Internship (407T) Handbook Intermediate/Secondary Winter 2020

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Preface

This manual is intended as a guide for the roles and functions of the persons involved in Memorial University’s

Faculty of Education Undergraduate Education Internship Program. All are unique and the roles of each will

vary according to their individual position. The relationships should be collegial and be guided by trust,

respect, empathy, genuineness and equity. Activities should be carried out cooperatively by sharing

information, skills and knowledge.

The Faculty of Education at Memorial University welcomes each member of the team that will guide interns

through their internship and prepare them for the role of teacher. Everyone’s involvement is critical to the

success these individuals will experience during their introduction to the world of teaching.

All individuals involved in the internship program are mentors for the intern who is attempting to define

himself/ herself as a teacher. Mentoring has the potential to benefit both interns and classroom teachers. It helps

interns confront their challenges in the classroom. Through collegial conversations and consistent support from

teachers, they improve their teaching practice. The mentoring experience may also provide professional

development for the classroom teacher.

The purpose of mentoring is to provide interns with the support they need to gain self confidence, provide

models of effective practice and assistance in lesson planning, encourage the use of various instructional

strategies, model effective classroom management techniques and guide the student teacher in developing a

personal teaching style.

The information contained in this booklet is not intended to be exclusive but is, instead, a guide to support the

intern. It provides an overview of the roles and responsibilities of the various individuals involved. As a partner

in the teacher education process, team members are asked to use their professional discretion to extend or

supplement the information presented in this booklet with their own experience and research.

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A Message from your 407T Instructor

I would hope that as you begin this phase of your pre-service education that you will remember the words of

Rita Pierson: “Every child needs a champion”. You will have the opportunity to be that champion as you

interact with your students on a daily basis.

During the upcoming weeks you will become a practicing teacher, with all the responsibilities that come with

this designation. You will develop your teacher identity and you will see the joys of teaching as well as the

stresses that teachers respond to daily.

Bring with you to this internship your energy, your dedication and the skills that come from your personal life

experiences and those learned in the introductory internship. Bring with you high expectations for each student

and use your creativity to keep students engaged in a meaningful way.

In your introductory internship, you observed excellent models of planning and preparation as well as classroom

management. Take this opportunity to put the techniques and the strategies that your co-operating teacher taught

you, into practice.

At the end of each day reflect on what happened during each class-ponder the kind of educator that you were

that day and re-imagine how you want to be tomorrow. Be confident, be willing to build relationships, and be

professional.

During the winter term you are required to respond to five journal entries in our ED 407T course shell. I will

visit with your schools in early January to meet your co-operating teachers. Later in the term, your University

Supervisor will visit your school to observe you teaching one of your lessons.

I wish you every success and look forward to seeing you back on campus in the spring semester.

The quality of teaching is one of the greatest influences on student learning.

Ed Wade

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Table of Contents

1. Winter Semester 2020 Internship Diary of Dates ..................................................5

2. Teaching Internship Program ..................................................................................6

3. The University – School Partnership .......................................................................7

4. Roles and Responsibilities of the Principal ........................................................... 8-9

5. Roles and Responsibilities of the Co-operating Teacher .................................... 10-15

6. Roles and Responsibilities of the Intern .............................................................. 16-20

7. Roles and Responsibilities of the University Supervisor .................................... 21-22

8. Appendix A – Grade Review Procedure ............................................................ 23-24

9. Appendix B – Internship Journal ......................................................................... 25-30

10. Appendix C – Sample Progress and Final Reports ............................................. 31-34

11. Contact Information – Faculty of Education ..........................................................35

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Winter Semester 2020

Internship Diary

Monday, January 6 Newfoundland and Labrador internships commence. Interns report to

their assigned schools.

Monday, January 6 University Instructors commence school visits.

Sunday, January 19 Interns’ first online Journal posting due.

Friday, January 31 Interns receive first co-operating teacher internship evaluation report.

Monday, February 3 University Supervisors commence school observations.

Friday, February 28 Interns receive second co-operating teacher internship evaluation report.

Friday, April 3 Interns receive third (final) co-operating teacher internship evaluation

report.

Friday, April 3 Internship ends for Newfoundland and Labrador interns.

Friday, April 3 Deadline for the submission of grades from co-operating teachers and on-

line supervisors to the Field Services Office, Faculty of Education via fax.

NL interns only.

Friday, April 9 Internship ends for Out of Province interns. Later end date due to mid-

winter break.

Friday, April 9 Deadline for the submission of grades from co-operating teachers and on-

line supervisors to the Field Services Office, Faculty of Education via fax.

Out of province interns only.

Please refer to the evaluation section of the Handbook for complete details regarding submission of grades.

*Note: Internship dates may vary with individual school placement.

