Handbook for Internship II Teacher Candidates Middle and Secondary Programs

1 Handbook for Internship II Teacher Candidates Middle and Secondary Programs Web Address for Internship II Handbook and Information: http://uca.edu/teaching/ Crystal Voegele Coordinator of Field Experience for Middle Level and Secondary Education Mashburn 110 A 501-450-5540 cvoegele@uca.edu

2 Table of Contents Internship II Assignments 4 Attendance Documentation 4 Teacher Candidate Information Form 4 Philosophy of Education 4 Supervised Observed Lessons 5 Video Lesson 5 Unit Plan 5 Guidance and Behavior Plan 6 Lesson Observation Log & Form for Interns 6 Professional Growth Plan, Part I and II 6. Internship Journal 6 Domain Reflections 7 UCA Professionalism Reflection 7 Field Placement Hour Entry 8 Survey Completion Certificates 8 Overall Chalk and Wire Portfolio 9 Additional Program Level Portfolios 9 Final Grade for Internship II 9 Appendices 10 Assignment Checklist 11 Task Completion Chart 12 Helpful Tips for Assignments 14

3 Congratulations on arriving at the final semester of your teacher education program! Your acceptance into this pinnacle stage of the program attests to your sound preparation and attention to your studies. In preparation for Internship II, you should carefully read this handbook, the course syllabus, and the assignment descriptions with rubrics available on the Teaching and Learning website. These documents contain the expectations you must meet in order to successfully complete Internship II. General Reminders Read and meticulously follow all policies of the school to which you are assigned. Be respectful and behave professionally with students, parents, colleagues, administrators, supervisors, and community members. Protect yourself from the slightest suspicion of misconduct with students never be alone with a student, avoid touching or otherwise coming into physical contact with students, be mindful of remaining professional in what you say to and about students, and never administer corporal punishment. Interns are expected to attend ethics training provided by the College of Education prior to beginning Internship II. Interns are expected to adhere to the Code of Ethics for Arkansas Educators while in the Internship II program. Failure to do so can result in removal from the Internship II program. Follow this link to review the standards: http://www.arkansased.org/divisions/human-resources-educator-effectiveness-andlicensure/professional-licensure-standards-board/code-of-ethics-for-arkansas-educators Attend all scheduled Internship II meetings at the university and/or with your supervisor. Resources needed for the completion of Internship II assignments are available on the Teaching and Learning website: http://uca.edu/teaching. Look under Middle Level Education or Secondary Education (from left menu). Look for Internship Resources. All Chalk and Wire specified assignments must be submitted to Chalk and Wire for assessment. In addition to the assignments required during Internship II, interns will complete surveys at the end of the semester to provide feedback on certain aspects of the program. Instructions regarding the completion of these online surveys will be sent to your e-mail account at the end of the term. Check your email frequently throughout Internship II.

