Download - Intern/Cooperating Teacher Handbook

University of Arkansas at Little Rock MCED Guidelines and Forms

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Intern/Cooperating Teacher Handbook

Fall 2010 – Spring 2011

M.Ed. in Middle Childhood Education University of Arkansas at Little Rock


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General Policies and Procedures

Absence or Tardiness Whenever you anticipate absence or tardiness, you must follow proper notification procedures.

On, or prior to, the day of absence or tardiness you must contact: o The school office, leaving a message for your Cooperating Teacher (CT); o The university, leaving a message for your field experience supervisor; o The Cooperating Teacher’s home number.

Missed field experience time in excess of one day (during any one semester) must be made up. This time must be arranged with the agreement of your Ct. Should an illness be the cause of an extended absence, medical documentation will be required. Illness/Absence of Cooperating Teacher

An occasional absence of the CT from the classroom should not impact your field experience. Should that illness require extended absence, you need to contact your supervising faculty member for the field experience. She/he will meet with the principal to decide what accommodations should be made to ensure that your experience is not disrupted. Special Needs

Should you have any conditions which require accommodations during your licensure program, discuss this with the MCED program coordinator. Disagreements/Conflicts

Should a disagreement or conflict arise with the CT, you should first attempt to resolve the problem directly with the CT. Ability to resolve such conflicts is an important part of professional development. However, if that attempt should fail, you should next contact your supervisor for the field experience; in some cases, when the conflict is over an assignment associated with a specific course, you should contact the instructor of that course.

Should a conflict/disagreement involve the university faculty member, then you should address your concerns to the Chair of the Department of Teacher Education. Insurance/Liability

Teacher candidates (interns) involved with children in schools will experience the same kinds of legal exposure as classroom teachers. It is important that you be protected. For this reason, all candidates are required to have membership in the students Arkansas Education Association. This membership, which must be renewed annually, provides legal liability coverage for members. Videotaping/Photographing Children and Classrooms

Videotaping and photographing children is a part of recording a candidate’s growing classroom skills. This procedure involves privacy issues, and therefore requires that the candidate request permission from the children involved. A form is provided for that purpose. When you anticipate recording and documenting your teaching, talk with your CT and get his/her support in distributing the permission form to every parent/guardian of children in the classroom. You must tape or photograph until these have all be signed and returned.


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Confidentiality of Personal Information Because candidates have access to records and information about children and families that are

protected by law, it is important that candidates are aware that confidentiality is a professional responsibility. While candidates may discuss information about children and families in class, they must learn to use pseudonyms. Moreover, any discussion of children and families outside of the professional setting, even with pseudonyms might be interpreted as a violation of confidentiality. All candidates will be asked to sign a Confidentiality Agreement. Criminal Background Checks

The state of Arkansas requires criminal background checks of persons working with children. This check must be done at the entrance to the program, and will be required again for initial licensure. The costs associated with these checks are the responsibility of the candidate. Immunization and Health Requirements

Candidates working with children are required to have proof of TB test.

ORIENTATION TO INTERNSHIPS

Internship consists of intensive time spent in the public schools. Students are responsible for focused observations, planning instruction, teaching, reflection, documenting their impact on student learning, and demonstrating professionalism. FAQ What are my internship placements?

• Teachers of Record do their internship at their own classroom (grades 4-8). • Interns will be placed in a classroom in grades 4-8.

How are placements decided? Toward the end of this semester, you will submit a form that allows you to request the schools, grades, and subjects you would like. You will choose from Little Rock, North Little Rock, and Pulaski County Special School District schools. Teachers of record must be working in an ADE approved school.

PLACEMENT AT REQUESTED SCHOOLS IS NOT GUARANTEED

After your advisor reviews placement request forms and make any necessary revisions, the forms are sent to Placement Supervisor who makes final placement arrangements through the district.

Factors that can impact placement include but are not limited to: • Student’s past performance in coursework (especially in the areas of lesson plan writing,

dispositions, and professionalism) • Availability of a Pathwise trained Cooperating Teacher • Relatives working at or attending school requested • School and/or district policies • Teacher availability at requested school How long is internship? • Internship is typically 12 weeks for graduate interns.


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How much time will I need to spend in the school each day? • You will operate on a classroom teacher’s schedule as set forth by the policy in place at the school

you are interning. You are expected to arrive at school when teachers are expected to arrive and cannot leave until teachers are allowed to leave. If your teacher has a prep time at the beginning or end of the school day, you are still expected to be at your school during this time. Attendance policy includes in-service, parent conference, and other non-student days.

• Typically, elementary schools run from 7:30-3:30 and middle schools run from 8:00-4:00. Times will vary according to school/district policy.

What if I need to be absent? • In the event that you must miss a day of internship, you will contact your Cooperating Teacher

(CT), University Supervisor (US), and Dr. Wood PRIOR to absence. Any days missed over your one allowed sick day must be made up at the end of the internship.

• We want you to know this now so that you can BEGIN NOW getting your support systems in place in order to minimize absences due to appointments and family illnesses and events.

What if my CT or US gives me permission to do something outside of the Internship policies or guidelines? • Any request you have that may impact any internship responsibility, policy, or procedure must be

made through UALR MCED. • CT’s, principals, and US’s cannot give interns permission to waiver from any internship

responsibility, policy, or procedure. *In all placement experiences, it is against policy for a Candidate/Non-Licensed Educator to supervise students alone. At no time, should a candidate be left unsupervised in the room with students. If the Cooperating Teacher must leave for any period of time, an approved member of the school staff must supervise in his/her absence. Any disregard of this policy could result in significant liability for the school and district, with which the candidate is placed.

Can I work during internship? • It is VERY difficult to work a job outside of internship. We strongly discourage taking on extra

responsibilities that require your time after school (e.g. work, practices, rehearsals, clubs, committees, meetings). Expectations are high for quality learning and performance during Internship. Internship needs to be a priority so that you can learn and grow professionally and be ready for your own classroom.

