Below are some additional guidelines for directing this process: From the beginning, schedule time with the intern for daily planning and evaluation. It is recommended that you consult with the student teacher supervisor about a sequence for content areas and the amount or type of lesson planning. Before assuming responsibility for a the intern should have ample opportunity to study your plans, observe you teaching the subject, and discuss the success of lessons. The intern also must show proficiency in formulating clearly stated and appropriate lesson plans. These plans should be detailed at first, but may become less so as teaching proficiency improves. Before assigning a new subject area, you may wish to arrange for a special planning period to assure yourself that the intern understands what is expected. Let the intern assume responsibility for one section of the curriculum at a time, adding new responsibilities gradually. As you and your intern plan, please keep in mind the requirements for the internship unit. Information regarding the unit can be found on the “forms” tab of the website. 7. As the intern assumes an increasing teaching role, include him or her in professional discussions with other teachers and in events which are part of the total school social and/or professional setting including faculty meetings, school parties and staff development programs. Capitalize on the intern’s special talents to enhance the instructional program. Encourage the intern to collect materials and teaching ideas from you, other teachers, and resource centers in the school, ISD, and university. Support the intern’s attempts to try out new methods, providing that they are consistent with the objectives of the curriculum and are appropriate for the setting. As the intern gradually assumes more responsibility for classroom instruction and planning, your role will become more of an observer and diagnostician. You can continue to support the student as a teaching assistant and team member. Throughout the internship, arrange specific times for the intern to observe your teaching. By the end of the term, the intern will be a sophisticated observer, able to benefit even more from carefully guided observations. Toward the end of student teaching, cooperating teachers gradually take back the major class responsibility. This transition period is an ideal time for student teachers to observe teachers and classrooms. Good results are more likely if these observations are: Planned in advance and for some very definite reasons (to see a different grouping or organizational pattern, to see the same student or students in a different setting, to see a completely different methodology getting good results, etc.) Pre-planned with the teacher to be visited with the reasons for the observation clarified.
Professional Collaboration: Create norms for working with cooperating teacher and student teacher supervisor. Develop system for feedback and guidelines for responding to criticism. Become oriented to the local school community. Interns are encouraged to attend faculty meetings, in-service training opportunities, school board meetings, PTSO meetings, and other school functions. First collaborative evaluation using “Initial Feedback on Field Adaptation” form. Identity: Begin to form an image of self as teacher. Develop comfort with school environment, students and tasks of teaching. Identify beginning pieces of personal/professional identity. Assists mentor teachers, co-teach and teach individual lessons as the marking period develops. Plan for starting the school year. to develop instructional units for the second marking. Develop organization of 2nd marking period teaching. October - December Development Foci for Interns Intern Activities Intern Assignments Community Development and Assessment Instructional Repertoire and Implementation: Develop abilities to translate conceptual units into interactive, higher-level learning focused instruction. Demonstrate applications of content specific methods and sensitivity to special needs students. Begin to assume responsibility for instruction in two classrooms. Complete at least 80 hours of teaching total by the end of semester one. (Students may count co-teaching toward the fulfillment of this, assuming that Classroom management and organization plan. Student teacher supervisors begin to focus observations on instruction. Discuss strengths and areas to improve with the cooperating teachers.
they have instructional control over the lessons that are co-taught. Instructional Management: Develop the ability to manage activity in ways that support intended learning outcomes. Assume responsibility for classroom management and organizational tasks Instructional units (SED 428) Resource Management: Begin to make use of a variety of resources available in the local community to support instruction. Develop/finalize teaching schedule for the third marking period. December decision about second semester continuation of the internship. Communication: Develop ways to interact with students in a variety of interpersonal situations that promote learning and foster the development of responsibility in learners. Develop abilities to confront problems and to handle difficult communication situations. Observe in some of the classes that will be taught third marking period. Daily lesson plans. Collection of data from participants about the effectiveness of internship to date. Materials to be completed found in the appendices under “Assessment.” PHASE II Second semester minimum: 600 field hours including 300 teaching hours January-April Developmental Foci for Interns Intern Activities Intern Assignments Community Development and Assessment Instructional Management: Develop, All day, 5 days per week, 15 weeks. Instructional unit plans. Midterm Assessment completed-Jan.
improve abilities to manage a full load. Student Assessment: Increase focus on outcomes for learners. Create assessment systems that are effective and efficient. Develop instruction for four periods for the marking period. lesson plans. Four to five student teacher supervisor visits Communication: Increase ability to talk instructional effectiveness in terms of students’ needs and performance. Assume full control of instruction. In-services and meetings as required of cooperating teacher. Completion of portfolio and other program documents, found in the handbook. Collaborative assignment of grade for SED 455. Finalize collaborative internship report writing process. Reflective Coaching Model The reflective coaching model is highly consistent with the themes of the internship. In it, the coach is a colleague whose primary interest is to help the teacher reflect on the effectiveness and appropriateness of his or her behavior, goals, beliefs and values. The reflective coach is not super ordinate, nor does he/she attempt to impose beliefs or methods on the colleague being observed. Instead, the coach holds up a professional mirror, asking the teacher to consider and reconsider what he or she is doing. Nolan and Hillkirk (1991) identify four features of the reflective coaching model: The model is based on cycles of pre-conferencing, observation, and post-conferencing. The partners share control over the process. Data are collected and used to orient instruction and test hypotheses. The coaching process is continuous over a significant period of time. Function of the Coach Changes due to Reflective Coaching Coaching Cycles Lets the teacher call the Questioning behavior Should be planned collaboratively Focus coaching on particular aspect of their teaching, such as pace Classroom management Should reach agreement about what behavior(s) is/are being observed and changed. Collects data and provides feedback Use of different teaching strategies Coaches should keep clinical records of observations and comments Asks, listens and “engages the teacher in an ongoing dialogue the meaning of his intentions Use of more effective techniques to increase student understanding