4 Internship II Assignments NOTE: Unless otherwise indicated by your program, all assignments completed for Internship II must be uploaded and submitted for assessment through Chalk & Wire. To access assignment instructions from a Chalk & Wire portfolio s table of contents, click on the name of the assignment and then click the arrow next to Instructions & Resources. You ll find links back to the Teaching & Learning website. To access rubrics in Chalk and Wire, look for Linked Assessment Instruments on the appropriate assignment page in the portfolio and click View. Short assignments with single criterion rubrics are included in the appropriate section of this handbook. The final pages of this handbook include an assignment checklist and weekly schedule. Your supervisor may modify the weekly submission schedule; however, these documents may prove useful as you complete the semester. Attendance Documentation The internship demands professional behavior in all matters, including punctuality and responsible attendance. You are expected to attend all scheduled days in the public schools. In addition, attend all school and community events where your mentor teacher is expected. Make your role as intern teacher the priority you will not be excused early or allowed to report late because of work schedules or personal business. Interns do not need to report absences due to inclement weather, which results in school closing. If an absence cannot be avoided, you are responsible for appropriate accommodations with university and public school professionals. First, notify the mentor teacher and school. Next, notify your university supervisor. All absences during Internship II must be documented by completing the Internship II Absence Form for each absence and submitting it to the Coordinator of Field Experience for Middle and Secondary Education, as well as to the university supervisor. The Internship II Absence Form can be found on the Teaching & Learning website www.uca.edu/teaching under the Internship II Information tab. Follow the submission directions on the form. Failure to report absences may result in removal from Internship II. Tardies are likewise considered unprofessional and are to be documented by the mentor and the university supervisor. Attendance is assessed in the Summative TESS evaluation. Teacher Candidate Information Form By the end of the first week of Internship II submit a completed Teacher Candidate Information Form. The required form for this assignment can be found under Middle Level Education or Secondary Education at www.uca.edu/teaching. Look in Internship Resources. Submit the completed form for assessment to your university supervisor. In addition, email the completed form to the Coordinator of Field Experience for Middle and Secondary Education (cvoegele@uca.edu). A copy should also be printed and given to the mentor teacher and the principal or principal s designee. This assignment is scored on a single criterion using the following scale: Unsatisfactory (1): Candidate did not submit completed Teacher Candidate Information Form by deadline. Basic (2): N/A Proficient (3): Candidate submitted completed Teacher Candidate Information Form by deadline. Philosophy of Education- You are required to write a statement of educational philosophy. When applying for Internship II, you included as part of the personal narrative a brief statement about your educational philosophy. Elaborate on this as you reflect on the experiences you encounter in the classroom. At a minimum, include what you believe about the roles of teachers and students in learning, the purpose(s) of the curriculum, effective teaching methods, and the importance of your subject area. As appropriate, weave in examples from your Internship I and II experiences as illustrations. Submit your educational philosophy for assessment according to the directions of your university supervisor. The date for submission of this assignment can be negotiated between the intern and the university supervisor. The rubric for this assignment can be found under Middle Level Education or Secondary Education at www.uca.edu/teaching. Look in Internship Resources.

5 Supervisor Observed Lessons University supervisors will complete a formal observation of your teaching four times throughout the experience with one of these observations occurring as a video observation. For all observations (including video lesson), you are required to submit for assessment to your university supervisor an effectively completed Lesson Plan and Lesson Analysis no less than two days prior to the scheduled lesson (48 hours). Within a day after the observed lesson (24 hours), interns are required to submit for assessment to their University Supervisor an effectively completed Lesson Reflection. These formal observations will be augmented with informal evaluations and conferences, and assessed with program specific lesson scoring rubrics. All templates and guides for supervisor observed lessons can be found under Middle Level Education or Secondary Education at www.uca.edu/teaching. Look in Internship Resources. In addition, check with your university supervisor concerning program specific templates. Video Lesson and Reflection This lesson serves a dual purpose. It should be the SECOND of your four supervisor observed lessons, and it s an opportunity for you to gain experience using the TESS observation/assessment format. You will video your SECOND lesson and view it, recording evidence in Domains 2 and 3 on the Formative Observation Form for Video Lesson. If your internship occurs in a school that requires parental permission before video recording of class sessions can occur, interns should use the Media Consent Form to acquire such permission at least one week before the video lesson. Print the Formative Observation Form for Video Lesson for your mentor teacher and ask him/her to do a formal evaluation of the lesson. Provide your mentor access to your lesson video if requested. After the lesson, complete the Self-Scoring Rubric - Domain 2 and Domain 3 to evaluate your lesson. You should use the evidence recorded in your Formative Observation Form for Video Lesson and the lesson evaluation from your mentor to complete the Lesson Reflection. Your self-scoring rubric and formative observation form should be submitted for assessment to your university supervisor at the same time as the lesson reflection. In addition, provide your university supervisor access to your video lesson, according to his/her directions. All forms and rubrics for this assignment can be found under Middle Level Education or Secondary Education at www.uca.edu/teaching. Look in Internship Resources. Unit Plan & Impact on Student Learning- This project has TWO parts. Part 1: Unit Plan & Part 2: Impact on Student Learning. Part 1: Unit Plan. You are required to design and teach at least one instructional unit. The length of the unit may vary depending upon a number of factors, including program and supervisor discretion; however, the plan should include a substantial number of consecutive instructional days, somewhere in the range of one to two weeks. Consult with your university supervisor. Instructional units should be chosen and designed in collaboration with the mentor teacher. The unit should be your original work, but it may include activities from other resources, if cited appropriately. Units may be integrated, thematic, or topical depending upon the teaching situation. Follow the Unit Plan Guide & Rubric document. You will also need the Unit Daily Lesson Plan Template (for non-observed lessons). These can be found under Middle Level Education or Secondary Education at www.uca.edu/teaching. Look in Internship Resources. Part II: Impact on Student Learning. In addition to providing a rationale, lesson documents, and other miscellaneous components, a key element of this assignment is the collection of data to indicate your impact on student learning. You are required to develop and implement a pre/post assessment and supply samples of student work at various levels. You are required to use technology to compile the data in a graphic format and write an analysis of your students progress toward the stated goals of the unit. Follow the Impact on Student