• Your day will not end when the school day is over due to planning and grading responsibilities (and Exit Portfolio responsibilities in the spring). After you graduate, it will not always be this way… If you’ve spent the time and made the effort to learn well in your coursework and internships then planning, grading, and organizing becomes more efficient as you gain experience.

What if there is a problem? • You need to contact your US and MCED faculty if you have any concerns during Internship.

What about writing lesson plans? • The lesson planning process will be very time consuming because you write a lesson plan for

every lesson you teach. In your elementary placement, this can be up to 5 per day. If writing strong objectives and procedures is still a struggle, make sure you’re giving lesson planning the attention and time it needs in order to be done well. This is one reason you need to spend quality time NOW learning to write lesson plans so that you’re not struggling during internship. This is why we are so picky about lesson plans during your coursework…this skill needs to be mastered.


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• Each element of your lesson plan format is based on research based best practice and is aligned to the Praxis III assessment. We expect to see a variety of instructional strategies including reading and writing in the content areas.

• Don’t allow anyone discourage you from the value of writing purposeful lesson plans. We say this because there will be those who say, "You don't do that in real life." Good teachers do this in “real life” everyday…it becomes more automatic as you gain experience. We do have former students who still use the Pathwise format to plan their lessons. Think about this, who would you send your critically ill child to? The doctor who, when he was an intern, just followed the real doctor around copying what the real doctor did without in-depth thought as to his patients’ needs or application of best practice and the latest research. Or the doctor who, as an intern, treated her patients with thoughtful and in-depth research based best practice, used the licensed doctors to process with and received honest feedback from, and was able to improve and learn based on feedback from patients, doctors, and her own honest self-reflection. Who is more likely to be the better doctor and professional learner when he/she is in practice for him/herself? Who would you send your critically ill child to? Who is going to make the better teacher?

• It’s imperative that you learn how to plan with purpose, focus, and structure now so that when you have your own class, you have the skills to prepare effective instruction. This is time well spent. Make sure you adjust your life style to give yourself plenty of quality time to plan in the evenings.

How will I be assessed? • Your CT will work with you on a daily basis and complete a minimum of 5 Pathwise based lesson

evaluations on you as well as a summative evaluation. • Your US will work with throughout the semester, complete a minimum of 4 Pathwise based lesson

evaluations, 4 lesson plan evaluations, and 4 Internship Notebook evaluations. At least 2 of your US visit will be scheduled and 2 may be unscheduled…surprise!

• MCED faculty will try to complete at least one Pathwise based lesson evaluation, and lesson plan evaluation. MCED faculty will assess your Internship Notebook.

• The crux of your grade will depend on the growth you show over time, your ability to appropriately respond to and make adjustments based on the feedback you receive, the quality of your planning and delivery of instruction, your professionalism (e.g. attendance, being on time, professional dress, response to feedback, following internship policies, & maintaining an up-to-date internship portfolio…), and ability to meet students’ developmental needs through application of best practice.

Lesson Plan Writing: Working Smarter, not Harder

1. Some lessons last for several days and only need 1 lesson plan. So what you do is write lesson

plan and detail in your procedures day 1, day 2 etc. Make sure EACH day has a set and closure. This will especially be true for subjects like spelling and routine lessons that are typical in an elementary school.

2. Your Internship Handbook will contain a suggested teaching schedule. Meet at least this minimum teaching requirement. Any time you put a “T” on your schedule, we expect to see a written lesson plan in your Internship Notebook and you are subject to a visit for a teaching evaluation.

3. Sometimes your teacher may say, “I’ll teach this lesson and then you can teach after me or to the next group.” DO YOU NEED TO WRITE A LESSON PLAN IN THIS CASE? Not necessarily…here’s how you decide. Ask yourself:

a. Do I need this lesson to meet my teaching requirements for this week? i. If “yes”, then write a lesson plan.


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ii. If “no”, then you decide. It may be a cool lesson that you would like to have formal lesson plan for and that you would like to have your US or CT evaluate…write a formal lesson plan. It may be something that you would just like to try after you see your teacher teach, then list as “O/A” (observe/assist) on your weekly schedule.

4. Be pro-active and kind and patient when you’re doing this but you have to do this upfront (pay me now or pay me later)…Establish with your teacher the first week the fact that you need to be able to plan ahead. Show your teacher the lesson plan format so he/she will understand your need to plan ahead. Refer teachers to “What about writing lesson plans?” above when you discuss lesson plans. If you still don’t understand the importance of lesson plan writing at this point in your career, you need to meet with MCED faculty. You need to understand the importance so you can effectively work with your CT.

5. USE YOUR TIME WISELY & Get organized

CT MEETING AGENDA AND RESPONSIBILITIES

Thank you! Thank you for your time, your dedication, and for your willingness to help grow new teachers! WE APPRECIATE YOU!!!!!

INITIAL MEETING AGENDA

1. Your needs 2. Intern’s needs 3. REQUIREMENTS FOR STUDENT TEACHING 4. Calendar issues (The State’s testing schedule is busy!) 5. Teaching schedule (Interns need 2 full weeks of full time teaching.) 6. Observation expectations (At least 5. Please give honest feedback and ratings. They are used to it and need it.) 7. Instructional expectations (They need to use a variety of instructional strategies) 8. Norms of how you will operate as a team 9. Other items you want to discuss (e.g. Summative Evaluation)

Provide and/or discuss an orientation packet which includes: □ School calendar □ Master schedule □ Duty schedules (fine arts, computer, media) □ Staff roster □ Emergency procedures (fire, inclement weather, etc.) □ Map of building □ District and school mission statements □ Phone numbers (school, cooperating teacher) □ Attendance policy □ Dress code (UALR interns are to dress professionally. It may be more conservative than the school’s

but they understand this. No flip flops. No jeans except for Fridays. No short skirts, shorts, or low cut shirts. No midriffs or undergarments showing at any time. Call Dr. Wood if this is a problem.)

