University of North Florida College of Education and Human Services

Internship Handbook

TABLE OF CONTENTS

Purpose 1 Goals of the Internship Experience 2 I. Internship Organization 2 A. Introduction 2 B. Three-Way Partnership for Internship 3 C. Roles, Responsibilities, and Expectations of the Internship Team 5 1. COEHS Interns 5 2. Directing Teacher 6 3. College Supervisor 7 4. Resident Clinical Faculty 8 5. Director of Educational Field Experiences 9 II. Internship Experience 11 A. Policies and Procedures 11 1. Placement Policies 11 2. Placement Procedures 12 3. Directing Teacher Selection Criteria 12 B. Internship Expectations and Requirements 13 1. Internship Responsibilities 13 2. Termination of Internship 15 3. Internship Evaluation 15 C. Internship Experiences/Tasks 16 1. Internship Experience 16 2. Internship Team 16 3. Mentoring 17 4. Professional Development Plan 17 5. Conference Guide for the Internship Team 19 6. Sample Weekly Sequence for Internship 21 7. Lesson Plans 23 8. Teaching Portfolios 24 D. Internship Responsibilities and Documentation 25 1. Responsibilities of the Intern 25 2. Responsibilities of the Directing Teacher 26 3. Responsibilities of the College Supervisor/ Resident Clinical Faculty 26 4. Feedback Instruments 27

III. Appendices Appendix A: Assessment of Internship Performance 30

Appendix B: Checklists 32 Appendix C: Feedback Instruments

Intern Formative Lesson Observation 35 UNF Internship Accomplished Practices

Indicators Profile 38 Directing Teacher Report of Time Distribution 42

and Certificate Request Form UNF College Supervision Feedback Form 43 Record of Interns Hours 44 Intern Record of UNF Supervisor’s Visitation 45 Professional Development Plan 46

Appendix D: Categories of Internship Hours 47 Appendix E: State Statutes/Board Rules Affecting Internship 50 Appendix F: Sample Data Collection Forms/Questions for Focused 70 Observations Appendix G: Lesson Planning and Sample Lesson Plan Formats 74 Appendix H: Self-Evaluation Instruments 79 Appendix I: Portfolio Requirements and Feedback Rubric 85 Appendix J: Attributes of a Successful Intern/Professional Tips 105 Revised 8/2010

College of Education and Human Services University of North Florida

“Educating Professionals Who Impact the Lives of Children and Adults”

Internship Handbook Purpose The purpose of the Internship Handbook is to provide a guide for Directing Teachers, College Supervisors, Resident Clinical Faculty, and interns for planning, implementing, and assessing the internship experience. Included in the handbook are a variety of materials, observation tools, assessment instruments, and suggestions for problem situations. Members of the internship team should feel free to copy and use any of the materials contained in the handbook. UNF professional education programs prepare candidates who are: Multiculturally proficient. They understand, respect, and value differences in individuals and model best practices for designing and delivering instructional programs to fit the needs of diverse learners. Professionally aware. They hold to high ethical standards, professional dispositions, and a code of professional conduct worthy of the education profession. They value fairness and believe that all students can and should learn. Analytically adept. They engage in reflective thinking about classroom practices and contexts; assess and analyze a variety of data from those contexts; use reflective practice to make appropriate adjustments to curriculum and instruction; and make data-informed instructional decisions to benefit the learning of all students. Competently prepared. They possess and demonstrate the content knowledge, pedagogical content knowledge and skills, and pedagogical and professional knowledge and skills necessary to help all students learn. Technologically capable. They use technology effectively to facilitate design of instruction, engage students in the learning process, and communicate with colleagues, parents, and other key stakeholders.

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Goals of the Internship Experience

To provide the intern with intensive field based clinical experience that develops the knowledge, skills, and dispositions required for a career in education.

To provide the intern with opportunities to observe, assist and learn from

experienced directing teachers.

To provide the intern with experiences in planning instructional activities, designing curriculum materials, effective instructional and assessment strategies, utilizing technology, and assessing learners’ progress and achievement.

To provide the intern with opportunities to engage in reflective self-

analysis of their own teaching performance, as well as to use constructive feedback from others to refine their teaching skills.

To involve the intern in the academic and extracurricular activities of the

school.

To encourage the intern to draw upon theories of teaching and learning in order to solve problems.

To sequentially provide the intern with increasingly comprehensive and

complex experiences in classroom instruction, management, and assessment.

To permit the intern to demonstrate the knowledge, skills, and dispositions

that warrant recommendation for a teaching certificate in his/her specialty area.

I. Internship Organization

A. Introduction Learning to teach requires pre-professional teachers to develop frameworks of understanding, knowledge, skills, and dispositions to use in making teaching decisions. Field experiences provide the link between theory and practice to facilitate the acquisition of those critical frameworks. The internship experience is organized around the State of Florida’s Accomplished Practices. Each intern in cooperation with a college supervisor and directing teacher will develop a teaching portfolio.

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This portfolio will help document the intern’s demonstration of the identified teaching competencies. In addition, each intern will develop a Professional Development Plan. This diagnostic plan assists interns in identifying areas of improvement or growth and specifies enabling activities to accomplish this task. Interns also develop an Impact on Student Learning Component. This component documents how the intern has impacted the achievement of a group of students. Internship provides structured opportunities for pre-professional teachers to integrate theory and practices to further develop and refine their teaching competencies. Finally, the COEHS internship program is based on several guiding principles:

Emphasis on collaboration, partnerships, teaching and collegiality urban focused and multi-culturally oriented research based and outcomes oriented inquiry oriented and open to experimentation and risk taking reflection, both technical and critical responsibility for self-development and assessment

B. Three-Way Partnership for Internship

The internship experience is conceptualized as a partnership among Northeast Florida’s school districts, individual school sites, and the College. Each partner brings a special and necessary area of expertise to the partnership which enables pre-professional teachers to progress to novice professional. The College greatly appreciates the time and effort provided by the public school partners. Internship Partners Internship requires that a partnership between the district, school, and university be developed and sustained. District Level Partners The district representatives work directly with the COEHS Director of Educational Field Experiences as the primary liaison for all internship activities. The district representative in consultation with the Director of Educational Field Experiences, works with principals and directing teachers to make intern assignments, and resolve problems arising during the internship experience. Feedback provided by the district level partners assists the college in identifying program modifications and refinements.

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School-based Partners The principal works closely with district and college representatives to place interns with directing teachers. The principal encourages outstanding classroom teachers to become directing teachers, and is urged to place interns only with teachers or teams of teachers who request to participate, meet college and state requirements, and have the approval of the principal. The principal also assists with the transition of the intern into the ongoing activities of the school and provides feedback about the program to the college. The directing teacher meets certification standards of the State of Florida. Directing teachers should have at least three years of successful teaching experience, have demonstrated expertise in the classroom, have strong interpersonal and communication skills and be willing to serve as a mentor and coach for the intern. In addition, directing teachers must have completed the State’s mandated Clinical Educator Training (C.E.T.). The directing teacher plays a critical role in the internship process and demonstrates a commitment to the profession by assisting in the development of a novice professional. As a member of the Internship Team, the directing teacher provides both formal and informal feedback to the intern throughout the internship experience. The directing teacher also provides feedback to the college about the preparation of it’s students and about the program. University-based Partners The college supervisor/resident clinical faculty works closely with the principal and directing teacher(s) in planning, implementing and assessing the internship experience. The college supervisor/resident clinical faculty will visit a minimum of four times during the semester to observe, meet with the intern and directing teacher, and document the intern’s progress. By using three-way conferences, information is shared regarding the development of teaching competencies, and assistance and suggestions are shared. Some visits are prearranged while others are impromptu. Interns and directing teachers are encouraged to maintain frequent contact with the college supervisor/resident clinical faculty throughout the internship. The Director of Educational Field Experiences works closely with the college supervisor/resident clinical faculty and directing teachers in planning and implementing the internship experience. The Director assists in solving specific problems interns may encounter and is the contact person for the interns in the event that the college supervisor/resident clinical faculty is not available. The Director of Educational Field Experiences works closely with the district level and school-based partners in placing interns. The Director manages field placements, record keeping and program evaluation and serves as the primary liaison among the school districts and the College of Education and Human Services.

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The Director assists in solving problems which interns may encounter during the internship experiences and convenes problem resolution teams if needed. The COEHS intern is a university student in good standing who has completed the required university and college coursework, critical tasks and has met all COEHS eligibility requirements. Interns are pre-professional teachers learning to refine their pedagogical skills under the guidance of an experienced teacher and college supervisor/resident clinical faculty. C. Roles, Responsibilities and Expectations of the Internship Team The internship experience is collaborative in nature. Three individuals comprise each Internship Team. These include the COEHS intern, the directing teacher(s) and the college supervisor/resident clinical faculty. In addition, the district level partner and the Director of Educational Field Experiences provide an important support network for each Internship Team. COEHS Interns COEHS pre-professional teachers are referred to as interns. Interns assume the roles of observer, teacher-as-decision-maker, reflective thinker, facilitator, communicator, and team member during the internship experience. The internship experience assists pre-professional teachers to develop a set of professional understandings and skills, to learn to examine their practice and learn from their experiences while seeking to meet the needs of their students. Interns are:

expected to demonstrate commitment to their students and their learning; expected to know the subjects they teach and how to effectively teach

those subjects to all students (including diverse, special needs, and language minority students);

responsible for managing and assessing student learning; expected to assume the professional roles and responsibilities linked with

the directing teacher; expected to systematically reflect upon their practice and learn from their

experiences; responsible for demonstrating proficiency with the Twelve Accomplished

Practices at the pre-professional level during the internship experience; for developing an internship teaching portfolio and professional development plan, attendance at all seminars, and all other internship requirements.

Responsible for positively impacting student learning during the internship experience.

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Directing Teachers Directing teachers are excellent classroom teachers who have assumed the role of teacher educator, coach, and mentor. They serve as exemplars to the intern by modeling “best practice” in the classrooms. They assist and encourage interns as they develop their professional practice. Directing teachers are reflective practitioners who, in collaboration with the college supervisor or resident clinical faculty, act as a resource, guide and planner of the internship experience. Directing teachers are open to new possibilities provided by the internship experience and are active learners themselves. Directing teachers should set aside a time each week to meet with the intern, participate in three and two way conferences, and provide ongoing verbal and written feedback to the intern. They should assist the intern in completing internship requirements and developing the Internship Teaching Portfolio and Professional Development Plan. Directing Teachers:

work as a collaborative member of the Internship Team along with the

college supervisor/resident clinical faculty and the intern to plan the internship experiences, assess performance, and suggest ways in which competencies can be strengthened and/or enhanced;

assist the intern in planning for instruction, review and provide feedback on the interns written lesson and unit plans and their implementation, and make suggestions and assist in locating relevant materials and resources:

clearly communicate their expectations of the intern regarding the curriculum, management of student learning and behavior, and other professional concerns;

orient the intern to the school, the faculty and staff, the class organization, the students, and the parents;

regularly confer with the intern and the college supervisor/resident clinical faculty regarding the intern’s professional development, establish and maintain a professional development plan with specific objectives and suggested activities, and encourage creativity and innovation in the intern;

provide ongoing written documentation concerning the intern’s demonstration of competencies and internship time allocation;

confer with the college supervisor/resident clinical faculty concerning the mid-term and final evaluation of the intern, and complete the appropriate feedback/assessment instruments;

attend the Directing Teacher’s Orientation meeting at the beginning of the semester and provide feedback to the College regarding the preparation and performance of the intern and the internship program.

