4. COURSE PREREQUISITES/CO REQUISITES: Successful completion of Level IIA Internship. EDE 4942 Elementary Education Internship Level II

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1 1 University of South Florida College of Education EDE Syllabus for Course Number: EDE Course Name: Elementary Education Internship Level III 3. Professor Bea Green Office: EDU 207 F Office Hours: By appointment only Phone: beagreen@usf.edu Fax: Website: 4. COURSE PREREQUISITES/CO REQUISITES: Successful completion of Level IIA Internship. EDE 4942 Elementary Education Internship Level II 5. COURSE DESCRIPTION: This intensive, inquiry-driven internship experience is designed to complement foundational course work expected in the Undergraduate Elementary Program. The integration of course and field experience allows the Undergraduate Teacher Candidates to make critical course to field connections. These students will spend two full days per week in a supervised internship experience in classroom settings in a public or private elementary school. The classroom experiences are supplemented by a weekly seminar meeting in which relevant topics are discussed Please note: Between the first day, the week of at your assigned school and the final internship day scheduled, all students are expected to keep up with their progression through the Level II internship tasks and to monitor the seminar information and directions using Blackboard. 6. Course Objectives 1. To explore application of concepts from human development, learning theories, and instructional strategies to instructional planning inn K-6 settings. 2. To understand how to create a management system that promotes a supportive, safe, organized, and efficient student-centered learning environment respectful of learner differences. 3. To understand the importance of clear, acceptable oral and written communication. 4. To explore a variety of current information and communication technologies to support teaching and learning. 5. To understand the roles of inquiry, reflection, data informed research, collaborative partnerships, and professional growth in K-6 teaching 6. To understand the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida. 7. Student Learning Outcomes 1. Apply concepts from human development and learning theories to co-plan and co-teach coherent, datadriven sequenced instruction that acknowledges student differences and leads to student mastery 2. Use a variety of research-based instructional strategies (e.g. cooperative learning, hands-on experiences, modeling, think-alouds, content area literacy strategies, integration, higher order questioning, centers, assistive technologies) and resources to co-plan and co-teach effective instruction for diverse learners. 3. Maintain a management system that promotes a supportive, safe, organized, and efficient studentcentered learning environment respectful of learner differences (e.g. cultural, familial, linguistic, ability).

2 2 4. Use and model clear, acceptable oral and written communication. 5. Integrate current information and communication technologies to support teaching and learning and organize data for collaboration with parents, administrators, and other instructional personnel 6 Align learner objectives with a variety of formative and summative assessments to diagnose students learning needs, provide specific feedback, and adjust instruction to promote mastery among all students, including ELLs, ESE, and gifted learners. 7.Use inquiry and incorporate reflection, data informed research, collaborative partnerships, and professional growth opportunities to set purposeful goals that drive professional development 8. Adhere to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida, pursuant to State Board of Education Rules 6B and 6B-1.006, F.A.C., and fulfills the expected obligations to students, the public, and the education profession. Expectations: a. Follow all procedures and expectations as stated in the course syllabus 1. Attendance and Punctuality You will be at your assigned school two days a week from 7:30-4:00. This means you must be in your assigned classroom before 7:30 a.m. Please arrive early! Demonstrate dependability and punctuality in attending all scheduled seminars. Students must complete all seminar assignments accurately and on time. Only absences due to illness or emergency will be accepted. You are required to make up any absent days from this internship. Students are required to attend all seminars. These will be held at Elementary School from 3:00-4:00 on in room. Always have your name tag (no first name) with you and sign in with the front office before reporting to your classroom. Sign out at the time you leave the building. UNDER NO CIRCUMSTANCES are you to sign in and out when you arrive; doing so constitutes a breach of ethics and will be subject to review by the Standards Committee. a. If you must be absent, notify your Collaborating teacher (Do not leave a message on the message line) and your University Supervisor in advance (as early as possible). b. Make up days will be discussed and arranged between you, your collaborating teacher and your university supervisor. Please complete the form found on page for each day absent 2. Demonstrate instructional competence and behavior management skills during scheduled and unscheduled observations. A minimum of two formative observations (reading, language arts, science, health, social studies, or math) are required during the semester by the University Supervisor and the Classroom Collaborating Teacher. You must receive a 3 or higher on each stated Accomplished Practice on the summative document. Missing a scheduled observation without giving the university supervisor prior notice will result in an unsatisfactory grade in this course. 3. It is your responsibility to keep up with the ESOL Late Field Experiences during this internship. Please share the Late Field Experience form with your collaborating teacher at the beginning of the semester. At the end of the semester you will review these specific accomplishments, if the teacher feels that you have had successful experiences in a specific category, they are to sign and date. It is unrealistic to expect that you will complete all of