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Teaching Internship Program General Information All candidates for the B.Ed. (Intermediate/Secondary), B.Ed (Intermediate/Secondary) Conjoint with the

Diploma in Technology Education are required to complete a 12 credit hour internship. This internship consists

of a supervised placement in a school setting.

Rationale for the Internship

The internship is a critical component of the Bachelor of Education programs at Memorial University of

Newfoundland. It provides an opportunity for interns to appreciate and begin to understand the responsibilities

of teachers. Objectives

The internship provides interns with opportunities to

integrate theory and practice;

refine skills in utilizing various instructional strategies and resources to meet the individual needs of all

students;

develop and practice effective classroom management skills;

develop and practice the skills of a reflective practitioner;

develop an individual teaching style;

develop critical knowledge of curriculum outcomes and effective teaching techniques within various

grade levels and content areas for implementation of outcomes;

develop a philosophy of education and recognize its relationship to educational principles in

professional practice;

experience the working relationship that exists between teachers and administrators as colleagues and

their relationship with the broader school community.

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The University-School Partnership

A partnership between the Faculty of Education and schools is essential to ensure the success of the internship.

This partnership includes interns, co-operating teachers, school principals, other school professional staff, the

school district, the university supervisor, and the Faculty of Education.

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Roles and Responsibilities of the Principal

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Role and Responsibilities of the Principal

The principal or his/her designate serves as the co-ordinator of the internship program at the school level and

acts as the communication link between the Field Services Office and the school. The principal provides

leadership in the school setting for the internship program through professional support for co-operating

teachers and interns.

The principal will:

1. Welcome the intern(s) to the school and introduce them to school personnel;

Ensure interns are teaching in applicable teachable areas;

3. Communicate to co-operating teachers the expectations and requirements of the internship program;

4. Provide orientation for the intern about the policies, procedures, school culture, goals, and

philosophy of the school;

5. Familiarize the intern with the breadth and scope of the school program, school/community

relationships and characteristics of the student body;

6. Ensure that interns are involved in school experiences such as professional development activities;

7. Make arrangements for interns to meet with and become familiar with the work of specialist teachers

and non-teaching staff members;

8. Be aware of the progress of the intern;

9. Maintain communication links with the Field Services Office;

10. Promote the partnership between the Faculty of Education at Memorial University and the school to

provide field placements for interns;

11. Inform the Field Services Office if, in the assessment of the principal and the co-operating teacher,

the intern is not making satisfactory progress;

12. Provide feedback to the Faculty of Education about the internship.

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Roles and Responsibilities of the Co-operating Teacher

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Role and Responsibilities of the Co-operating Teacher

Co-operating teachers introduce interns to the realities and responsibilities of teaching in a complex world.

They guide, coach, support, and challenge interns to offer the best professional knowledge and service to their

interns. The co-operating teacher has a profound effect and impact on the personal and professional

development of a teacher candidate. This occurs through the nature of the relationship between the co-operating

teacher and the intern and through the teaching and learning processes that occur throughout the internship. The co-operating teacher will:

Prepare students to accept the intern as a professional teacher;

Introduce the intern to other school personnel and clarify their roles;

Familiarize interns with curriculum outcomes, guides, texts and resources;

Share with the intern an outline of the long-range goals and the organization of the grade or course;

Model various instructional strategies, and suggest alternative possibilities for teaching and learning;

Assist and encourage the intern to develop resources which will enhance teaching;

Demonstrate good teaching and help the intern to analyse and understand the components of good

teaching;

Include the intern in planning, assessment and other work with students;

Guide the intern to evaluate lessons, projects, quizzes, etc;

Assist the intern in the critical-reflective analysis of the relationship between theory and practice with

the intent of improving practice;

Facilitate the development of independence within the intern;

Gradually transfer responsibility for daily operation of the classroom to the intern;

Confer with the intern about performance and expectations;

Provide an opportunity for the intern to observe various teachers in different grades/subject areas during

the internship;

Evaluate the intern (Pass/Fail) for the school component of the internship (see diary and evaluation

sections)

Prepare the scheduled intern progress reports and discuss these reports with the intern

Demonstrate a variety of classroom management techniques;

Provide daily feedback to the intern on his/her progress;

Confer with university instructor regarding the intern’s progress if requested;

Confer with the Field Services Office regarding the intern’s progress as necessary.

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Internship Program and Expectations

The Program

It should be understood that the intern is not expected to possess all requisite teaching competencies at the

beginning of his/her school placement. The internship is expected to provide an opportunity for growth and

development towards the efficient use of current teaching skills and strategies. To facilitate growth,

observations of interns should clearly describe those skills obtained by an intern and those needing future

attention.