Other university professionals assist directing teachers in carrying out the responsibilities associated with the internship experiences. Members of the Internship Team are professionals who provide support and assistance during the Internship. These members include the College Supervisor/Resident Clinical Faculty, and the Director of Educational Field Experiences.

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College Supervisors The College Supervisor is the university instructor assigned responsibility for supervising the internship experience of a specified number of COEHS interns. College Supervisors serve as teacher educators, mentors, facilitators, and liaisons between the university and the school sites. College Supervisors chair the Internship Team (intern, directing teacher, college supervisors), assume major responsibility for coordinating and planning the internship experiences, assessing performance, suggesting ways in which competencies may be strengthened and/or enhanced, and providing guidance and structure for the development of the Internship Portfolio and the Professional Development Plan. College Supervisors are assisted by the Director of Educational Field Experiences. College Supervisors:

organize and orchestrate the internship experience by initiating and facilitating communication among the university, the school site, the intern and the directing teacher and specifying expectations for the internship experience;

work as a collaborative team member with the directing teacher and the intern to plan the internship experiences, assess performance, and suggest ways in which competencies may be strengthened and/or enhanced;

specify and use a clinical supervision model when interacting with members of the Internship Team and assist directing teachers and interns in using such a model;

specify Internship Teaching Portfolio components and requirements, identify required and optional data to be included, specify lesson plan and unit plan formats to be used;

specify the expectations held for interns in completing the internship experience, how the internship experience will be evaluated and how final grades will be determined;

complete the minimum documentation requirements; assist in the creation, implementation and assessment of the intern’s Portfolio,

Professional Development Plan and Impact on Student Learning Component.

Minimum Documentation Requirements

1. Make an introductory visit to meet the directing teacher and if possible the principal in order to understand the context in which the intern will be working.

2. Complete at least three scheduled and one unannounced observations of each

intern using a written formative feedback instrument (Intern Formative Lesson Observation form). Each observation should be a least 35 – 45 minutes in length, excluding the pre and post conference held with the directing teacher and intern.

3. Complete an entry into the Professional Development Plan following each

observation/visit.

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4. Collaboratively develop with the Internship Team a time line of activities for the internship experience.

5. Complete the Internship Accomplished Practices Profile in cooperation with the

Directing Teacher and share the information with members of the Internship Team at midterm; complete the second Internship Accomplished Practice Profile at the conclusion of internship; confer with the Directing Teacher regarding the final grade for the internship; verify demonstration of Accomplished Practices and assign a final internship grade.

6. Conduct individual midterm and final feedback conferences with each intern,

sharing with them the assessment of the Internship Teaching Portfolio and midterm and final grades.

Resident Clinical Faculty In the Professional Development Schools, the College and an urban school establish a partnership. As a part of this model, jointly funded positions, Resident Clinical Faculty, are created. Resident Clinical Faculty (RCF) are exemplary classroom teachers with alternative assignments. They are school-based. A portion of their time is spent supervising interns assigned to the partnership school. The remainder of their time is spent assisting their colleagues in implementing agreed upon school improvement initiatives designed to enhance student achievement. RCF’s serve as teacher educators, mentors, facilitators, restructuring advocates, child-advocates, team members, reflective thinkers, and active learners. Small groups of interns assigned to the Professional Development Schools along with their directing teachers and the Resident Clinical Faculty form an Internship Team. The RCF chairs the Professional Development Schools Internship Team. They assume major responsibility for coordinating and planning the internship experience, assessing performance, suggesting ways in which competencies may be strengthened and/or enhanced, and providing guidance and structure for the development of the Internship Teaching Portfolio, Professional Development Plan, and Impact on Student Learning Component. RCF’s are assisted and supervised by the Director of Educational Field Experiences. Resident Clinical Faculty organize and orchestrate the internship experience to enable interns to demonstrate the acquisition of knowledge, skills, and dispositions. Their function is to:

create and sustain learning environments for urban students which enable all students to succeed;

continue to experiment and improve their practice throughout their professional careers;

routinely use problem-solving, critical thinking, reflectivity and teamwork in carrying out professional responsibilities;

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adapt learning experiences to meet the special learning needs of students paying particular attention to students’ prior knowledge and learning styles;

integrate multicultural education into the learning environments they create; function as teachers-as-decision-makers who make reasonable judgments, are able

to articulate the rationale for those decisions, and are able to modify their actions based on additional data;

work as a collaborative team member with the directing teacher and the interns to plan the internship experiences, assess performance, and suggest ways in which competencies may be strengthened and/or enhanced;

foster the development of professional norms of interaction including collegiality, experimentation and risk-taking, reflectivity, multicultural sensitivity, teacher-as-decision-maker, commitment to teaching, and ongoing inquiry;

use a clinical supervision model when coaching members of the Internship Team and assist directing teachers and interns in using such a model;

foster the development of targeted instructional strategies; specify the expectations held for interns in completing the internship experience,

the Internship Teaching Portfolio, the Impact on Student Learning Component, and the manner in which the internship experience will be evaluated and how final grades will be determined;

conduct weekly theory-to-practice seminars for the interns which encourage both technical and critical reflectivity, challenge implicit assumptions about children, learning, subject matter and teaching, and focus attention on problem solving in areas identified by the interns;

complete observations of each intern using a written formative feedback instrument (Intern Formative Lesson Observation) and entries into the Professional Development Plan;

complete the Internship Accomplished Practices Profile in cooperation with the directing teachers and share the information with members of the Internship Team at midterm; complete the second Internship Accomplished Practices Profile at the conclusion of internship; confer with the directing teachers regarding the final grade for the internship; verify demonstration of the Accomplished Practices;

conduct individual midterm and final feedback conferences with each intern, sharing with them the assessment of the Internship Teaching Portfolio, and Impact on Student Learning Component and the midterm and final grade.

Collaboratively develop with the Internship Team a time line of activities for the internship experience.

Director of Educational Field Experiences The Director of Educational Field Experiences assumes primary responsibility for the day-to-day operation of the internship program. The Director provides overall leadership and direction for the development and revision of materials, forms, and instruments used in the internship program in collaboration with the Undergraduate Curriculum and Standards Committee and the College departments.

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These responsibilities include the following:

represent the university to the professional community in a positive manner; initiate professional contacts with personnel at the district and school levels; communicate the philosophy, purpose, policies and procedures of the internship

program to public school and university constituencies; coordinate the development of policies and procedures for internship consistent

with state mandates, college and university philosophy, and in collaboration with the College Undergraduate Curriculum and Standards Committee and College departments;

distribute application packets to all students seeking to apply for internship; determine the eligibility of candidates for internship; determine internship placements in collaboration with the appropriate district

contract person ensuring that “urban”, and “multiple grade level” criteria are met; communicate intern placement information to department chairpersons, college

supervisors, Resident Clinical Faculty, and COEHS interns; orient interns to the policies and procedures governing the internship experience

along with information about their roles and responsibilities in the internship program;

distribute to the members of the internship team the materials, forms, and instruments used for assessment and record-keeping;

provide directing teachers with information regarding the policies and procedures of internship along with the expectations for the internship experience;

orient college supervisors/resident clinical faculty to the internship program, expectations, policies and procedures, and their roles and responsibilities in the internship program;

coordinate the resolution of problems arising during internship experiences in collaboration with the college supervisor/resident clinical faculty, the intern, the directing teacher, other school-based personnel, and appropriate college and district personnel;

assist in developing remediation plans for interns removed from their placements, monitor the implementation of those plans, and assist in determining the candidate’s readiness for subsequent internship experiences in collaboration with the college supervisor/resident clinical faculty and Department Chairperson;

collect, analyze, and summarize data from interns, directing teachers, college supervisors/resident clinical faculty, and school-based personnel on the quality of the internship experience; and the effectiveness of the teacher education program to prepare students for internship;

collect, analyze, and summarize data from various sources for use in program evaluation, and share findings with College faculty, the Dean, Department Chairpersons, Program Area Leaders and members of the College Undergraduate Curriculum and Standards committee;

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assist in initiating and implementing research efforts related to the internship and field components of the teacher preparation program;

maintain records of the internship program as required by the State and College for documentation and evaluation purposes.

II. Internship Experience

A. Policies and Procedures Policies and procedures which govern the College of Education and Human Services’ internship program are developed cooperatively by the Director of Educational Field Experiences, the Undergraduate Curriculum and Standards Committee, and the College. These policies are regularly reviewed and revised as need indicates from feedback from program participants, state mandates, and advances in the knowledge bases which under gird the program. During the internship experience, interns are supervised by the college supervisor/resident clinical faculty, directing teachers and the principal or his/her designee. Interns adhere to the procedures and policies governing teachers assigned to the host school. The summative evaluation of the intern will include written documentation concerning the intern’s demonstration of the Accomplished Practices. The college supervisor/resident clinical faculty in consultation with the directing teacher determines the final grade for internship. A grade lower than C reflects unsuccessful completion of the internship. Placement Policies The College of Education and Human Services is dedicated to preparing teachers who will be successful in all educational settings, including urban settings. At least one of the three major field experiences will be completed in an urban school in Duval County. Preference is given to urban schools for internship experiences and those schools which are able to accommodate a cluster of interns. An effort is made to rotate cluster sites to ensure equitable distribution of interns to schools. The Director of Educational Field Experiences is responsible for internship placement. The Director analyzes the intern’s pre-internship field experiences in order to recommend an internship experience which provides the student with a broad spectrum of experiences in relation to school setting, grade levels, and cultural populations. Changes in internship placement are rare. Any changes in the assignment of an intern are made with mutual agreement of the county representatives, the Director of Educational Field Experiences, and the partner school site (if applicable). Each intern is assigned to a classroom teacher in the school who serves as the directing teacher. After accruing a minimum of 300 semester hours of intern supervision and completion of the required documentation, the directing teacher is awarded a Certificate of Participation as a means of recognizing the service provided by the directing teacher. Certificates of Participation are assigned according to current State policy and requirements.

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When an intern is assigned to an elementary school which is organized for departmentalized instruction, the directing teacher and supervisor should make arrangements for the intern to work with other teachers to ensure that the intern has opportunities to teach all content areas. Placement Procedures 1. Students who have met the prerequisites for internship complete an application form and

submit it to the Director of Educational Field Experiences following the time lines published in the university catalog.

2. The district representative in collaboration with the Director of Educational Field

Experiences identifies schools which have indicated an interest in being a partner school and are willing to host interns. If the school administrator accepts the invitation and interns, the district representative forwards the intern applications to the school.

3. The school administrator assigns each intern to a directing teacher who requests to be

assigned an intern and who meets the criteria established by the state and the college for directing teachers.

