CLINICAL INTERNSHIP HANDBOOK

Revised 6/24/2011

Table of Contents

SECTION I: DEPARTMENT OF EDUCATION3

Faculty3

Vision3

Mission4

Philosophy, Purpose, and Goals4

The Constructivist Educator6

Conceptual Framework Standards7

Candidate Progression8

Clinical Internship - Level III8

Program Completers - Level IV9

Professional Educator - Level V9

Graduation Requirements10

Candidate Progression and Proficiencies11

SECTION II: CLINICAL INTERNSHIP12

Professional Behavior and Dispositions12

Diversity Perspective13

Professional Attire16

CLINICAL INTERN17

EXPECTATIONS AND RESPONSIBILITIES17

University Supervisor Responsibilities19

The University Supervisor19

Evaluation by the University Supervisor21

COOPERATING SCHOOL DISTRICT21

Cooperating Teacher Responsibilities23

EVALUATION BY THE COOPERATING TEACHER25

SECTION III: SOUTH CAROLINA TEACHER CERTIFICATION26

Teacher Certification Requirements26

South Carolina Law Enforcement Division (SLED) Criminal Background Check27

Professional Examinations27

Praxis I and Praxis II28

Principles of Learning and Teaching (PLT)28

Assisting, Developing and Evaluating Professional Teaching (ADEPT)30

SECTION IV: CLINICAL INTERNSHIP PORTFOLIO31

Clinical Internship Portfolio on LiveText31

Conceptual Framework32

ADEPT Performance Standards with Key Elements32

Clinical Internship Portfolio Assessment Criteria/Sample Artifacts40

Frequently Asked Questions42

LiveText at a Glance:43

SECTION V: REFLECTIVE PRACTITIONER44

Writing Reflections44

How to write a reflection:44

Sample of a Reflective Journal Entry46

SECTION VI: RESOURCES47

Education Majors Club47

Teacher Education Advisory Council (TEAC)47

Career and Disability Services48

Services and Accommodations48

Classroom Accessibility49

Documentation49

Academic Support Services50

Tutoring Services50

Writing Center51

PROFESSIONAL ORGANIZATIONS52

APPENDICES55

Early Childhood Education Program Advisement Track56

Early Childhood Education Program Advisement Track PAGE 257

USCB PARTNERSHIP SCHOOLS58

CLINICAL INTERN INFORMATION SHEET59

CLINICAL INTERNSHIP AGREEMENT60

CLINICAL INTERNSHIP LOG62

INTERN ATTENDANCE CONFIRMATION REPORT63

LONG RANGE PLAN CHECKLIST64

USCB ADEPT FORMATIVE REVIEW FORM65

USCB ADEPT FORMATIVE OBSERVATION66

PERFORMANCE ASSESSMENT: UNIT PLAN RUBRIC68

USCB LESSON PLAN RUBRICError! Bookmark not defined.

MID-SEMESTER EVALUATION SUMMARY SHEET73

FINAL ADEPT EVALUATION SUMMARY SHEET74

TECHNOLOGY SELF-ASSESSMENT EVALUATION76

INTERN COMMUNICATION RATING SCALE77

EVALUATION OF THE UNIVERSITY SUPERVISOR79

EVALUATION OF THE UNIVERSITY SUPERVISOR80

EVALUATION OF THE COOPERATING TEACHER82

EVALUATION OF THE COOPERATING TEACHER83

EVALUATION OF THE USCB EARLY CHILDHOOD EDUCATION PROGRAM85

EVALUATION OF THE USCB EARLY CHILDHOOD EDUCATION PROGRAM87

GLOSSARY OF TERMS89

SECTION I: DEPARTMENT OF EDUCATIONFaculty

Department Chair

Nancy L. Gallenstein, Ph.D., Education, Utah State University

Associate Professor

Cynthia Bolton-Gary, Ph.D., Educational Psychology, University of North Carolina, Chapel Hill

Assistant Professor

Renarta Tompkins, Ph. D. Education, Emory University

Instructor

Mary Hope Roseneau, M.Ed., Masters Reading, University of South Carolina

Adjunct Professors

Beth Bournias, Ed. D., Education Leadership, Sexton Hall University

Ashley Holmes, M.Ed., Divergent Learning, Columbia University

Larry Manning, Ed. D., Secondary/Higher Education/Education Technology

Millette Tucker, M.Ed., Cleveland State University

Vision

The vision of the University of South Carolina Beauforts (USCB) Department of Education is to establish USCB as the primary resource for educators and school systems in the Lowcountry. This is accomplished through partnerships with school districts and educators, outreach to the community, and the development of USCB as the recognized source of expertise and activity in education.

