EDUC 593 High School Teaching Internship

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1 EDUC 593 High School Teaching Internship Program Course Information: 3Description: UNC-CH School of Education Conceptual Framework: PROGRAM: UNC Baccalaureate Education in Science and Teaching (UNC-BEST) EDUC 593 SECTION 001, 002, 003 COURSE TITLE: High School Teaching Internship INSTRUCTOR NAME AND CONTACT INFORMATION: Jennifer S. Coble, Ph.D., Miranda Thomas, Ph.D., Nick Cabot, Ph.D., Catherine Scott, Ph.D. address: Office hours: by appointment with faculty member DATE SYLLABUS REVISED: August 2014 This course is the teaching internship for students in the UNC Baccalaureate Education in Science and Teaching (UNC-BEST) program. The teaching internship is a full-time practicum under the mentoring of a high school science teaching in a public high school. Students will be responsible for unit and lesson planning, student assessment, classroom management and demonstrating their teaching effectiveness as defined by the UNC School of Education Principles and Dispositions, the Interstate New Teacher Assessment and Support Consortium (INTASC) initial and advanced teaching standards and the North Carolina Department of Public Instruction Professional Teaching Standards. Preparing Leaders in Education The School of Education is committed to the preparation of candidates who can assume leadership roles in the field of education. Such preparation is accomplished through the coherent integration of the abilities and predispositions of candidates, the knowledge and abilities of faculty, and the contextual elements of academic and field settings. Candidates accept their professional responsibilities and focus their expertise and energy on supporting Birth-12 student development and learning. They must work to maintain a meaningful involvement in activities within schools and in partnership with parents and the community. The growth and development of candidates is promoted through curriculum, instruction, research, field experiences, clinical practice, assessments, evaluations, and interactions with faculty and peers. All of these elements work together to build a solid foundation for exemplary practice in education, creating educational practitioners who are prepared to better serve children, families and schools, as well as business and agencies of government within North Carolina, across the nation and throughout the world. For Equity and Excellence Preparation of educational leaders for today's society is based in values of equity and excellence that assure our candidates' and their students' future success. Attending to the challenge of promoting both equity and excellence is imperative. To address only one of these goals would, on the one hand, sacrifice those put at risk by social and cultural hierarchies in society or would, on the other hand, fail to press for the highest possible levels of accomplishment. Equity and excellence must be pursued concurrently to assure that all Within the School of Education, equity is seen as the state, quality or ideal students are well served and that all are encouraged to perform at their highest level. of social justice and fairness. It begins with the recognition that there is individual and cultural achievement among all social groups and that this achievement benefits all students and educators. Equity acknowledges that ignorance of the richness of diversity limits human potential. A perspective of equity also acknowledges the unequal treatment of those who have been historically discriminated against based on their ability, parents' income, race, gender, ethnicity, culture, neighborhood, sexuality, or home language, and supports the closure of gaps in academic achievement. Decisions grounded in equity must establish that a wide range of learners have access to high quality education in order to release the excellence of culture and character which can be utilized by all citizens of a democratic society. Within the School of Education, excellence is seen as striving for optimal development, high levels of achievement and performance for all and in all that is done. In preparatory programs across grade levels, curriculum and instruction furthers excellence when it moves a learner as effectively as possible toward expertise as a thinker, problem solver and creator of 1