6 Learning Assignment, Impact on Student Learning Rubric, Impact on Student Learning Template, and Impact on Student Learning Walk-Thru Video. All of these can be found under Middle Level Education or Secondary Education at www.uca.edu/teaching. Look in Internship Resources. Guidance and Behavior Plan - You are required to develop and implement intervention strategies designed to promote positive behaviors and reduce the frequency, duration, and intensity of inappropriate behaviors. The focus for this assignment can be on student(s) who struggle to adhere to the established classroom expectations and procedures. Consequently, this assignment may focus on one student or a small group of students. Such intervention must include strategies applicable to the classroom and individual students, reflect prior learning from the intern s coursework, and incorporate the mentor s existing management plan. Toward the end of the internship, you will write a reflection on the process. A guide and rubrics for this assignment can be found under Middle Level Education or Secondary Education at www.uca.edu/teaching. Look in Internship Resources. Consult with your supervisor concerning submission. Lesson Observation Form & Log for Interns This exercise is designed for you to gain more familiarity with the TESS domains and the Arkansas teacher evaluation model. You will use the Lesson Observation Form for Interns to record evidence in Domain 2 and Domain 3 while observing your mentor teacher, as well as other teachers in the placement school throughout the semester (not all at once). Five observations are suggested (consult with your supervisor). Use the Lesson Observation Log for Interns to document your completed observations. These observations will provide an opportunity for you to learn from experienced professionals. In addition, you will gain a broader understanding of what is expected of an accomplished teacher. Interns are asked to observe a variety of teachers since all teachers are effective in different ways. The teachers you observe may be interested in your observation notes. You task is to record evidence that aligns with components of Domains 2 and 3 from what you see and hear. THIS IS NOT AN EVALUATION OF MENTORS AND TEACHERS, nor should you discuss your evidence/notes with anyone other than your supervisor or the teachers you observe. It is an opportunity for you to gain a more in depth understanding of TESS expectations. Each completed Lesson Observation Form for Interns and the Lesson Observation Log for Interns must be submitted according to directions from your university supervisor. All forms and rubrics for this assignment can be found under Middle Level Education or Secondary Education at www.uca.edu/teaching. Look in Internship Resources. Professional Growth Plan, Parts I and II In consultation with your university supervisor and mentor, you will develop a plan for continued growth in the profession. The plan will identify an area for improvement and a strategy for growth in this area. This assignment is completed in TWO PARTS. Find the Professional Growth Plan Parts I and II document under Middle Level Education or Secondary Education at www.uca.edu/teaching. Look in Internship Resources. Follow the directions in the document. Internship Journal You are required to keep a dated journal and submit it to your university supervisor as directed. You do not have to upload your journal to Chalk and Wire unless required to do so by your university supervisor. This journal should record your concerns and worries, your successes and joys, your reactions to the internship. You should make connections to the TESS domains and components as you write in your journal. The journal informs your supervisor of what you have done, of what you have learned, and of problems that need addressing. In other words, it is an important resource for your supervisor in understanding what is happening between visits.