□ Any other pertinent to school or classroom information: rules, procedures, class list, schedule, teacher philosophy, special needs students and their schedules, etc.

In addition, □ Tour the building with the intern □ Introduce the intern to all staff members and explain their job responsibility


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□ Instruct intern in the use and procedures regarding school equipment (copier, media, check-out, etc.) □ Introduce intern to technology available in school □ Provide opportunity for intern engage in routine tasks (grade papers, run copies, file, bulletin boards,

etc.) □ Provide opportunities for intern to work with children □ Share information on student background as needed □ Modeling:

o Classroom management/guidance strategies o Professional behavior in relation to students, parents, and peers o Effective teaching strategies

□ Present clear expectations of intern performance □ Have open and positive communication with the intern □ Provide opportunity for intern to observe and participate in assessment as needed □ Provide feedback to intern □ Be in the classroom with the intern except during the solo week. □ Evaluate the intern using Pathwise Plus at least five times. These evaluations should be spread

throughout the internship. We want to see growth from early lessons to later lessons. □ Complete the summative evaluation of the intern at the end of the twelve weeks. □ Please make sure that if you’re absent, a substitute remains in the classroom at all times. □ Call or e-mail Dr. Wood if you have any questions or concerns. 569-3224/[email protected]

REQUIREMENTS FOR STUDENT TEACHING

Failure to adhere to these requirements may result in a lowered or failing grade.

□ You must spend 12 full weeks in your placement. You must make-up any missed days. You are

allowed one sick day. □ Your attire should always be professional. Dress modestly. Be sure your tops cover your belly

area and skirts are not too short. Do not wear clothes that show things that should not be shown to middle school libidos (check to be sure nothing shows when reaching). Wear all your underwear. Do not wear piercings other than those that are normal for middle schoolers.

□ The first week in the school, you must have a meeting with your CT (mentor) to discuss:

1. Your CT’s needs 2. Your needs 3. REQUIREMENTS FOR STUDENT TEACHING 4. Calendar issues 5. Teaching schedule 6. Observation expectations 7. Instructional expectations 8. Norms of how you will operate as a team 9. Other items you want to discuss (Place a copy of your meeting outcomes in your internship notebook & E-mail a copy to Dr. Wood and you UALR Supervising Instructor)

□ Interns are expected to begin and end their school days per the school’s official teacher attendance policy. Ask the principal for the school’s official policy.

□ Keep a notebook that will house all of your lesson plans.


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□ You are to write a plan for each lesson you will teach. □ Reflect on each lesson you teach. It will be in your handwriting at the bottom of your lesson plan.

Include such things as how the lesson progressed, how effective it was, which parts bombed, what you would do to improve them, etc.

□ Once a week, you will do a comprehensive formal reflection of one lesson plan using the

Instructional Record Form as a guide sheet to help you with comments. One will be using the Pre/post lesson plan.

□ You need to write a reflective piece at the end of each week. This should be a reflection on all

parts of your week and submitted to you US (i.e., how your teaching in general went, how you dealt with discipline, social aspects of school, etc.)

□ For the traditional intern placement, you will observe and help in the classroom for the first few

days. Then start adding periods/lessons to teach. Teach one for a few days, then add another, and after a few days add another, until you are teaching ALL the classes for your cooperating teacher. You should plan with your cooperating teacher so that you have one full week with him/her in the room with you and one full week with you in the classroom alone. Then start dropping subjects until the cooperating teacher is doing all the teaching again.

□ You need to be videotaped at least once. You and your peers will critique that tape. You will do

this when you are back on campus at the end of the semester. □ Your cooperating teacher (Pathwise mentor) needs to observe and analyze one lesson per

week (or at least five times). You need a copy of this observation report. Put it in your notebook. □ Your university supervisor and MCED Graduate Coordinator need a weekly teaching schedule

from each of you on the preceding Friday (or weekend). You can email this to them. For TORs, this schedule should be the same weekly, so one at the beginning should suffice.

□ Start (or continue) collecting artifacts and pictures for your portfolio. □ You need to show evidence of your effect on student learning. You can accomplish this in

part by pretesting and posttesting. You need to keep individual pre- and post-tests as well as compile a chart for at least one assessment showing pre- and post-scores for the entire class. This will be evidence for “Effect on Student Learning” the exit portfolio. There are complete directions in this handbook.

□ Write down all the other information we tell you! You will be held accountable for all

disseminated information.


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EXAMPLES OF WEEKLY ASSIGNMENTS

TO BE E-MAILED TO ADVISOR & University Supervisor INTERNSHIP

DUE by SUNDAY EVENING each week 1. SCHEDULE – See Intern packet 2. INSTRUCTIONAL RECORD FORM – See Intern packet 3. WEEKLY SUMMARY (You can just put this in the message of your schedule e-mail) October 6, 2006 Overall, this week was a great beginning to my experience in this classroom. I am now familiar with the students’ schedule and classroom procedures and have a better idea of what I will be working with. I feel like my CT and I have established a successful working relationship and understanding, and I am encouraged about the weeks to come. This is a special group of students, who present challenges that I am able to recognize right now and keep in mind as I prepare my lessons to meet their needs. I am very much pleased with my place and role in this class and am identifying areas to work on. These include management issues, which I am feeling a little unable to address fully myself right now but am working on effective strategies as I increasingly take over the lessons. It is definitely good to be in a classroom and getting to know the dynamic personalities of twenty-four students I am there to learn with. ________________________________________________________________________________

MEETING WITH CT – SUBMIT ONLY ONCE - DUE after meeting

Internship 1, Meeting Outcomes 1st Meeting With CT-Meeting Outcomes

My cooperating teacher and I discussed and made decisions on the following topics:

• My CT will give me feedback on teaching strategies and ways to manage the classroom. • I discussed my needs for the semester and my cooperating teacher agreed to help me fulfill

them. My needs were: Learning to be an effective teacher and learning how to mange the classroom properly.

• Requirements for student teaching-My CT agreed with the requirements I must fulfill after I explained them to her.