3 3 these practices during the Level II internship. The remaining practices will be completed during your final internship Active participation and discussion in the seminars. 5. Demonstrate adherence to the dress code set forth by the county or individual school by being dressed professionally each time you go to the school. No JEANS! 6. Display enthusiasm and a positive attitude toward your work with both the classroom teacher and the students in your classroom. You must be thoroughly prepared in advance for each day in the classroom. 7. Perform all tasks assigned by the classroom teacher and the university supervisor in a prompt, professional, and responsible manner. 8. Reinforce established classroom organization and management strategies with regard to discipline, guidance techniques, rules, routines, transitions, and clerical tasks. 9. Assume increasing responsibility as outlined by the collaborating teacher and university supervisor. This will include tutoring, small group instruction (i.e. reading), or whole class activities and lessons utilizing the co-teach model. Show enthusiasm, confidence, and initiative. 10. Handle all confidential information in a professional manner. Be able to define and differentiate between confidential and public information. 11. Exhibit positive interpersonal relationships in the school. [This is your future. The relationships you establish through this course could follow you throughout your career.] 12. Use proper handwriting, standard grammar, spelling and handwriting in all work in the classroom, on the board, and in written communication. 13. Be able to accept constructive criticism from the classroom teacher and the university supervisor in a positive manner, and implement suggestions for improved teaching. 14. Demonstrate knowledge and mastery of each of the Florida Department of Education s Accomplished Practices at the Pre-professional level prior to graduation from the program [attached]. The student will be introduced to and become familiar with each of these Accomplished Practices during the Level III internship. 15. Warning. If you find that you must drop or receive a failing grade for a field internship experience, you might be granted a second opportunity to be successful. This decision will be made by the Professional Standards Committee. If this committee does not allow a second opportunity to retake this field experience, you will be counseled toward a possible alternative degree but you will not be allowed to continue your degree in the College of Education. 16. Web Portal Information: Every newly enrolled USF student receives an official USF account that ends with "mail.acomp.usf.edu." Every official USF correspondence to students will be sent to that account. Go to the Academic Computing website and select the link "Activating a Student Account" for detailed information. Information about the USF Web Portal can be found at:

4 4 8. CONTENT OUTCOMES / COURSE SCHEDULE: A. IMPORTANT DATES: As an Undergraduate Teacher Candidates, you are to follow your Collaborating Teacher s work day schedule. Tentative Schedule of Seminar Meetings SEMINAR DATE TOPICS ASSIGNMENTS DUE Week 1 Week 12 Date 1:00-3:00 School Room Intro, Syllabus Professional expectations Ethics, Observations School/Grade assignments Bring Copy of Syllabus Report to your assigned school Letter of Introduction Week 13 Focus on routines, procedures, classroom management **Professional & Scholarly Disposition Survey on Survey Monkey Due Week 14 Week 15 Inquiry Presentations Course Evaluation Complete Disposition Form Carousel Activity **CHALK AND WIRE CRITICAL ASSIGNMENT POSTED by November 29, 2012 SUGGESTED GUIDELINE FOR THE SEMESTER Date: Start Time: End Time: Undergraduate Teacher Candidate Collaborating Teacher s Initials: Week 1 (DATES) Each week, your Undergraduate Teacher Candidate should complete at least three of the following activities. Of course, she is welcome to do MORE (with your approval), but she needs to complete three.

5 5 Next to each completed task, please indicate if the task was II (initiated by the Undergraduate Teacher Candidate) or CI (initiated by the cooperating teacher): Orientation to the school Familiarize Self with the Resources Available (Materials and Personnel) Review classroom routines and procedures Work one-on-one with students Whole class read alouds Discuss management techniques, expectations and rationale Discuss how to develop effective lesson plans using the U.S.F. lesson plan template Prepare a read aloud for next week Discuss the Undergraduate Teacher Candidate s goals for the semester Share Contact Information Other Please list any questions, comments, or concerns that you may have for the USF supervisor here. If you leave this handbook on the desk where it is visible, she can view your comments and respond here without interrupting your teaching: Date: Start Time: End Time: Undergraduate Teacher Candidate Collaborating Teacher s Initials: Week 2 (Dates) Each week, your Undergraduate Teacher Candidate should complete at least three of the following activities. Of course, she is welcome to do MORE (with your approval), but she needs to complete three. Next to each completed task, please indicate if the task was II (initiated by the Undergraduate Teacher Candidate) or CI (initiated by the cooperating teacher): Familiarize Self with the Resources Available (Materials and Personnel) Review classroom routines and procedures Work one-on-one with students Whole class read alouds Discuss management techniques, expectations and rationale Discuss how to develop effective lesson plans using the U.S.F. lesson plan template Prepare read alouds for next week Review the Intern s goals for the semester Other

