Massachusetts College of Art and Design

Art Education Department

Student Teaching Internship Practicum

Handbook

2013-2014

CONTENTS

Introduction.…................………………………........ 1 Placement................…………………………............. 2 Student Teaching Intern.......…………….................... 4 Teaching Portfolio ……………………………….. 10 Supervising Practitioner.......……………..…............. 11

Program Supervisor...........…………………..…....... 13

Practicum Report...........……………………............. 15 Licensure Application.....………………………....... 16 Appendix: Sample Forms ………………………… 18

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STUDENT TEACHING INTERNSHIP PRACTICUM

INTRODUCTION

The student teaching internship is a cooperative experience. Program Supervisors,

Supervising Practitioners, and Student Teaching Interns all work closely together in this

most important component of the teacher preparation program. The Massachusetts College

of Art and Design Department of Art Education has developed this handbook to further

strengthen the collegial relationships among the participants in the student teaching

internship and to be sure that all of us who work together in the practicum experience will

share the same information and understand the procedures, structure, and various roles and

interactions.

Mass Art Student Teaching Interns spend approximately twelve weeks at their student

teaching internship site. They work toward either a Pre-K - 8 or a 5-12 Initial license.

Student Teaching Interns spend five full days a week in their school. They return to the

college Wednesday afternoon for a seminar with their Program Supervisor and for the

Curriculum course. We have found that when Student Teaching Interns return to the more

formalized role of students, their view of themselves as learners is reinforced and they make

better use of the educational opportunities available at the college. The connections between

courses, teachers, and tasks at the college and teaching, learning, and observing in the school

classroom are strengthened.

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PLACEMENT PROCEDURES

Before placement

Undergraduate students must earn a grade of at least B- in all prerequisite courses in order to

student teach. Graduate students must earn a grade of at least B in all prerequisite courses.

Students must pass the Massachusetts Tests for Educator Licensure (MTEL) before they will

be placed in a student teaching internship site. For spring semester student teaching,

students must pass the test by mid-August, which means the July test is the latest possible

test they can take. For fall semester student teaching internships, students must pass the test

by mid-April, which means the March test is the latest possible test they can take.

MTEL registration procedures, dates, deadlines, and other certification information can be

found on the Department of Education website: www.doe.mass.edu/mtel/.

School districts are required by law to do a CORI (Criminal Offender Record Information)

check on any prospective employee or volunteer who works with children. This includes

student teaching interns.

Placement

The department recognizes the importance of this task and has assigned a Placement

Coordinator to make the best matches for the student teaching internship experiences.

The Placement Coordinator responds to requests for particular kinds of experiences (special

needs, urban, suburban, particular education philosophies and so on) and, if possible, for

specific schools or teachers. Students must work through the Placement Coordinator in

order to receive an official placement in a school.

The geographic area in which students can be placed is as follows

1) inside route 128, in a circle out from Mass Art

2) in an expanded circle in areas where 128 comes closer to Boston

3) in a circle of the same distance from the homes of supervisors.

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There are usually two special paid student teaching internship positions, one a full year at the

Boston Arts Academy in Boston, and one at the Dr. William W. Henderson Inclusion

Elementary School in Dorchester, which has students with a range of ethnic, linguistic, and

ability backgrounds. Interested students must apply for these positions. For more

information, contact the Placement Coordinator.

Students usually are not placed in the school system they attended because they will benefit

more from experience with a different population.

Applications for student teaching internship placement must be turned in by the deadline,

the first week in October for spring semester placement and late February for fall semester

placement. (See application form in Appendix.)

Students who decide not to student teach after the application materials have been submitted

must notify the Placement Coordinator immediately.

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STUDENT TEACHING INTERNSHIP

During your student teaching internship semester, you will assume responsibilities of a

teacher, and you will be a representative of the Art Education Department at Mass Art.

Although this is the beginning of your teaching career, you will still be a student with the

opportunity to learn in a new situation from a mentor teacher. You will learn by observing,

by assisting in class, and by planning, developing and teaching some of your own lessons in

accordance with the curriculum and your supervising practitioner. You will be building new

professional relationships and the beginnings of your professional credentials. You will

begin to perceive how your own educational philosophy may be applied and be of value to

others as you grow from student into teacher during this exciting, challenging, and important

time. Your effort, imagination, and initiative will determine the kind of professional you will

become as you shape your own role in the student teaching internship experience.

