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=SEED 394 Internship in Secondary Education= 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

=Check List - Next Steps=
 * Mike's Spring 2009 SEED 394 Internship Placement**
 * School: || Vermillion High School ||
 * Field-based supervisor: || Mrs. Brandy Wallin ||
 * Content area: || Biology ||
 * FBS e-mail address: || Brandy.Wallin@k12.sd.us ||
 * FBS phone: || 605-677-7035 ||
 * 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. ||
 * o || 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) Learn the proper mechanics of developing a good lesson plan (2) Learn techniques from my FBS on how to teach difficult concepts (3) Get to know the students and learn how they learn best

Post-experience reflection on my goals.
Mrs. Wallin was a great field based supervisor. I feel like I learned a lot in the short time that I spent in her classroom. She gave me input on how to help out my lesson plans, and she gave me tips on how she does hers. When it came to the material that the students had a hard time grasping, she was able to give me advice on how to get it through to them. She was a huge help and she made me feel more positive about becoming a teacher. I was glad meet the students and talk to them both in and outside the classroom. It refreshed me on what it is like to be a high school student, and how they are different from when I was one. I think that the entire internship really helped me prepare for my student teaching semester next fall.

A. 45 hours of field-based classroom participation

 * **Date** || **Hours** || **Description of my activities/participation in the classroom....** ||
 * 9/18/09 || 1 hr. || Introduction meeting with field base supervisor. We discussed the class times that she teaches, and the class sizes of each class. We discussed what lessons I may be teaching. I received the textbook. ||
 * 9/25/09 || 5 1/2 hrs. || Observed class, Introduced myself to students, took notice of how students learn and what their habits were. ||
 * 10/2/09 || 7 1/2 hrs. || Observed class, talked to some students, graded exams, monitored class, went with Mrs. Wallin to pep rally for homecoming. Helped monitor students. ||
 * 10/16/09 || 6 hrs || Observed class, graded homework, monitored class ||
 * 10/22/09 || 7 1/2 hrs. || Taught first lesson plan over chromosomes to periods 2 and 4. Then I helped monitor a test in 6th period. Corrected homework ||
 * 10/23/09 || 2 hrs. || Taught first lesson plan over chromosomes to period 1. Had activity over chromosome mutations. Worked individually with each group of students so they all understand the mutations. Worked with students with their homework. Corrected papers. ||
 * 10/27/09

11/6/09

11/20/09 || 5 Hrs

2 Hrs

10 hrs || Taught 2nd lesson plan over mitosis. Showed them a video over mitosis and cell reproduction.

Observed class and gave Mrs. Wallin the interview.

Went to Benson High School with Dr. Reins. || Note: Some hours may be completed outside of your placement by the SEED 394 class as a whole.

B. Work with a group of students
1. Describe the group of students you worked with. - I worked with groups of two during a mutation activity. 2. Did students have clearly defined role/or tasks? - Students were to show me an example of each of the four possible chromosome mutations 3. Describe your interaction with this group of students. - I would ask the students to show me one of the mutations. They would rearrange the notecards resembling genes to make a mutation. If they were right I would compliment them and have them show me the next. If they were not right than I would correct them and explain the mutation to them. 4. How did your interaction affect student learning? - My interaction helped the students because they were not always able to understand the mutations. I was able to explain it to them one on one so they could learn better and if they had questions they were more likely to ask them since its not in front of the class.

C. Work with students individually
1. Describe the individual you worked with. - The individual that I worked with doesn't care about grades so he doesnt really try on them. He sleeps in class, ignores the lectures, and doesnt work on the homework, but I suspect that he is actually really smart. 2. Did the student have clearly defined role and/or task? - I worked with the individual during the mutation activity and also when he was doing homework. 3. Describe your interaction with the student. - In the mutation activity I had him show me mutations and I would explain the ones he wasnt correct on. In the homework I helped him get it finished. I showed him in the notes where he could look to find the answer. 4. How did your interaction affect the student’s learning? - My interaction helped him learn the mutations and hopefully he can now remember the answers to the questions on the homework that I helped him with. 5. How did you assess your impact on the student’s learning? - In the homework he did do well. He didnt get as good of grades as the rest of the class but he still did well on it.