6 6 Please list any questions, comments, or concerns that you may have for the USF supervisor here. If you leave this handbook on the desk where it is visible, she can view your comments and respond here without interrupting your teaching: Date: Start Time: End Time: Undergraduate Teacher Candidate Collaborating Teacher s Initials: _ Week 3 Each week, your Undergraduate Teacher Candidate should complete at least three of the following activities. Of course, she is welcome to do MORE (with your approval), but she needs to complete three. Next to each completed task, please indicate if the task was II (initiated by the Undergraduate Teacher Candidate) or CI (initiated by the cooperating teacher): Utilize the Resources Available (Materials and Personnel) Implement classroom routines and procedures Work one-on-one with students Present whole class read alouds Co-teach Calendar Math Co-plan and Co-teacher other academic areas Work on developing effective management techniques Discuss how to develop effective lesson plans using the U.S.F. lesson plan Template

7 7 Prepare read alouds for next week Review areas of strength and identify at least one developmental area to work on next week Review the Intern s goals for the semester Other Please list any questions, comments, or concerns that you may have for the USF supervisor here. If you leave this handbook on the desk where it is visible, she can view your comments and respond here without interrupting your teaching: Date: Start Time: End Time: Undergraduate Teacher Candidate Collaborating Teacher s Initials: Week 4 (DATES) Each week, your Undergraduate Teacher Candidate should complete at least three of the following activities. Of course, she is welcome to do MORE (with your approval), but she needs to complete three. Next to each completed task, please indicate if the task was II (initiated by the Undergraduate Teacher Candidate) or CI (initiated by the cooperating teacher): Utilize the Resources Available (Materials and Personnel) Implement classroom routines and procedures Implement development plan established last week Work one-on-one with students Present whole class read alouds Co-teach Calendar Math Co-plan and Co-teacher other academic areas Work on developing effective management techniques **Begin Videotaping intern instruction and complete self-reflection this week

8 8 Prepare a read aloud for next week Discuss grading and recording student work Discuss/Plan for next week s co=teach instruction Review areas of strength and identify at least one developmental area to work on next week Review the Intern s goals for the semester Other Please list any questions, comments, or concerns that you may have for the USF supervisor here. If you leave this handbook on the desk where it is visible, she can view your comments and respond here without interrupting your teaching: ** Must be completed this week Date: Start Time: End Time: Undergraduate Teacher Candidate Collaborating Teacher s Initials: Week 5 (DATES) Each week, your Undergraduate Teacher Candidate should complete at least three of the following activities. Of course, she is welcome to do MORE (with your approval), but she needs to complete three. Next to each completed task, please indicate if the task was II (initiated by the Undergraduate Teacher Candidate) or CI (initiated by the cooperating teacher): Utilize the Resources Available (Materials and Personnel) Implement classroom routines and procedures Implement development plan established last week Work one-on-one with students Present whole class read alouds Co-teach Calendar Math Co-plan and Co-teacher other academic areas

9 9 Work on developing effective management techniques Prepare read alouds for next week Discuss grading and recording student work Discuss/Plan for next week s co-teach instruction Review areas of strength and identify at least one developmental area to work on next week Review the Intern s goals for the semester Other Please list any questions, comments, or concerns that you may have for the USF supervisor here. If you leave this handbook on the desk where it is visible, she can view your comments and respond here without interrupting your teaching: Date: Start Time: End Time: Undergraduate Teacher Candidate Collaborating Teacher s Initials: Week 6 (DATES) Each week, your Undergraduate Teacher Candidate should complete at least three of the following activities. Of course, she is welcome to do MORE (with your approval), but she needs to complete three. Next to each completed task, please indicate if the task was II (initiated by the Undergraduate Teacher Candidate) or CI (initiated by the cooperating teacher): Utilize the Resources Available (Materials and Personnel) Implement classroom routines and procedures Implement development plan established last week Work one-on-one with students Present whole class read aloud s Co-teach Calendar Math Co-plan and Co-teacher other academic areas

10 10 Work on developing effective management techniques Prepare read alouds for next week Discuss grading and recording student work Discuss/Plan for next week s co-teach instruction Review areas of strength and identify at least one developmental area to work on next week Review the Intern s goals for the semester Other Please list any questions, comments, or concerns that you may have for the USF supervisor here. If you leave this handbook on the desk where it is visible, she can view your comments and respond here without interrupting your teaching: Date: Start Time: End Time: Undergraduate Teacher Candidate Collaborating Teacher s Initials: Week 7 (DATES) Each week, your Undergraduate Teacher Candidate should complete at least three of the following activities. Of course, she is welcome to do MORE (with your approval), but she needs to complete three. Next to each completed task, please indicate if the task was II (initiated by the Undergraduate Teacher Candidate) or CI (initiated by the cooperating teacher): Utilize the Resources Available (Materials and Personnel) Implement classroom routines and procedures Implement development plan established last week Work one-on-one with students Present whole class read alouds Co-teach Calendar Math Co-plan and Co-teacher other academic areas Work on developing effective management techniques