STUDENT TEACHING INTERNSHIP SCHEDULE

STUDENT TEACHING INTERNSHIP PRACTICUM (approximately 12 weeks)

Student teaching interns begin by observing and assisting for the first week or two, to get to

know the students and build relationships. Gradually the Student Teaching Intern begins to

teach some classes, and by week four should have the responsibility for two or three classes

a day. Increasingly, from week six on, the Student Teaching Intern takes on more classes,

assuming the Supervising Practitioner's full schedule (to the extent possible) for at least the

final four weeks. In addition to the Observation Reports, one progress evaluation meeting

will be held with the Student Teaching Intern and the Supervising Practitioner at the mid-

term. A three-way meeting will be held at the end of the placement to complete the

Preservice Performance Assessment as required by the DOE for initial licensure. The

number of hours required is 360 to 420, with one-third considered observation hours and

the remaining two-thirds teaching hours.

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The hours are calculated from the start of the school day until the completion of the school

day (six and a half to seven hours per day).

OBSERVATIONS IN OTHER CLASSROOMS

All Student Teaching Interns are encouraged to observe classes in subjects other than art

and, if the possibility exists, to observe additional art teachers at the site or within the school

community. These observations will broaden their view and help them better understand

how children and young people relate to different situations. Other subject classes also can

generate ideas for interdisciplinary connections with art curricula. These observations may

take place throughout the student teaching internship practicum or during the first few

weeks of the internship when the intern has less teaching responsibility. As the Student

Teaching Intern gains experience, the other-subject classes can provide new stimuli for the

art lessons and units being developed.

Early in the semester the student teaching intern should arrange to go through a half-day to

a full day with a student or group of students to experience a school day from the point of

view of a student.

RESPONSIBILITIES OF THE STUDENT TEACHING INTERN 1) To contact your school and Supervising Practitioner before your practicum

begins When you have been notified of your placement, contact your Supervising Practitioner to discuss starting dates and procedures for the beginning of the semester.

2) To act as a professional

You are no longer in the role of a student but rather you are assuming the role of a teacher. You are expected to dress and act professionally, as if you were a permanent part of the school faculty. Ask questions and consult with your Supervising Practitioner, also the Faculty Handbook. You should read the schools’

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student handbook by obtaining a hardcopy or by going online before starting your student teaching internship.

3) To submit written lesson plans

Your ideas are to be written by you in advance of implementation. You must use lesson plans even if your Supervising Practitioner does not. Initially you will probably model your Supervising Practitioner’s lessons before developing lessons/units for the curriculum in place. All lesson plans must be fully developed, include the MA Visual Arts Standards, a rubric, and an assessment. Your plans must be submitted to the Supervising Practitioner for approval in advance of your teaching. You will not be allowed to teach your assigned classes without written lesson plans. You should discuss your ideas with your Supervising Practitioner before you write your plans. During the first half of the practicum semester some of your ideas for lessons may come from your Supervising Practitioner because you may be more concerned with pedagogy rather than content at this point. However, by the second half of the practicum, lesson ideas and unit plans should originate with you but follow the curriculum in place. Email a copy of your lesson plan to the Program Supervisor before he/she comes for an observation and have a complete lesson or unit plan printed out and ready to give him/her for each observation.

Review lesson plan models from your Art Education courses. These will assist you in developing lessons and units appropriate to your teaching situation.

4) To be responsible for the classroom environment

Your Supervising Practitioner will expect you to be conscientious about room care, clean-up and use of supplies. Her/his responsibilities to the school and the students continue even while you are there as a student teaching intern.

5) To be punctual and responsible

Find out the first day the time that faculty are expected to arrive in the morning and the time they leave after school. Ask for a class schedule. You will need this in order to know where to be at certain times during the day (classes, duties, lunch, etc.) and in order to supply your Program Supervisor with a schedule of your commitments.

If you are going to be absent because of illness, be sure to follow the school’s procedure for reporting absence and notify your Supervising Practitioner as soon as possible. If an observation has been scheduled by your Program Supervisor, call that person as well.

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6) To keep a complete journal of your teaching

You are required to keep a personal journal or teaching blog with limited access that constitutes the beginning of your Student Teaching Internship Portfolio. Included in the journal should be:

a. observations of students, of Practicum Supervisor’s methods/suggestions, self-

evaluations, notes, anecdotal statements, case histories, etc. Each week you e-mail these journal notes to your Program Supervisor as an update on your progress.

b. class schedules, class lists, and seating charts

c. lesson plans and/or unit plans d. evaluations of your students

e. photographs of student work and of yourself teaching f. Program Supervisor's observation reports g. Supervising Practitioner's observation and in-progress evaluation reports

7) E-mail a weekly update of your journal or blog to the Program Supervisor This is a course requirement and should be submitted according to an agreed upon schedule with your Program Supervisor. Your update can include:

a. observations b. student evaluations (anecdotal statements, case histories, etc.) c. self-evaluations d. Supervising Practitioner’s observations or comments

e. response to a prompt.