Experiences within the program should be varied. The interns may work with more than one teacher, work in

more than one area, and be familiar with the functions of specific personnel, such as principal, librarian,

guidance counsellors, special education teachers and others. Opportunities for experimentation with different

strategies, or new approaches, may be provided. Transition to Teaching

The intern may spend as much as the first week engaged in classroom observational activities. The

observational dimension should be regarded as an active process of seeking answers to questions. These

questions may be raised by either the intern or the co-operating teacher. The intern will be a better observer if

specific objectives are stated and observations are recorded. Interns will want to observe the students, the

school, relationships, and procedures.

Following this initial period of observation, the proportion of time spent in observation slowly diminishes as the

intern assumes more teaching responsibility. While individual differences in intern readiness are taken into

consideration, the intern is expected to shift from observation to active teaching when the co-operating teacher

feels the intern is ready.

Normally, interns will be ready to assume teaching responsibilities after having spent a week in the school.

However, some interns may require a longer period of observation.

It is important that the first teaching experiences be carefully planned with the co-operating teacher in order to

ensure that the intern experiences teaching success early in the internship. Initial teaching activities may include

helping individual students, conducting a lesson with a small group, taking responsibility for part of a lesson, or,

in some cases, teaching a complete lesson to the class.

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Intern Workload

To a large extent, the amount of teaching the intern is able to do will determine the amount of professional

learning that occurs. The teaching load should be gradually increased to approximately 50 per cent of the co-

operating teacher’s teaching load at the midpoint of the internship experience. The intern will assume full

responsibility for a major portion of the co-operating teacher’s workload in the final four weeks of the

internship. The following model should be used as a guide to determine the intern’s workload:

Week 1 - Observation Week 2 - Transition from observation to actual teaching Week 6 – 40-50 percent teaching responsibilities Week 9 - 70 percent teaching responsibilities

Rationale

A regular classroom teacher in a subject-based environment, on average, teaches about 86% of a regular school

day or six of seven classes on the school schedule. Therefore, if an intern is responsible for 70 – 75% of the

workload of a classroom teacher, he /she would teach five of seven classes or assume responsibility for a

teaching workload of 71% during the internship in the school setting. The intern’s school day should be

comparable to that of the co-operating teacher and it is expected that interns will devote adequate out-of-school

time to planning lessons, correcting papers, and participating in school or community activities. The intern will

also need time to plan for meetings, prepare instructional materials, and become familiar with the many aspects

of the school program.

Supervisory Responsibilities

Ultimately, the responsibility for the class to which the intern is assigned is that of the co-operating teacher.

When a co-operating teacher assigns his/her intern responsibility for class instruction, the teacher should be

present to observe the teaching and provide the intern with feedback and direction. In the case of an

extracurricular activity, the staff member assigned to an activity is always fully responsible for the students.

Intern Attendance Policy

As per the Memorial University, Academic Calendar, Intermediate/Secondary interns are required to complete

a 10 day Introductory Internship and a 60 day Extended Internship. This attendance policy is necessary to

ensure that interns are awarded 15 credit hours by Memorial University and meet Newfoundland and Labrador

Teacher Certification requirements. Interns are expected to follow their school schedule and not the university’s

schedule as it pertains to holidays and assume the same responsibility for attendance as regular school staff.

With the exception of illness or bereavement and sessions organized by the Faculty of Education or School

District, interns are not permitted to leave school early or take days off. If an intern is to be absent for any

reason other than those previously described, a written request must be made in writing to the Internship

Advisory Committee (c/o Sheri Roberts, Field Services Office or email: sherir@mun.ca).

In the event of absences due to illness or other legitimate reasons, an intern is expected to notify the co-

operating teacher before classes begin for the day. A medical note is required for an absence of more than three

consecutive days. The co-operating teacher should inform the Field Services Office, Faculty of Education, if the

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total number of absences becomes a concern. Those absences include unplanned school closures such as storms,

furnace problems, etc. The Field Services Office, in consultation with the co-operating teacher will determine if

the internship is to be extended to make up for missed time.

Absence of the Co-operating teacher

In the event of any absence of the co-operating teacher, the school must assume supervisory responsibility of

the classroom (i.e., through a regular substitute teacher or through departmental supervision). During this time

the intern should continue teaching, if possible, the classes that he /she had been previously teaching.

In the case of an absence that will exceed four consecutive days, or the sudden unavailability of the co-

operating teacher for the remainder of the internship, the Field Services Office, Faculty of Education, should be

contacted immediately. Evaluation Both formative and summative evaluation by co-operating teachers should be in evidence during the internship.