11 11 Prepare read alouds for next week Discuss grading and recording student work Discuss/Plan for next week s co-teach instruction Review areas of strength and identify at least one developmental area to work on next week Review the Intern s goals for the semester Other Please list any questions, comments, or concerns that you may have for the USF supervisor here. If you leave this handbook on the desk where it is visible, she can view your comments and respond here without interrupting your teaching: Date: Start Time: End Time: Undergraduate Teacher Candidate Collaborating Teacher s Initials: Week 8 (DATES) Each week, your Undergraduate Teacher Candidate should complete at least three of the following activities. Of course, she is welcome to do MORE (with your approval), but she needs to complete three. Next to each completed task, please indicate if the task was II (initiated by the Undergraduate Teacher Candidate) or CI (initiated by the cooperating teacher): Utilize the Resources Available (Materials and Personnel) Implement classroom routines and procedures Implement development plan established last week Work one-on-one with students Present whole class read alouds Co-teach Calendar Math

12 12 Co-plan and Co-teacher other academic areas Work on developing effective management techniques **Videotape intern instruction and complete self-reflection this week Prepare read alouds for next week Discuss grading and recording student work Discuss/Plan for next week s co-teach instruction Review areas of strength and identify at least one developmental area to work on next week Review the Intern s goals for the semester Other Please list any questions, comments, or concerns that you may have for the USF supervisor here. If you leave this handbook on the desk where it is visible, she can view your comments and respond here without interrupting your teaching: ** Must be completed this week Date: Start Time: End Time: Undergraduate Teacher Candidate Collaborating Teacher s Initials: Week 9 (DATES) Each week, your Undergraduate Teacher Candidate should complete at least three of the following activities. Of course, she is welcome to do MORE (with your approval), but she needs to complete three. Next to each completed task, please indicate if the task was II (initiated by the Undergraduate Teacher Candidate) or CI (initiated by the cooperating teacher): Utilize the Resources Available (Materials and Personnel) Implement classroom routines and procedures Implement development plan established last week Work one-on-one with students Present whole class read alouds Co-teach Calendar Math Co-plan and Co-teacher other academic areas Work on developing effective management techniques

13 13 Prepare read alouds for next week Discuss grading and recording student work Discuss/Plan for next week s co-teach instruction Review areas of strength and identify at least one developmental area to work on next week Review the Intern s goals for the semester Other Please list any questions, comments, or concerns that you may have for the USF supervisor here. If you leave this handbook on the desk where it is visible, she can view your comments and respond here without interrupting your teaching: Date: Start Time: End Time: Undergraduate Teacher Candidate Collaborating Teacher s Initials: Week 10 (DATES) Each week, your Undergraduate Teacher Candidate should complete at least three of the following activities. Of course, she is welcome to do MORE (with your approval), but she needs to complete three. Next to each completed task, please indicate if the task was II (initiated by the Undergraduate Teacher Candidate) or CI (initiated by the cooperating teacher): Utilize the Resources Available (Materials and Personnel) Implement classroom routines and procedures Implement development plan established last week Work one-on-one with students Present whole class read alouds Co-teach Calendar Math

14 14 Co-plan and Co-teacher other academic areas Work on developing effective management techniques Prepare read alouds for next week Discuss grading and recording student work Discuss/Plan for next week s co-teach instruction Review areas of strength and identify at least one developmental area to work on next week Review the Intern s goals for the semester Other Please list any questions, comments, or concerns that you may have for the USF supervisor here. If you leave this handbook on the desk where it is visible, she can view your comments and respond here without interrupting your teaching: Date: Start Time: End Time: Undergraduate Teacher Candidate Collaborating Teacher s Initials: Week 11 (DATES) Each week, your Undergraduate Teacher Candidate should complete at least three of the following activities. Of course, she is welcome to do MORE (with your approval), but she needs to complete three. Next to each completed task, please indicate if the task was II (initiated by the Undergraduate Teacher Candidate) or CI (initiated by the cooperating teacher): Utilize the Resources Available (Materials and Personnel) Implement classroom routines and procedures Implement development plan established last week Work one-on-one with students Present whole class read alouds Co-teach Calendar Math Co-plan and Co-teacher other academic areas

15 15 Work on developing effective management techniques Prepare read alouds for next week Discuss grading and recording student work Discuss/Plan for next week s co-teach instruction Review areas of strength and identify at least one developmental area to work on next week Review the Intern s goals for the semester Other Please list any questions, comments, or concerns that you may have for the USF supervisor here. If you leave this handbook on the desk where it is visible, she can view your comments and respond here without interrupting your teaching: Date: Start Time: End Time: Undergraduate Teacher Candidate Collaborating Teacher s Initials: Week 12 (DATES) Each week, your Undergraduate Teacher Candidate should complete at least three of the following activities. Of course, she is welcome to do MORE (with your approval), but she needs to complete three. Next to each completed task, please indicate if the task was II (initiated by the Undergraduate Teacher Candidate) or CI (initiated by the cooperating teacher): Utilize the Resources Available (Materials and Personnel) Implement classroom routines and procedures Implement development plan established last week Work one-on-one with students Present whole class read alouds Co-teach Calendar Math Co-plan and Co-teacher other academic areas