8) To assume the initiative for your development in the student teaching internship

During your student teaching internship practicum you make things happen. Though your Supervising Practitioner may be aware of what you must accomplish during student teaching, don't wait to be told what to do or expect that someone else is arranging your duties and schedules. Your Program Supervisor may not be around to see you for several days, and you cannot afford to fall behind with everything you have to do. Be pro-active, take the initiative to find out such things as duties, class assignments, planning, etc. As a Student Teaching Intern, you must take an active role to explore and to demonstrate your future capabilities as a teacher.

(WARNING: One area in which you should avoid an active role is in the intra-school politics. Remember, you are in the school for a short period of time, and to

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become involved or take sides in controversial issues may do you more harm than good.)

9) To familiarize yourself with school policy and regulations on discipline,

emergency procedures, and regulations, and other matters.

Establish clear and consistent expectations for student behavior and have a system in place, such as a behavioral plan developed for your students, and with your supervising practitioner and possibly the students, to reinforce the expectations with consequences. It is an essential part of teaching to demonstrate effective classroom management. Ensure that students have central roles in holding themselves and others accountable including the resolving of conflicts and elimination of harassment and bullying according to district policies and procedures. Treat students respectfully and appropriately by setting yourself as a model for your students. Respond to questions and needs in a professional manner, solicit student thoughts, encourage questioning, experimentation, problem solving, and risk taking. Assure that instructional strategies engage students and incorporate individual as well as group work. Develop and utilize a variety of assessments that provide clear, specific and supportive feedback with suggestions for improvement that support student learning. Parental contact should only be made through your Supervising Practitioner acting on your behalf. Any incident or behavioral issue with a student should be clearly documented through the appropriate channels according to the school and/or district policy.

10) To make appointments with your Program Supervisor for her/his required visits. Discuss possible observation times with Supervising Practitioner before making appointments with your Program Supervisor.

11) To give a copy of all forms to the Department Assistant to be placed in your

student file. 12) To follow the same schedule as your Supervising Practitioner

This includes days off, snow days, special meetings, assigned duties and vacations. 13) To utilize the College for support

Even though you are expected to be independent and responsible during the student teaching internship semester, the College wants to give you all the support necessary for your success. The most important contact for support is your Program Supervisor. The person serving in this role from the College should be contacted immediately if you encounter problems, cannot find answers to questions, or if personal problems conflict with your student teaching internship. The Program

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Supervisor may be unaware of these issues unless you speak to or call her/him personally. The College library should be utilized as one of your main supports for student teaching. Films, reproductions, books, and periodicals are available for your use in planning and implementation of your teaching responsibilities. You should think of the teaching faculty of the College as a resource. They can answer questions about materials, processes, and content.

Student support services (Student Development) should be used as if you were attending college every day. A representative from Career Resources will present information about available services open to you and the sign-up procedure. A teacher in the field will visit a seminar session and provide valuable information about the job search and interviewing for teaching positions. Career Resources offers job listings, and job openings are also listed on www.massarted.org under User Pages/ Art Ed. Jobs and Internships.

Because most schools have adequate equipment (projectors, potter's wheels, cameras, etc.) the College has formed the policy that MassArt equipment cannot be taken for your use in student teaching. Much of it is too expensive or too fragile to be loaned out on this basis.

14) To obtain recommendations for your job applications

The college assumes only the responsibility of obtaining an evaluative statement about your teaching performance. You must ask for your own recommendation. Request recommendations before completion of your student teaching internship experience. Do not wait until you are ready to interview for a job because you may have lost contact with those who can recommend you on the basis of having seen you teach. You will get a more descriptive and accurate recommendation if you ask while you are still student teaching. People you should ask: Supervising Practitioner, Program Supervisor, principal, other teachers in the school. Recommendations will be one of the most important factors in securing a teaching position upon graduation. By law, references will be called, so make sure to provide accurate contact information.

15) To write a thank-you note to your Supervising Practitioner and all others who

assisted you throughout the semester, upon completion of your Practicum.

Having a student teaching intern is rewarding and requires additional effort. A thank-you is one of the conventions that is remembered, appreciated, and could make the difference in securing a position.

16) To assemble a quality Student Teaching Internship Portfolio

Student teaching interns will exhibit their portfolios at the conclusion of the Student Teaching Internship Practicum. The Art Education Department invites an outside

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reviewer from a school, either an Art Director or art teacher, to provide written feedback on the portfolios. The reviewer usually meets with the interns on Portfolio Day to provide an overview and field questions from the group. The Portfolio will serve as a valuable tool during the interview process and can be utilized as part of the continued documentation required by school districts for NCLB (No Child Left Behind), AYP (annual yearly progress), and professional growth and development.