• Calendar Issues- After giving the teacher my teaching schedule, she let me know the days that were not available for me to teach and the days that were.

• Observation expectations- My teacher agreed with me observing in the classroom. She also agreed to discuss ways to help improve my teaching.

Instruction expectations- The CT expected me to be organized and present information to the students in an organized way. She also wanted the lessons I was teaching to connect and flow. She expected me to ask the students lots of questions about the …


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INTERN SUMMARY DUTIES

ORGANIZE AND KEEP HARD COPIES OF EVERYTHING IN YOUR INTERNSHIP NOTEBOOK

1. DAILY

a. Be at school when teachers are expected to be there. Do not leave until teachers are allowed to leave.

b. Sign in and out at the office in the volunteer sign-in notebook. c. Sign in and out with your teacher. d. Keep a brief daily journal of activities/reflections in your Internship Notebook. e. Hand write on your lesson plans a brief reflection at the end of EACH lesson taught.

2. WEEKLY

a. By Sunday evening, e-mail your schedule for the following week. It needs to include your teaching (T), observing (O), planning (P), and testing (test) plans.

b. By Sunday evening, e-mail a brief weekly summary to your US. “Check up from the neck up!”

c. Reflect in-depth on one lesson taught using the Instructional Record Form. d. If in classroom management, send the professor a classroom management reflection that

is connected to theory (see your syllabus for guidelines). e. Have the CT observe you using the Pathwise Plus form (at least 5 times through out the

semester…in other words, don’t have him/her observe you 5 times in the last week!)

3. SEMESTER a. Video one lesson b. Up-load first and last CT and US Pathwise Plus Observations to Chalk & Wire. c. Upload the pre/post assessment of student learning into C&W.

Internship Notebook Sections:

• Sign-in/out sheet • Classroom profile form • Weekly Schedules • Weekly Reflections • Instructional Record Forms • Lesson Plans w/ brief handwritten reflection on each taught lesson • Student consent for video forms • Artifacts • Examples of weekly assignments


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ALL STUDENTS ENTERING THE CLASSROOM!!!

Fingerprint Checks

Students in the MCED program are required to have fingerprint check, TB test, and insurance at the time they enter the classroom. This is because you are working directly with children throughout this time.

Procedures For Getting Fingerprint Checks

1. Get copies of Individual Record Check Form and Fingerprint Card from Ms. Carson.

2. Fill in the Individual Check Form and have Ms Carson notarize it for you.

3. DO NOT COMPLETE information on the fingerprint card.

4. Take both forms to the State Police HQ on Geyer Springs Road (Monday through Friday from 7:30-4:30).

5. Pay the fee ($44.25) and complete the information on the fingerprint card in front of the police officer.

6. THE ORIGINAL FINGERPRINT CARD MUST BE LEFT IN POLICE FILES. IT IS INVALID IF IT LEAVES THE OFFICE. Ask for a copy of both forms, make a second copy yourself and bring one copy back to the university & put the other copy into your field notebook.

TB Test

You must also have a TB test on file. As a UALR student, you can have it done at Health Services. Minimal cost if any.

Insurance

You must have the insurance that is available from National Education Association (NEA). Go on to the NEA website to join the S-AEA and the local chapter. Insurance comes with that membership. We need your confirmation of membership on file also. As a side bonus, this membership entitles you to attend the AEA meetings free.


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FORMS


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LESSON TITLE

1. Descriptive Data

Teacher ________________________ Subject Area _________________ Date ____________

Grade Level ______ Unit Title ___________________________________ Lesson Number __

2. Plan the Lesson (NMSA Standards 1, 2, 3, 4, and 5)

Learning Purpose:

Essential Understandings:

Standards, Goals, and Objectives:

Standards (list local, state, or national standards which will be met upon completion of this lesson):

Lesson Goal(s):

Lesson Objective(s):

Related Subject Connections:

Curriculum (identify which interdisciplinary subject areas relate to this lesson):

How does this lesson relate to previous learning and future learning of students?

Modifications for special needs and gifted (Identify the group. What parts of the lessons are modified? How are

they modified to meet needs using content, process, or product?)

Assessment of Student Learning: (How will teacher know if student has met the objective? Identify teacher

behaviors, procedures, “look fors”, etc.)

Materials and Equipment needed:

3. Implement the Lesson: (NMSA Standards 1, 3, 4, and 5)

Grouping for lesson: __ whole group __ small group __ individual (NMSA Standards 4 and 5)

(___ minutes) Set (List specific statements or activities you will use to focus students on the lesson for the day.)

(___ minutes) Making the Content Comprehensible (C2 ): (Teacher behavior - explain each step)

(___ minutes) Guided Activity (GA): (Student learning activities done with any help - explain each step)

(___ minutes) Independent Activity (IA): (Student learning activities done without help - explain each step)

5. Conclude and Extend the Lesson: (NMSA Standards 1, 2, 3, 4, and 5)

(___ minutes) Closure: (Concluding questions and wrapping up actions - student centered)

Extension Activities: (create opportunities for the student who finishes and is ready for more)

What to Do at Home: (prompts for thoughtful discovery and exploration, NOT homework)

Reflection and Revision: (this is completed after the lesson is taught)

Reflective thoughts about lesson:

Revisions of the lesson:


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Lesson Evaluation

Criteria Poor Average Good Exceptional

Is the descriptive data complete?

Is a learning purpose stated?

Are the standards that are met included and written out?

Are the goals and objectives clearly stated in the lesson plan?

Are essential questions listed?

Are the related subject connections clearly identified?

Is relationship to previous and future learning included?

Are modifications defined and clearly stated? Is the assessment appropriate and sufficient for the objectives?

Are all the appropriate materials and equipment listed?

Does the student indicate which groupings are in the lesson?

Does the set focus students’ attention?

Does the C2 present information in a way that allows students to be successful with this lesson?

Are the activities appropriate for accomplishing the objectives?

Does the lesson proceed in an organized fashion? Are the activities appropriate for the time frame allotted for the lesson?