16 16 Work on developing effective management techniques **Videotape intern instruction and complete self-reflection Prepare read alouds for next week Discuss grading and recording student work Discuss/Plan for next week s co-teach instruction Review areas of strength and identify at least one developmental area to work on next week Review the Intern s goals for the semester Other Please list any questions, comments, or concerns that you may have for the USF supervisor here. If you leave this handbook on the desk where it is visible, she can view your comments and respond here without interrupting your teaching: ** Must be completed this week Date: Start Time: End Time: Undergraduate Teacher Candidate Collaborating Teacher s Initials: Week 13 (DATES) Each week, your Undergraduate Teacher Candidate should complete at least three of the following activities. Of course, she is welcome to do MORE (with your approval), but she needs to complete three. Next to each completed task, please indicate if the task was II (initiated by the Undergraduate Teacher Candidate) or CI (initiated by the cooperating teacher): Utilize the Resources Available (Materials and Personnel) Implement classroom routines and procedures Implement development plan established last week

17 17 Work one-on-one with students Present whole class read alouds Co-teach Calendar Math Co-plan and Co-teacher other academic areas Work on developing effective management techniques Discuss grading and recording student work Review areas of strength and instructional areas to work on during final internship Develop / complete Goal Planning Sheet for final internship semester Review the Undergraduate Teacher Candidate s goals for the semester Other Please list any questions, comments, or concerns that you may have for the USF supervisor here. If you leave this handbook on the desk where it is visible, she can view your comments and respond here without interrupting your teaching: 9. Evaluation of Student Outcomes: A. Assignments (Additional details for all assignments will be discussed in seminar. Assignment materials are in the Assignment Packet.) At the beginning of the semester, each student will be placed in a school setting with a collaborating teacher who has taught successfully for at least one year, and who holds a current Elementary Teaching Certificate. The student will also be assigned a supervisor from the university whose responsibility it is to observe the student s performance in the classroom, provide feedback and collaborate with the Undergraduate Teacher Candidate and cooperating teachers to resolve any issues or concerns that arise. All students will seek to demonstrate all the accomplished practices as required by the College of Education evaluation form II. In addition, there are two program tasks that serves as the foundation for the professional teaching behaviors expected of an Undergraduate Teacher Candidate in the Elementary Education program. 1. Professional Commitments & Scholarly Dispositions Self-Assessment 10 Points A key requirement of your program is to complete the survey Scholarly Disposition s Self- Assessment. Your University Field Supervisor will give this form to you at the end of the semester to complete. This information will be used to help the program coordinator make decisions about how to enhance the program. It will not be used for research purposes, nor

18 18 will your name or any other personally identifiable information be shared with anyone other than the program coordinator. This is a data-collection tool that will be used for the evaluation of the entire College of Education, so your input is imperative. This is due. 2. Reflective Journal 10 Points Undergraduate Teacher Candidates will keep a field-based double entry journal documenting their practicum experience reflecting upon the effectiveness of their planning for and delivery of instruction each day. They will examine elements of instruction and managing the learning environment such as whether diverse learning needs of students were met, whether the lesson engaged all/most students (why or why not) and whether or not students demonstrated successful learning outcomes. Over time, as systematic approaches to planning and delivery of instruction and classroom management are developed, students should become increasingly sophisticated in their analysis of their own teaching effectiveness. This ONE PAGE weekly journal will demonstrate clear, acceptable written communication skills. Management of this task will be discussed at your first seminar. See Pages for the template. 3. Video Taping and Self-Reflection using a Co-Teach Model 10 Points For this assignment the Undergraduate Teacher Candidate will plan and videotape one small group lesson and two whole class lessons that you co-teach during this semester. These videos will be minutes in length. Each lesson selected should include a lesson plan that demonstrates the Undergraduate Teacher Candidate s ability to use data, standards, and an array of differentiated instructional strategies to sequence, design, deliver, and assess meaningful learning experiences in a well-managed classroom environment. Prior to each lesson, the Undergraduate Teacher Candidate will generate a hypothesis or focus related to instruction and/or managing the learning environment. Then the video will be analyzed and segments identified that contribute to an understanding of the hypothesis or focus. For each of these segments, the Undergraduate Teacher Candidate will provide an explanation the clips representation as it relates to the lesson focus. Each of the three video-taped reflections should be submitted with both a lesson plan and a completed self-reflection chart (See page ). Discussions with your Collaborating Teacher and/or University Supervisor should also be considered in completing each reflection. This ONE PAGE weekly journal will demonstrate clear, acceptable written communication skills. Management of this task will be discussed at your first seminar. See Pages for the template. 4. Four peer coaching sessions 10 Points each You will participate in four peer coaching sessions (two as presenter and a minimum of two as an observer/coach). Submit your responses (as an observer) to the Undergraduate Teacher Candidate you observed immediately following the observation. The presenting Undergraduate Teacher Candidate will read the feedback from the observer and complete the self-reflection prior to turning this form into the supervisor. (see page ) DUE. 5. Professional Portfolio 10 Points