17) To select artwork from classes for an exhibit on site or in a designated location

and install the exhibition with guidance from the Supervising Practitioner

Provide for and designate students for opportunities for tasks associated with the exhibit, such as designing the invitation, acting as a curator for the exhibition, planning and hosting the reception, preparing labels for the artwork and taking down the show. The exhibit provides student teaching interns with representative experiences for their future careers as art educators.

TEACHING PORTFOLIO

Students qualifying for Initial state licensure are required to submit a Teaching Portfolio that

summarizes their Student Teaching Internship experience. Portfolios are presented at the

conclusion of the practicum and should be of the highest professional quality. The

portfolios will be reviewed by the student’s Program Supervisor, other Art Education

faculty, and an outside reviewer from a school invited by the department. Your Program

Supervisor will help you with ideas and suggestions during the Student Teaching Internship

Seminar. (See Portfolio Requirements in Appendix.)

EXHIBIT Near the end of the semester the Student Teaching Intern will hang a selection of work from

their classes at their student teaching internship site or in a designated location.

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SUPERVISING PRACTITIONER'S ROLE

The Supervising Practitioner is part of a team that works together to provide the best

education possible for prospective teachers. The role of the Supervising Practitioner is to

provide on-site guided experiences that help the Student Teaching Intern apply what s/he

has learned in the courses at the College. This is a very important role, and the College

faculty and students recognize the tremendous value of the Supervising Practitioner's sharing

of her or his experience, time, enthusiasm for teaching, and assuming the additional

responsibility for a student teaching intern.

The Supervising Practitioner is a mentor within the school, serving as guide and support for

the Student Teaching Intern. S/he reviews lesson plans; gives ongoing verbal and written

constructive criticism; shares her or his views of the art teacher's role, art education issues,

and how schools and school systems work; and in general introduces classroom management

and teaching performance in an actual school environment. The Supervising Practitioner

helps the Student Teaching Intern observe the classroom procedures and explains the

rationales behind them. Although the Student Teaching Intern is expected to know the

subject, s/he needs guidance and support in translating the material into effective teaching.

At the beginning of the semester the Supervising Practitioner fills out the Supervising

Practitioner Agreement form (see Appendix), which must be returned to the Art Education

Department Assistant. This form is necessary for the Art Education Office to issue the

tuition voucher for the Supervising Practitioner at the conclusion of his/her work with the

Student Teaching Intern.

The College uses the Preservice Performance Assessment Form developed by the

Department of Education to measure teaching effectiveness as related to the Professional

Standards for Teachers and Visual Arts Standards. This serves as a checklist for evaluating

the student teaching intern’s work throughout the semester. This form must be used for

evaluation in order that the criteria be consistent for all student teaching interns. During the

placement, both the Supervising Practitioner and the Program Supervisor will evaluate the

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Student Teaching Intern, who will also participate in the process (to become better able to

make meaningful self-evaluations). Verbal discussion and written comment are part of the

evaluation process.

At the conclusion of the student teaching internship, a three-way meeting of the Supervising

Practitioner, Student Teacher, and Program Supervisor takes place to review the Student

Teaching Intern’s performance and fill out the Practicum Report and Preservice

Performance Assessment Form. These documents are essential for the student to become

licensed and become part of the student's permanent record. Copies of these forms are kept

in the student's file in the Art Education Office at the College.

Supervising Practitioners are encouraged to attend workshops, lectures, exhibition openings,

and other events at the College. We welcome suggestions for joint projects and other ways

of developing links between the College and area schools.

The College recognizes the value of the Supervising Practitioner in the preparation of

students to enter the profession. For each Student Teaching Internship placement, the

Supervising Practitioner receives a voucher for the tuition for a course in the Continuing

Education division of the College. These vouchers are issued only to the teacher, not to the

system at large, because they are the recognition of a specific individual teacher's work.

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THE PROGRAM SUPERVISOR

The Program Supervisor is a supportive link between the Student Teaching Intern, the

school, and the College. S/he observes, gives positive and constructive criticism, listens to

the concerns of the Student Teaching Intern, and helps work out solutions. S/he makes

four visits to the school during the semester, one orientation visit and three observations.

Additional observations may be made as requested or deemed necessary. The student

teaching interns are responsible for making appointments with the Program Supervisor and

coordinating them with their Supervising Practitioner.

The content of the four observation visits is described below:

1) Observation #1 Initial visit to orient the Student Teaching Intern and the Supervising Practitioner to their respective responsibilities. The Program Supervisor fills out the observation form, answers questions and discusses any concerns.