Formative evaluations occur daily within the professional development process. When co-operating teachers

and others who work collaboratively with the intern to discuss the intern’s performance in the classroom, they

are engaged formatively. This is also the way to describe the four and eight week assessments. These

assessments are data driven, for the purpose of setting goals and objectives for the next period or the remainder

of the internship. Internship is a time when interns are developing an analytical approach to teaching and need

to be encouraged constantly to assess themselves, problem solve and plan for improvement. As part of the

formative evaluation, interns are to be encouraged to share ideas with others and be open to ideas and

suggestions from others. Summative evaluations are measures of performance made at the end of the internship

evaluation and are recorded as a part of the final report. Evaluation of intern performance is conducted through

the use of university-approved evaluation procedures. Evaluation forms are provided by the Field Services

Office, Faculty of Education to the participating schools for the co-operating teachers. The co-operating teacher

will assign the intern a grade of Pass or Fail. The Associate Dean of Undergraduate Programs is responsible for

submitting the final grade for the intern to the Office of the Registrar. Co-operating Teacher’s Evaluation of Intern

The co-operating teacher is responsible for the evaluation of the intern’s in-school experience during the teaching internship and as such he/she is required to maintain an evaluation file for the intern. The documentation from the co-operating teacher required for the intern’s evaluation file includes: any notes/documentation as deemed appropriate (e.g., medical notes), 4 week (first) signed internship report form, 8 week (second) signed internship report form and final signed internship report/grade form. There should not be any surprises in the final report for the interns. This can be ensured by the careful completion of the 4 and 8 week internship reports. Interns should be assessed as beginning teachers not as practicing experienced teachers. A photocopy of each report should be retained by the co-operating teacher. *Interns must receive a copy of all reports and a copy must be forwarded to the Field Services Office, Faculty of Education, immediately following each report’s completion. If an intern is assigned two co-operating teachers concurrently, the teachers may elect to complete joint or separate reports.

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Procedure and deadlines for submission of evaluation

Scheduled completion dates for the report/grade forms and for submitting the evaluation files are outlined in the

Diary of this Handbook.

To meet the Office of the Registrar deadline for mark submission, the grade form should be faxed by the

deadline noted in the Diary of Dates at the beginning of the Handbook.

Co-operating Teacher Concerns with Intern Performance

The nature of the intern’s difficulties, specific suggestions for improvement and a time frame for him/her to put

the suggestions into effect should be documented on an internship report form. Use of the ‘other’ category on

the internship report form allows for this to be done at any time outside of the designated evaluation intervals, if

necessary. A recommendation of ‘continue with reservation’ can be used and the principal of the school should

contact the Field Services Office. If there is no noticeable improvement in the intern’s performance, it may be

necessary to discontinue the internship on the recommendation of the co-operating teacher and principal in

consultation with the Co-ordinator of Field Services, Faculty of Education.

Co-operating Teacher Guidelines for the Assignment of Internship Grades PASS indicates that there is evidence of good to excellent overall performance in:

The application of personal and professional qualities (including communication skills);

Planning for instruction;

Demonstrating knowledge of the pedagogical process;

The application of effective classroom management techniques;

Reflection on and analysis of classroom teaching.

FAIL indicates unacceptable performance and must be based on evidence of:

Weakness in one or more personal and professional qualities (including a significant weakness in communication skills);

Poor or unsatisfactory planning displayed in the teaching assignment (see Evaluation Appeal Procedure,

p. 21;

A limited or weak knowledge of the pedagogical process;

Poor or unsatisfactory application of effective classroom management techniques;

Little or no demonstration of reflection and analysis apparent in teaching. INCOMPLETE

Co-operating teachers who wish to consider assigning an incomplete grade should contact the Field Services Office, Faculty of Education to discuss same.

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Role and Responsibilities of the Intern

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Role and Responsibilities of the Intern General Information All candidates for the B. Ed. (Intermediate/Secondary), B. Ed. (Intermediate/Secondary) Conjoint with Diploma in Technology Education are required to complete a 12 credit hour internship. The internship consists of a supervised placement in a school setting. Rationale The internship is a critical component of the Bachelor of Education programs at Memorial University of Newfoundland. It provides an opportunity for interns to appreciate and begin to understand the responsibilities of teachers. Objectives The internship provides interns with opportunities to:

Integrate theory and practice;

Refine skills in utilizing various instructional strategies and resources to meet the individual needs of all students;

Develop and practice the skills of a reflective practitioner;

Develop an individual teaching style;

Develop critical knowledge of curriculum outcomes and effective teaching techniques within various grade levels and content areas for implementation of outcomes;

Begin to develop a philosophy of education and recognize its relationship to educational principles in professional practice;

Experience the working relationship that exists between teachers and administrators as colleagues. Observation Guidelines

The following are provided as a guide to be used by interns for making observations:

the classroom as a learning environment;

teacher planning;

introducing a learning activity;

application of motivational techniques;

use questioning skills;

application of teaching methodologies;

distribution and pattern of student participation;

selection and organization of subject matter;

use of interesting supplementary materials;

provision for individual and group work;

attention to individual differences and learning styles;

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attention to formative and summative evaluation;

classroom rules and procedures;

differentiated instruction and assessment.