19 19 You will continue to develop a Web Domain electronic portfolio This will be used to Develop your on-going professional portfolio over time. The specific contents and directions will be given during one of your seminars. This will be an integral part of all future classes and internships in the College of Education at the University of South Florida. Due:. 6. Pedagogy Inquiry Project: 20 Points This is an Inquiry Based Professional Development Project can be based on your final Action/Goal Plan developed at the end of your Level IA internship or it can look into other aspects needed for effective teaching. (looking into Cross Curriculum Integration, effective questioning techniques, Methods for active student involvement with instruction, etc. ) This project will include the following: 1. You will develop a question to investigate that relates to your professional growth. 2. Video tape yourself (pre-assessment) focusing on this area of inquiry. 3. Develop strategies for your professional growth in this area. 4. Interview personnel at your school that can provide additional support and/or information. 5. Utilize outside resources that will enhance this topic and your professional growth. 6. Find and cite research that support the need for excellence in this area to be an effective teacher 7. Implement these strategies 8. Video tape yourself (post-assessment) again focusing on this area of inquiry. 9. Summarize data gathered to support your professional growth. 10. Share the results from this project with your peers. a. IMPACT ON STUDENT LEARNING 30 points The MAT Teacher Candidate will demonstrate a positive impact on student achievement through the delivery of a teaching unit that integrates a variety of technology and implements various methods for active student involvement in the learning process. Utilizing qualitative and quantitative data from a pretest, the MAT Teacher Candidate will use knowledge of instructional design and lesson planning and delivery to develop and implement an instructional unit that addresses the needs of diverse learners. Using the formative data from the lessons and summative data from a posttest, the MAT Teacher Candidate will reflect on student achievement resulting from the unit of study and suggest improvements for the future. Particular attention to assessment and instructional planning should be given to assessment issues and classroom based assessment strategies for English Language Learners. See pages for specific directions. Electronically send to beagreen@usf.edu by November 15, Assignments designated as Chalk and Wire (**)requirements must be scored 3 or above in order to pass the course. If you turn in an assignment that receives a grade of 1 or 2, you will be required to redo the assignment. When you have successfully completed the assignment, your new score will be entered into the chalk and wire system. Your initial grade on the assignment will be used to compute your final grade for the course. 7. Formal Observations 30 Points each During this semester, a minimum of two formative observations (see pages ) will be completed by both the University Supervisor and your Collaborating Teacher. To prepare for each of the observations, you will complete the lesson plan template (see page ) identifying the essential focus for the lesson, techniques for instruction and assessment focusing on active student involvement, effective questioning techniques that encourage high expectations for student academic growth and efficient, effective methods for

20 20 managing students. A pre-conference will be held prior to your instruction with the observer using questions found on page in this syllabus. Following the lesson, you will participate in a post conference with the observer using the questions found on page. During this post conference, you will set goals for on-going professional development. See Pages At the end of the semester, the Undergraduate Teacher Candidate, the University Supervisor and your Collaborating Teacher will each complete a Summative Evaluation. This evaluation will look at the Undergraduate Teacher Candidate s overall progress for this internship. You will participate in a final conference to share this Summative Evaluation and discuss goals for your final internship. B. Quizzes (Points and/or %) n/a C. Final Exam (Points and/or %) n/a D. Policies Regarding Other Points Awarded (Points and.or %) n/a 10. Grading Criteria Course Final Grades: Grades will be calculated by dividing the total points earned by the total points possible and multiplying the value by 100. Grading Scale: A A A B B B C C C D D D- 60 or below F Evaluation will be holistic, covering the entire experience. This will include (but is not limited to): university supervisor s observation notes, lesson plans, weekly reflections, videos, inquiry project, seminar assignments, attendance records, teacher interviews, and peer coaching participation. Grading will be A-C (pass) or D/F (fail). ** Interns who have not turned in all assignments by the last day of class prior to exam week or posted the Critical Assignments on Chalk and Wire will receive an F (fail). The following descriptions are general guidelines for determining the course outcome of passing/ failing: A-B: Consistent, active and thoughtful participation each day in both the classroom and in seminar discussions/ activities. Excellent quality and serious thought put into each assignment. Professional growth is evident, as indicated on the midterm and final observation forms, as well as on weekly reflections as assessed as Developing or higher. C+, C, C-, D+, D, D- or F: Inconsistency of participation in the classroom or seminar, assignments that are incomplete or poorly done, failure to complete course objectives, requirements, or expectations, or the inability to perform in a satisfactory manner in the

