home

The Internship Field Experience is the second of three required field experiences for certification in The School of Education at The University of South Dakota. The Internship is designed to give students a more extensive and participatory experience than the Paraprofessional Field Experience, and students who complete the Internship will be better prepared to enter the Student Teacher Field Experience. In keeping with the School of Education’s theme of //Reflective Decision Making + Leadership//, the Internship is designed to allow students the opportunity to examine their interactions in the school setting and to evaluate the role they play in student learning. According to Donald Graves (2001), “Awareness that grows out of the specifics of your own situation produces energy. For this reason, you need to know the details of your own experience in order to make some judgments about how to set a personal and professional direction for your life.” The activities required during the Internship Field Experience and the associated written assignments will give you the chance to reflect upon your progress toward becoming a teacher. Perhaps more importantly, you will have the opportunity to reassess and, hopefully, reaffirm your commitment to teaching as a career path.

Graves, D. (2001). //The Energy to Teach.// Portsmouth, NH: Heinemann

=**SEED 394 Internship in Secondary Education**= =**Check List - Next Steps**=
 * Ashley Richmond's Spring 2009 SEED 394 Internship Placement**
 * School: || Elk Point-Jefferson High School ||
 * Field-based supervisor: || David Dohn ||
 * Content area: || Social Sciences ||
 * FBS e-mail address: || David.Dohn@k12.sd.us ||
 * FBS phone: || 605-356-5859 ||
 * USD supervisor || Kevin J. Reins, Phone: 605-677-5831, e-mail: kreins@usd.edu ||

Next steps: Please check off the following items by replacing the "o" with an “X” in the left hand column of the table once you have completed the task.
 * x || Upon receiving this information, respond immediately via e-mail to Dr. Kevin Reins indicating that you have received your placement information and that you have no major conflict with the placement. ||
 * x || Contact your field-based supervisor within 48 hours of receiving your placement information either by phone or e-mail. ||
 * x || During this first e-mail or phone call to your field based supervisor, ask to set up the first meeting (at your FBS’s convenience) for you to visit the classroom. ||
 * x || Upon arriving at the school, go directly to the main office, introduce yourself, the reason for your attendance, (make a great impression from the beginning) and ask to be directed to your FBS’s classroom. ||
 * x || During the first visit to the classroom, notify your FBS of the URL to your wikispace and let her/him know that you will be documenting the __requirements__ of the experience in this space. Discuss the requirements. ||
 * x || Deliver the FBS’s packet with the evaluation forms and return envelope to your field based supervisor during the first meeting. ||
 * x || Also during the first meeting, exchange phone numbers in case of emergency (edit your wikispace and put your FBS’s prefered phone number in the informatin table above), confirm your visitation times, and discuss what you will be doing in the class over the course of the 45 required hours in the classroom. ||
 * x || When convenient, introduce yourself to the principal and other faculty throughout your stay at the school. Be kind, courteous and show appreciation for the opportunity to be visiting and working with the students and faculty at the school. Always try to leave a great impression on people. ||
 * x || Within the first two visits, ask for a copy of the school handbook or ask to borrow a handbook for the semester. ||
 * x || Report to Dr. Kevin Reins via e-mail after you have completed your initial visit. Briefly describe the visit and ask any questions or state any concerns you have at this time and through the semester. ||
 * x || IF YOU MISS A SCHEDULED TIME – REPORT IT TO DR. REINS IMMEDIATELY. ALWAYS KEEP HIM INFORMED. RECORD THE DATES THAT YOU MISSED HERE. ||

= =

**My goals for the internship:**
Write three goals for your internship experience. (1) To gain hands on experience in the classroom. (2) To gain knowledge from my feild base supervisor with expected and unexpected things that come with teaching such as lesson planning, extra curricular activites, attendance, etc... (3) To interact and understand high school student's needs and expectations of teachers.

**Post-experience reflection on my goals.**
My goals were met over the course of this internship. I had never been in front of a class before to actually deliver a lesson. This definitely gave me a more hands on experience. It also made me aware of the amount of planning and time it takes to complete a lesson. I definitely gained knowledge from my FBS about unexpected things that come with teaching. There were several occasions where I wasn't able to go down to Elk Point because the students wouldn't be there. The students had an assembly one day, a meeting with the guidance counselor another day, and they were let out early a different day for a teacher inservice. My FBS is also a track coach so he had to leave early on numerous occasions as well as keep up with practices. He also gave me some ideas about lesson planning and what he personally does. I was able to ineract with the students and help through the lessons I taught. I was also able to grade their tests so I saw what they learned from the lessons. All in all, it is definitely a much needed experience. It will help prepare me for next semester in my student teaching.