2 knowledge. Excellence entails a commitment to fully developing candidates, not only academically but also in moral and political senses. In a Democratic Society The preparation of exemplary practitioners in education to meet the challenges of equity and excellence is best accomplished through preparation for a democratic society. Democracy around the globe is an ideal, one with the potential to meet the needs, recognize the interests and establish the rights of all citizens. Education is a necessary foundation for this ideal, and both must be subscribed to and participated in by all. School of Education Conceptual Framework Principles The School of Education is committed to diverse, equitable, democratic learning communities. As a result, candidates are expected to acquire and apply the knowledge, skills and dispositions that prepare them to support the development and education of all students. The School of Education uses the following unit principles, applicable at all program levels, to identify the knowledge and skills that are central to preparation of candidates. It is the School of Education s goal that candidates will become leaders supporting and promoting the development, teaching and learning of all students in multiple contexts. 1. Candidates possess the necessary content knowledge to support and enhance student development and learning. 2. Candidates possess the necessary professional knowledge to support and enhance student development and learning, including meeting student needs across physical, social, psychological, and intellectual contexts. Candidates incorporate a variety of strategies, such as technology, to enhance student learning. 3. Candidates possess the necessary knowledge and skills to conduct and interpret appropriate assessments. 4. Candidates view and conduct themselves as professionals, providing leadership in their chosen field, including effective communication and collaboration with students and stakeholders. SOE Conceptual Framework Dispositions Certain dispositions are essential to prepare leaders who support equity and excellence in education within a democratic society. Dispositions are beliefs that foster commitments, leading to actions within educational environments with students, colleagues, families, and communities. Candidates strengthen these dispositions as they think deeply, reflect critically and act responsibly in their professional practice. These dispositions are interconnected with knowledge and skills; specific dispositions connect to and exemplify unit principles, facilitating their enactment in particular programs. 1. Candidates will exhibit behavior that demonstrates a belief that all individuals can develop, learn, and make positive contributions to society. 2. Candidates will exhibit behavior that demonstrates a belief that continuous inquiry and reflection can improve professional practice. Course Objectives: At the conclusion of the internship, students will be able to do the following: 1. Describe overarching concepts and essential understandings within the North Carolina Standard Course of Study in their specialty area 2. Outline multiple strategies for teaching the Standard Course of Study topics using student-centered and inquiry-based instructional methods. 3. Demonstrate dispositions that support the learning and high achievement of all students. 4. Develop and interpret student assessments. 5. Discuss multiple strategies for working effectively with students with diverse needs and abilities. 6. Discuss the challenges of teaching science at the high school level and share multiple strategies they developed during the practicum for managing the challenges. 7. Discuss effective strategies for communicating with students, parents, colleagues, collaborators and administrators. 2

3 8. Demonstrate effective professional development, inquiry, self discipline and reflective practices. 9. Successfully complete a Teacher Performance Assessment portfolio in the specialty area. Teaching Standards (Addressed) School, Professional, and State Standards/Principles Addressed in Course: UNC School of Education Standards Principle 1: Candidates possess the necessary content knowledge to support and enhance student development and learning Principle 2: Candidates possess the necessary professional knowledge to support and enhance student development and learning, including meeting student needs across physical, social, psychological, and intellectual contexts. Candidates incorporate a variety of strategies, such as technology, to enhance student learning. Principle 3: Candidates possess the necessary knowledge and skills to conduct and interpret appropriate assessments. Principle 4: Candidates view and conduct themselves as professionals, providing leadership in their chosen field. Dispostion 1: Candidates will exhibit behavior that demonstrates a belief that all individuals can develop, learn, and make positive contributions to society Disposition 2: Candidates will exhibit behavior that demonstrates a belief that continuous inquiry and reflection can improve professional practice. Interstate New Teacher Assessment and Support Consortium (INTASC) Principles INTASC.1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. INTASC.2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development. INTASC.3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners INTASC.4: The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills INTASC.5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation INTASC.6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. INTASC.7: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. INTASC:8 The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. INTASC.9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. INTASC.10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being. North Carolina Core Standards for Teachers NCCore-1: Teachers know the content they teach. NCCore-2: Teachers know how to teach students. NCCore-4: Teachers are leaders. NCCore-5: Teachers are reflective about their practice. 3