Intern Workload

To a large extent, the amount of teaching the intern is able to do will determine the amount of professional

learning that occurs. The teaching load should be gradually increased to at least 50 per cent of the co-operating

teacher’s teaching load at the midpoint of the internship experience. The intern will assume full

responsibility for a major portion of the co-operating teacher’s workload in the final four weeks of the

internship. The following model should be used as a guide to determine the intern’s workload:

Week 1 - Observation Week 2 - Transition from observation to actual teaching Week 6 - 40 percent teaching responsibilities Week 9 - 70 percent teaching responsibilities

Rationale

A regular classroom teacher in a subject-based environment, on average, teaches about 86% of a regular school

day or six of seven classes on the school schedule. Therefore, if an intern is responsible for 70 – 75% of the

workload of a classroom teacher, he /she would teach five of seven classes or assume responsibility for a

teaching workload of 71% during the internship in the school setting. The intern’s school day should be

comparable to that of the co-operating teacher and it is expected that interns will devote adequate out-of-school

time to planning lessons, correcting papers, and participating in school or community activities. The intern will

also need time to plan for meetings, prepare instructional materials, and become familiar with the many aspects

of the school program.

Intern Attendance Policy

Memorial University’s policy requires the intern to follow their school schedule and not the university’s

schedule as it pertains to holidays. Interns assume the same responsibility for attendance as regular school staff.

With the exception of illness or bereavement and sessions organized by the Faculty of Education or School

District, interns are not permitted to leave school early or take days off. If an intern is to be absent for any

reason other than those previously described, a written request must be made in writing to the Internship

Advisory Committee (c/o Sheri Roberts, Field Services Office or email: sherir@mun.ca). This attendance

policy is necessary to ensure that interns meet Newfoundland and Labrador Teacher Certification requirements

and be awarded 15 credit hours by Memorial University.

In the event of absences due to illness or other legitimate reasons an intern is expected to notify the co-operating

teacher before classes begin for the day. A medical note is required for an absence of more than three

consecutive days. The co-operating teacher should inform the Field Services Office, Faculty of Education, if the

total number of absences exceeds five days. This includes unplanned school closures such as storms, furnace

problems, etc. The Field Services Office, in consultation with the co-operating teacher will determine if the

internship is to be extended to make up for the missed time.

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Responsibilities of the Intern

The intern is a guest in the school and in the classroom of the co-operating teacher(s) and accepts the

responsibilities associated with the role of a teacher. The intern is responsible to:

Follow the professional Code of Ethics for teaching;

Become familiar with the educational program and physical plan of the host school;

Make contact with the co-operating teacher prior to the start of the internship (we suggest early

December);

Display professional appearance in dress and etiquette;

Acquaint the co-operating teacher with his/her professional background, interests, and ambitions;

Accept all professional duties assigned by the co-operating teacher and school administration;

Participate in co-curricular activities;

Develop lesson plans using specific learning outcomes;

Develop lesson plans that meet the needs of diverse learners and implement varied teaching and

assessment strategies;

Assess student learning and maintain records of student growth;

Employ teaching strategies that are varied, appropriate, and engaging;

Select and adapt teaching strategies to provide for the range of student abilities, learning styles, and

particular needs (enrichment, reinforcement, etc.);

Display competence in teachable subject areas;

Develop a professional approach to classroom management;

Engage in critical-reflective analysis of his/her own teaching practice for the purpose of improvement;

Respond to constructive criticism in a reflective and positive manner;

Develop and maintain a file of your lesson plans;

Attend professional development session(s) provided by the Faculty of Education and/or the school/

school district;

Engage in collaborative work with other teachers;

Engage, through Brightspace, with the university instructor;

Participate in the Brightspace (Education 5000) on-line forum with other interns and complete the

requirements associated with this component of the internship within the stated timelines;

Maintain confidentiality with respect to student information given by or about students. This includes

information derived from student performance, student records, meetings or other sources.

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**Social Media**

Most interns are assigned to schools within the Newfoundland and Labrador English School District (NLESD)

and will be governed by NLESD policies. One such NLESD policy states that the use of technology is “for the

purpose of enhancing teaching and learning”. Therefore, when you are in class and in the role of a

professional, the use of one’s personal device for checking messages or sending texts would not be

considered an appropriate use of technology. Furthermore, each school in the NLESD has developed an

“Acceptable Use of Technology” policy and interns should check the school website or with the school’s

administrative team for access to this policy. Interns assigned to schools within another school district should

check both the applicable district and school specific policies regarding the use of Social Media.