**A. 45 hours of field-based classroom participation**
Note: Some hours may be completed outside of your placement by the SEED 394 class as a whole.
 * **Date** || **Hours** || **Description of my activities/participation in the classroom....** ||
 * 03/23/09 || 2 hr || I met with my field based supervisor. We discussed future times to meet, days I would like to teach my lessons, and my other requirements. I observed what he did during his planning and lunch period I saw numerous students come in and out of the classroom for help with homework. ||
 * 03/27/09 || 10 hrs || I went with out SEED 394/400 members to visit Omaha South. This is a magnet school that focuses on Visual and Performing Arts. I had an amazing experience. Learned a lot about magnet schools and the positives and negatives. I also observed numerous forms of diversity and the challenges teachers face on a daily basis. Omaha South has the most square footage out of all the high schools in Omaha and has about 1,700 students. The teachers and students seemed very comfortable and used a laid back approach to teaching, learning, and disciplining. The teachers I was able to observe were very welcoming. They answered any and all questions, along with gave extra handouts. The creativity of the students in the art, band, and chior was extremely amazing and encouraging. I found thisto be a great experience and would recommend to future students. It gave me a real life idea of how different schools are. ||
 * 03/30/09 || 4 hrs || This was my first day being able to observe the students. I was able to see the students use their individual laptops for note taking and synching their assignments. Students went over tests they had previously taken and were assigned an informal writing assignment. ||
 * 04/03/09 || 7 hrs || I presented my first lesson plan to the students using a power point presentation. Students answered my questions and understood the topic being covered. I gained some feedback from my field based supervisor on how to improve my next lesson. ||
 * 04/08/09 || 4 hrs || I observed my feild based supervisor teaching. I looked closely at the ways he got the students involved and presented the material. Student answered questions based on the order of the seating arrangement. They also took notes on their computer based on what the teacher put on the board. I watched students give presentations over World War II. I worked with my supervisor to grade their projects based on his rubric. ||
 * 04/14/09 || 4 hrs || I observed students taking the Dakota Step Tests. I was able to see the formality of how the test was presented. I also observed the speed and effort each student put into the test. ||
 * 04/17/09 || 7 hrs || This is the day I presened my second lesson. I fixed my power point so the students were able to take notes at the same speed I was presenting the information. I also slowed down to make sure I was on pace with the students. I helped the students as a class take specific notes for their upcoming test. The students prepared for their unit test. The teacher listed off items to study and look at for their upcoming test. ||
 * 04/20/09 || 4 hrs || I observed students taking their unit test test. When students were finished, I graded their tests. I was able to gain the experience of grading and see how well the students did on the topics I taught. ||
 * 4/23/09 || 4 hrs || This was my last day. I observed the students taking notes and then helped individual students work on their end of the chapter assignment. Most students had enough time to get the assignment done before class was dismissed. ||

**B. Work with a group of students**
1. **Describe the group of students you worked with.** I worked with a smaller class of students to help prepare for their unit test. I went through the chapters they had previously discussed and highlighted the main ideas and items that would be covered on the test. The students followed by highlighting their notes and asking additional questions. 2. **Did students have cleary defined role/or tasks?** The students were to take notes or highlight their notes in order to properly study for their test. 3. **Describe your interaction with this group of students.** We had an informal interction. Students were free to ask questions without raising their hands. They could also tell me to slow down if I was going too fast.

4. **How did your interaction affect student learning?** The students were better prepared for their upcoming unit exam.

**C. Work with students individually**
One specific student struggled with how to compare and contrast the terminology. He wasn't sure how to explain the different. We went back through the chapter and read the terms. After saying them outload and in the book, he was able to grasp the difference.
 * 1. Describe the individual you worked with.**

Yes, he had a certain number of questions he was to answer from the book.
 * 2. Did the student have clearly defined role and/or task?**

The interaction was informal. I showed him where to find the terms in the book and read them outloud. I then asked him to describe the differences after rereading the terms and he was able to do so. He then typed the correct answer to the question.
 * 3. Describe your interaction with the student.**

Yes, he recieved credit for the correct answer.
 * 4. How did your interaction affect the student’s learning?**


 * 5. How did you assess your impact on the student’s learning?**

I assesed my impact by noting if he recieved credit for the correct answer.

D. Participate in redesign of a lesson with technology
Reflection on the ISTE standards My FBS had students take notes he wrote on the whiteboard every day. I created a power point for a lesson.