2) Observation #2

Student Teaching Interns arrange with the Program Supervisor and their Supervising Practitioner possible dates and times for an observation. The Program Supervisor observes the class, takes notes, and completes the observation form. The Student Teaching Internship Practicum Progress Evaluation Form should be completed by the Supervising Practitioner and Student Teaching Intern between observation #2 and observation #3. If the teaching schedule and responsibilities permit, the Program Supervisor, to the extent possible, may be involved.

3) Observation #3 Student Teaching Interns arrange with the Program Supervisor and their Supervising Practitioner possible dates and times for an observation. The Program Supervisor observes the class, takes notes, and fills out the observation form.

4) Observation #4

Final visit. Student Teaching Interns arrange with the Program Supervisor and their Supervising Practitioner possible dates and times for the final observation. The Program Supervisor observes the class, takes notes, and fills out the observation form. The majority of The Preservice Performance Assessment Form, along with the Practicum Report (the pink form), will have been filled out over previous sessions and during the seminar class. At the final meeting, these official documents are completed and signed by the Student Teaching Intern, the Program Supervisor, and the Supervising Practitioner. An appropriate amount of time needs to be allotted for ratings and discussion.

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Once a week the Program Supervisor meets with all of her/his Student Teaching Interns for

a practicum seminar that addresses student teaching intern issues and concerns. Additional

topics include instructional planning and implementation, monitoring of student progress

and assessment, equity and high expectations for learners, cultural sensitivity and the

development of safe, supportive and responsive learning communities, professionalism,

reflection, collaboration and personal growth, partnerships with families, the community and

outside organizations, and additional topics brought up by individuals within the seminar

class or as group needs.

The Program Supervisor is responsible for the Student Teaching Intern's grade for the

semester.

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PRACTICUM REPORT

The Practicum Report (the pink sheet) is the only formal proof of satisfactory completion of

the student teaching practicum and becomes a part of the student's permanent record on file

in the Art Education office. The Practicum Report is a legal document, and the Program

Supervisor and Student Teaching Intern must be sure that it is filled out correctly, with all

information included.

The following instructions will help you fill out the Practicum Report: Part I #8 Transpose the number of clock hours from your Student Teaching

Internship Log for assisting and for assuming full responsibility. See page 4.

Part II Enter the license field as Visual Art and the grade level as Pre-K-8 or 5-12, depending which level you completed.

Part III Be sure the Supervising Practitioner's license number is entered on the

form. Part IV The dates of the meetings must be included and initialed by the Student

Teaching Intern, the Program Supervisor, and the Supervising Practitioner. Part V Completed by the Supervising Practitioner and the Program Supervisor

jointly. Be sure that both sign the form. A mediator is required only when there are disagreements that cannot be resolved by the Supervising Practitioner, Program Supervisor, and Student Teaching Intern.

All Practicum Reports should be turned in to the Art Education Department Assistant.

Students should keep a copy for their own records. The original will be kept in the student's

file in the Art Education Office. A copy will be taken to the Registrar's Office (for

undergraduates) and to Continuing Education (for post-baccalaureate and graduate students)

to become part of the permanent record.

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LICENSE APPLICATION

Students apply for licensure to the Massachusetts Department of Elementary and Secondary

Education. The Art Education Department’s Certification Officer visits a class and

introduces the student teaching interns to the licensing process.

The licensure application consists of:

• a completed application

• payment of the appropriate fee.

• a final transcript, including a statement that you completed a state-approved Program in Massachusetts. Post-baccalaureate and graduate students must also submit a transcript of their bachelor’s degree.

The Massachusetts Department of Elementary and Secondary Education requires that

candidates apply for their license online. The web address is www.doe/mass.edu. Click on

Educator Services, then ELAR (Educator Licensure and Recruitment). You will be asked to

set up a user account. Follow the instructions to make your application. You must pay the

$100 fee online and an additional $25 fee for a hard copy if you would like one.

The Art Education Department will send transcripts to the Massachusetts Department of

Elementary and Secondary Education as a batch if you turn in your Practicum Report to the

Department Assistant by the specified deadline; otherwise you will need to obtain your

transcript and mail it to the Massachusetts Department of Education yourself. To be part of

the batch, you must have applied online for your license and paid your fee. Batch

submission of transcripts by the Art Education Department expedites processing of the

teaching licenses.

See the Department Assistant for more information.

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LICENSURE IN OTHER STATES A Massachusetts license is reciprocal with all other states and the District of Columbia

through NASDTEC (National Association of State Directors of Teacher Education and

Certification) and NCATE (National Council for Accreditation of Teacher Education)

agreements. This does not mean that licensure in these states is automatic when you become

licensed in Massachusetts. Contact the education department of the state in question to find

out that state's procedures for becoming licensed under the Interstate Agreements.