Was the lesson completed in the allotted time frame?

Are content and activities spelled out clearly enough that a substitute teacher could follow the plan?

Are student individual differences considered in the lesson delivery and activities?

Is an effective closure planned?

Does the "at home" activity appropriate?

Is the extension activity appropriate?

Comments and suggestions:


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CHECKLIST FOR INTERN OBSERVATION

(TO BE COMPLETED DURING EACH OBSERVATION by US or UALR Faculty)

Observation of ___________________________ Date ________________________

o I asked the CT about intern absences and I have recorded it. o I reminded the student that he/she must videotape a lesson. o The cooperating teacher is observing and analyzing one lesson per week (or at least five times). o I have reminded the student to upload first and last observations into Chalk and Wire. o I have reminded the student to get current with Chalk and Wire regarding other submissions. o Student met with CT the first week of internship and has a summary of the meeting in the Internship

Notebook per the format listed in the Requirements for Student Teaching. (DATE OF MEETING:____________)

o Student has a notebook that houses all lesson plans.

o Student has lesson plan for the lesson I am observing.

o Student has written a plan for each lesson he/she has taught.

o Student has reflected on each lesson taught. It should be in his/her handwriting at the bottom of the

lesson plan.

o Student has a weekly formal reflection of his/her lesson plan using the Instructional Record Form.

o Student has written a reflective piece at the end of each week and it is in the notebook. It reflects on all

parts of his/her week (i.e., how teaching in general went, how student dealt with discipline, social

aspects of school, etc.)

o The “class profile” is in the notebook.

o I am receiving a weekly teaching schedule from this student.

o Student is collecting artifacts and pictures for his/her portfolio.

o Student is dressed professionally.

o Student has attendance log signed for each day.

Total points ________


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University of Arkansas at Little Rock College of Education

INTERNSHIP PERFORMANCE EVALUATION

This form is to be completed by the Cooperating Teacher (CT) and University Supervisor (US) to provide formative evaluation to the student throughout his/her professional program. Conferences must be held with the student for the purpose of giving feedback through

guided reflection. A copy of this completed evaluation form must be given to the student. Terms to be used in observation: 5—Superior performance; 4—Commendable performance; 3—Satisfactory performance; 2—Performance requiring improvement; 1—Performance below acceptable level; NA—Not applicable; NO—No opportunity to observe. Check Appropriate Box Domain A: Planning 5 4 3 2 1 N

A NO

A1 Plans using student background knowledge & experiences (SE, P 1, 2, 3)

A2 Articulates clear, developmentally appropriate, learning goals and objectives (SE, P 1, 2, 3)

A3 Connects content previously learned with new learning (SE, P 1, 2, 3)

A4 Creates/selects appropriate teaching methods, learning activities, and instructional materials (SE, P 1, 2, 3)

A5 Creates or selects assessment strategies that are appropriate for the students and the learning (SE, P 1, 2, 3)

Domain D: Professionalism D1 Reflects on the extent to which the learning goals were met and

teaching behaviors that helped or hindered success of the lesson (C, PD; P 4, 5)

D2 Demonstrates a sense of efficacy (Professional presence) (C, PD; P 4, 5)

D3 Builds professional collegial relationships to share teaching insights and coordinate learning (C, PD; P 4, 5)

D4 Communicates with parents/guardians about student learning (C, PD; P 4, 5)

D5 Models professional attitudes and behaviors (C, PD; P 4, 5) D6 Reflects and plans for professional development (C, PD; P 4, 5) D7 Advocates for children and families (C, PD; P 4, 5) D8 Follows appropriate grooming and dress (C, PD; P 4, 5) D9 Uses appropriate spoken and written language (C, PD; P 4, 5) D10 Accepts constructive criticism and initiates efforts toward

improvement (C, PD; P 4, 5)

D11 Adheres to attendance policies (C, PD; P 4, 5)

Intern____________________________ Grade Level/Content Area _________________________________ CT: ______________________________ US: ______________________________ Date _____________________________ FE II _ Internship I _ II _ Grad Internship___


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Domain B: Learning Environment and Guidance Strategies B1 Creates climate that promotes fairness (SE, P 1, 2, 3) B2 Establishes and maintains rapport with students (SE, P 1, 2, 3) B3 Communicates challenging learning expectations to each student (SE, P 1, 2, 3)

B4 Establishes and maintains consistent and equitable standards of classroom behavior (SE, P 1, 2, 3)

B5 Exhibits skills in group and individual guidance/ classroom management strategies (SE, P 1, 2, 3)

B6 Makes the physical environment safe and conducive to learning (SE, P 1, 2, 3)

Domain C: Teaching C1 Makes learning goals/objectives and instructional procedures

clear to students (SE, C; P 1, 2, 3, 5)

C2 Makes content comprehensible to students (SE, C; P 1, 2, 3, 5) C3 Encourages students to extend their thinking (SE, C; P 1, 2, 3, 5) C4 Monitors progress and provides feedback (SE, C; P 1, 2, 3, 5) C5 Uses instructional time effectively and efficiently (SE, C; P 1, 2, 3, 5)

C6 Utilizes a variety of teaching strategies (SE, C; P 1, 2, 3, 5) C7 Uses theories and principles of learning effectively (SE, C; P 1, 2, 3, 5)

C8 Adapts to meet specific needs of children (SE, C; P 1, 2, 3, 5) C9 Exhibits age appropriate expectations (SE, C; P 1, 2, 3, 5) C10 Integrates curriculum content areas (SE, C; P 1, 2, 3, 5) C11 Organizes self-directed independent experiences for practice/problem-solving/exploratory learning (Uses centers, cooperative learning groups) (SE, P 1, 2, 3)

C12 Exhibits understanding of attributes of discovery learning as a learning strategy (SE, P 1, 2, 3)

Summary Comments of Observer (Attach, if necessary) Student Signature __________________________ Signature of Cooperating Teacher ______________________ Signature of Faculty Supervisor ____________________