Directing Teacher Selection Criteria The following criteria is used in the selection of directing teachers: 1. The teacher expresses a sincere interest in supervising and mentoring an intern and has

realistic expectations for interns as novice professionals. 2. The teacher holds current Florida Teacher Certification in his/her assigned teaching

responsibility. 3. The teacher models effective teaching strategies for students assigned to him/her. 4. The teacher has at least three years of successful classroom teaching experience,

preferably in the same teaching field as the intern. 5. The teacher has completed the State’s mandated Clinical Educator Training (C.E.T.). 6. The teacher demonstrates a commitment to the profession, as indicated by professional

behavior, positive attitudes, and cooperative working relationships with other faculty, staff, and administrators.

7. The teacher demonstrates effective communication and interpersonal skills. 8. The teacher has received evaluation ratings no lower than “satisfactory” on annual

performance evaluations.

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B. Internship Expectations and Requirements Internship Responsibilities For all COEHS interns, the internship experience is fifteen to sixteen weeks (one semester in length). Interns are required to spend a minimum of 400 hours at the partner school, of which a minimum of 200 hours of actual teaching is required. NOTE: Internship is completed at the end of fifteen to sixteen weeks NOT when 400 hours has been accrued by the student. Interns may continue in the internship experience as long as they follow established guidelines and demonstrate minimum levels of competence while making progress toward mastery. Attendance Interns follow the published academic and vacation schedules of the school districts to which they have been assigned rather than following the university calendar during the internship semester. Interns are expected to report to the school following the same hours as other members of the teaching staff. Interns are expected to be punctual. Internship is a full time responsibility and regular attendance is critical to the development of the intern’s teaching competence and to ongoing learning taking place in Pre-K to 12 classrooms. Absence Only absences due to illness or emergency will be accepted as reasons for absence. No absence will be excused for personal business barring extraordinary circumstances. It is the responsibility of the intern to notify the college supervisor/resident clinical faculty, the directing teacher(s) and the Office of Educational Field Experiences in the event that illness prevents the intern from fulfilling his/her responsibilities. Extended absences due to illness should be communicated to the Director of Educational Field Experiences. The college supervisor/resident clinical faculty in consultation with the Director of Educational Field Experiences, and school-based personnel will determine if the internship should be discontinued or extended. Conduct Interns are considered to be professional members of the school staff. Interns should conduct themselves in a professional manner at all times, adhering to the customs, policies, and regulations governing teachers at the partner school to which they are assigned. Information concerning students should be held in confidence. Interns are expected to demonstrate sensitivity for cultural diversity and the special needs of students in their classes. Dress Interns will dress in clothes appropriate to the role of a professional educator. It is the intern’s responsibility to become familiar with and adhere to the dress code established by the College and the school to which the intern is assigned.

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Extracurricular Activities Interns are expected to participate in school events and activities outside the regular school day that are expected and/or required of the directing teacher(s). Full Time Commitment Internship is a full-time commitment and interns are expected to give their full attention to teaching during this time. Interns are expected to attend all faculty meetings and other extracurricular activities of the school. Hence, approval to take a course concurrently with internship must be given PRIOR to the beginning of the internship experience. Lesson Plans Effective planning is the basis of successful teaching. Much planning will be done in cooperation with the directing teacher. Part of this planning process is evidenced through well prepared lesson plans. These include day-to-day objectives as well as long range objectives. Lesson plans for every area of assigned teaching responsibility are expected and must be approved in advance of implementation. Interns are responsible for making the lesson plans and accompanying instructional materials available to the directing teacher for approval prior to implementation based upon a predetermined timeline. Seminars Interns are required to attend and actively participate in all internship seminars and meetings with their college supervisor/resident clinical faculty. The schedule for these meetings may be found in the Internship Calendar. Substitution Interns are considered developing novices under the supervision and guidance of certified professionals and the university. Under Florida School Laws, “Each person employed or occupying a position as school supervisor, principal, teacher, library media specialist, school counselor, athletic coach, or other position in which the employee serves in an instructional capacity, in any public school of any district of this state shall hold the certified required by law and by rules of the state board in fulfilling the requirements of the law for the type of service rendered.” If the directing teacher is absent from school, a certified substitute should be appointed as temporary supervising teacher even though the intern is directing and teaching the classes. An intern may not serve as a regular substitute teacher during internship even though the intern may hold a substitute teaching credentials. Certification Exam Interns must successfully complete all portions of the Florida Teacher Certification Exam in order to complete internship.

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Termination of Internship Interns are responsible for planning and carrying out instruction, maintaining good professional relations with their directing teacher(s), school faculty and administrators, and working effectively with their students. Should the intern fail to meet any or all of the responsibilities of internship, the partner school and/or college supervisor/resident clinical faculty in collaboration with the Director of Educational Field Experiences and Department Chairperson has the option to extend and/or terminate the internship contract. If the intern’s teaching performance or professional behavior is considered unsatisfactory or inappropriate, the college supervisor/resident clinical faculty will identify for the intern the area(s) of concern and outline strategies for remediating these concerns. The college supervisor/resident clinical faculty will provide where possible sufficient time for the intern to incorporate new behaviors into instructional delivery or professional behavior. Interns may be removed from the internship experience at the request of the partner school district or college supervisor/resident clinical faculty if it is determined that the intern is not making satisfactory progress after intervention strategies have been initiated, or if the intern’s presence is detrimental to Pre-K to 12 students. The termination of internship may result in a letter grade of “D”, “F”, or incomplete. The college supervisor/resident clinical faculty in collaboration with the Director of Educational Field Experiences and Department Chairperson will notify the student of their removal from the internship experience. Interns, after removal, should contact the Director of Educational Field Experiences to schedule an appointment to discuss the reasons for removal and possible options. If deemed appropriate, a remediation plan will be developed to allow the student an opportunity to work on those areas that have been identified as problematic. Remediation of Internship Interns that have been removed from internship may be granted the opportunity to remediate internship. In this case, a remediation plan will be developed that targets the identified areas of concern. Remediation will normally occur during the semester following the original internship experience. If the remediation is successfully completed by the stated deadline, the student will be given a second and final opportunity to intern. Internship Evaluation Internship provides COEHS students with opportunities to acquire and hone the knowledge, skills, and dispositions needed to become effective teaching professionals. It provides opportunities to demonstrate essential teaching competencies and reflect on their development as professionals. This is accomplished through a variety of channels including informal and formal feedback from directing teachers and college supervisors/resident clinical faculty; the use of two-way journals, the development of a teaching portfolio and professional development plan.

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Interns will receive regular formative feedback regarding their performance from the directing teacher(s) and college supervisors/resident clinical faculty throughout the internship experience. This verbal and written feedback is designed to assist the intern in maintaining effective behaviors and in reducing/changing ineffective ones. The written feedback also serves to document progress during internship. Summative evaluation of the intern includes written documentation of the intern’s demonstration of the Accomplished Practices. The college supervisor/resident clinical faculty in consultation with the directing teacher determines the final grade. A grade lower than “C” reflects unsuccessful completion of the internship. C. Internship Experiences/Tasks Internship Experience The internship experience is designed to provide multiple opportunities for the intern to develop and refine essential teaching competencies, link theory to practice, and develop personal theories about teaching and learning that will guide professional practice. Professional growth and development is an ongoing and never ending process which begins with internship and continues into practice as a novice teacher, developing professional, and expert practitioner. Internship Team The Internship Team composed of the directing teacher(s), the college supervisor/resident clinical faculty is responsible for planning, implementing, and assessing the internship experience. The Internship Team serves as a support base for the intern as he/she progresses through internship working toward professional growth and demonstrating the Accomplished Practices. To be effective, it is important to establish a climate of trust and build rapport among team members. The process of observation, data collection, and analysis provide a means of identifying teaching practices which need strengthening and a strategy for formulating a plan to develop expertise in the targeted areas. This is done through conferencing, developing a Professional Development Plan and an Internship Teaching Portfolio. Observation and data collection provide the starting point in the professional development process. Conferring, on a regular and ongoing basis, between the intern and directing teacher, the intern and college supervisor, and the intern, directing teacher and college supervisor serves as a problem-solving and expertise-building strategy. The goal is to collaboratively solve problems the intern is experiencing and facilitate development of effective teaching practices and enhanced self-esteem. This goal is achieved by providing feedback which communicates respect for the other person by honestly describing what the observer perceives is happening and by communicating encouragement to the intern which affirms the observer’s belief that the intern has the resources and potential for successfully solving the problem.

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Mentoring Mentoring interns as they begin teaching is a challenging task. There is no “one plan” that will fit all circumstances. However, frequent feedback throughout the internship experience will assist in professional growth. One must remember that the intern is learning to be a teacher. An intern is expected to make some mistakes. The Internship Team is in a position to help the intern learn from these mistakes and develop strategies which will minimize and/or prevent them in the future. One of the most effective methods of assessing changes in behavior is through self-assessment. Interns should be encouraged to look at themselves objectively and to assess their strengths and weaknesses. Regular conferences with the directing teacher and a professional development plan help to facilitate self-assessment. Professional Development Plan Cooperatively, the intern, directing teacher and college supervisor/resident clinical faculty create a Professional Development Plan. Included in this plan are enabling activities which will help the intern strengthen areas of weakness; identify target dates; and record completion dates. New sections of the plan are added each time the intern is observed. The format for the Professional Development Plan is located in the appendices. A critical element of the Professional Development Plan is the identification of the type of problem the intern is experiencing. Identifying the nature of the problem will assist members of the Internship Team develop appropriate strategies in solving the problem or strengthening the teaching competency. The nature of the problem might include one or more of the following:

knowledge of subject matter lack of awareness on the part of the intern inability to develop effective strategies to solve an identified problem hesitation to see or use different alternatives communication or interpersonal skills poorly developed or poorly executed teaching strategies mismatch between teaching episodes and selected teaching behavior insufficient or inappropriate use of instructional materials, physical space, or equipment mismatch between instructional goals and selected teaching strategies or instructional

activities management of the classroom difficulties not associated with classroom performance

Collection of data to address the identified concern/problem is the second step. One critical question which needs to be asked is, “What data would be most useful to help solve the problem?” Most often, informal data are the most useful. This might include:

direct observation two-way journals or reflective journals between the intern and members of the Internship

Team

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written narrative of verbal flow between intern and students various informal observation instruments various informal observation instruments from Clinical Educator Training

A well conducted observation usually results in the collection of a large amount of data. If all the information is presented at one time, it may be overwhelming and confusing rather than helpful. Therefore, members of the Internship Team must carefully select the data which will be the most useful. Before fine-tuning specific instructional strategies, interns must focus on establishing a classroom atmosphere that is conductive to teaching and learning. This usually involves gaining confidence and skill in managing students, materials and the environment. During the initial stages of internship, it is useful to complete observations which focus on setting and reinforcing class rules; ways to establish a positive classroom environment; effective and efficient ways to distribute materials, and organize students for instruction; and ways to develop rapport with students. A second area of importance is the planning of instruction. Lesson plans not only help the intern conceptualize what he/she will do, but they provide an important form of communication for members of the Internship Team about the intern’s thoughts and ideas. Particularly helpful feedback will address the clarity of directions provided by the intern for instructional episodes, the amount of time on task by students in the class; the amount and accuracy of performance feedback given to students by the intern; and posing questions to the intern which will help the intern reflect on the link between what the intern was trying to accomplish and what was actually accomplished by his/her students. Finally, feedback on refinement of specific teaching skills and strategies is essential. The Internship Team can assist the intern in planning and implementing a variety of teaching strategies. This may involve demonstration lessons on the part of the directing teacher/or college supervisor/resident clinical faculty. Concrete examples of appropriate and inappropriate behavior are particularly useful as is the use of videotaping. As the Internship Team considers what kind of entries to make in the Professional Development Plan, the following guidelines may be useful:

most necessary to improve most in need of immediate action most appropriate for long range improvement most related to targeted competencies most related to intern’s self-identified needs easiest to improve

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Thinking through possible solutions to the problems is an important pre-conference step for members of the Internship Team. Possible activities might include reading specific materials, demonstrating a targeted teaching skill for the intern; attending workshops; completing case studies which demonstrate targeted behaviors; creating ways in which a specific skill will be practiced in future lessons; critiquing a skill via videotape; team teaching with the intern; or role playing. Conference Guide for the Internship Team It is advisable for the directing teacher and intern to set aside a predetermined time each week to assess the week’s events; plan for the week ahead; discuss possible teaching strategies and materials; discuss specific problems which have occurred; identify and assess areas of teaching which have been successful and others needing improvement; and to make an entry into the intern’s Professional Development Plan. Knowing the right questions to ask facilitates conducting conferences. Listed below are a series of questions that might be used as starting points for discussion among the members of the Internship Team. Academic Preparation, Instructional Planning, and Teaching Effectiveness 1. In what ways have you demonstrated an in-depth understanding of the subject area

including concepts, facts and interrelationships of ideas, background and supporting information and resources? Can you give some examples from the lesson(s) you plan to teach or have taught?