Specifically, the unit envisions an education unit that educates and trains prospective teachers based on accepted research and developmental practices strengthened by professional preparation experiences in the public schools of the region. The unit envisions faculty who educate and train prospective teachers, are recognized leaders in the educational community, and who add to the knowledge base of education through research. The unit envisions graduates who have the professional knowledge base, pedagogical expertise, and the dispositions to synthesize these abilities to work effectively in the everyday environment of the education system. These graduates, working in diverse settings with diverse populations, will accept all students where they are in the learning process and devise a learning environment that will enable each student to reach his or her potential.

The unit envisions professionals in education who are able to effectively represent themselves and their profession in the community. This representation includes an advocacy for students and education, along with an ability to inform and communicate to members of the community on issues relating to students and schools in a manner that is respectful of all members of the community.

Mission

The Department of Educations mission, based on its conceptual framework, is to prepare constructivist educators who are nurturers, communicators, reflective professionals, and facilitators. The curriculum is designed to develop these qualities in educators. Candidates are encouraged to reach their academic and professional potential through exposure to highly qualified faculty, professional learning environments, and a supportive atmosphere in a multicultural setting. Candidates are prepared to work with and teach students of varied cultural, ethnic, and economic backgrounds.

At USCB, the Department of Education currently offers one program, Early Childhood Education. The Early Childhood Education Program has been designed to support and fulfill USCBs mission to offer baccalaureate degrees which respond to regional needs, draw upon regional strengths, and prepare graduates to participate successfully in the local as well as global community. In addition, the Department of Education supports and models the USCB Core Values of integrity, collaboration, innovation, responsiveness, accountability, and excellence.

Philosophy, Purpose, and Goals

The unit is committed to a learning environment that encourages students to reach their academic and professional potential through exposure to a highly qualified faculty, professional learning environments and a supportive atmosphere in a multicultural setting.

The Department of Educations conceptual framework, the Constructivist Educator, is based on a constructionist philosophy residing in the critical role of the learners active involvement during the learning process. The common belief of the unit faculty is that construction of knowledge as an activity is engaged in by teacher and student.

This shared philosophy guides the unit focus on the following beliefs:

That learning must be constructed by the learner. This construction does not take place in isolation. Teachers, peers, parents, and others effectuate the learners construction of knowledge through participation in diverse settings.

That developmentally based learning is both individual in nature, socially influenced, and that various factors contribute to the construction of knowledge.

That the candidate is a critical player in the purposeful construction of knowledge by the learner. A teacher educated in developmental levels of learners, methodology, technology integration, and content knowledge can best guide in the classroom.

That for teachers to monitor their effectiveness in the classroom and for the progress of the learners to be guided effectively, systematic evaluation must take place on a regular basis.

That the teacher must model the pursuit of learning within his or her own life and as part of the community of learners within the classroom.

The unit prepares students to become constructivist educators who are nurturers, communicators, reflective professionals and facilitators. The curriculum in the USCB Early Childhood Education program is designed to promote the development of these qualities, referred to as elements of the conceptual framework. The acquisition of knowledge, through intellectual dispositions and skills, encourage depth of understanding, tolerance of others, and individual accountability. This philosophy forms the underlying belief system that guides the development of the units curriculum, proficiencies, teaching practices and assessments.

The units purpose is to prepare candidates who are nurturers, communicators, reflective professionals and facilitators for professional careers in the classroom.

In order to achieve this overall purpose, the unit has identified the following goals:

Provide candidates with a high quality education that prepares them to work effectively and establish positive relationships with stud