References

Educational Testing Service. (1995). Pathwise. (This document incorporates Arkansas Principles for Teacher Licensure, the UALR College of Education Conc


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INSTRUCTIONAL RECORD FORM (IRF) PRE AND POST TEST

Student Teacher: __________________________________________________ Date: ____________________________________________________________ Grade Level/Subject Area: ___________________________________________ Instructions to Participant: Please select one lesson that you will implement a pre and post test to evaluate your teaching and student learning . Use the following outline to guide your evaluation and reflection. Take as much space as you need to respond to each question. Lesson Taught (including length, group size, and reason for teaching it): Objective(s): 1. What did I do? (Type of lesson and procedure used)

2. Summarize the pretest results. (What did you determine students know and do not know regarding the content you will teach? 3. Summarize the posttest. (What were the results, what knowledge was gained, etc.?) 4. Were you satisfied with your results? Why or why not based on 1 strength and one weakness from your results?


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5. What would you do differently next time with regard to teaching this lesson? (planning, teaching strategy, materials, etc..) 6. What did I learn about this instructional strategy? About teaching this content? About this age

child? 7. What concerns do I have about teaching this grade/subject?


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INSTRUCTIONAL RECORD FORM (IRF)

Student Teacher: __________________________________________________ Date: ____________________________________________________________ Grade Level/Subject Area: ___________________________________________ Instructions to Participant: Please select one lesson each week upon which you wish to reflect. Use the following outline to guide your evaluation and reflection. Take as much space as you need to respond to each question. Lesson Taught (including length, group size, and reason for teaching it): Objective(s): 1. What did I do? (Type of lesson and procedure used)

2. What worked? Why did it work? 3. What were the problems? Why did they occur?


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4. What questions do I have about my lesson (e.g. planning, instruction)? 5. What did I learn about this instructional strategy? About teaching this content? About this age

child? 6. What concerns do I have about teaching this grade/subject? 7. Outside of your teaching, what surprising, unusual, exciting, positive, or negative events happened?

Please describe the event and your response to the event.


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SIGN IN EACH DAY IN THE OFFICE OF YOUR SCHOOL AND WITH YOUR COOPERATING TEACHER (CT). THIS FORM MUST BE SIGNED EACH DAY BY THE CT.

Intern Name: _______________________________ School:____________________________________ CT Name:_________________________Phone:___________ e-mail:______________

DAY/DATE ARRIVAL TIME DEPARTURE TIME CT SIGNATURE

I verify that the times and dates recorded above are correct. I have also signed in each day at the front office. I understand that any false documentation of my times and dates will result in a lower grade and possible removal from the program. I understand that I must contact my CT, US, and Dr. Wood PRIOR to any absence from any part of the school day. I understand that failing to adhere to these and other MCED Policies and Procedures may result in a lower or failing grade. I also understand that any request I have that may impact any class responsibility, policy, or procedure must be made through Dr. Wood or Dr. Monroe. Any waiver or exception from any internship requirement must be made through Dr. Wood or Dr. Monroe. Student SIGNATURE_________________________________DATE:______


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Example Internship Teaching Plan (O/A = Observe/Assist; T = Teach)

Your plan MUST include 2 full weeks (10 consecutive days; standardized testing days & holidays do not count) of teaching. It needs to look something like this…you build up to

two full weeks then slowly return class to teacher. FOR EACH “T”, THERE MUST BE A LESSONPLAN!!!!!

WEEK Monday Tuesday Wednesday Thursday Friday

1st O/A O/A O/A T1 O/A

2nd O/A T1

(teach 1 lesson and O/A rest of day)

T1 T1 T1

3rd T1 T1 T1 T2

(teach 2 lessons and O/A rest of day)

T2

4th T2 T2 T2 T2 T2

5th T3 T3 T3 T3 T3

6th 1st week w/ teacher in the

room T (all) T(all) T(all) T(all) T(all)

7th 2nd week intern only.

Teacher or sub must be in the building

T (all) T(all) T(all) T(all) T(all)

8th T(all) T(all) T3 T3 T3

9th T3 T2 T2 T2 T2

10th T1 T1 T1 T1 O/A

Continue to observe and help for the remainder of the time. You may not want to back off so quickly or build up so quickly. Make the schedule fit your needs. The 12th week, you may want to observe other teachers in the building.


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DAILY SCHEDULE – OCTOBER 24TH - 28TH

Name Mrs. Smith (CT) – Otter Creek Elementary

5th Grade 821-5954

TIME MONDAY TUESDAY WEDNESDAY THRUSDAY FRIDAY

7:45 – 8:00 DEAR (T)

DEAR (T)

DEAR (T)

DEAR (T)

DEAR (T)

8:00 – 8:30 Smith Reading/Spelling

Morning Math (T)

Smith Reading/Spelling Morning Math

(T)


(T)


(T)


(T)

8:30 – 9:00 Smith Reading/Spelling (T)

Music (P)

Computer Lab (P)

Music (P)

Recess (P)


Smith Reading/Spelling (T)

Recess (P)




Smith Reading/Spelling (T) Smith Reading/Spelling

(T) Smith Reading/Spelling

(T)

Smith Reading/Spelling 9:50 – 10:30 Art

(T)

10:00 – 10:30 Recess (P)

P.E. (P)

10:15 – 10:45 Counselor

P.E. (P)

9:50 – 10:30 Art (P)






11:00 – 12:00 Jackson

Reading/Spelling (T)

Jackson Reading/Spelling

(T)


(T)


(T)


(T)

12:00 – 12:30 Smith - Computer Lab

Jackson – Music (P)

Whittington Reading/Spelling

(T)


(T)


(T)


(T) 12:30 – 1:00 Lunch Lunch Lunch Lunch Lunch

1:00 – 2:00 Whittington

Reading/Spelling (T)


(T)


(T)


(T)


(T)

2:00 – 2:25 Smith (T)

Smith (T)

Smith (T)

Smith (T)