2. In what ways do your lesson plans show creativity in selecting and developing activities

to achieve goals? 3. How do you know your lesson “matches” the objectives you have for your students? 4. In what ways have you provided for individual differences, learning styles, and special

needs among students in your lesson(s)? 5. How do your lessons document a variety of teaching techniques? 6. What evidence documents that you effectively implement your lesson plans? What

criteria do you use to assess your effectiveness? 7. What kinds of resources, other than the text book, have you used in planning and

implementing your lessons? 8. In what ways do your lessons allow for students to be actively engaged? What is the

nature of that engagement?

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9. In what ways have you integrated multicultural education and/or technology into the learning environment you create in your classroom?

10. In what ways do your assessment instruments reflect your lessons’ objectives? 11. How have you used evaluation results in planning future instructional activities? 12. Select one instructional decision you had to make today/this week. Describe your

rationale for the decision, how you modified your actions based on the result of your decision, and what you might have done differently.

13. In what ways have you used questioning strategies in your instruction? Have you asked

a variety of questions? Have you considered wait time prior to securing responses? Do you direct your questions to a wide variety of students?

Classroom Management 1. What are your classroom rules/guidelines? What criteria did you use in selecting

classroom rules? 2. In what ways have you helped your students develop self-control and self-discipline? 3. Give an example of a disruption and how you dealt with the problem. How might you

have handled the problem differently? 4. What are the characteristics of a “positive classroom atmosphere”? How will you know

when you have created one? 5. How do you plan to create and maintain a positive classroom atmosphere? 6. How will you go about earning and sustaining the respect of your students? Communication Skills 1. By reviewing an audio and/or video tape of your teaching, do you consistently employ

appropriate grammar and vocabulary level with your students? 2. What evidence do you have that you write in a clear, legible and organized manner in a

wide range of settings? 3. How might you access the quality and clarity of your oral and written directions to

students?

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4. What has been the most effective strategy you have used in conducting conferences with parents/guardians?

5. How often and under what circumstance do you call your students’ parents/guardians? Professional Characteristics 1. How might you establish a positive rapport with colleagues? 2. Do you actively participate in school functions beyond regular classroom duties? 3. In what ways have you demonstrated your ability to carry out school-related tasks

promptly and effectively? 4. In what ways have you demonstrated the professional norms of collegiality,

experimentation and risk-taking, reflectivity, multicultural sensitivity, teacher-as-decision-maker, and commitment to the profession?

5. In what ways have you demonstrated your ability to use problem-solving, critical

thinking and teamwork in carrying out your professional responsibilities?

Sample Weekly Sequence of Internship It is often difficult to plan how the internship experience might unfold. Listed below is a sample plan for involving the intern in activities throughout the internship. It should be noted that this is merely a guide which can and should be modified by individual Internship Teams.

Week 1 Observation: The majority of the time spent in the classroom this first week will be in focused observation. Interns should be observing how specific teaching behaviors and teaching strategies are managed as well as gaining familiarity with the students, curriculum, and partner school (see Appendices for sample observation and reflection questions). Participation: Take attendance; assist teacher in gathering instructional materials; work with students on a one-on-one basis; identify first teaching assignment and begin gathering needed instructional materials. Planning: Review and discuss lesson plans developed by the directing teacher. Develop plans to assume first teaching assignment. Evaluation/ Discuss daily instructional program and classroom events each day. Feedback: Conduct predetermined Debriefing Conference.

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Week 2 Observation: Continue focused observations, decreasing amount of time observing and increasing instructional assignments. Participation: Continue and increase instructional, routine, and supplemental non- teaching activities. Planning: Continue reviewing and discussing plans developed by the directing teacher. Become familiar with year-long goals and identify intern’s role in achieving these goals. Identify and plan teaching assignments for Weeks 3 – 14. Prepare daily lesson plans for directing teacher’s review and approval. Teaching: Assume responsibility for teaching one class or subject. Evaluation/ Discuss instructional program, specific assigned teaching responsibilities, Feedback: and particular happenings during the week. Conduct Debriefing Conference. Directing Teacher provides formative feedback regarding Accomplished Practices 2,3,9, 10. Develop initial Professional Development Plan (see Appendices for sample plan). Impact on Identify concept/skill that will be the focus of your Impact on Student Student Learning: Learning.

Week 3 - 5 Observation: Continue focused observation format decreasing amount of time observing and increasing instructional assignments duties. Participation: Continue participation in all areas of teaching responsibility. Planning: Plan for instruction with approval of directing teacher. Continue daily review of plans. Review and modify long-range teaching plans for weeks 3 to 12. Prepare daily lesson plans. Prepare unit plans. Teaching: Assume responsibility for additional teaching assignments in a gradual manner to assume full responsibility by Week 6. Evaluation/ Continue daily informal feedback conferences. Conduct one Debriefing Feedback: Conference each week. Directing teacher provides formative feedback regarding Accomplished Practices 2,3,8,9,10. Update Professional Development Plan each week. Review Teaching Portfolio entries.

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Impact on Identify and/or create a means to access student proficiency with the Student Learning: student concept/skill. Obtain, organize, and analyze base line data. Identify students’ level of proficiency with the concept/skill. Develop plan and materials to move students toward proficiency with the concept/ skill.

Weeks 6 – 16

Observation: Observations should be on an as needed basis for professional growth. Participation: Assume teaching responsibility for entire instructional day in all areas. Planning: Assume planning responsibility for entire instructional program. Continue daily review of plans/progress with directing teacher. Prepare daily lessons plans for Weeks 6 – 16 for directing teacher’s review and approval. Refine and revise unit plans for review and approval. Teaching: Assume full teaching responsibility except for those groups/children who need to continue to be guided by the directing teacher. Evaluation/ Continue informal conferences. Directing teacher provides formative Feedback: feedback on Accomplished Practices 1 – 12. Conduct one Debriefing Conference each week. Update Professional Development Plan and Teaching Portfolio each week. Impact on Implement plans and reassess students’ proficiency with the concept/ Student Learning: skill.

Week 16

Teaching responsibility is gradually returned to the directing teacher. During the last two (2) days of internship it is desirable for interns to observe in other classrooms and other levels. All planning arrangements must be discussed and approved in advance by the directing teacher and the college supervisor/resident clinical faculty. Interns should continue to work in their schools and classrooms until the last day of the internship. Lesson Plans Lesson planning is a very important part of being an effective teacher. It is important to recognize that many classroom management problems stem from a lack of planning for development and implementation of subject matter, the lack of modification of teaching strategies, activities or curriculum to meet individual needs of students, or lack of rapport between the teacher and students.

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Several lesson plan formats may be used during the internship experience. Several examples of lesson plan formats are located in the Appendices. Lessons plans completed by COEHS interns are more detailed than those used by experienced teachers. This is an outcome of the intern’s inexperience in planning and conducting teaching episodes. By using a more detailed format, interns learn to judge time requirements of various learning activities, are more likely to use higher order questions when leading student discussions, and are better prepared to predict and therefore prepare for unanticipated outcomes which may take place during the class. Lesson plan development and implementation should be discussed weekly during the Debriefing Conference. Teaching Portfolios The Teaching Portfolio provides authentic evidence about the intern’s teaching effectiveness over time. The material included in the portfolio is selective and presents a clear, coherent case of demonstrated teaching competence. Competence is not only performance-based, it is an ongoing learning process. As a result, the Teaching Portfolio is an ongoing document, continually in a state of development. It documents the intern’s growth and development as a novice and beginning teacher. The Teaching Portfolio is organized around the State of Florida’s Accomplished Practices. Included in each teaching portfolio is the intern’s Professional Development Plan and Impact on Student Learning documentation. Teaching portfolios should include documentation from the following areas:

Philosophy of Education Planning and Preparation Presentation and Knowledge of Subject Matter Management of the Learner and the Learning Environment Instructional Effectiveness and Assessment of Student Performance Communication/Critical Thinking Professional and Ethical Dispositions Continuous Improvement Technology Role of Teacher Meeting the needs of all students Ability to differentiate instruction Reflection and Analysis Impact on Student Learning

Teaching portfolios provide opportunities for interns to document their levels of teaching competence. As interns complete their portfolios, they are required to reconsider and apply major concepts developed throughout their teacher preparation program. In addition, they include concrete examples of the intern’s teaching performance through the use of work samples, videotapes, CD’s, lesson plans, intern accomplishments, and intern assessment instruments.

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Teaching portfolios should reflect the important activities that take place in the classroom. Unit planning, daily lessons, student evaluations, student work samples and professional exchanges with parents and other colleagues can be demonstrated. Both artifacts of teaching and learning as well as written reflections on the meaning of those experiences should be included. Examples of ways that internship teaching portfolios can be organized can be found in the Appendices. D. Internship Responsibilities and Documentation Each member of the internship team is responsible for the completion of several documentation instruments. Copies of documentation instruments are available from the Office of Educational Field Experiences or may be duplicated from samples included in this handbook. As data are collected, they should be shared with all members of the internship team including the intern, the directing teacher(s), and the college supervisor/resident clinical faculty as part of the ongoing feedback process. Completed assessment instruments are to be returned to the Office of Educational Field Experiences. Documentation checklists for interns, directing teachers, and college supervisors/resident clinical faculty can be found in the Appendices. Responsibilities of the Intern

Become familiar and follow the calendar of the cooperating school. Follow the daily time schedule established for the school and school personnel.

Be punctual!!! Consistent tardiness is inexcusable. Maintain regular attendance. Report every absence to the directing teacher, the college

supervisor and the Office of Educational Field Experiences. Extended absences due to illness should be communicated to the Director of Educational Field Experiences. Excessive absences can lead to a discontinuation or an extension of internship.

