Below are some additional guidelines for directing this process: From the beginning, schedule time with the intern for daily planning and evaluation. It is recommended that you consult with the student teacher supervisor about a sequence for content areas and the amount or type of lesson planning. Before assuming responsibility for a the intern should have ample opportunity to study your plans, observe you teaching the subject, and discuss the success of lessons. The intern also must show proficiency in formulating clearly stated and appropriate lesson plans. These plans should be detailed at first, but may become less so as teaching proficiency improves. Before assigning a new subject area, you may wish to arrange for a special planning period to assure yourself that the intern understands what is expected. Let the intern assume responsibility for one section of the curriculum at a time, adding new responsibilities gradually. As you and your intern plan, please keep in mind the requirements for the internship unit. Information regarding the unit can be found on the tab of the website. “forms” 7. As the intern assumes an increasing teaching role, include him or her in professional discussions with other teachers and in events which are part of the total school social and/or professional setting including faculty meetings, school parties and staff development programs. Capitalize on the intern’s special talents to enhance the instructional program. Encourage the intern to collect materials and teaching ideas from you, other teachers, and resource centers in the school, ISD, and university. Support the intern’s attempts to try out new methods, providing that they are consistent with the objectives of the curriculum and are appropriate for the setting. As the intern gradually assumes more responsibility for classroom instruction and planning, your role will become more of an observer and diagnostician. You can continue to support the student as a teaching assistant and team member. Throughout the internship, arrange specific times for the intern to observe your teaching. By the end of the term, the intern will be a sophisticated observer, able to benefit even more from carefully guided observations. Toward the end of student teaching, cooperating teachers gradually take back the major class responsibility. This transition period is an ideal time for student teachers to observe teachers and classrooms. Good results are more likely if these observations are: Planned in advance and for some very definite reasons (to see a different grouping or organizational pattern, to see the same student or students in a different setting, to see a completely different methodology getting good results, etc.) Pre-planned with the teacher to be visited with the reasons for the observation clarified.
Below are some additional guidelines for directing this process: From the beginning, schedule time with the intern for daily planning and evaluation. It is recommended that you consult with the student teacher supervisor about a sequence for content areas and the amount or type of lesson planning. Before assuming responsibility for a the intern should have ample opportunity to study your plans, observe you teaching the subject, and discuss the success of lessons. The intern also must show proficiency in formulating clearly stated and appropriate lesson plans. These plans should be detailed at first, but may become less so as teaching proficiency improves. Before assigning a new subject area, you may wish to arrange for a special planning period to assure yourself that the intern understands what is expected. Let the intern assume responsibility for one section of the curriculum at a time, adding new responsibilities gradually. As you and your intern plan, please keep in mind the requirements for the internship unit. Information regarding the unit can be found on the “forms” tab of the website. 7. As the intern assumes an increasing teaching role, include him or her in professional discussions with other teachers and in events which are part of the total school social and/or professional setting including faculty meetings, school parties and staff development programs. Capitalize on the intern’s special talents to enhance the instructional program. Encourage the intern to collect materials and teaching ideas from you, other teachers, and resource centers in the school, ISD, and university. Support the intern’s attempts to try out new methods, providing that they are consistent with the objectives of the curriculum and are appropriate for the setting. As the intern gradually assumes more responsibility for classroom instruction and planning, your role will become more of an observer and diagnostician. You can continue to support the student as a teaching assistant and team member. Throughout the internship, arrange specific times for the intern to observe your teaching. By the end of the term, the intern will be a sophisticated observer, able to benefit even more from carefully guided observations. Toward the end of student teaching, cooperating teachers gradually take back the major class responsibility. This transition period is an ideal time for student teachers to observe teachers and classrooms. Good results are more likely if these observations are: Planned in advance and for some very definite reasons (to see a different grouping or organizational pattern, to see the same student or students in a different setting, to see a completely different methodology getting good results, etc.) Pre-planned with the teacher to be visited with the reasons for the observation clarified.
Internship%20Handbook.docx