**E. Classroom teaching two lessons with lesson plans and documented impact on student learning**

 * Lesson #1 - Title**






 * Lesson #2 - Title**





**F. Design an assessment tool for evaluation of one of the lessons taught**
Students will be able differentiate monsoon, cyclone and tsunami. Students will be able to understand the effects of the climate in South Asia. Students will understand the differences between tropical regions, midlatitude and highland regions, and dry regions. Students will be able to locate regions on a map.





G. Share two duties with field-based supervisor
I participated in grading with my supervisor. I graded presenations based on a rubric he provided the students. After we were done we compared how we graded the same students. I also particpated in hallway duty with my supervisor. I stood in the hallway alongside the teacher to make sure the students were acting appropriately.
 * 1. What were the two duties you shared with your field-base supervisor?**

I learned that grading takes a lot of time. One has to make sure they are grading fair, not skipping over anything, and make sure their teaching objectives were met through the assignments. I learned that there are tons of extra duties for teachers. They are many things that will take me away from the classroom. Observing and being noticed in the hallway is an example of an extra duty a teacher has to do in their spare time. It also allows the teacher to be noticed and lets stuents know you are watching them.
 * 2. What did you learn about collaborating with another colleague?**

H. Attend an extra-curricular activity with students
I learned that students act a lot different outside of the classroom. I think they act less mature and are more enthusiastic. They are able to socialize and gather with their friends without feeling the pressure and formality of the classroom.
 * 1. What did you learn from your extracurricular activity(ies) with students?**

The most impact for me was the excitement that the students have. I loved seeing the amount of school spirit and encouragement they give their school. I went to numerous sporting events and watched how involved students were in the game. They cheered with excitement and support and were happy whether their team was winning or losing.
 * 2. Describe what had the most impact on you from this outside-the-classroom requirement.**

I. Attend a school board meeting
April 13, 2009. I learned that the meetings are rather formal. I noticed that the school board makes a lot of decisions. I didn't realize that they were so in depth. They discussed numerous topics such as new bleachers for the middle school to home school applications.
 * 1. What date and school board meeting did you attend?**
 * 2. What did you learn about the policy and procedures of middle/secondary schools?**

**J. Reflective interview of field-based supervisor around teaching standards**
Type your interview questions and the field-based supervisor's responses. I don’t have a paper copy. However, they are easily accessible on the internet. Yes. They give me a guidance of what to teach. I compare the standards with the text. No, my lesson plans are really informal. I know what they are and meet them; I just don’t have them formally written down. No, if you are teaching the items from the text, you are teaching the standards.
 * Do you have a copy of the South Dakota teaching standards in your classroom? **
 * Do standards help you plan your curriculum? **
 * Do you include the SD state standards in each lesson plan? **
 * Are standards a big deal to you? **

I think that my FBS really likes teaching and his students, but it is a job. He wants to deliver the material quickly and get it done. He doesn't leave a lot of time for activities or technology to be used by him or the students.
 * 1. What is your impression of your field-based supervisor’s attitude toward teaching standards?**

I think that standards are a guidance but don't rule your instruction. They overall help you.
 * 2. What is your impression of the impact of standards on instruction?**

I will use them as a guidance for developing my curriculum. They will help me know what to teach, but it is up to me how I deliver it. = = =**Items that I have included that might be helpful for accomplishing the requirements of the internship**=
 * 3. How do you intend to incorporate standards into your teaching?**
 * Suggested Routines for Participating in the classroom**

1. Make a seating chart. 2. Take attendance. 3. Run errands for the classroom teacher. 4. Help with classroom housekeeping. 5. Organize materials needed for a lesson. 6. Make copies of materials needed for the lesson. 7. Help pass out materials to the students. 8. Arrange a bulletin board. 9. Check out books from the library to be used by students in the classroom. 10. Check out media to be used in a lesson. 11. Make a chart or graph. 12. Make a transparency or stencil. 13. Run a film, filmstrip, videotape, etc. 14. Get supplementary materials needed for a lesson (e.g., magazine illustrations, pamphlets, maps, etc.). 15. Develop a bibliography for an upcoming unit. 16. Correct papers. 17. Set up or help set up a lab. 18. Write news/assignments on the chalkboard. 19. Set up a learning center. 20. Set up an experiment or a demonstration. 21. Obtain a speaker to come to class, or help organize a class field trip. 22. Help gather materials for a class party. 23. Help make costumes for a class play. 24. Send out a class newsletter to parents. 25. Help individual students with seatwork. 26. Assist a small group. 27. Assist students with library research. 28. Monitor a test. 29. Hand out and collect materials. 30. Listen to an individual student read or recite a lesson. 31. Give a test or a quiz. 32. Read aloud or tell a story. 33. Help students in a learning center. 34. Accompany students to school office, bus, playground, after-school programs. 35. Help monitor the hallway, lunchroom, or playground.