Smith (T)


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DAILY SCHEDULE – Week of: Name: School/Subject/Grade: CT: School Phone Number: Key: (P) Planning ; (T) Teaching; (O/A) Observing/Assiting; (test) Testing

TIME MONDAY TUESDAY WEDNESDAY THRUSDAY FRIDAY


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University of Arkansas at Little Rock Middle Childhood Education

Student Autobiographical Profile

Name: Semester: Address: Marital Status: Married Divorced Single Number of Children: Home Phone: Email Address: Date of Birth: Place of Birth: High School Graduated From: Home Town: Past Work Experiences with Children: Currently Employed? Yes No

Hours ____________________________________ Employer:

Academic Experience (Check course completed; place * by those in which you are currently enrolled) __EDFN 7303 Intro to Research __MCED 7312 Dev of Young Adolescents __MCED 7316 Lit for Young Adolescents __EDFN 7370 Educational Assessment __MCED 7313 ML Reflective Teaching __ MCED 7317 ML Literacy and Literature __EDFN 8301 Data Management and… __MCED 7314 ML Exc. Child Incl Clssrm __MCED 7318 Classroom Management __TCED 5300 (Technology) __MCED 7315 ML Curr and Pedagogy __MCED 7319 Internship Intended Graduation Date: Other Universities Attended: Professional Goals at Graduation: Hobbies/Interest: Strengths I bring to the classroom: Improvement Goals I would help with during this

semester: Other information I would like to share about myself:


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University of Arkansas at Little Rock

Middle Childhood Education

Consent Form

The University of Arkansas at Little Rock requires that teachers-in-training document their teaching by using videotape, audiotape, and photographs during their teaching. While the focus of these records is on the teacher, children may also appear in photos or on video. Therefore, we ask your permission to photograph, videotape, or record your child in the classroom. Any recording will be used only for educational purposes. We appreciate the assistance of the school, the classroom teacher, and the children and parents of this school in helping us prepare excellent teachers for your child’s future.

Permission for Recording Teacher Training

I give my permission for recording classroom teaching in

_________________________________’s classroom. I understand that the

records will be used only for teacher training.

(Parent’s Signature) (date)

(Student’s Signature) (date)

University of Arkansas at Little Rock MCED Forms

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Student ___________________________________ Semester ___________________________________ School ___________________________________ District ___________________________________ Cooperating Teacher ____________________________________ Grade Level _____________ Home Phone _________________________________ School Phone ____________________ Email __________________________________ Time for weekly/biweekly scheduled conference _______________________________________ Student Population of Classroom _____ Males _____ Females _____ African American _____ Hispanic _____ Anglo American _____ Asian American _________________________ Other (list) _____ English Language Proficient _____ Limited English Proficient List other native languages: __________________________________________ _____ Children receiving free lunch _____Children receiving special educations services (describe briefly) Attachments:

1. Diagram of room layout, labeled 2. Copy of classroom rules 3. Copy of classroom schedule, including regularly schedules lessons, playground times, lunch, art/physical

education, etc. 4. Seating chart, with children’s names 5. List of other staff who enter this room during the week to provide services of any kind to the

teacher or children; describe the services they provide 6. Lesson Plan format used by the Cooperating Teacher 7. Name of publisher, series, titles, of textbooks or curriculum programs used for all subject areas 8. List of extra duties of your CT: for example, bus duty on specific days


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Checklist of Information which you should be prepared to provide, should the cooperating teacher or any university faculty request it during the semester: _____ Emergency procedures for the classroom _____ Attendance procedures _____ Lunch count procedures _____ Cooperating teacher’s procedures for handling disruptive behaviors _____ Technology resources available in the classroom _____ Description of any special adaptive equipment used by students with special needs _____ Types of pull-out programs attended by students with special needs _____ Schedule for Parent/Teacher conferences during this semester _____ Schedule for student reports to be sent to families _____ Schedule for Open House, Parent Organization meetings _____ Procedures for referring a child for special needs testing


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University of Arkansas at Little Rock Department of Teacher Education

Confidentiality Agreement

I understand that as a professional-in-training, I may have access to confidential information (educational records) about children and their families. I understand that all laws and policies pertaining to the confidentiality of information related to children and families apply to me during my professional training. (This includes federal regulations in P.L. 93-380, Privacy Rights of Parents and Students known as the Buckley Amendment, 1976.) No personally identifiable information can be disclosed to third parties without explicit written consent. I understand that confidentiality laws apply to such records as specific medical diagnosis, participation in specific treatments or programs, standardized test scores, Individualized Educational Plans, and similar records. I understand that any written reports I make which refer to confidential information will not include such information that would make the child identifiable (including the name of the child or the child’s address, the name of the classroom teacher, the name of the school, or the name of any specific treatment facility or program.) I understand that I may discuss such confidential information only in the context of the university classroom or with the appropriate school personnel (classroom teacher, counselor, principal, etc.) I understand that any violation of this confidentiality may result in my termination from the professional program at the University of Arkansas at Little Rock as determined by the appropriate university official(s) or judicial committee. __________________________________ _____________________ ___________ Student Signature Student ID Date


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Pre/Post Student Learning Assessment

As a reflective teacher, we always want to focus in on our young adolescent students

needs. One way to do this is to administer pretests and posttests to determine what they

know or don’t know. If students already know the information we are planning to teach,

there is no reason deliver that instruction again. The pretest shows areas of strength for

students as well as areas of weaknesses. We can adjust our instruction to fit the needs of our

young adolescent students, spending little time on content of which these students have

good knowledge and more time on content where the students are weak. The posttests give

us insights into whether students grasped the content or whether we need to reteach using a

different strategy.

Our instruction, then, is driven by student need. This means that we should have

flexibility in our lesson plans. If you have to change plans completely because of the results

of the pretest or posttest, then change the plans. At all times, we are to provide a

supportive learning environment for young adolescent students. This is done in part by

pretesting and posttesting using multiple strategies that focus on key concepts found with

the critical knowledge base, articulating the criteria for teaching and assessment strategy

selection, and creating equitable, caring, and productive learning environments. We should

also use a variety of formal and informal assessments and use this information to adjust

future lesson plans.