Establish a positive working relationship with the college supervisor/resident clinical faculty, directing teacher, and all school personnel.

Perform the same teaching and non-teaching duties as the directing teacher. Organize the planning and implementation of instruction. Lesson and unit plans must be

prepared and submitted to the directing teacher in advance to offer suggestions and/or give approval to the plans.

Use the corrective feedback and suggestions given by the directing teacher and the college supervisor/resident clinical faculty to become a reflective practioner.

Furnish the college supervisor with a classroom schedule. Record time in the Record of Intern Hours Log. Turn in all intern paperwork (Record of Intern Hour Log, Intern’s Record of UNF

Supervisor’s Visit (4) to the Office of Educational Field Experiences. Develop and implement a Professional Development Plan. Complete all assignment/requirements of the directing teacher and college

supervisor/resident clinical faculty. Prepare a teaching portfolio that highlights the major activities and accomplishments of

the internship experience including impact on student learning. Attend and participate in all intern seminars. Be professional at all times.

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Responsibilities of the Directing Teacher

Model effective classroom instruction. Familiarize the intern with the classroom, school, and community. Orient the intern to school and classroom policies, practices, routines, and the curriculum. Clarify the intern’s roles and responsibilities at the start of the internship experience. Tell

the intern what is expected, when and why. Assist the intern in instructional planning. Observe and coach the intern in the classroom

as a means of improving their teaching, management, and assessment skills. Offer technical feedback in a positive and constructive manner.

Provide formative and summative feedback on lesson/unit planning and implementation. Becoming a teacher is a gradual process. The intern is a learner on a continuum and

needs guidance and support. Be patient with the intern. Offer lots of encouragement. Interns will differ in their ability to take on responsibilities. Just as children have individual difference so do interns. Phase the intern in gradually.

Help the intern to locate resources and materials. Invite the intern to engage in reflective self-evaluation. Ask questions. Encourage the

intern to describe, evaluate, and refine his/her teaching. Confer regularly with the intern and the college supervisor/resident clinical faculty

concerning the intern’s progress. Identify weaknesses early and design strategies for remediation.

If conflicts or problems arise, discuss them confidentially with the intern and the college supervisor/resident clinical faculty.

Participate in university sponsored sessions for directing teachers. Complete all necessary paperwork regarding the preparation and performance of the

intern and return it to the Office of Educational Field Experiences.

Responsibilities of the College Supervisor/Resident Clinical Faculty

Serve as a liaison between the College of Education and Human Services and the cooperating school.

Interpret University policies, procedures, and requirements to all personnel involved in the internship experiences.

Know the criteria to be used in assessing the intern’s performance. Observe the intern’s teaching (minimum of four observations plus a get acquainted

visit). Complete all appropriate assessment instruments. Confer prior to and following each observation. Share the information with the intern

and directing teacher. This will assist the intern in evaluating teaching strengths and weaknesses.

Plan with the intern and the directing teacher specific areas that will receive attention in subsequent observations (Professional Development Plan).

Conduct midterm and final evaluations of the intern’s performance.

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Conduct their group seminars and allow interns to exchange ideas, feelings, and perspectives with the peers.

Assist the intern with the development of their teaching portfolio including Impact on Student Learning component.

Assign a grade for the internship after consulting with the directing teacher. Turn in all appropriate documentation to the Office of Educational Field Experiences.

Feedback Instruments Included in this section is a brief description of formative and summative instruments which may be used by the college supervisor/resident clinical faculty and the directing teacher in the formative feedback cycle of internship. The college supervisor/resident clinical faculty completes a minimum of four formal observations during the internship experience. Any one or a combination of the following instruments may be used to provide written feedback to the intern (copies of these instruments may be found in the Appendices). Data resulting from these instruments provides input for the Professional Development Plan and the Internship Teaching Portfolio. Intern Formative Lesson Observation (Required) The Intern Formative Lesson Observation instrument uses a rubric to provide feedback on the intern’s progress in developing proficiency with the 12 Accomplished Practices at the pre-professional level. This instrument should be used by the directing teacher and college supervisor/resident clinical faculty when assessing a lesson. Internship Accomplished Practices Indicators Profile (Required) The Internship Accomplished Practices Indicators Profile is the summative instrument submitted for each intern by both the college supervisor/resident clinical faculty and the directing teacher. It looks at growth over the course of the internship experience. College supervisors/resident clinical faculty must complete a mid-term and final internship profile for each intern. Internship Professional Development Plan (Required) After observing the intern, members of the Internship Team make an entry into the Professional Development Plan, noting areas of strength and areas needing remediation. In consultation with all members of the Internship Team, enabling activities to assist the intern in areas of weakness as well as new activities to try are identified. Timelines are established noting when the new behaviors will be demonstrated. The Professional Development Plan is an ongoing document with entries by the directing teacher each week and the college supervisor/resident clinical faculty after each observation.

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Portfolio Feedback Form (Required) This form is used to access the intern’s teaching portfolio and impact on student learning component. Report of Time Distribution and Certificate Request Form (Required of Directing Teacher Only) The Report of Time Distribution documents the intern’s accumulated hours in the categories of observation, participation, teaching, and out of class activities during the internship experience. It is important for the directing teacher to verify the recorded number of hours accumulated in each category on a weekly basis and at the completion of the internship. The Certificate Request Form provides the Office of Educational Field Experiences with information necessary for applying for a certificate of participation. UNF Intern College Supervision Feedback Form (Required of Directing Teacher Only) This instrument provides feedback about the quality of supervision provided by the college supervisor/resident clinical faculty. UNF Directing Teacher Supervision Feedback Form (Required of College Supervisor and Intern) This instrument provides feedback about the quality of the mentoring provided by the directing teacher. Record of Intern Hours (Required of Intern Only) The Record of Intern Hours is used to document components of the internship experience. The Record of Intern Hours must be verified by the directing teacher on a weekly basis. Intern’s Record of Supervisor’s Visit (Required of Intern Only) This form documents the time that the college supervisor/resident clinical faculty has spent observing and conferencing with the intern and the directing teacher. A form should be completed for each visit by the intern. Ongoing Feedback Instruments Establishing and maintaining ongoing communication among members of the Internship Team is essential. The following instruments may be used to facilitate the process (copies of these instruments may be found in the Appendices).

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Weekly Report for Intern Observation This instrument may be used for informal observation and feedback. Two Way Journals Another effective communication tool is the use of a two way journal between the intern and college supervisor/resident clinical faculty. The members of the internship team record critical incidents, informal observation notes, shared feelings, and self- assessments. These entries are then responded to by one of the journal partners. Reflection/Self Assessment Instruments These instruments may assist in facilitating the reflection process with interns (copies of these instruments may be found in the Appendices). Helping Interns with Self-Evaluation Guidelines for interns to assess their own teaching competence and reflect about their teaching using video and audio taping. Guidelines for Evaluating Your Videotaped Lesson Guidelines are provided to assist members of the Internship Team assess teaching skills and strategies. Guidelines are designed to assist team members in recognizing strengths and providing suggestions in thinking about areas which need improvement.

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APPENDIX A

Assessment of Internship Performance

Introduction The internship experience is organized around the State of Florida’s 12 Accomplished Practices. Each intern with the assistance of the college supervisor/resident clinical faculty and the directing teacher will develop a teaching portfolio. This portfolio will help document the intern’s demonstration of the Accomplished Practices and Impact on Student Learning. Included in the portfolio is the Professional Development Plan. This diagnostic and prescriptive plan assists interns in identifying areas of strength and areas of improvement. Enabling activities to help with areas that need improvement are enumerated. Tentative target dates are established and actual completion dates are recorded. It is advisable for the directing teacher and the intern to have a scheduled time each week to review the week, plan for the coming week, discuss problems and events, and update the Professional Development Plan. A checklist of responsibilities is provided in the Appendices to assist the intern in keeping on task. The intern is expected to complete all items on the checklist and to keep paperwork up to date. Upon completion of the internship experience, the intern will turn in to the Office of Educational Field Experiences all required items. Evaluation of Grade Reporting During the internship experience the college supervisor/resident clinical faculty and the directing teacher will monitor each Accomplished Practice and the respective indicators. Any component of the practices not demonstrated at a minimum level of proficiency should be remediated as soon as possible. All indicators must be met at the target (2) level or better to successfully pass internship. Oral Expression Interns are expected to communicate verbally in a competent and logical manner using Standard English. Communication should be appropriate for the level and ability of the students being taught. Written Expression On all written work, interns are to express themselves clearly and correctly using Standard English. Papers containing excessive errors (grammatical, spelling, typographical) will not be accepted for evaluation purposes.

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Grade Determination The final grade in internship will be based upon the following guidelines and will be given by the college supervisor/resident clinical faculty with input from the directing teacher.

timely submission of and performance on all assigned and mutually agreed upon tasks, successful completion and achievement of the Internship Accomplished Practices

Indicators Profile, completion and submission of all required documentation, successful completion of Teaching Portfolio (including Impact on Student Learning) and

Professional Development Plan, attendance and participation at all intern seminars, successful display of professionalism throughout internship.

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APPENDIX B

COLLEGE SUPERVISOR CHECKLIST

____ Attend the College Supervisors’ Orientation. _____ Read the Internship Handbook. Know your role as a supervisor and the role of the directing teacher and the requirements for your interns. _____ Communicate regularly with the Office of Educational Field Experiences, the directing teachers, and your assigned interns. ____ Refer to the Intern Calendar for important dates. ____ Make an introductory visit to the schools where your interns are placed. ____ Orient your interns and their directing teachers to your expectations and develop a calendar of visits. ____ Maintain a folder on each intern assigned during the term. The folder should contain appropriate documentation and evaluations of the intern’s performance and progress during the term. ____ Conduct a minimum of four observations for each intern supervised using the Intern Formative Lesson Observation form. ____ Schedule and conduct three seminars with your interns. ____ Develop in cooperation with the intern and the directing teacher a Professional Development Plan and make ongoing entries after each observation. ____ Assist the intern in the creation and development of their Teaching Portfolio. ____ Complete the Internship Accomplished Practices Indicators Profile for the midterm and final evaluations. Share the results with the intern and the directing teacher. ____ After consultation with the directing teacher, assign a midterm and final grade for the Internship. Turn in the official grade to the Office of Educational Field Experiences. ____ Complete the College Supervisor’s Evaluation of the Directing Teacher. ____ Turn in all documentation to the Office of Educational Field Experiences as completed. ____ Turn in mileage documentation for reimbursement at the midterm and at the end of the supervision period according to the deadlines provided. Please note that not adhering to deadlines for submission of travel can result in non reimbursement.

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DIRECTING TEACHER CHECKLIST

______ Attend the Directing Teacher’s Orientation meeting. ______ Read the Internship Handbook. Know you role, the role of the college

supervisor, and the requirements of your intern. ______ Communicate regularly with your intern and the college supervisor. ______ Orient your intern to your expectations and school policies and practices. ______ Monitor and respond to the intern=s reflections in their reflective journal (two way

notebook). ______ Make observations of the intern=s teaching using the Intern Formative Lesson

Observation Form. Minimum of 2 formal observations is required. ______ Develop in cooperation with the intern and college supervisor a Professional

Development Plan and make ongoing entries after each observation. ______ Assist the intern in the creation and development of his/her Teaching Portfolio. ______ Complete the Internship Accomplished Practices Indicators Profile for the

midterm and final evaluations. Share the results with the intern and the college supervisor.

