; respond as needed. Complete second formal observation with Intern followed by onsite conference. Provide written feedback to Intern and Mentor. (If scheduled week 4). Conduct Content Interview during second observation/conference. Collect Intern’s written responses and score using rubric. Schedule evaluation with Intern and Mentor (complete in week 6).
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Week 5 Responsibilities |
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Intern I
Plan and teach a minimum of four lessons per day, working toward five full days of teaching with 3 being consecutive (complete in week 4/5). Provide Mentor with lesson plans a minimum of 24 hours in advance (or as directed). Continue to assist with classroom activities. Conference with Mentor daily. Complete weekly reflection and time sheet. Complete second formal observation with US followed by onsite conference. Submit lesson plans to US 24 hours in advance (If scheduled for week 5) Complete Content Interview questions in writing for second observation and submit to US. Continue Service Learning Project Work toward completing course and field assignments
Mentor Continue to increase Intern responsibilities and workload. Conference with Intern daily. Review Intern's lesson plans; provide guidance and feedback as needed.
University Supervisor Formal observation Intern followed by conference with Intern and Mentor. Be available for questions and feedback. Check in as needed with Intern and/or Mentor. Review weekly reflection; respond as needed. Complete second formal observation with Intern followed by onsite conference. Provide written feedback to Intern and Mentor. (If scheduled week 5). Conduct Content Interview during second observation/conference. Collect Intern’s written responses and score using rubric. Schedule evaluation with Intern and Mentor (complete in week 6).
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Week 6 Responsibilities |
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Intern I Evaluation Complete evaluation forms and share with Mentor. Plan and teach a minimum of three lessons per day. Provide Mentor with lesson plans a minimum of 24 hours in advance (or as directed). Continue to assist with classroom activities. Conference with Mentor daily. Complete weekly reflection and time sheet. Collection of Internship I documents for Permanent file Complete Service Learning Project and other course/field work assignments
Mentor Evaluation of Intern. Conference with Intern and US at school site. Collaborate with US on Evaluation of Intern. Conference with Intern daily. Review Intern's lesson plans; provide guidance and feedback as needed.
University Supervisor Evaluation of Intern. Conference with Intern and Mentor at school site. Be available for questions and feedback. Check in as needed with Intern and/or Mentor. Review weekly reflection; respond as needed. Collection of documents for Permanent file
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Note: This is a recommended schedule based on a 6-week (30 days) Internship assignment. The Mentor should ultimately determine the timeline for transitioning responsibilities to the Intern based on the school schedule and curriculum. In addition, if an extended Internship has been arranged, please adjust the schedule accordingly
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SOME QUESTIONS YOU MIGHT ASK ABOUT YOUR TEACHING SITUATIONS
General School Information
Procedure and Policy
Classroom
Personal
ELED 494 Internship I: PreK – 8 Programs
Notebook Assignment
Candidate is required to set up and maintain a three-ring binder with information pertinent to his/her school setting and internship requirements. Sections should be labeled with dividers according to the categories listed. Supervisors will assess the notebook according to the criteria described on the following pages.
The required sections are as follows:
Cover Page: Names and phone numbers of mentor teacher, university supervisor, Internship PDS, PDS principal and PDS site coordinator and Office of
Field Experience
Section 1: Calendar of Events – Include university class schedules, university semester schedule, PDS class schedule, and PDS calendar.
Section 2: Emergency Procedures – Fire Drill and Lock-down. Put these first and learn the procedures immediately. Add other policies from the school concerning health, safety, and first-aid procedures. Your school may also have policies concerning discipline, homework, field trips, assessments, referrals, etc. All of these policies may be in a handbook. If so, you may need to tab the emergency procedures to find them quickly. READ and FOLLOW all the school procedures.
Section 3: Timesheets – Keep up to date. May be written or typed. Supervisors sign when visiting.
Section 4: Reflections- written two times a week. Content should address successes, challenges, learning from day-to-day experience. May be hand-written or word processed, half to one page in length. Date each entry. Supervisors will review during visits so most recent entries are filed first
Section 5: Lesson Plans – Separate by subject area. All teaching by the candidate should be documented with lesson plans in this notebook section. UseTaskStream for lesson plans.
All lessons taught by the candidate need written plans. Lesson plans should be submitted to the mentor teacher at least 48 hours in advance, for approval. Mentor should indicate approval by initialing the plans. Complete the reflection section after the lesson is taught. Include how you thought the lesson would go, how it went, and what you would do differently if re-teaching the lesson. Complete, detailed plans must be written until competency in planning is determined by the supervisor and mentor teacher. At that time, plans may be abbreviated, but are still required for teaching.
All scheduled observations require a fully detailed long lesson plan that has been approved by the mentor teacher. Lesson plans should be submitted to the supervisor at least 24 hours before the observation, for review.
Section 6: Assessments/record keeping – Begin with samples of the products from the lesson you teach. Develop checklist for observations. Do not use children’s last names. Making copies of the class list is helpful. Candidates may use written or electronic methods for assessment documentation.
Section 7: University Materials
Grading Criteria: Target or Acceptable is necessary to pass course.
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Target |
Acceptable |
Unacceptable |
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All requirements followed. Notebook well organized, and labeled. Consistently kept organized throughout semester. |
All sections included and labeled. Basic requirements followed. |
Incomplete sections or not labeled. Disorganized or difficult to find information. |
Notebook Rating Form
Time Record
Lesson Plan Format
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