7 In particular, your journal should provide documentation for the following activities: A. Reflection: Reflect on your experiences in the classroom and arrive at some conclusions about how effectively you are performing in the areas of planning, organizing, assessment, classroom environment, instruction, and professionalism. Share details of your experiences, analyze the significance of events, and reflect on your growth as a teacher. B. Documentation of effective communication with multiple audiences: Be sure to note your communication with others. Make note of all occasions for parent/guardian contact. Documentation may include notes home, email, phone calls, or conferences with parents because they are important elements in your growth as a teacher. Keep samples of all correspondence and describe any oral contacts. Write about the impact of your communication with others. Also, write in your journal about contacts with other teachers-discussions about pedagogical issues, student learning, and professional concerns. Include descriptions of any lesson or unit plans designed in collaboration with others. Your journal is not limited to topics A and B, but must address both in particular. Journal completion is assessed in the final summative evaluation or some supervisors may elect to score each journal entry throughout the semester via Chalk and Wire. Journals with evidence can also be used to support your UCA Professionalism Reflections:mid-term and at the end of the semester (summative). Domain Reflections (Optional for some programs- consult with your supervisor) The final piece of the Internship II Chalk and Wire Portfolio is a set of four essays reflecting on your strengths, weaknesses, insights and observations regarding each of the four TESS domains. The domain reflections should represent depth of understanding of each of the criteria listed for each domain and an ability to connect them all to student learning. Evaluation of the reflective essays is included in the overall Chalk and Wire Portfolio rubric completed at the end of the semester. The summative evaluation takes into account ALL evidence available in estimating the intern s level of achievement, including mentor teacher evaluations; university supervisor evaluations, both formative and summative; the Chalk and Wire Professional Portfolio in other words, all documented performances and support material. The university supervisor is responsible for collaborating on the ratings with the mentor teacher and being sure the evaluation is discussed with you. UCA Professionalism Reflection: This assignment documents your progress toward proficiency in Domain 4, components b-f. These five components are not assessed during each supervisor observed lesson. They are assessed at mid-term through the UCA Professionalism Reflection and again at the end of your internship II experience when you add to and resubmit your UCA Professionalism Reflection. It s important for you to review the questions/prompts on the UCA Professionalism Reflection at the beginning of Internship II and plan ways to make progress in components 4b 4f. The UCA Professionalism Reflection document can be found under Middle Level Education or Secondary Education at www.uca.edu/teaching. Look in Internship Resources. At mid-term, type your responses to the UCA Professionalism Reflection prompts directly into the document. You must include a total of 5 artifacts, including at least one from each designated TESS component. Once you ve fully responded to all questions/prompts and added your artifacts, save the document (answers +