______ Check your intern=s Record of Intern Hours for accuracy and completeness on a

regular (weekly) basis. ______ Provide input to the college supervisor concerning the intern=s final grade. ______ Complete the Directing Teacher Report of Time Distribution and Certificate

Request Form. ______ Complete the UNF Program Supervision Form and Directing Teacher=s

Survey. ______ Turn in all documentation to the Office of Educational Field Experiences as

completed and no later than the due dates listed in the Documentation Checklist Memo.

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INTERN CHECKLIST

______ Attend the Intern Orientation. ______ Participate in an initial meeting with college supervisor/resident clinical faculty. ______ Attend all seminars prior to reporting to school site. ______ Read the Intern Handbook. ______ Demonstrate proficiency with the Accomplished Practices and Impact on Student

Learning through the development of a professional teaching portfolio, professional development plan, classroom observations, and internship profile.

______ Turn in the Intern’s Record of Supervisor’s Visit (4) to the Office of

Educational Field Experiences. ______ Successfully complete all college supervisor/resident clinical faculty seminars. ______ Attend final internship exit seminar. ______ Complete all online surveys. ______ Complete during exit seminar the Evaluation of College Supervisor and

Evaluation of Directing Teacher. ______ Successfully complete a professional teaching portfolio. ______ Successfully complete a professional development plan. ______ Turn in Record of Hours Log to the Office of Educational Field Experiences. ______ Turn in Impact on Student Learning CD and hard copy to the Office of

Educational Field Experiences at exit seminar.

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APPENDIX C

Intern Formative Lesson Observation Intern _________________ Date of Observation ________ Time of Observation ________ School _____________ Grade/Subject_________________ Rating Scale 3 = Exceeding Target 2 = Performing at Target 1 = Needs Improvement 0 = Unsatisfactory

Planning Accomplished Practice 10 Plan is available for review and is properly constructed. Student performance and learning outcomes are identified and are appropriate. Plan is structured and sequenced to lead to desired learning outcomes. Plan aligns outcomes, instructional strategies, learning experiences, resources, and assessment. Instructional strategies, learning experiences, technology, and materials are appropriate for achieving instructional purposes.

3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0

Things to continue, try, change, and/or avoid: Knowledge of Subject Matter Accomplished Practice 8 Demonstrates thorough and accurate knowledge of content taught. Communicates subject matter knowledge in a manner that enables students to learn. Links subject matter to standards and benchmarks. Provides clear examples and appropriate learning experiences to develop the subject matter.

3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0

Things to continue, try, change, and/or avoid:

Lesson Presentation Accomplished Practices 2, 4 Materials prepared in advance. Employs a variety of teaching and learning strategies. Students are actively engaged in learning. Different types of questions, levels of questions and questioning skills are used throughout the lesson. Learning experiences and strategies promote the development of critical thinking and problem solving. Learning experiences are effectively explained and monitored. Employs appropriate communication skills. Transitions are used effectively throughout the lesson. Content is effectively developed. Students’ comprehension of concepts, principles, rules, and/or skills is facilitated. Monitors and adjusts teaching in response to learner feedback.

3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0

Things to continue, try, change, and/or avoid: Page 1 of 3

The Learning Environment Accomplished Practice 9 Establishes rules and standards for student conduct and applies them consistently and equitably. Establishes and uses smooth and efficient routines. Recognizes and responds appropriately to off task and on task behaviors. Effectively manages the learning environment. Creates a positive learning environment that includes a variety of management strategies. Analyzes the learning environment and makes decisions and modifications that increase student engagement and productivity.

3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0

Things to continue, try, change, and/or avoid: Communication Accomplished Practice 2 Varies communication (verbal and nonverbal) according to nature and needs of students. Models effective communication (verbal and nonverbal) strategies in conveying ideas, information, and questioning. Encourages students in a positive and supportive manner. Provides feedback on student work and behavior. Provides opportunities for students to support and expand their learning experiences in speaking, writing, and other media. Asks questions and encourages discussion in different ways for particular purposes.

3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0

3 2 1 0

Things to continue, try, change, and/or avoid: Assessment Accomplished Practice 1 Learning outcomes are effectively assessed using the informal or formal technique best suited for the lesson. Shows evidence of instruction based on previously assessed student performance. Employs appropriate assessment strategies in determining students’ proficiency of learning outcomes.

3 2 1 0 3 2 1 0 3 2 1 0

Things to continue, try, change, and/or avoid: Diversity Accomplished Practice 5 Appropriate provisions are made for students having learning differences or special needs (including ESOL). Effective instruction and supervision were provided for special needs learners (including ESOL).

3 2 1 0 3 2 1 0

Intern’s Name Page 2 of 3

Professionalism and Ethics Accomplished Practice 6 Demonstrates enthusiasm and a positive attitude towards teaching. Demonstrates professional concern for all students. Maintains honesty and integrity in all professional dealings.

3 2 1 0 3 2 1 0 3 2 1 0

Things to continue, try, change, and/or avoid: Technology Accomplished Practice 12 Uses technology effectively to plan lessons, prepare materials, manage instruction, and enhance learning.

3 2 1 0

Things to continue, try, change, and/or avoid: Date _______________ College Supervisor ______________________ Directing Teacher ______________________ Intern ______________________ Intern’s Name ______________________________________________________ Page 3 of 3 Rev. 1/2010

UNF Internship Accomplished Practices Indicators Profile

Intern_____________________________ Date____________ School____________________ Please rate the intern’s performance with each Accomplished Practice Indicator by using the proficiency levels provided. Each indicator must be met at a proficiency level of two or higher by the final assessment to successfully demonstrate the Accomplished Practice. Proficiency Levels

3 The intern consistently demonstrates this Accomplished Practice Indicator at a level exceeding that expected of an intern.

2 The intern consistently and proficiently meets this Accomplished Practice Indicator at a level expected of an intern.

1 The intern demonstrates this Accomplished Practice Indicator inconsistently and at a level less than expected of an intern. More improvement is needed.

0 The intern does not demonstrate this Accomplished Practice Indicator. ___________________________________________________________________________________________________ Accomplished Practice 1 Assessment Uses assessment strategies to assist the continuous development of the learner. Indicators ____ Uses a variety of effective assessment strategies in determining students’ mastery of specified outcomes. ____ Maintains accurate records to monitor class and individual progress and communicates progress appropriately. ____ Identifies students’ learning needs by obtaining and reviewing assessment data for the purpose of designing and modifying instruction. Comments: Accomplished Practice 2 Communication Employs appropriate and effective communication techniques (verbal, nonverbal, and written) with students, parents, and school personnel. Indicators ____ Delivers instruction and directions in a clear and understandable manner. ____ Use of oral and written language is clear and correct. ____ Varies communication (verbal/nonverbal) according to the nature and needs of students ____ Encourages students in a positive and supportive manner. Comments: Accomplished Practice 3 Continuous Improvement Engages in ongoing professional development experiences for self and school. Indicators ____ Attends and participates in intern seminars and meetings. ____ Develops goals relating to continuous improvement. (Refer to Portfolio Rubric) ____ Accepts, reflects, analyzes, and acts upon feedback to foster professional growth and improve teaching/ learning experiences. ____ Participates in the design and implementation of a Professional Development Plan. ____ Portfolio is complete and demonstrates reflection and analysis. (Refer to Portfolio Rubric) Comments:

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Accomplished Practice 4 Critical Thinking Uses appropriate techniques and strategies that promote and enhance the critical, creative, and evaluative thinking capabilities of students. Indicators ____ Employs higher-level questions that challenge students’ thinking. ____ Develops, selects, and implements learning experiences, strategies, and materials that foster critical thinking thinking skills. ____ Poses problems, dilemmas, and questions in lessons. Comments: Accomplished Practice 5 Diversity Uses teaching and learning strategies that reflect each student’s culture, learning styles, special needs, and socioeconomic background. Indicators ____ Selects instructional materials that enhance students’ understanding of differences and commonalities among people and points of view. ____ Plans and implements learning experiences designed to accommodate students’ cognitive, emotional, social, cultural, and linguistic needs. ____ Maintains a classroom environment that respects the differences and commonalities of students. ____ Uses a variety of techniques and strategies to effectively identify and meet the needs of all learners. Comments: Accomplished Practice 6 Ethics and Professionalism Adheres to the Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida. Indicators ____ Behaves in a professional manner by being responsible, punctual, and dependable. ____ Demonstrates emotional maturity and balance. ____ Demonstrates professional concern for students. ____ Adheres to the Florida Code of Ethics, as well as college, university, school and district policies and codes. ____ Demonstrates enthusiasm and a positive attitude towards teaching. ____ Collaborates with parents, teachers, and administration. ____ Maintains honesty in all professional dealings. ____ Dresses professionally and appropriately Comments: Accomplished Practice 7 Human Development and Learning Uses an understanding of learning and human development to provide a positive learning environment that supports the intellectual, personal, and social development of all students. Indicators ____ Selects and uses developmentally appropriate materials and learning tasks for instruction. ____ Designs lessons that reflect an understanding of human development and learning theories. ____ Uses multiple activities to engage and motivate students. Comments:

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Accomplished Practice 8 Knowledge of Subject Matter Demonstrates knowledge and understanding of the subject matter Indicators ____ Communicates accurate knowledge of subject matter that enables students to learn. ____ Provides clear definitions and examples of concepts, generalizations, theories, principles, laws, and facts. ____ Uses the pedagogy, materials, and technologies of the subject matter in developing learning and teaching experiences for students. Comments: Accomplished Practice 9 Learning Environment Creates and maintains positive learning environments in which students are actively engaged in learning, social interaction, cooperative learning, and self-motivation. Indicators ____ Uses specific praise selectively and effectively. ____ Manages student conduct effectively while maintaining an academic focus. ____ Establishes and maintains a positive learning environment that includes a variety of management strategies for creating smooth and efficient routines. ____ Identifies and responds appropriately to disruptive and off task student behavior ____ Uses learning time effectively. ____ Designs appropriate learning experiences in different settings to meet student needs. ____ Monitors learning experiences by providing feedback and reinforcement. Comments: Accomplished Practice 10 Planning Plans, implements, and evaluates effective instruction in a variety of learning environments. Indicators ____ Lesson plans are prepared in advance and meet designated specifications. ____ Plans align outcomes, procedures, and assessments to achieve stated outcomes. ____ Structures and sequences lessons to lead to desired learning outcomes. ____ Selects and uses supplementary materials appropriate for students’ needs. ____ Plans lessons that are creative and actively engage students in learning experiences. ____ Employs appropriate assessments to inform planning. ____ Makes appropriate accommodations for students with special needs in planning and instruction. Comments: Accomplished Practice 11 Role of the Teacher Works with various education professionals, parents, and other stakeholders in the continuous improvement of the educational experiences of students. Indicators ____ Communicates and cooperates with families and school personnel to improve students’ school experiences. ____ Proposes ways in which families can support and reinforce classroom goals, objectives, and standards. ____ Demonstrates interest and support for school related optional activities. Comments:

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Accomplished Practice 12 Technology Uses appropriate technology in the teaching and learning processes. Indicators ____ Uses technology to plan lessons, prepare materials, manage instruction, and enhance learning. ____ Seeks ways to provide students with hands-on experiences using technology. Comments: Impact on Student Learning Indicators ____ Uses available data sources and/or develops diagnostic tools to assess students’ levels of knowledge and skills. ____ Summarizes data (pre and post) in table format from multiple sources. ____ Plans and implements a sequence of learning experiences and/or tasks based on the student data collected to impact student learning. ____ Reflects on effective teaching and learning strategies that facilitated student learning. Comments: ____________________________________________________________________________________________

Midterm Grade ______ Final Grade _________ ________________________ _________________________ ____________________________ Supervisor Date Intern Date Directing Teacher Date White Copy Office of Educational Field Experiences Yellow Copy Intern Pink Copy College Supervisor Goldenrod Copy Directing Teacher Revised 1/2010

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Teacher’s record. All interns are required to complete a minimum of 400 DIRECTING TEACHER REPORT OF hours of classroom associated teaching TIME DISTRIBUTION AND CERTIFICATE experiences, of which 200 hours must REQUEST FORM be actual classroom teaching. (See Internship Handbook: Categories I hereby certify that I served as directing teacher of internship hours for detailed and supervised a UNF intern during classification of hours.) __________ term _______________.