During your internship experience(s) in the young adolescent classroom setting, you

need to do multiple pre/post student learning assessments. Choose one of these

assessments to be submitted on Chalk and Wire.


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Document each step you take in the process. Pretest your young adolescent students,

adjust your lessons plans according to the outcome of the pretest (formal assessment) and

formative evaluations (usually informal assessments), and then posttest (formal assessment).

You need to use the same assessment for the posttest as you used for the pretest. The

following artifacts go into Chalk and Wire:

• Pre/post assessment (this should be the same document)

• Original lesson plan

• Revised lesson plan

• Graphical representation of the class results on the pre/post assessment

• Reflection on

o the type of assessment

o the results

o how you adjusted lesson plans because of the results

o why you chose the strategy that you chose

o discuss the type of informal assessments you used and how you adjusted

instruction because of these formative evaluations

o how you created an equitable, caring, and productive learning environment

o how will this affect future lesson plans

• Several representative student artifacts (pre and post) with names deleted


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Sample Graph


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MCED Internship Policies and Procedures Agreement

I have received a copy of the Internship Handbook and understand that it is my responsibility to follow

the policies and procedures it contains. In addition, I understand that I am responsible for other information and requests communicated to me by UALR MCED faculty.

I am aware of the following policies and procedures: As a UALR MCED Intern I am expected to…

1. Arrive and depart my assigned school as required by the school’s policy; 2. Attend all academic and professional development school related functions; 3. Dress professionally (e.g. No flip flops, tight or low cut clothing, or midriff or undergarments

showing at any time. Appropriate jeans should only be worn on Friday if the school’s policy allows. Intern will be asked to leave school and change clothes if dressed unprofessionally. Time away from school will need to be made up.);

4. E-mail my weekly schedule, that indicates when I am teaching, observing, testing, and planning, to my field experience supervisor and Dr. Wood by the Sunday evening before the following school week begins;

5. E-mail a weekly reflection to my US; 6. Inform my school, cooperating teacher, university supervisor and Dr. Wood of any absences

PRIOR to their occurrence; and 7. Maintain a current internship notebook. 8. Fulfill all other Internship requirements as outlined in the Internship Handbook.

I understand that failing to adhere to these and other Internship Policies and Procedures may result in a lower or failing grade. I also understand that any request I have that may impact any internship responsibility, policy, or procedure must be made through Dr. Wood. Any waiver or exception from any internship requirement must be made through Dr. Wood . Intern Signature Print Name DATE


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CHECKLIST: CONTENTS OF TWO COMPLETE CHALK AND WIRE PORTFOLIOS The following files should be uploaded in your two C&W portfolios in order to continue through the program. Check your Chalk and Wire portfolio against the list below. Upload any missing files and click on the box that will send the file to the professor whom you had for that course to score in the semester you take the course.

ASSIGNMENT FILE

MCED Course iLab C&W Portfolio

(see tab name for placement)

MCED Exit Portfolio -beginning Spring 2008-

Initial Licensure (see tab name for placement)

7313 Middle Level Reflective Teaching

Philosophy of Education (Intermediate Level – Philosophy)

Philosophy of Education (Philosophy of Education)

7312 Development of Young Adolescents

Typical Case Study & Atypical Case Study

(Intermediate Level – Case Study)

Typical Case Study & Atypical Case Study

(Case Studies)

7315 Curriculum and Pedagogy

Curriculum Unit (Capstone Level – Unit Plan)

Curriculum Unit (Curriculum Unit)

7314 Teaching the Exceptional Child in the

Inclusive Classroom

Special Needs PowerPoint (Capstone Level – Multimedia Project)

Special Needs PowerPoint (Addressing Diverse Needs: PowerPoint)

7319 Internship NA Pre/Post Test

(Candidate’s Impact on Student Learning)

7319 Internship

Pathwise Observations (Capstone Level- University Supervisor I)

(Capstone Level – University Supervisor II) (Capstone Level – Cooperating Teacher I) (Capstone Level – Cooperating Teacher II)

Pathwise Observations - same ones as in iLAB

(Pathwise Plus)

Year 1

*ISTE Matrix (technology survey) (Intermediate Level – ISTE Matrix) NA

Year 2 *ISTE Matrix (technology survey) (Capstone Level – ISTE Matrix) NA

At the completion of coursework NA Reflection

(Program Analysis and Feedback)

C&W folder tabs that will remain blank

Entry Level: a) GPA entry b) Praxis I Reading c) Praxis I Writing d) Praxis I Math e) Interview f) Prerequisites g) Memorandum of Understanding

Intermediate Level: h) GPA

Capstone Level: i) GPA

Professional Level: j) GPA k) Professional Course Grades l) Praxis II PLT m) Praxis II MLCK n) Exit Portfolio

NA


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* What are MCED Class Numbers to put on the ISTE matrix? To list on ISTE Matrix [upload the ISTE matrix to iLAB listing ones you took in Year 1 (Intermediate Level) and listing the ones you took in Year 2 (Capstone Level)]:

• 7312 Development of Young Adolescents • 7313 Middle Level Reflective Teaching • 7314 Teaching the Middle Level Exceptional Child in the Inclusive Classroom • 7315 Curriculum and Pedagogy • 7316 Literature for Young Adolescents • 7317 Middle Level Literacy and Language Arts • 7318 Classroom Management • 7319 Internship

THE NEXT THREE PAGES ARE THE SUMMATIVE EVALUATION THAT IS TO BE FILLED OUT BY THE CT/MENTOR AT THE END OF THE SEMESTER. IT SHOULD BE PLACED IN THE NOTEBOOK AND A COPY GIVEN TO YOUR UNIVERSITY SUPERVISOR AND DR. WOOD.


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Download - Intern/Cooperating Teacher Handbook

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