D. Participate in redesign of a lesson with technology
We worked together and incorporated a webquest into her mitosis lesson plan that she would be able to use with her students in the future.

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

 * Lesson #1 - Chromosomes**




 * Lesson #2 - Mitosis**





F. Design an assessment tool for evaluation of one of the lessons taught
List of objectives being assessed



G. Share two duties with field-based supervisor
1. What were the two duties you shared with your field-base supervisor? - I went to a Pep Rally with Mrs. Wallin and monitored students - I also went to a meeting with Mrs. Wallin that incorporated the students. The meeting was to try and get students to think of something that they would want to do as a career in the future. 2. What did you learn about collaborating with another colleague? -During these times I was able to see how my field-based supervisor interacted with other teachers and co-workers.

H. Attend an extra-curricular activity with students
1. What did you learn from your extracurricular activity(ies) with students? -I went to the football game in the dome on 10/27 2. Describe what had the most impact on you from this outside-the-classroom requirement. -It showed me how the students are when they let their guard down from school. It allows me to connect with them a little bit better.

I. Attend a school board meeting
1. What date and school board meeting did you attend? October 26, 2009 2. What did you learn about the policy and procedures of middle/secondary schools? -The policies and procedures are slow to change if at all.

J. Reflective interview of field-based supervisor around teaching standards
Type your interview questions and the field-based supervisor's responses. Q: What do you think of the South Dakota Biology content standards? A: The standards are too broad, and this makes them hard to pinpoint. It doesn't cover everything that I think it should cover. I also think that It would help to have a copy of the standardized tests so we could have a better idea of what specific content they want us to cover. Q: What are some of the things that you think are left out? A: Several different areas such as the human body. Q: What do you think of No Child Left Behind? A: It is beneficial for the low end of the class but on the high end it limits them. It makes things more difficult for teachers that already have students performing well. They dont have anywhere to go really. Q: Do you hope it changes soon? A: Yeah I think that some changes need to be made soon, or the whole thing needs to be redone. Q:How do you feel about the local school board and their decisions? A: Well I like to think that happy teachers usually do a good job getting their students to learn. So the school board should try and make the teachers happy. They don't always do this. For example they are making several teachers unhappy this year by not having any negotiations. Q: What is worst thing that has happened in your teaching experiences? A: My field based supervisor quit in the third week of my student teaching semester, and I was thrown into the job. It was a bit too much too quickly. Q: Is it tempting to go to another state and work since SD has such a low salary for teachers? A: If I had no ties to the area and was able to move around freely. Yes. I would definitely teach across the boarder.

1. What is your impression of your field-based supervisor’s attitude toward teaching standards? That our standards are too broad and that they are not complete. That teaching the standards would be easier if they knew exactly what they wanted for the standardized tests. 2. What is your impression of the impact of standards on instruction? Standards are nice to have something to base your curriculum off of, but they are very broad and don't cover everything that I think should be covered. 3. How do you intend to incorporate standards into your teaching? I will teach the standards, but I will also try to fit in things that I find important for the students to know for their future.

= = =Items that I have included that might be helpful for accomplishing the requirements of the internship=
 * Suggested Routines for Participating in the classroom**

1. Make a seating chart. 2. (x) Take attendance. 3. Run errands for the classroom teacher. 4. (x) Help with classroom housekeeping. 5. (x) Organize materials needed for a lesson. 6. Make copies of materials needed for the lesson. 7. (x) 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. (x) 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. (x) Correct papers. 17. (x) Set up or help set up a lab. 18. (x) Write news/assignments on the chalkboard. 19. Set up a learning center. 20. (x) 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. (x) Help individual students with seatwork. 26. (x) Assist a small group. 27. Assist students with library research. 28. (x) Monitor a test. 29. (x) 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. (x) Help monitor the hallway, lunchroom, or playground.

(x) = I did do this during the internship

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

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