To be entitled to a Certificate, the (Spring, Fall) (Year) Directing Teacher must personally supervise one or more interns for a total Signature___________________________________ of 300 hours. (Date) Name of Intern_______________________________________________________________ School ______________________________________ Grade/Subject___________________ Number of hours intern spent in: Observation _______ Participation______________ Classroom Teaching _____ Out of Class Activities _______ TOTAL NUMBER OF HOURS INTERN WAS SUPERVISED __________ Name of Directing Teacher (Please Print)__________________________________________ Home Address:________________________________________________________________ City, State, Zip:_______________________________________________________________ Social Security Number (Required for certificate of participation)_____________________ Number of years teaching____________ Have you previously supervised a UNF Intern? ___ Yes ___ No

Please issue my certificate now.

Please issue my certificate when requested in writing. (Note: Must be requested within two years of end of term in which intern was supervised.)

Office Use Only: Certificate Number _________ issued _____________ (date)

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UNF College Supervision Feedback Form

Term: ________Year: _________ Directing Teacher____________________________ School __________________________ College Supervisor (Name)_____________________________________________________ Please circle the response that best describes your interactions with the UNF college supervisor. SA= Strongly Agree A=Agree D=Disagree SD=Strongly Disagree The college supervisor was sensitive to the cultural and operational aspects of the school and classroom settings.

SA A D SD

The college supervisor was available for assistance in clarifying policies, materials, and procedures.

SA A D SD

The college supervisor demonstrated effective interpersonal and communication skills.

SA A D SD

The college supervisor conducted observations that were spaced, sufficient in length, and diverse in content.

SA A D SD

The college supervisor used objective and supportive data collection procedures to record instructional performance.

SA A D SD

The college supervisor conferred regularly with the directing teacher and the intern.

SA A D SD

The college supervisor reviewed evidence in the intern portfolio to assist in forming a summative evaluation.

SA A D SD

The college supervisor was a professional role model.

SA A D SD

Comments:

White Copy Office of Educational Field Experiences Rev: 1/2010 Yellow Copy Intern Pink Copy College Supervisor Goldenrod Copy Directing Teacher

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Record of Intern Hours Intern_____________________ Directing Teacher_____________________ Date______________________ College Supervisor____________________ Week Observation Participation Teaching Out of Class

Activities Directing Teacher’s Initials

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

Totals

Please Note: This form is not to be used in place of the “Report of Time Distribution” that is submitted by the Directing Teacher at the conclusion of the internship experience. A minimum of 400 hours must be accrued with at least 200 hours of actual teaching and completion of at least 15 weeks.

INTERN RECORD OF UNF SUPERVISOR’S VISITATION __________________________________ Four forms are provided for your UNF College Supervisor evaluation of your UNF College Supervisor. Each time you receive __________________________________ a visit from your Supervisor, please School return one form on the day after the visit. __________________________________ Date of Visit Approximate time UNF College Supervisor spent in observing your participation in the classroom Hours______ Minutes______ Approximate time UNF College Supervisor spent in conference with you Hours______ Minutes______ Approximate time UNF College Supervisor spent in conference with your Directing Teacher Hours______ Minutes______ Approximate time UNF College Supervisor spent in conference with you and your Directing Teacher Hours______ Minutes______ (Required) Comment briefly on your conference with your Supervisor. Be sure to include areas of strengths/weaknesses; points of improvement and suggestions.________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _____________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Term ________ ___________________________________________ Name of Intern (Please print your name)

Professional Development Plan

Intern_____________________________________________ Date__________________________________ School ____________________________________________ Grade/Subject__________________________

Developmental Objectives Enabling Activities Completion Dates Initials Anticipated Actual Intern DT CS

_____________________________ ______________________________ _________________________

Intern Signature Directing Teacher Signature College Supervisor Signature White Copy Office of Educational Field Experiences Yellow Copy Intern Pink Copy College Supervisor Goldenrod Copy Directing Teacher Rev. 8/2010

APPENDIX D

Categories of Internship Hours

Listed below are examples of activities that demonstrate the different categories of internship hours.

Observation

o Observe the directing teacher. o Observe resource teachers. o Observe other teachers (same grade level, different grade level, same content area,

different content area). o Observe lessons presented by an intern peer using an objective observation

instrument. o Observe administrative and guidance procedures and other student services. o Observe the students in a variety of settings (instructional and non-instructional).

Participation

o Check attendance o Make out hall passes o File materials o Review curriculum guides and learning schedules o Clean, assemble, and store equipment o Record grades o Type and/or duplicate materials o Set up demonstrations o Make charts, cards, displays, etc. o Put materials on board o Locate and order audio-visual materials o Preview audio-visual materials o Operate audio-visual equipment o Grade objective tests o Supervise students in homeroom, halls, cafeteria, study hall, and going to and

from the bus

o Tour the school media center/library to examine available resources o Research and study testing procedures and instruments/measures used by county

schools. o Research and study the role of the teacher in communicating student progress to

parents and others. o Examine cumulative records to acquire useful knowledge and understanding of

student needs. o Correct student work for the directing teacher. o Conference with the guidance counselor and resource teachers to understand the

needs of exceptional students. o Develop, if appropriate, a plan for using support personnel, and/or volunteers o Learn students’ names

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o Tutor individual students in specified content areas o Assist with housekeeping duties o Conduct drill exercises o Review material o Read and listen to students reading o Provide assistance on special topics o Interview student(s) o Give made-up tests o Listen to individual reports or performances o Supervise group work o Direct enrichment projects o Supervise lab equipment o Work with committees o Design and display a bulletin board o Research school and district based software and websites

Teaching

o Teach a lesson in art, physical education, and music, if an Elementary or Pre-

K/Primary major o Teach a variety of subjects within your discipline, if a secondary education major o Supervise independent and group study o Deliver appropriate assessment experiences o Complete a behavior modification project if you are an Exceptional Education

major o Teach lesson plans that you have developed o Teach units/modules that you have developed for different subjects o Develop a learning center/station o Correct student work that is the direct result of your teaching o Implement a field trip that you have planned o Direct students in physical education activities o Assist student with assigned class work o Assist students with library research/assignments o Implement small and large group activities that you have developed in which

students have the opportunity to develop positive self-concepts and interact constructively with their peers.

o Monitor students during school testing programs o Employ a variety of instructional strategies o Construct and implement lessons that actively engage students in learning. o Supervise classroom maintenance o Maintain student attendance reports o Maintain student achievement reports o Establish and post classroom rules o Establish a set of classroom procedures and routines o Take responsibility for the management of small, medium, and large groups in a

variety of settings.

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o Take responsibility for managing transitional moves from one subject to another. o Employ a variety of management techniques. o Develop and implement alternative assessment techniques. o Prepare a model for grading procedures. o Incorporate school and district software and/or website resources into the

development and implementation of lessons.

Out of Class Activities

o Read professional material and publications o Attend in-service workshops o Attend faculty and staff meetings o Join a professional organization and provide service in some capacity o Attend/participate in extracurricular activities such as science fairs, club meetings,

athletic events, music programs, etc. o Attend social events o Attend PTA meetings o Attend parent teacher conferences

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APPENDIX E

State Statutes/Board Rules Affecting Internship I. Legal Responsibilities of the Interns SUBSTITUTION Interns are considered developing novices under the supervision and guidance of

certified professionals and the university. Under Florida School laws, “Each person employed or occupying a position as a school supervisor, helping teacher, principal teacher, library media specialist, school counselor, adjunct instructor, athletic coach, or substitute teacher, or other position in which the employee serves in an instructional capacity, in any public school of any district of this state shall hold the certificate required by law and by rules of the state board in fulfilling the requirements of the law for the type of service rendered.” If the directing teacher is absent from school, a certified substitute or certified teacher should be appointed as temporary supervising teacher even though the intern is directing and teaching the classes. An intern may not serve as a regular substitute teacher during internship even though the intern may hold a substitute-teaching certificate.

LIABILITY PROTECTION From time to time the question arises as to the legal responsibility of the intern

while he or she is on the job in the school. This matter has been handled by the Florida Legislature. In brief, the intern has the same legal responsibility and is afforded the same protection of the laws as the certified teacher. The Florida School Laws statute states:

1012.39 (3) A Student who is enrolled in a state-approved teacher preparation

program in a postsecondary educational institution that is approved by rules of the State Board of Education and who is jointly assigned by the postsecondary educational institution and a district school board to perform a clinical field experience under the direction of a regularly employed and certified educator shall, while serving such supervised clinical field experience, be accorded the same protection of law as that accorded to the certified educator except for the right to bargain collectively as an employee of the district school board.

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II. Professional Teaching Practices 1012.32 QUALIFICATIONS OF PERSONNEL; FINGERPRINTING

(d) Student teachers, persons participating in a field experience pursuant to s. 1004.04(6) or s. 1004.85, and persons participating in a short-term experience as a teacher assistant pursuant to s. 1004.04(10) in any district school system, lab school, or charter school must, upon engagement to provide services, undergo background screening as required under s. services, undergo background screening as required under s. 1012.56.

Fingerprints shall be submitted to the Department of Law Enforcement for statewide criminal and juvenile records checks and to the Federal Bureau of Investigation for federal criminal records checks. A person subject to this subsection who is found ineligible for employment under s. 1012.315, or otherwise found through background screening to have been convicted of any crime involving moral turpitude as defined by rule of the State Board of Education, shall not be employed, engaged to provide services, or serve in any position that requires direct contact with students. Probationary persons subject to this subsection terminated because of their criminal record have the right to appeal such decisions. The cost of the background screening may be borne by the district school board, the charter school, the employee, the contractor, or a person subject to this subsection.