Below is the link to the NLESD policies. Please familiarize yourself with Acceptable Use of Technology and

Social Media Use. As well, please take the time to view the attached video regarding Social Media use, jointly

created by the NLESD and the NLTA.

NLESD Policies

Social Media for Teachers

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Roles and Responsibilities of the University Supervisor

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Role and Responsibilities of the University Supervisor

The university supervisor is responsible for assisting the ED 5000/ED 407T instructor and the intern’s co-

operating teachers in the evaluation of the intern’s progress in the classroom. The primary responsibility for the

intern however, will rest with the instructor.

The university Supervisors will be able to monitor the intern’s activities through Brightspace but will not be

responsible for providing feedback on his/her journal postings.

The university supervisor will conduct at least one visitation with the intern at their school to observe the intern

teach in the classroom setting and provide feedback.

Follow up school visits may be conducted as necessary, and in consultation with the instructor and Field Service

Office.

The Supervisor will

provide a direct link between the university and the school;

support the work of administrators and co-operating teachers

observe the intern in the classroom setting and discuss the intern’s performance;

encourage the intern to try new approaches, new methods and implement innovative and creative

teaching strategies;

complete a report on each intern using the following template:

- comment on the classroom observation with respect to lesson planning,

delivery, student engagement and teaching and learning;

- comment on the intern with respect to their potential as a teacher, noting

their strengths and areas that might require improvement.

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Appendix A

Final Grade Review Procedure

Within two weeks of the receipt of the final internship grade, interns have the right to request a review of

the mark assigned to the in-school component of the internship. This review shall follow the process,

outlined below, as established by the Internship Advisory Committee.

General

1. Each teaching intern will be assigned two committees:

a. Supervisory Committee consisting of the school principal (or designate) and a Faculty of

Education supervisor.

b. Internship Grade Review Committee consisting of one school district senior administrator

(e.g. Assistant Director) and one Faculty of Education Senior Administrator (e.g. Associate

Dean of Undergraduate Programs).

2. Grade Review of the school component will not impact on or be impacted by the on-line

component.

Evaluation

1. The co-operating teacher must notify the teaching intern and Supervisory Committee of any serious

concerns as soon as they arise. These concerns must be documented on an Internship Report Form

that is to be copied to the intern and submitted immediately to both the Supervisory Committee and

to the Field Services Office, Faculty of Education.

2. The Co-operating teacher must prepare the scheduled reports of the intern’s progress and discuss

these reports with the intern as scheduled by the Faculty of Education.

a. An evaluation resulting in a designation of Continue with Reservation will result in

immediate referral to the Supervisory Committee who will work with the co-operating

teacher and teaching intern to develop and implement a directive control plan for

improvement. This plan must have clearly established goals to be accomplished by the

teaching intern to achieve a passing grade together with supports that are to be provided

(including, but not limited to observations and evaluations by members of the Supervisory

Committee or designates) and timelines for follow-up and review.

b. An evaluation designation of Be Discontinued and/or a Final Grade of FAIL should not

normally be assigned without prior notice to the student and normally will occur following an

interim report of continue with reservation and the engagement of the Supervisory

Committee. (This does not apply to outright dismissal for cause by the CEO/Director of

Education or Dean of Education as would be applied to any school board employee and/or

student of Memorial University).

c. A final grade of FAIL will be assigned by the co-operating teacher only after consultation with the

Supervisory Committee.

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Grade Review

In the event that a student intern believes that the Final Evaluation as assigned by the co-operating

teacher is not justified, the student has a right to seek an informal resolution by following the

procedures outlined below:

Level 1: Within two weeks of the receipt of the final internship grade the student must submit, to the

Supervisory Committee, a personal letter outlining the reasons they feel they have met the expectations

of the internship.

Action: The Supervisory Committee will thoroughly investigate matters related to the request for grade

review, ensuring that all parties associated have been consulted and appropriate documents reviewed.

The Supervisory Committee will respond to the student with a decision, in writing, within a two week

period.

Level 2: If the student is not satisfied with the final decision of the Supervisory Committee, they can,

within two weeks of receipt of the decision, submit a personal letter to the Internship Grade Review

Committee, outlining the reasons they feel the Supervisory Committee has erred.

Action: The Internship Grade Review Committee will thoroughly investigate matters related to the

request for grade review, ensuring that all parties associated have been consulted and appropriate

documents reviewed. The Internship Grade Review Committee will respond to the student with a final

decision, in writing, within a two week period.

In order to facilitate a thorough review of internship grade, interns will be required to:

a. Submit paper copies of their lesson/unit plans that they have prepared and taught with the co-operating

teacher. The co-operating teacher will need to verify that the lesson/unit plan has been implemented

prior to it being submitted to the Faculty of Education Supervisor.

b. Make available to the co-operating teacher a file that contains copies of the lesson/unit plans that have

been submitted.

c. The intern may also be required to demonstrate to the Supervisory Committee their competence in

teaching a lesson/unit of work.