21 21 internship experience (documented by an unsatisfactory final evaluation form from the university supervisor or the classroom teacher). A+ = % A = 94-96% A- = 90-93% B+ = 87-89% B = 84-86% B- = 80-83% C+ = 77-79% C = 74-76% C- = 70-73% D+ = 67-69% D = 64-66% D- = 60-63% F = 59% and below CHALK AND WIRE ASSIGNMENT: The assignment designated as Chalk and Wire (**)requirement must be scored 3 or above in order to pass the course. If you turn in an assignment that receives a grade of 1 or 2, you will be required to redo the assignment. When you have successfully completed the assignment, your new score will be entered into the chalk and wire system. Your initial grade on the assignment will be used to compute your final grade for the course. **CRITICAL TASK ASSIGNMENT FOR CHALK AND WIRE IS: IMPACT ON STUDENT LEARNING. 11. REQUIRED TEXTBOOKS, MATERIALS AND READINGS: a. address b. Name badge (available at Marshall Center NO FIRST NAME) I c. Current Chalk-and-Wire account d. Purchase a video camera with a stand e. Notebook with 10 dividers f. Purchase an Elementary Education Logo Shirt (additional information will be given to you later). This Shirt is to be worn on your field internship day in the school. It is expected that the Undergraduate Teacher Candidates will receive from their cooperating teachers, the appropriate textbooks and supplementary materials designed to aid them in developing and delivering instruction to the class or classes in which they are interning. 12. Academic Dishonesty Plagiarism is defined as "literary theft" and consists of the unattributed quotation of the exact words of a published text or the unattributed borrowing of original ideas by paraphrase from a published text. On written papers for which the student employs information gathered from books, articles, or oral sources, each direct quotation, as well as ideas and facts that are not generally known to the public-at-large, must be attributed to its author by means of the appropriate citation procedure. Citations may be made in footnotes or within the body of the text. Plagiarism also consists of passing off as one's own, segments or the total of another person's work. Punishment for academic dishonesty will depend on the seriousness of the offense and may include receipt of an "F" with a numerical value of zero on the item submitted, and the "F" shall be used to determine the final course grade. It is the option of the instructor to assign the student a grade of "F" of "FF" (the latter indicating dishonesty) in the course.

22 Detection of Plagiarism The University of South Florida has an account with an automated plagiarism detection service which allows instructors to submit student assignments to be checked for plagiarism. I reserve the right to 1) request that assignments be submitted to me as electronic files and 2) electronically submit to SafeAssignment.com, or 3) ask students to submit their assignments to SafeAssignment.com through myusf. Assignments are compared automatically with a database of journal articles, web articles, and previously submitted papers. The instructor receives a report showing exactly how a student's paper was plagiarized. Academic Disruption Academic disruption is defined as the acts or words of a student in the classroom or teaching environment which directs attention from the academic matters at hand, such as noisy distractions; persistent, disrespectful or abusive interruptions of lecture, exam or academic discussions, or presents a danger to the health, safety or well being of the faculty member of students. 14. Web Portal Information Every newly enrolled USF student receives an official USF account that ends with "mail.acomp.usf.edu." Every official USF correspondence to students will be sent to that account. Go to the Academic Computing website and select the link "Activating a Student Account" for detailed information. Information about the USF Web Portal can be found at: ADA Statement Students in need of academic accommodations for a disability may consult with the office of Services for Students with Disabilities to arrange appropriate accommodations. Students are required to give reasonable notice (typically 5 working days) prior to requesting an accommodation. 16. USF Policy on Religious Observances Students who anticipate the necessity of being absent from class due to the observation of a major religious observance must provide notice of the date(s) to the instructor, in writing, by the second class meeting. 17. ESOL & Florida Accomplished Practices (FAP) Requirements (for ESOL-infused courses and other courses where assignments need to be collected by students to complete their portfolios): Please note certain assignments are marked (e.g., AP4 and 8, and/or ESOL22) or (*) and should be saved once graded, as appropriate documentation for one or more of the Florida Accomplished Practices/ESOL Performance Standards. 18. Critical Tasks Students in the Elementary Education Program are required to successfully complete Critical Tasks in program courses to document meeting State of Florida teacher preparation standards. In this course the Critical Task is the IMPACT ON STUDENT LEARNING ASSIGNMENT. Failure to post this Critical Tasks by will result in a U for this course. 19. Blackboard and Course materials, checklists, and announcements will be posted on Blackboard. Students are responsible for downloading materials. Hardcopies of checklists or rubrics must be handed in with assignments. Blackboard will be used to communicate among class members. You are responsible for information that is ed to your Blackboard account or is posted on Blackboard. Please check them regularly. 20. Emergency Preparation In the event of an emergency, it may be necessary for USF to suspend normal operations. During this

