Professional Become oriented Interns are First collaborative Collaboration: Create to the local school encouraged to evaluation using “Initial norms for working with community. attend faculty Feedback on Field cooperating teacher meetings, in-service Adaptation” form. and student teacher training supervisor. Develop opportunities, school system for feedback board meetings, and guidelines for PTSO meetings, and responding to criticism. other school functions. Identity: Begin to form Assists mentor Plan for starting the an image of self as teachers, co-teach school year. teacher. Develop and teach comfort with school individual lessons environment, students as the marking and tasks of teaching. period develops. Identify beginning pieces of personal/professional identity. to develop instructional units for the second marking. Develop organization of 2nd marking period teaching. October - December Development Foci for Intern Activities Intern Assignments Community Development Interns and Assessment Instructional Repertoire Begin to assume Classroom Student teacher supervisors and Implementation: responsibility for management and begin to focus observations Develop abilities to instruction in two organization plan. on instruction. Discuss translate conceptual classrooms. strengths and areas to units into interactive, Complete at least improve with the higher-level learning 80 hours of cooperating teachers. focused instruction. teaching total by Demonstrate the end of applications of content semester one. specific methods and (Students may sensitivity to special count co-teaching needs students. toward the fulfillment of this, assuming that
Professional Collaboration: Create norms for working with cooperating teacher and student teacher supervisor. Develop system for feedback and guidelines for responding to criticism. Become oriented to the local school community. Interns are encouraged to attend faculty meetings, in-service training opportunities, school board meetings, PTSO meetings, and other school functions. First collaborative evaluation using “Initial Feedback on Field Adaptation” form. Identity: Begin to form an image of self as teacher. Develop comfort with school environment, students and tasks of teaching. Identify beginning pieces of personal/professional identity. Assists mentor teachers, co-teach and teach individual lessons as the marking period develops. Plan for starting the school year. to develop instructional units for the second marking. Develop organization of 2nd marking period teaching. October - December Development Foci for Interns Intern Activities Intern Assignments Community Development and Assessment Instructional Repertoire and Implementation: Develop abilities to translate conceptual units into interactive, higher-level learning focused instruction. Demonstrate applications of content specific methods and sensitivity to special needs students. Begin to assume responsibility for instruction in two classrooms. Complete at least 80 hours of teaching total by the end of semester one. (Students may count co-teaching toward the fulfillment of this, assuming that Classroom management and organization plan. Student teacher supervisors begin to focus observations on instruction. Discuss strengths and areas to improve with the cooperating teachers.
Internship%20Handbook.docx