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Appendix B

INTERNSHIP JOURNAL

Education 407T

Education 5000

Extended Internship in

Intermediate and Secondary Schools

FACULTY OF EDUCATION Winter Semester 2020

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Introduction

Prior to the beginning of your internship placements, you are expected to peruse this document and the

Handbook to become cognizant of everyone’s responsibilities associated with the internship.

Reflection and analysis of personal experiences are important in the transition of an intern from a pre-service

mode to that of a practicing teacher. Much can be learned by reflecting (To reflect means “to observe deeply” –

Dr. Jan Buley) on the experiences, activities and tasks interns engage in as part of their school placement

experience.

The internship journal is a component of an online collaborative and supportive learning community where

interns demonstrate their professional knowledge and recognize its relationship to classroom practice. Interns

will reflect on pedagogically significant issues and share their thoughts with their co-operating teacher, other

interns, their university instructor and supervisor.

Participation in the internship journal is a compulsory activity which is intended to provide the interns with an

opportunity to reflect on these events, analyze them and record their reflections.

After the initial journal entry, interns are expected to prepare themselves for the four major journal entries by

engaging in discussions with school personnel, attending different school-based meetings, attending

professional development sessions, observing classroom and specialist teachers in action, collaborating with

colleagues, dialoguing with other interns, and generally learning about the opportunities and rewards of being a

teacher. This type of exposure to the school environment will allow interns to explore the concepts presented in

the journal and be able to discuss them with their colleagues.

The Faculty of Education strives to offer the same internship model for all candidates in the program, whether

those students are interning within the province of Newfoundland and Labrador or at other locations where the

internship is offered.

Sometimes, however, geography may cause some minor differences to occur. In an effort to standardize the

internship practice and delivery and to establish a common framework, the journal as presented here will be

used by all interns.

Please note: During the internship placement, interns must respond to all Journal Entry requirements in

the ED 407T course shell.

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Journal Entry Guidelines

When writing your Journal Reflection, consider the following points:

• Review all journal topics at the beginning of the internship to be aware of the issues to be

discussed and the expectations which are set down;

• Write in a manner that is scholarly and be aware that colleagues, university instructor, and co-

operating teachers will be reading your journal. Narratives should demonstrate a coherent

development of argument, ideas, and concepts;

• Evidence of critical reflection should be apparent, i.e., you should use your experiences as a

student at MUN and the experiences of your internship to respond to the questions posed;

• Read relevant articles posted in the e-resources library at:

https://www.mun.ca/educ/current/undergraduateCurrent/undergradInternships/eResourcesINtern

ships.php;

• Entries should be sufficient in length to adequately relate your ideas. The four main journals

should each be a minimum of 500 words in length;

• Pay attention to technical quality, organization and coherence, clarity of prose, spelling,

grammar, punctuation and attention to detail; • Journal reflections should be submitted on/by the assigned date.

Journal entry 1 - Goal setting and School Placement

Due date posted in Brightspace 407T Course Shell

Set goals for yourself that you wish to accomplish during your internship. It is important to establish a

reasonable number of goals that are attainable. List three or four goals and describe how you hope to achieve

them. At least one of your goals should be a personal goal. You will re-consider these later in your internship.

Your goals should meet the criteria for SMART goals:

S = Specific,

M = Measurable

A = Attainable

R = Realistic

T = Timely

All schools are similar in many ways; however, there are often significant differences. Your internship

placement is a unique setting, possibly because of the following items:

- school type (e.g. primary, secondary, enrolment, teaching staff, single stream, multi-graded,

communities served, etc.);

- community (e.g. rural, urban, population)

- grade/subject placement (grade level(s), teaching areas); and,

- co-operating teacher’s experience and educational background.

1. Reflect on your expectations for this internship and write three or four goals you hope to accomplish.

2. Discuss your school and placement, in terms of the points listed above.

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Journal entry 2 - Personal reflection on issues, concepts, or events of intern’s choice

Due date posted in Brightspace 407T Course Shell

Teachers assume many roles within the school and encounter many situations and events as they carry out their

duties. The “Internship Journal” topics attempt to capture your reflections on a number of current issues in

education that you may face as an intern working in the classroom. However, the set of Journal topics included

for your consideration is not exhaustive and is not intended to address all of the day-to-day situations that you

may experience.

To that end, we would like you to select two issues, concepts, or occurrences that you would like to discuss.

This may include, but is not limited to, attendance, student behaviour, parental involvement, school policies,

extracurricular programs, inclusion, breakfast and lunch programs, professional development, curricular issues,

gender identity, etc.