Some states require that teachers take the Praxis test or other exams. If you know that you

will be applying to a particular state, contact the Department of Education in that state and

ask about the exams required.

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APPENDIX: FORMS

• Application for the Student Teaching Internship

• Supervising Practitioner Agreement Form

• Student Teaching Internship Log • Student Teaching Internship Observation Form • Mass Art Student Teaching Internship Practicum Progress

Evaluation

• Portfolio Requirements

• Student Teaching Internship Exhibit Form

• Preservice Performance Assessment Abbreviations

• License-Specific Evaluation Form: Visual Arts

• Student Teaching Internship Paperwork Check List

• Practicum Report for Student Teaching Internship

• Department of Education Preservice Performance Assessment for Practicum

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Application for a Student Teaching Internship

Please complete this form and return to the designated placement coordinator’s mailbox as soon as possible. Please print clearly in ink. Name _________________________________________________________________ Street Address __________________________________________________________ City/Town __________________________________ Zip _______________________ Cell Phone _________________________ Alternate Phone _______________________ Email _______________________________________________________@massart.edu At what level do you wish to be licensed? Pre-K - 8 ____ 5-12 ____ What location do you prefer for your student teaching internship? (i.e., urban, suburban, other?) Within the areas designated in the handbook, list specific cities and towns that you have in mind. List 3-4. 1. ___________________________________________________________________________ 2. ___________________________________________________________________________ 3. ___________________________________________________________________________ 4. ___________________________________________________________________________ Have you observed any teachers with whom you would like to intern? If so, please list. 1. ____________________________________________________________________________ 2. ____________________________________________________________________________ 3. ____________________________________________________________________________ What philosophies, major courses of study and interests do you have that would assist in making an appropriate and compatible match with a supervising practitioner? Where did you attend elementary and secondary school? Elementary _____________________ Middle _________________________ High __________________________ Do you have a car? Yes ____ No ____ Have you passed the MTEL? Literacy Reading ____ Writing ____ Visual Arts _______ Date/s ____________________________________________________________________

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SUPERVISING PRACTITIONER AGREEMENT

Date Signed ___________________________ Date of Placement _______________________ I agree to serve as a Supervising Practitioner for ________________________________________

(Student Teaching Intern)

Your Name ____________________________________________________________________________ Your Title _____________________________________________________________________________ Massachusetts License Number _____________________________ Subject(s) Licensed ______________________________________________________________________ Date License Last Renewed ________________________________________________________________ I have received an evaluation rating of proficient or higher from my supervisor. ___ yes ___ no School Name ___________________________________________________________________________ Street Address __________________________________________________________________________ City/Town _______________________________________________________ Zip __________________ School Phone with Extension or best number to reach you during school day __________________________ Home Address __________________________________________________________________________ Cell Phone __________________________________ Home Phone _______________________________ Preferred Email _________________________________________________________________________ I prefer my tuition voucher sent to School ________ Home _________ District Art Director’s Name _______________________________________________________________ District Art Director’s Street Address ________________________________________________________ City/Town ________________________________________________ Zip _________________________ ___________________________________________ (Supervising Practitioner’s Signature)

Please return this form immediately to: Deborah Simmerman Art Education Department Massachusetts College of Art and Design 621 Huntington Avenue Boston, MA 02115 Email: Deborah.Simmerman@massart.edu

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Student Teaching Internship Log

Name ___________________________________________________________________

School ___________________________________________________________________

Beginning Date ______________________________

Ending Date ______________________________

Week Hours Assisting Hours Assuming Full Responsibility in the Role 1

2

3

4

5

6

7

8

9

10

11

12

13

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Total:

Total Hours: _____________________ ___ __________ ______________________

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Massachusetts College of Art and Design Art Education Department

Student Teaching Intern Observation

Observation # ________

Student Teaching Intern __________________________________________________________ Supervising Practitioner __________________________________________________________ School/Location _______________________________________________________________

Grade level(s) Date Extent of observation ________________ ____________________ ______________________________________

1) Lesson ________________________________________________________________________________

Was there a lesson plan? yes ____ no ____

2) Observed objectives _________________________________________________________________ ___________________________________________________________________________________________________________

______________________________________________________________________________________ ______________________________________________________________________________________

3) Were these objectives the same as the lesson plan objectives? yes ____ no ____

4) Success of lesson: High ____ Partial ____ Low ____

5) Points discussed during conference with Student Teaching Intern and/or Supervising Practitioner:

___________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

________________________________________________

Program Supervisor

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Student Teaching Internship Progress Evaluation Completed at the mid-term

(By the Student Teaching Intern and the Supervising Practitioner. To the extent possible, taking into consideration teaching responsibilities and duties, the Program Supervisor may participate.)