23 23 time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and messaging and/or an alternate schedule. It s the responsibility of the student to monitor the Blackboard site for each class for course specific communication, and the main USF, College, and department websites, s, and MoBull messages for important general information. 21. Communication Course materials, checklists, and announcements will be posted on Blackboard. You are responsible for downloading any pertinent materials. Checklists or rubrics must be handed in with assignments. Blackboard will be used to communicate among class members. You are responsible for checking your regularly and for reading announcements posted on Blackboard. Educators are held to a higher standard than the general public. You will be asked to sign The Social Media policies outlined in the College of Education Disposition at your first seminar. Be sure to read this document carefully. Not adhering to these policies could result in your dismissal from the College of Education. Under no circumstances are you to use any type of social media with your students. Please turn off cell phones while you are in the school and during seminar sessions. Please do not text, , or conduct personal Internet business during class time. You may not use your cell phone or conduct personal business while working with students.

24 24 Florida Department of Education Accomplished Practices Undergraduate Teacher Candidate The following Accomplished Practices must be demonstrated prior to graduation from the program. Accomplished Practice #1: Instructional Design and Lesson Planning. The Undergraduate Teacher Candidate works with other professionals to design learning experiences that develops background knowledge, sets high expectations and meet students needs and interests of all students. Planned instruction that is aligned with the Sunshine State Standards incorporates a creative environment and utilizes varied and motivational strategies and multiple resources for providing comprehensible instruction for all students. Upon reflection of test data, the teacher continuously refines outcome assessment and learning experiences student academic growth. Accomplished Practice #2: The learning Environment. The Undergraduate Teacher Candidate has a basic understanding of the subject field and is beginning to understand that the subject is linked to other disciplines and can be applied to real-world integrated settings. The teacher s repertoire of teaching skills includes a variety of means to assist student acquisition of new knowledge and skills using that knowledge. The Undergraduate Teacher Candidate understands the importance of setting up effective learning environments and has techniques and strategies to use to do so, including some that provide opportunities for student input into the processes. The teacher understands that she/he will need a variety of techniques and works to increase her/his knowledge and skills. Accomplished Practice #3: Instructional Delivery and Facilitation. The Undergraduate Teacher Candidate recognizes the need for effective communication in the classroom and is in the process of acquiring techniques that she/he will use in the classroom. Students are engaged in active learning through hands-on activities, cooperative learning strategies, problem-solving activities designed to assist all students in demonstrating their ability to think creatively. The Undergraduate Teacher Candidate uses technology as available at the school site and as appropriate to the learner. She/he provides students with opportunities to actively use technology and facilitates access to the use of electronic resources. The teacher also uses technology to manage, evaluate, and improve instruction. The Undergraduate Teacher Candidate establishes a comfortable environment which accepts and fosters diversity. The teacher must demonstrate knowledge and awareness of varied cultures and linguistic backgrounds. The teacher creates a climate of openness, inquiry, and support by practicing strategies such as acceptance, tolerance, resolution, and mediation. Accomplished Practice #4: Assessment. The Undergraduate Teacher Candidate collects and uses data gathered from a variety of sources. These sources include both traditional and alternate assessment strategies. Furthermore, the teacher can identify and match the students instructional plans with their cognitive, social, linguistic, cultural, emotional, and physical needs. Accomplished Practice #5: Continuous Professional Improvement.

25 25 The Undergraduate Teacher Candidate realizes that she/he is in the initial stages of a lifelong learning process and that self-reflection is one of the key components of that process. While her/his concentration is, of necessity, inward and personal, the role of colleagues and school-based improvement activities increases as time passes. The teacher s continued professional improvement is characterized by self-reflection, working with immediate colleagues and teammates, and meeting the goals of a personal professional development plan. Accomplished Practice #6: Professional Responsibility and Ethical Conduct. Understanding that educators are held to a high moral standard in a community, the effective educator adheres to the Code of Ethics and the principles of Professional Conduct of the Education Profession of Florida and fulfills the expected obligations to students, the public and the education profession. Assignments and Forms Lesson Plan Template and Example Pages Lesson Plan Rubric Page 34 Pre/Post Conference Questions Page 35 Absent/Late Form Page 36 Peer Observations Page 37 Video Self Reflection Form Page 38 Technology Infused Lesson Pages Reflective Journal Page FEAPS Coaching Tool Page Goal Setting Form Page 47-48

26 26 Lesson Plan Template ESOL Infused See Page for Lesson Plan Rubric Description of Student(s) Lesson Context Description of Instructional Setting Sunshine State Standards/Common Core Standards Objectives/ Learning Outcomes Linguistic/Language Objectives Cultural Objectives Rationale and Relevance (Connection to Students Knowledge, Skills, Experience) How will you differentiate instruction? (content, process, product, readiness, interest, learning style) Developmental Theories and Approaches Summary of Lesson Instructional Procedures/Practices (Teaching Strategies and Sequence) Activity Description Materials/Resources Time Focus/Review/Hook/ Advance Organizer/ Opening

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