4 North Carolina Core Standards for Diversity NCDIV-1: Teachers understand the central concepts, tools of inquiry, and structures of the discipline(s) they teach and can create classroom environments and learning experiences that make these aspects of subject matter acc4ssible, meaningful and culturally relevant foe diverse learners. NCDIV-2: Teachers understand how students cognitive, physical, socio-cultural, linguistic, emotional, and moral development influences learning and address these factors when making instructional decisions. NCDIV-3: Teachers work collaboratively to develop linkages with parents/caretakers, school colleagues, community members and agencies that enhance the educational experiences and well being of diverse learners. NCDIV-4: Teachers acknowledge and understand that diversity exists in society and utilize this diversity to strengthen the classroom environment to meet the needs of individual learners. NCDIV-5: Teachers of diverse students demonstrate leadership by contributing to the growth and development of their colleagues, their school and the advancement of educational equity. NCDIV-6: Teachers of diverse students are reflective practitioners who are committed to educational equity. North Carolina Core Standards for Technology NC-CTECH-1: Teachers demonstrate a sound understanding of technology operations and concepts. NC-CTECH-2: Teachers plan and design effective learning environments and experiences supported by technology. NC-CTECH-3: Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. NC-CTECH-4: Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. NC-CTECH-5: Teachers use technology to enhance their productivity and professional practices. NC-CTECH-6: Teachers understand the social, ethical, legal and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice. North Carolina Specialty Standards for Science NCSCI-1: Science teachers understand the unifying concepts of science. NCSCI-2: Science teachers understand the nature of science and the development of scientific thought. NCSCI-3: Science teachers understand the historical development of scientific thought and the application of science to society. NCSCI-4: Science teachers understand the math concepts and processes and the technologies that are used in science. NCSCI-8: Science teachers create and use appropriate assessment strategies and instruments to improve science instruction for all students. NCSCI-9: Science teachers integrate appropriate technology to enhance instruction in science and scientific investigation. NCSCI -10: Science teachers develop strategies to address science topics that NCSCI-5: Science teachers use developmentally appropriate strategies to design and deliver instruction in science. NCSCI-6: Science teachers plan and implement appropriate scientific investigations to develop problem solving and critical thinking skills in science NCSCI-7: Science teachers organize and manage the science learning environment to ensure optimal learning. are controversial to diverse groups. NCSCI-11: Science teachers encourage underrepresented groups to engage in science. NCSCI-12: Science teachers work with professional colleagues, parents, and community 4

5 Teaching Standards (Assessed) Course Requirements Student Teaching Schedule Overview: members to improve science instruction for students. NCSCI-13: Science teachers research and learn to apply best practice in science education and participate in the dissemination of those ideas. NCSCI-14: Science teachers understand safety and liability issues in science and advocate for appropriate safety materials and enforcement practices in the classroom. NCSCI-5: Science teachers use developmentally appropriate strategies to design and deliver instruction in science. NCSCI-6: Science teachers plan and implement appropriate scientific investigations to develop problem solving and critical thinking skills in science. NCSCI-7: Science teachers organize and manage the science learning environment to ensure optimal learning. NCSCI-8: Science teachers create and use appropriate assessment strategies and instruments to improve science instruction for all students. NCSCI-9: Science teachers integrate appropriate technology to enhance instruction in science and scientific investigation. NCSCI-14: Science teachers understand safety and liability issues in science and advocate for appropriate safety materials and enforcement practices in the classroom. SOE Principle 3: Candidates possess the necessary knowledge and skills to conduct and interpret appropriate assessments. INTASC-1: The teacher of science understands the central ideas, tools of inquiry, applications, structure of science and of the science disciplines he or she teaches and can create learning activities that make these aspects of content meaningful to students. INTASC-4: The teacher of science understands and uses a variety of instructional strategies to encourage students development of critical thinking, problem-solving, and performance skills. INTASC-6: The teacher of science uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. INTASC-8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. NC-CTECH-1: Teachers demonstrate a sound understanding of technology operations and concepts. NC-CTECH-2: Teachers plan and design effective learning environments and experiences supported by technology. NC-CTECH-3: Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. For the first 13 weeks of the semester, you are required to be in your assigned school and classroom for the full school day. When you are not teaching your assigned courses, you should remain at the school planning your instruction, assessing student work and observing other teachers (including your cooperating teacher). Attendance every day of the internship is expected and enforced. Candidates must present documentation for any tardies or absences. Any excused absences over three days must be made up at the end of the internship period. Absences of 5 days or more will result in failure for the internship. In addition, you are required to complete a satisfactory Teacher Performance Assessment (TPA) portfolio in accordance with the instructions in the TPA Assessment Handbook for your specialty area (available in the Resources folder on the Student Teachers Sakai site). Internship dates Student teaching practicum begins the first day of classes for the spring semester, Tuesday August 19, The last day candidates will be in their school placements is Friday, November 14, During the last two weeks of the semester candidates will meet on campus and complete their TPA portfolios. 5

