II. Intern Responsibilities

A.  Prior to Internship

1. Complete the required application process for undergraduate phase or the graduate program.
2. Attend appropriate informational meetings.
3. Complete a pre-practice visit.  Each intern is required to make proper arrangements for and complete visit(s) to the school(s) and mentor teacher(s) to whom he/she has been assigned for the professional semester.  Accordingly, the candidate should arrange a visit to discuss the teaching situation with each mentor teacher, observe and become aware of appropriate school protocol in terms of appearance and attire.  The candidate should also check to see if the principal would like to confer during the visit. During the fall semester, all Intern Is and IIs are expected to complete an induction experience that takes place before FSU’s semester begins.

B.  Candidate’s Professional Semester Requirements:

1. Maintain daily time sheets.  Time sheets are necessary for certification purposes. They may be typed or handwritten. Examples and extra forms are available from the Office of Clinical and Field Experience. Supervisors will check time sheets for accuracy during their first visit and throughout the internship.  Completed time sheets are maintained as a part of the candidate’s official records in the College of Education.
2. Participate fully in daily activities of the school.  Establish a good rapport with the mentor teacher and all other school staff.
3. Lesson planning.  The first few lessons in each new area should be planned cooperatively with the mentor teacher.  Later, the intern will take sole responsibility for developing the plans. The plans should be completed well enough in advance for the mentor teacher to have an opportunity to check them before use in the classroom. A twenty-four hour advance notice is the typical minimal advance approval for plans.  Mentor teachers should initial the lesson plan when approved.  Interns begin with detailed, long form plans as available on Taskstream. Then, when the mentor teacher and the supervisor agree the intern may move to the shorter form of planning, interns may use the shorter form on Taskstream. Interns must have a written lesson plan for each lesson they teach.
4. Unit plans.  Intern IIs must complete through Taskstream, and turn in to the university supervisor, one full unit plan during the 70 day experience. That unit plan can be one they taught in either their middle or high school placement. That plan is to encompass a logical and discrete unit and period of instructional time not less than six lessons (including major assessments).  Unit plans are to include a cover page detailing the academic goals within the unit.  Individual lesson plans are to detail instructional activities and reference to standards as noted above, and should include everything necessary to teach the lesson (PowerPoints, worksheets, URLs for websites used).  The unit assessment as well as pre-tests, interim assessments, and assignments are also to be included with the unit plan. The Unit Plan will be submitted electronically to the university supervisor through Taskstream. The university supervisor will evaluate each unit plan in the following areas: goals and objectives, standards, instructional activities, and assessments.  Each area should be evaluated as satisfactory or passing.  Areas of unsatisfactory performance are to be remediated and reassessed appropriately until satisfactory performance is seen in all areas.  The university supervisor will provide the Office of Clinical and Field Experience a one-page evaluation sheet for each unit plan that will be filed with each candidate’s records.
5. The intern needs to complete a Professional Development School form for each school in which they teach.  These forms should be completed during the Internship II experience.
6. Student performance during each internship must be assessed. Internship I includes a purely formative assessment that will be completed by the mentor teacher. The mentor teacher then conferences with the intern to discuss strengths and weaknesses at some point near the end of the 15 day placement. The university supervisor attends this conference only at the request of the mentor teacher. Internship II includes a final summative assessment, which is to be completed primarily by the mentor teacher, with impute from the university supervisor and the intern. Mentor teachers take the lead because they are with the intern everyday.  At the completion of the internship experience each intern will have four evaluations in there permanent file. (two for Internship I and two for Internship II).
7. Portfolio.  Each Intern must prepare an exit Portfolio documenting the six unit outcomes: Dedicated Professional, Instructional Leader, Continuous Assessor, Collaborative Bridge Builder, Educational Advocated, Reflective Decision-Maker.  The Intern presents the Portfolio for assessment during Portfolio Night at end of the Intern II semester.  Assessors may include Liberal Arts and Sciences faculty, Educational Professions faculty, and Public School faculty.  Details of the Portfolio will be discussed during Leadership Seminar.  The rubric used for the Portfolio assessment is covered in detail during the Leadership Seminar.  One-third of the rubric pertains to impact on students.