8 artifacts) as one pdf and submit to the Mid-Semester Professionalism Checkpoint assignment in Chalk & Wire. Then, between mid-term and the end of Internship II, plan and carry out additional actions/strategies and document increased progress in components 4b 4f. At the end of Internship II, return to the document you created at mid-term and add additional information/evidence/reflection/artifacts. Use a red font for all added information/evidence/reflection. This font color change will help your supervisor notice your growth and achievement after mid-term. Add new artifacts as well, identified by titles in red font. Once you ve added additional information/evidence/reflection to all questions/prompts and added new artifacts, save the revised document (answers + artifacts) as one pdf. Submit this revised pdf version of the UCA Professionalism Reflection to the Summative TESS Evaluation assignment on Chalk and Wire. (DO NOT resubmit to the Mid-Semester Professionalism Checkpoint.) This final submission will trigger the summative TESS rubric. The summative evaluation takes into account ALL evidence available in estimating your level of achievement, including university supervisor evaluations, both formative and summative in other words, all documented performances and support material. To view the Chalk & Wire rubrics for both the Mid-Semester Professionalism Checkpoint and the Summative TESS Evaluation, go to the portfolio s table of contents in Chalk & Wire, click on the name of the assignment, and then look for Linked Assessment Instruments on the assignment page. Click View. Field Placement Hour Entry During early field experiences, candidates log hours served using an attendance log form. Internship II candidates must also log hours but will do so using Chalk and Wire. Candidates are required to submit completed field hours into Chalk and Wire twice during the semester. Candidates will submit 300 hours at mid-term and will submit the final 300 hours at the end of the semester. Candidates with two placements will enter 300 hours to complete the first placement at mid-term and will submit the final 300 hours to complete the second placement at the end of the semester. The Field Placement Hour Entry Instructions document can be found under Middle Level Education or Secondary Education at www.uca.edu/teaching. Look in Internship Resources. Survey Completion Certificates Candidates are required to complete a number of surveys prior to exiting the program. Toward the end of the internship semester, you will receive via e-mail a link to complete each survey online. Once each survey has been completed, a screen will appear with a certificate of completion. Save a copy of this certificate to your computer by taking a screenshot. For instructions on taking a screenshot, please visit this website: http://www.take-a-screenshot.org/ EACH completion certificate must be uploaded to Chalk and Wire (unless your program specifies otherwise) so the university supervisor can verify the surveys are complete. Be sure the survey title on the certificate matches your file name for the screenshot. You will also print a copy of each survey to submit to the Coordinator of Field Experience for Middle and Secondary Education at the final internship meeting. A "1" on the rubric indicates one or more of the survey certificates is missing. Candidates must earn a "2" on this rubric before a course grade for the internship will be recorded. Criteria 1 Fail 2 Pass Survey Completion Certificates One or more completion All completion certificates certificates is missing have been submitted

9 Overall Chalk and Wire Portfolio (Optional for some programs- consult with your supervisor) In addition to the assignments submitted throughout the internship, this portfolio is evaluated holistically at the end of the internship. Before completion, candidates will customize the portfolio home page by selecting an image and a quote that is representative of their internship experience. It is recommended that this image be one of you and/or your students from this semester. Candidates will receive an X grade if any of the required assignments are not submitted. Assignments submitted late, incomplete, and/or of poor quality will lower the final grade(s) for the internship. Candidates will be evaluated using the rubrics attached to the assignments in Chalk and Wire and Blackboard. Additional Program Level Portfolios: Some programs may have additional portfolios. Please see individual program requirements for more information. Final Grade for Internship II: Final grade for the internship will be determined based on the assignments in Blackboard/Chalk and Wire. The following formula will be used: 50% - Observations and TESS Evaluation 50% - All other assignments IMPORTANT: An intern scoring a 1 on any element of the summative TESS will receive a D or an F for the final internship grade. Professional and Ethical Conduct Policy Because the standards of the education profession exceed those addressed in other university or college polices, the COE Professional Education Unit has adopted a Professional and Ethical Conduct Policy to address those professional and ethical behaviors. In essence, this policy states that students must adhere to the prescribed professional and ethical standards of the profession for which they are preparing. The policy document provides a definition of professional and ethical misconduct, guidelines for reporting misconduct, and an appeal process. It is located on the policies link of the College of Education website.