6 Assignments Teaching expectations Candidates are required to assume full responsibility for their cooperating teacher s classes within their specialty area by the week of September 8, Candidates will be required to assume responsibility for all of their cooperating teacher s classes for at least two weeks at some point in the semester. Teaching Observations Candidates will be formally observed by a UNC-BEST coach and their cooperating teacher 4 times each for a total of 8 official observations. During the observations, lessons will be assessed using the Student Teaching Lesson Analysis Rubric. All lesson observations will be scheduled in advance. Post Observation Artifacts You will be observed a total of eight times by your UNC coach and cooperating teacher using the math/science teaching analysis rubric. Following each observation, the UNC- BEST coach will meet with the intern to discuss the lesson and establish goals for future lessons. The intern is accountable for demonstrating his or her gains toward meeting the goals established with the UNC-BEST coach by providing artifacts. Artifacts can be a lesson plan, student work sample, reflection, etc. Assignments 1. Attendance is required daily at local school sites 2. Participation in discussions and workshops for EDUC 503 (see schedule) 3. Preparation of the TPA portfolio Your TPA portfolio must be uploaded to TaskStream no later than 5:00 pm on Friday, November 21. Register for your TaskStream account by following the instructions available at Student.html. You should select a 5-month subscription ($25) for which you must pay at the time of registration. Grading: EDUC 593 grades are determined by successful completion of the student teaching internship. The following grades are assigned: Pass (P) for scoring MET in all categories (F) for scoring NOT MET in any of the categories on the LEA/IHE Certification of Teaching Capacity. In addition, your completed edtpa portfolio will be assessed by a university supervisor with expertise in your specialty area. In order to receive a recommendation for licensure, you may not receive any rubric score of 1 or two rubric scores of 2 in a single Task. You will have a single opportunity to revise unsatisfactory submissions and resubmit your portfolio for final assessment. You must upload the revised portfolio no later than 5:00 pm on Monday, December 8. If the revised portfolio is still considered unacceptable by your evaluator, it will be reevaluated by a second evaluator whose recommendation will stand. Disability Services Information: Honor Code Information: If you have a medical condition/disability that may require reasonable accommodation to ensure equal access to this course, please contact the Department of Disability Services at , on the internet at or via at disabilityservices@unc.edu The University of North Carolina at Chapel Hill has had a student-administered honor system and judicial system for over 100 years. The system is the responsibility of students and is regulated and governed by them, but faculty share the responsibility. If you have questions about your responsibility under the honor code, please bring them to your instructor or consult with the office of the Dean of Students or the Instrument of Student Judicial Governance. This document, adopted by the Chancellor, the Faculty Council, and the Student Congress, contains all policies and procedures pertaining to the student honor system. Your full participation and observance of the honor code is expected. If you require 6

7 further information on the definition of plagiarism, authorized vs. unauthorized collaboration, unauthorized materials, consequences of violations, or additional information on the Honor Code at UNC, please visit Policy on Prohibited Harassment and Discrimination: The University s Policy on Prohibited Harassment and Discrimination ( prohibits discrimination or harassment on the basis of an individual s race, color, gender, national original, age, religion, creed, disability, veteran s status, sexual orientation, gender identity or gender expression. Appendix B of this Policy provides specific information for students who believe that they have been discriminated against or harassed on the basis of one or more of these protected classifications. Students who want additional information regarding the University s process for investigating allegations of discrimination or harassment should contact the Equal Opportunity /ADA Office for assistance at or via at equalopportunity@unc.edu or through U.S. Mail at: Equal Opportunity/ADA Office, The University of North Carolina at Chapel Hill, 100 East Franklin Street, Unit 110, Campus Box 9160, Campus Box 9160 Chapel Hill, NC

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