Student Teaching Intern: __________________________________________________________ Program Supervisor: __________________________________________________________ Supervising Practitioner: __________________________________________________________ Date: _________________________ Rating scale: 1 =Does Not Meet the Standard, 2 = Meets the Standard, 3 = Exceeds the Standard, NA = Not Applicable

Check the appropriate column for each line. Use “plus” or “minus” if appropriate.

PLANS CURRICULUM AND INSTRUCTION 1 2 3 NA COMMENTS

Plans lessons that align with the MA Art Standards and includes objectives focused on what students will learn and be able to do

Develops lessons that are sequential, integrate current and actual content knowledge

Draws on the individual student’s and the groups’ prior knowledge when introducing new concepts

Introduces lessons that motivate students and works to maintain the momentum

Provides opportunities for students to think, speak, write, problem-solve, discuss, assess, process individually and with one another

Meets group and individual needs by differentiating learning

Ensures that cultures and/or experiences of students are represented

DELIVERS EFFECTIVE INSTRUCTION 1 2 3 NA COMMENTS

Communicates clear learning objectives for academic content of the lesson/unit

Selects materials appropriate to the lesson/unit, age, and ability of the population served

Utilizes a variety of instructional strategies to encourage student’s independence and to develop cooperative and collaborative group learning (individual, peer-to-peer, small group and larger groups)

Provides modeling, coaching and individual assistance to meet the needs of all learners

Addresses learning styles/modalities of all students by using visuals, auditory, tactile and combination methods to maximize instruction

Provides specific, relevant and supportive feedback and suggestions to students

Integrates technology into instructional practices

MANAGES CLASSROOM CLIMATE AND OPERATION 1 2 3 NA COMMENTS

Establishes clear and consistent behavioral expectations with systems in place to reinforce behaviors with consequences

Creates an environment that is conducive to learning, shows mutual respect, maintains safety, and facilitates student independence (access to learning materials, visual aides to guide students’ learning, suitable set-up and clean-up)

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Listens and responds appropriately

Manages routines and procedures without loss of significant instructional time (time on learning)

Paces lesson with opportunities for student learning by allotting a variety of activities with appropriate timing from beginning to end

Handles difficult situations professionally

PROMOTES EQUITY 1 2 3 NA COMMENTS

Encourages all students and works to promote achievement without exception

Anticipates and assesses significant differences in backgrounds, learning skills and pace, and language proficiency to develop strategies to teach and support learning by all students

Uses professional judgment to determine if instructional adjustments are necessary for students to meet high expectations

Demonstrates high standards through words, actions and instruction and the belief in all students’ abilities to meet them

Provides extensions to lessons for students completing assignments early or for reinforcement

MEETS PROFESSIONAL RESPONSIBILITY 1 2 3 NA COMMENTS

Demonstrates and maintains excellent attendance and punctuality

Professional in appearance, attitude and conduct

Follows district/school policies and procedures

Performs routine duties in a professional manner (lesson planning, record keeping, assigned duties and grading)

Displays respect through language and behavior in all interactions with students, faculty, administration, staff and parents

SELF-EVALUATION 1 2 3 NA COMMENTS

Elicits feedback on site about practice, listens to constructive criticism, and adapts instruction

Uses observations to inform, improve or change practices

Reflects through dialogue and journal entries on successes and challenges and utilizes to inform instruction

Comments:

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Portfolio Requirements You as the Educator: Portfolio purchased must look professional, more than a black binder. Entire portfolio should run around a maximum of 20– 30 pages. Portfolio includes:

• Cover

• Title Page

• Table of Contents

• Resume

• Philosophy Statement

• Description of School and Community for each represented, suggest showing three sites if possible (Student Teaching Internship site, Saturday Studios, and additional site)

• Unit or Lesson Plans in synthesized version with references to the Massachusetts Visual Arts

Curriculum Frameworks, rubrics and assessments included. (Complete lessons/units placed at the end of the Portfolio or in a separate section)

• Photos included to support unit/lessons and large enough to demonstrate interaction

between you and your students in the classroom, students working on the lesson, including titles and captions. Photos of student work and any other documentation or images relevant to your teaching experience. Please do not include students’ full names. (Please check school policy on photographing and naming students.)

• Documentation of an exhibit on site or in a designated location

• Methods to show student growth over time and differentiated learning will be an indicator for assessment in some school systems for both students and teachers. Part of No Child Left Behind (NCLB) initiative, Annual Yearly Progress (AYP), and Whole School Improvement Plan (WSIP).

You as the Artist:

• Your Artist Statement

• Photos of your work

• Page listing work shown, with title, dimensions and media or include captions with photos

• Exhibitions page Note: Save space for letter/s of recommendation but do not include for reviewers. Prepare an exact digital copy of the portfolio in PDF format as required and make one for yourself.