10 Week Appendices Assignment Checklist Week 1 Submit Teacher Candidate Information Form Confirm date/time for Observation #1 with supervisor Complete and submit Philosophy of Education Distribute to students the media consent form (if required by school) Week 2 Submit Professional Development Plan (Part I) Submit Journal Entry #1 (Include the date in the title for all journal entries; check with supervisor for topic and deadline info) Submit Journal Entry #2 (Check with supervisor for topic and deadline info) Week 3 Submit Guidance and Behavior Plan Submit Lesson Plan and Lesson Analysis at least 48 hours prior to lesson Observation #1 Week 4 Submit Lesson Reflection for Observation #1 within 24 hours after visit Submit Journal Entry #3 (Check with supervisor for topic and deadline info) Week 5 Submit Journal Entry #4 (Check with supervisor for topic and deadline info) Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Submit Internship II Lesson Observation Log Submit Journal Entry #5 (Check with supervisor for topic and deadline info) Submit Lesson Plan and Lesson Analysis at least 48 hours prior to lesson Observation #2 (VIDEO) Submit Lesson Reflection for Observation #2 within 24 hours after visit Submit Journal Entry #6 (Check with supervisor for topic and deadline info) Submit Journal Entry #7 (Check with supervisor for topic and deadline info) Work on Unit Plan and Impact on Student Learning Project Submit your mid-semester UCA Professionalism Reflection. Mid-Term Field Placement Hour Entry. Submit Journal Entry #8 (Check with supervisor for topic and deadline info) Finalize plans for Impact on Student Learning Project/Unit Plan Submit Unit Plan Submit Journal Entry #9 (Check with supervisor for topic and deadline info) Unit Pre-Test for Impact on Student Learning Project Submit Lesson Plan and Lesson Analysis at least 48 hours prior to lesson Observation #3 Submit completed Formative Observation Form and Lesson Scoring Rubric Submit Lesson Reflection for Observation #3. Submit Journal Entry #10 (Check with supervisor for topic and deadline info) Complete Post-Test for Impact on Student Learning Project Analyze data from pre/post-test Submit Journal Entry #11 (Check with supervisor for topic and deadline info)

11 Week 13 Week 14 Week 15 Submit Impact on Student Learning Project Submit Lesson Plan and Lesson Analysis at least 48 hours prior to lesson Observation #4 Submit Lesson Reflection for Observation #4 within 24 hours after visit Submit Journal Entry #12 (Check with supervisor for topic and deadline info) Submit Journal Entry #13 (Check with supervisor for topic and deadline info) Submit Professional Development Plan (Part II) Submit Reflection on Guidance and Behavior Plan Personalize Chalk and Wire homepage (include photo) Submit your final UCA Professionalism Reflection (summative) Summative Field Placement Hour Entry Write and submit reflective essays one for each domain (depends on programs) Complete program surveys on-line (Check UCA e-mail for links.) Print completed survey certificates to submit to Mrs. Voegele at final meeting Verify that all components of portfolio are complete and Submit finished portfolio to university supervisor no later than READING DAY Verify that any additional program portfolios are submitted

12 INTERNSHIP II TASK COMPLETION CHART MISSING ASSIGNMENTS Result in X for Course Grade Student Assignments NOTES Candidate Information Form Philosophy Lesson 1 Lesson Plan & Lesson Analysis Lesson 1 Lesson Reflection Lesson 2 Class Profile/Lesson Plan Lesson 2 Lesson Reflection Lesson 3 Lesson Plan & Lesson Analysis Lesson 3 Lesson Reflection Lesson 3 Video Self-Scoring Lesson 4 Lesson Plan & Lesson Analysis Lesson 4 Lesson Reflection Unit Plan (Any 1 requires revision) Impact on Student Learning (Any 1 requires revision) Guidance and Behavior Plan Part I Guidance and Behavior Plan Reflection Internship II Lesson Observation Log and 5 Formative Observation Forms Mid-Term UCA Professionalism Reflection with Artifacts Mid-Term Field Placement Hour Entry Final UCA Professionalism Reflection with Artifacts Professional Development Plan Part I Professional Development Plan Part II Domain 1 Reflection (per program) Domain 2 Reflection (per program) Domain 3 Reflection (per program) Domain 4 Reflection (per program) Summative Field Placement Hour Entry Submit Surveys to Mrs. Voegele Upload and submit picture/quote on home page (Overall Chalk and Portfolio) Additional Program Portfolio **Assessed by supervisor in final TESS rubric at end of semester after Overall Portfolio is submitted Daily Lesson Plans Internship Journal Attendance Ethics and Academic Honesty Meets Deadlines Domains 1, 2, 3, 4 Reflections (based on program requirements) Mentor Teacher end-of-semester task Evaluation of University Supervisor Student: Supervisor: Semester/Year:

13 Letter of Reference of candidate (hard copy or online) University Supervisor tasks (All Scoring Completed in Chalk and Wire by Tuesday of Finals Week) Initial meeting with students Hello visit at school site Assess all assignments throughout semester listed under Student Tasks Mid-term Checklist collaborate with mentor Four formal observations (minimum) Final Summative (in Chalk and Wire) collaborate with mentor rubrics released with each domain reflection submission (Any 1 results in course grade of D or F ) Assign Final Grade (50% Observations and TESS evaluations and 50% all other assignments)

14 Helpful Tips for Assignments Disclaimer: Your individual supervisor may wish to revise some of these suggestions. Follow the directions given to you by your UCA supervisor. These hints/strategies were compiled from information given over the years by different supervisors to their interns. I. Communication is critical! Check your e-mail often. Please respond to e-mails promptly if prompted to do so. Confirm the receipt of e-mails if response cannot be provided right away. II. III. IV. When you are placed for your internship, share the Mentor Teacher Handbook with your mentor. Use this handbook as an opportunity to discuss your mentor s expectations of you. Remember: You are a guest in this classroom, and this experience is like a semester-long job interview for you. Deadlines are critical! Look ahead to make sure that you are prepared to meet deadlines. a. Lesson plans submitted at least 48 hours before the observation. b. Lesson reflections submitted no later than 24 hours after the observation. Unless instructed to do otherwise, follow the calendar without prompting. Supervisors may send regular reminders and updates but do not rely upon them. V. Assignment suggestions/hints Read the assignment details and review the rubrics. a. Philosophy of Education The rubric says, Candidate illustrates with specific examples his/her beliefs about (1) the roles of teachers and students, (2) the purpose(s) of the curriculum, (3) the best methods of teaching, AND (4) the importance of his/her subject area. Make sure to address all four of these areas in your philosophy. b. Journal entries Journal entries should be at least 3 paragraphs and discuss the importance of the topic. (HINT: Start a paragraph with This [idea/concept/example] is important to effective teaching because. ) c. Professional Development Plan This assignment is completed in TWO PARTS. Make sure to upload your initial submission under Part I and your reflection under Part II. Be specific and significant. Part II is included in the Mid-Semester Professionalism Checkpoint. Choose a professional area that you want to improve upon. Create a plan. Implement that plan. Then, reflect upon your successes and challenges in Part III. d. Guidance and Behavior Plan This assignment is completed in TWO PARTS. Pick a student, several students, or a group who shares the same behavior. Devise a plan that is separate from your normal classroom policies and procedures that can decrease the negative behaviors and increase positive ones. This intervention should be very targeted and should be something specifically chosen for the identified behavior. The most direct way to complete this assignment is to pick one student and one behavior. The purpose of this assignment is to see that you can affect behavior by creating a plan. Implement

15 the strategy for four to six weeks before writing the reflection. For the reflection, discuss how it went, what you could do differently, and how you can continue to improve upon this plan. e. Unit Plan/Impact on Student Learning This assignment is completed in TWO PARTS. Look at the example in the sample portfolio. This assignment is a key assessment and internship credit is withheld until the assignment is completed correctly. Big hint: Use the SAME questions for pre-test and post-test. Give students a pre-test that contains 10 to 12 questions from the unit BEFORE teaching the unit. Don t return these graded. Instead, include the same questions on your summative assessment at the end of the unit. f. Internship II Lesson Observation Log: This exercise is designed for the intern to gain familiarity with the TESS domains and the state teacher evaluation model. The intern will observe five (5) teachers, including the mentor teacher. The intern will use the Formative Observation Notetaking Guide to record data in Domain 2 and Domain 3 for each observation. Interns will also complete the Internship II Observation Log Form and submit both the Formative Observation Note-taking Guide and the Internship II Observation Log for assessment in Chalk and Wire at a time arranged with their supervisor. VI. VII. All REFLECTIONS (lesson planning, guidance plans, etc.) should always consider How could this be even better? NEVER say that it went great and that there s nothing you would change! Always search for how you can improve even when you feel successful. Don t complete assignments just for the sake of getting a grade. Use this opportunity to develop an increased understanding and new strategies for effective teaching.