You will be expected to post a minimum of two topics to the D2L discussion forum (500 words)

You will post at least four responses to the postings of other interns (200-300 words)

The purpose of this assignment is to initiate a rich and meaningful dialogue among the interns in this section of

the course. Your 407T instructor will monitor the discussion forum regularly and will enter the discussion as

well.

Journal entry 3 - Assessment and Evaluation Practices

Due date posted in Brightspace 407T Course Shell

As interns over the past number of weeks, you have had the opportunity to observe and probably participate in a

number of activities related to some aspect of student assessment. Teachers are always trying to ensure that

students adequately understand the information that is being covered in a course and the way they do this is by

utilizing a number of assessment strategies in order to ascertain the level of learning that has occurred.

Hopefully, you have observed both formative and summative approaches to student assessment being used (see

definitions below). For journal entry 3 you should select three specific approaches to assessment that you have

observed in action and comment on how the assessment activity contributed to the teacher’s understanding of

the depth of student learning.

Formative assessment: a range of formal and informal assessment procedures employed by teachers where

they monitor student performance during the learning process in order to modify teaching and learning

activities to improve student attainment. It typically involves qualitative feedback (rather than scores or marks)

for both student and teacher that focus on the details of content and performance. It is evaluating by walking

around, checking on student work and providing feedback “on the spot.”

Summative assessment: a formal activity (like a quiz, a test, an exam, a major project or performance)

designed to evaluate student learning (attainment of outcomes) at the end of an instructional unit by

comparing it against some standard or benchmark. Marks are given for the activity.

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Journal entry 4 - Effective Teaching

Due date posted in Brightspace 407T Course Shell

Effective teaching is a difficult concept to define but researchers do acknowledge that the characteristics,

behaviors and personal traits of effective teachers play a pivotal role in helping to determine what effective

teaching is. The following is a partial list of commonly cited behaviors of what effective teachers do.

Effective teachers:

•use a variety of well-informed skills and methods at their disposal to meet the needs of their students and the

demands of the curriculum; •believe in their ability to work with students and to help them learn; •understand that the act of teaching is complex and they are constantly reflecting on ways to improve their

practice even though they realize that there are no simple answers to the problems they may encounter; •maintain a professional image in the classroom; •use reinforcement, praise and criticism wisely; •challenge their students to reach their potential.

You have three options available with regard to your response for Journal entry 4:

Option 1: You can reflect on your time as an intern and also as a student in the K-12 school system and discuss

your perceptions of what constitutes an effective teacher.

What were their characteristics, behaviors and/or personal traits that, in your opinion, made them effective

teachers? Post to the Discussion forum.

Option 2: You can develop a Glogster presentation that illustrates the concept of being an “effective teacher.”

Be creative! Post in the Discussion forum and save in your ePortfolio.

Option 3: You can create a video of yourself (using an iPhone or an iPad or other recording device) actually

demonstrating the qualities of an “effective teacher” as you teach your class. Video should be about 10

minutes long and should illustrate good teaching practice. Upload the video to your own youtube account and

post the link our Discussion forum and save in your ePortfolio.

Journal entry 5 - Goal review and final comments

Due date posted in Brightspace 407T Course Shell

Review the goals you set for your internship in your first journal entry. Discuss your success in the achievement

of these goals. Also, write a statement about the internship experience and how it has shaped your development

as a teacher and whether or not it has reaffirmed your career choice of becoming a teacher.

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Resources

NLTA

NLTA Code of Ethics

Lesson Planning http://lessonplanspage.com/

https://www.teacher.org/lesson-plans/

https://betterlesson.com/common_core

Classroom Management (http://teachers.net/gazette/JUN00/covera.html)

Centre for Distance Learning and Innovation (CDLI) https:/www.cdli.ca/

Faculty of Education Website

Department of Education, Government of Newfoundland and Labrador (http://www.ed.gov.nl.ca/edu/ )

Teacher Certification (http://www.mun.ca/educ/undergrad/certification.php)

The Premier’s Task Force on Improving Educational Outcomes, "Now is the Time: The Next Chapter in

Education in Newfoundland and Labrador"

http://www.ed.gov.nl.ca/edu/task_force/report.pdf

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Appendix C

32

33

34

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Contact Information - Faculty of Education - Field Services Office

The Field Services Office, Faculty of Education, co-ordinates the internship program and is responsible for its

administration.

Academic Program Administrator: Sheri Roberts, email: sherir@mun.ca Tel: (709) 864-8599

Mailing address:

Field Services Office

Undergraduate Programs

Faculty of Education

Memorial University of Newfoundland

G.A. Hickman Building

ED 2025

St. John’s, NL, Canada

A1B 3X8