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Massachusetts College of Art and Design

Student Teaching Internship Exhibition

Student Teaching Intern _________________________________________________ Supervising Practitioner __________________________________________________ Program Supervisor _____________________________________________________ School _______________________________________________________________ Street Address __________________________City/Town _____________ Zip _____

Name of Exhibition: __________________________________________ Location: ___________________________________________________

Date/s: __________________________ Time/s:______________________________ Student Teaching Intern ____________________________________________________ signature Supervising Practitioner ____________________________________________________ signature Attach flyer, invitation, postcard, photograph/s

Brief Description

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Abbreviations for Preservice Performance Assessment for Practicum Forms

(Use in lieu of comments under Evidence for Standard Indicators)

Select the appropriate abbreviations for each Indicator and place in the right-hand column (there can be more than one). Comments are required under each Standard that justify the 1-3 rating. SPO *Supervising Practitioner Observation (Supervising Practitioner observed the Student Teaching Intern meeting this indicator) SO/OB *Student Observation/Observed Behavior (Supervising Practitioner observed Student Teaching Intern meeting this indicator) PSO *Program Supervisor Observation (Supervisor observed Student Teaching Intern meeting this indicator) LP *Lesson Plan (Student Teaching Intern’s Lesson Plans demonstrate that this indicator was met) SC/SI *Students’ Comments/Student interest (Students’ comments and interest demonstrates that this indicator was met) SW *Student Work (work completed by students under the Student Teaching Intern’s guidance demonstrates that this indicator was met) A/AC *Assessments/Assessment Conversations (rubrics, assessment tools, grading and conversations about these with the Supervising Practitioner demonstrate that this indicator was met) J *Student Teaching Intern’s Journal (weekly entries in the Student Teaching Intern’s Journal demonstrate that this indicator was met)

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Visual Arts License-Specific Assessment

Standard (b) 2c: Demonstrates adequate knowledge of and approach to the academic content of lessons

Content of Lessons

Evidence Rating

1. Demonstrates an adequate knowledge of the visual art form that is the subject of the lesson, the characteristics of its style, its historical period in visual arts, and well-

known artists and cultural institutions associated with this form, when conducting a lesson

2. Demonstrates an adequate knowledge of the techniques used in painting, drawing,

printmaking, photography, film, computer, or two- or three-dimensional design during the lesson

3. Refers to appropriate learning standards and skills in the Arts Curriculum Framework in

developing a lesson

4. Uses knowledge of materials effectively

when conducting a lesson

5. Demonstrates knowledge of safety in the

use of materials and tools when conducting

a lesson

6. Demonstrates knowledge of critical

responses to this visual arts form when

conducting a lesson

Rating Scale: 1=Does Not Meet the Standard; 2= Meets the Standard; 3=Exceeds the Standard; NA=Not Applicable

Candidate’s Name ___________________________________ Date____________________ Program Supervisor __________________________________ Date____________________ Supervising Practitioner _______________________________ Date____________________

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Student Teaching Intern Checkout List

Student Teacher: ______________________________________________

Number of seminar absences _______

Seminar Assignments ____ Number of journal entries _______

____ Completes lesson plans/unit plans including MA Visual Arts Standards and Assessment

____ Develops philosophy, resume, school/community descriptor and artist statement

____ Shares portfolio with seminar class ____ Hands portfolio and digital copy in on due date ____ Returns books and materials borrowed

____ Begins Professional Development Attends additional workshops, lectures, educational events Event: __________________________________ Date of attendance: _______

____ Completes Student Teaching Practicum Seminar Assessment ____ Writes Thank You Notes Observations #1 Date _____________________________ #2 Date _____________________________ #3 Date _____________________________ #4 Date _____________________________ Additional #___ Date __________________ Exhibition and Portfolio Day ____ Exhibition at site or designated location ____ Participates in Portfolio Day activities ____ Meeting with Portfolio Reviewer Art Education Department Awards Ceremony ____ Attends Art Education Department Awards Ceremony (May) Additional Requirements to Complete Art Education File

____ One complete lesson plan/unit plan, includes MA Visual Art Standards and assessment strategies

____ Observations #1, #2, #3, #4 Additional: # ____ Progress Evaluation at mid-term ____ Resume ____ Photo of you teaching ____ Exhibit documentation

____ Documented Hours Log Sheet Total # of hour’s ____ # for assuming full responsibility ____

____ Portfolio Review ____ Digital copy of Portfolio (exact) ____ Open account with MA DOE for Certification ____ Complete and submit paperwork for MA Initial Teaching Licens