1. What did the students learn from your lesson? How do you know they learned from your lesson? (Attach assessment tools from the lesson.) 2. What did you think about or consider when planning the lesson? (Be specific.) 3. What do you think was the most effective part of the lesson? Why? 4. How closely did you follow your lesson plan? If you deviated from the lesson plan, what decisions did you make during the lesson and why? 5. Were the activities/materials/visuals/aids appropriate? Why? Why not? 6. What part or parts of your plan would you consider changing before teaching this lesson again? 7. What do you see as your teaching strengths? 8. Identify a goal you would like to have your field-based supervisor assist you in achieving.
 * Analysis of Instructional Planning and Impact on Learning**


 * Checklist of Interview Techniques for Teaching Standards**

1. Before the Interview a. Establish the purpose for the interview. b. Request an appointment (time and place), giving sufficient time for the interview. c. Plan specific questions related to the purpose of the interview. d. Prioritize questions, asking the most important first.

2. During the Interview a. Be on time for the interview. b. Start the interview by restating the purpose of the interview. c. Take careful, objective notes-- try to list direct quotes as often as possible. d. Avoid inserting your own impressions or judgments. e. Limit the interview to no more than 15-30 minutes.

3. After the Interview a. Review with the respondent what has been said or heard. b. Express your appreciation for the interview. c. Offer to share the interview report with the interviewee.


 * School of Education Standards for Initial Preparation of Teachers**


 * 1. Understands Content:** The teacher understands the central concepts, tools of inquiry, and the structures of his/her discipline. The teacher demonstrates the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn meaningful subject matter.


 * 2. Understands Development:** The teacher understands how children learn and develop and can provide opportunities leading to active learning that support their intellectual, social, personal, and physical development.


 * 3. Understands Difference:** The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.


 * 4. Designs Instructional Strategies:** The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills while incorporating state and national standards.


 * 5. Manages and Motivates:** The teacher uses an understanding of individual and group motivation and behavior to establish a safe, orderly, and equitable learning environment that fosters positive social interaction, active engagement in learning and self-motivation.


 * 6. Communicates:** The teacher uses knowledge of effective verbal ,nonverbal, and media communication techniques with students and their constituents within and beyond the classroom. The teacher fosters active inquiry and engagement in lifelong learning to prepare students for workforce readiness.


 * 7. Plans for Instruction:** The teacher plans instruction based upon knowledge of students, subject matter, technology, curriculum goals, and the community.


 * 8. Evaluates:** The teacher understands, creates, selects, and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.


 * 9. Reflects on Practice:** The teacher is a reflective practitioner who continually evaluates the effects of his/her instructional choices and action on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.


 * 10. Participates in the Professional Community and Seeks Professional Growth:** The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being, reflects on their professional behaviors, and actively seeks opportunities for professional growth and development.

1 **1. Integrates Technology to Enhance Learning:** The teacher uses current technologies, software, and telecommunications networks to plan, design, deliver, and evaluate learning experiences to enhance learning. The teacher employs the ethical use of technology and uses it to further his/her professional productivity.


 * 12. Understands Evolution of Public Education and Its Legal and Ethical Responsibilities:** The teacher understands the foundations of public education, technological and societal changes in the schools, and upholds the legal and ethical responsibilities of the teaching profession.

=**How your wikispace will be graded**=

 Name: _ Completing the Internship Application Form (3 points) _ Writing goals for internship (3 points) _ Post-experience reflection on goals (5 points) _ Log of: A. 45 hours of field-based classroom participation (10 points) _ Reflection on: B. Work with groups of students (5 points) _ Reflection on: C. Work with students individually (5 points) _ Artifacts for: D. Participate in redesign of lesson with technology (10 points) _ Artifacts for: E. Classroom teaching two lessons with lesson plans and documented impact on learning (40 points) _ Artifacts for: F. Design an assessment tool for evaluation of one of the lessons taught (10 points) _ Reflection on: G. Share two duties with field-based supervisor (2 points) _ Reflection on: H. Attend an extra-curricular activity with students (2 points) _ Reflection on: I. Attend a school board meeting (2 points) _ Transcript and Reflection on: J. Reflective interview of field-based supervisor around teaching standards (5 points) _ Documentation form for field experience (3 point) _ Maintaining wikispace (6 points) _ Performance on Knowledge and Skills from Evaluative Comments (21 points) _ Performance on Professional Dispositions (18 points) 
 * Wikispace Grade – SEED 394 Grade**

Total points possible: 150 points