1012.51 LEGISLATIVE INTENT; DECLARATION It is the intent and purpose of the Legislature that the practice of teaching in the

public school system and its related services, including administering and supervisory services, shall be designated as professional services. Teaching is hereby declared to be a profession in Florida, with all the similar rights, responsibilities, and privileges accorded other legally recognized professions.

1012.52 TEACHER QUALITY; LEGISLATIVE FINDINGS (1) The Legislature intends to implement a comprehensive approach to

increase students’ academic achievement and improve teaching quality. The Legislature recognizes that professional educators play an important role in shaping the future of this state and the nation by developing the knowledge and skills of our future workforce and laying the foundation for good citizenship and full participation in community and civic life. The Legislature also recognizes its role in meeting the state’s educational priorities so as to provide opportunity for all students to achieve at the levels set by the Sunshine State Standards.

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(2) The Legislature further finds that effective educators are able to do the following: (a) Write and speak in a logical and understandable style, using appropriate grammar and sentence structure, and demonstrate a command of standard English, enunciation, clarity of oral directions, and a pace and precision in speaking. (b) Read, comprehend, and interpret professional and other written material. (c) Compute, think logically, and solve problems. (d) Recognize signs of students’ difficulty with the reading and computational

process and apply appropriate measures to improve students’ reading and computational performance. (e) Recognize patterns of physical, social, emotional, and intellectual

development in students, including exceptional students in the regular classroom. (f) Recognize and demonstrate awareness of the educational needs of students

who have limited proficiency in English and employ appropriate teaching strategies. (g) Use and integrate appropriate technology in teaching and learning

processes and in managing, evaluating, and improving instruction. (h) Use assessment and other diagnostic strategies to assist the continuous development and acquisition of knowledge and understanding of the learner. (i) Use teaching and learning strategies that include consideration of each student’s learning styles, needs, and background. (j) Demonstrate the ability to maintain a positive, collaborative relationship with students’ families to increase student achievement. (k) Recognize signs of tendency toward violence and severe emotional distress in students and apply techniques of crisis intervention. (l) Recognize signs of alcohol and drug abuse in students and know how to appropriately work with such students and seek assistance designed to prevent future abuse.

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(m) Recognize the physical and behavioral indicators of child abuse and neglect and know rights and responsibilities regarding reporting. (n) Demonstrate the ability to maintain a positive environment in the

classroom while achieving order and discipline. (o) Demonstrate the ability to grade student performance effectively. (p) Demonstrate knowledge and understanding of the value of, and strategies for, promoting parental involvement in education. 1012.53 DUTIES OF INSTRUCTIONAL PERSONNEL (1) The primary duty of instructional personnel is to work diligently and

faithfully to help students meet or exceed annual learning goals, to meet state and local achievement requirements, and to master the skills required to graduate from high school prepared for postsecondary education and work. This duty applies to instructional personnel whether they teach or function in a support role.

(2) Members of the instructional staff of the public schools shall perform

duties prescribed by rules of the district school board. The rules shall include, but are not limited to, rules relating to a teacher’s duty to help students master challenging standards and meet all state and local requirements for achievement; teaching efficiently and faithfully, using prescribed materials and methods, including technology-based instruction; recordkeeping; and fulfilling the terms of any contract unless released from the contract by the district school board.

1012.56 EDUCATOR CERTIFICATION REQUIRMENTS (1) APPLICATION – Each person seeking certification pursuant to this

chapter shall submit a completed application containing the applicant’s social security number to the Department of Education remit the fee required pursuant to s. 1012.59 and rules of the State Board of Education. Pursuant to the federal Personal Responsibility and Work Opportunity Reconciliation Act of 1996, each party is required to provide his or her social security number in accordance with this section. Disclosure of social security numbers obtained through this requirement is limited to the purpose of administration of the title IV-D program of the Social Security Act for child support enforcement. Pursuant to s. 120.60, the department shall issue within 90 calendar days after the stamped receipted date of the completed application:

(a) If the applicant meets the requirements, a professional certificate covering

the classification, level, and area for which the applicant is deemed qualified and a document explaining the requirements for renewal of the professional certificate;

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(b) If the applicant meets the requirements and if requested by an employing School district or an employing private school with a professional education competence demonstration program pursuant to paragraphs (6)(f) and (8)(b), a temporary certificate covering the classification, level, and area for which the applicant is deemed qualified and an official statement of status eligibility; or

(c) If an applicant does not meet the requirements for either certificate, an official statement of status of eligibility. The statement of status of eligibility must advise the applicant of any

qualifications that must be completed to qualify for certification. Each statement of status of eligibility is valid for 3 years after its date of issuance, except as provided in paragraph(2)(d).

(2) ELIGIBILITY CRITERIA – To be eligible to seek certification, a

person must: (a) Be a least 18 years of age.

(b) File an affidavit that the applicant subscribes to and will uphold the principles incorporated in the Constitution of the United States and the Constitution of the State of Florida and that the information provided in the application is true, accurate, and complete. The affidavit shall be by original signature or by electronic authentication. The affidavit shall include substantially the following warning:

WARNING: Giving false information in order to obtain or renew a Florida

educator’s certificate is a criminal offense under Florida law. Anyone giving false information on this affidavit is subject to criminal prosecution as well as disciplinary action by the Education Practices Commission.

(c) Document receipt of a bachelor’s or higher degree from an accredited

institution of higher learning, or a nonaccredited institution of higher learning that the Department of Education has identified as having a quality program resulting in a bachelor’s degree, or higher. Each applicant seeing initial certification must have attained at least a 2.5 overall grade point average on a 4.0 scale in the applicant’s major field of study. The applicant may document the required education by submitting official transcripts from institutions of higher education or by authorizing the district submission of such official transcripts through established electronic networks systems. The bachelor’s or higher degree may not be required in areas approved in rule by the State Board of Education as nondegreed areas.

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(d) Submit to background screening in accordance with subsection (10). If the background screening indicates a criminal history or if the applicant acknowledges a criminal history, the applicant’s records shall be referred to the investigative section in the Department of Education for review and determination of eligibility for certification. If the applicant fails to provide the necessary documentation requested by the department within 90 days after the date of the receipt of the certified mail request, the statement of eligibility and pending application shall become invalid.

(e) Be of good moral character. (f) Be competent and capable of performing the duties, functions, and

responsibilities of an educator. (g) Demonstrate mastery of general knowledge, pursuant to subsection (3).

(h) Demonstrate mastery of subject area knowledge, pursuant to subsection (5).

(i) Demonstrate mastery of professional preparation and education

competence, pursuant to subsection (6). (3) MASTERY OF GENERAL KNOWLEDGE - Acceptable means of

demonstrating mastery of general knowledge are: (a) Achievement of passing scores on basic skills examination required by state board rule; (b) Achievement of passing scores on the College Level Academic Skills Test

earned prior to July 1, 2002; (c) A valid professional standard teaching certificate issued by another state;

(d) A valid certificate issued by the National Board for Professional Teaching Standards or a national educator credentialing board approved by the State Board of Education; or

(e) Documentation of two semesters of successful teaching in a community

college, state university, or private college or university that awards an associate or higher degree and is an accredited institution or an institution of higher education identified by the Department of Education as having a quality program.

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(5) MASTERY OF SUBJECT AREA KNOWLEDGE - Acceptable mean of demonstrating mastery of subject area knowledge are:

(a) Achievement of passing scores on subject area examinations required by

state board rule;

(b) Completion of a bachelor’s degree or higher and verification of the attainment of an oral proficiency interview score above the intermediate level and a written proficiency score above the intermediate level on a test administered by the American Council on the Teaching of Foreign Languages for which there is no Florida developed examination;

(c) Completion of the subject area specialization requirements specified in

state board rule and verification of the attainment of the essential subject matter competencies by the district school superintendent of the employing school district or chief administrative offer of the employing state-supported or private school for a subject area for which a subject area examination has not been developed and required by state board rule;

(d) Completion of the subject area specialization requirements specified in

state board rule for a subject coverage requiring a master’s or higher degree and achievement of a passing score on the subject area examination specified in state board rule;

(e) A valid professional standard teaching certificate issued by another state;

or

(f) A valid certificate issued by the National Board of Professional Teaching Standards or a national educator credentialing board approved by the State Board of Education.

(6) MASTERY OF PROFESSIONAL PREPARATION AND EDUCATION COMPETENCE - Acceptable means of demonstrating mastery of professional preparation and education competence are;

(a) Completion of an approved teacher preparation program at a

postsecondary educational institution within this state and achievement of a passing score on the professional education competency examination required by state board rule:

(b) Completion of a teacher preparation program at a postsecondary

educational institution outside Florida and achievement of a passing score on the professional education competency examination required by state board rule;

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(c) A valid professional standard teaching certificate issued by another state;

(d) A valid certificate issued by the National Board for Professional Teaching Standards or a national educator credentialing board approved by the State Board of Education;

(e) Documentation of two semesters of successful teaching in a community

college, state university, or private college or university that awards an associate or higher degree and is an accredited institution or an institution of higher education identified by the Department of Education as having a quality program;

(f) Completion of professional preparation courses as specified in state board rule; successful completion of a professional education competence

demonstration program pursuant to paragraph (8)(b), and achievement of a passing score on the professional education competency examination required by state board rule;

(g) Successful completion of a professional preparation alternative

certification and education competency program, outlined in paragraph (8)(a); or

(h) Successful completion of an alternative certification program pursuant to

s. 1004.85 and achievement of a passing score on the professional education competency examination required by rule of the State Board of Education.

(7) TYPES AND TERMS OF CERTIFICATION

(a) The Department of Education shall issue a professional certificate for a

period not to exceed 5 years to any applicant who meets all the requirements outlined in subsection (2).

(b) The department shall issue a temporary certificate to any applicant who

completes the requirements outlined in paragraphs (2)(a)-(f) and completes the subject area content requirements specified in state board rule or demonstrates mastery of subject area knowledge pursuant to subsection (5) and holds an accredited degree or a degree approved by the Department of Education at the level required for the subject area specialization in state board rule.

(c) The department shall issue one non-renewable 2 year temporary certificate

and one non-renewable 5 year professional certificate to a qualified applicant who holds a bachelor’s degree in the area of speech-language impairment to allow for completion of a master’s degree program in speech

-language impairment.

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Each temporary certificate is valid for 3 school fiscal years and is non-renewable. However, the requirements in paragraph (2)(g) must be met within 1 calendar year of the date of employment under the temporary certificate. Individuals who are employed under contract at the end of the 1 calendar year time period may continue to be employed through the end of the school year in which they have been contracted. A school district shall not employ, or continue the employment of, an individual in a position for which a temporary certificate is required beyond this time period if the individual has not met the requirement of paragraph (2)(g). The State Board of Education shall adopt rules to allow the department to extend the validity period of a temporary certificate for 2 years when the requirements for the professional certificate, not including the requirement in paragraph (2)(g), were not completed due to the serious illness or injury of the applicant or other extraordinary extenuating circumstances. The department shall reissue the temporary certificate for 2 additional years upon approval by the Commissioner of Education. A written request for reissuance of the certificate shall be submitted by the district school superintendent, the governing authority of a university lab school, the governing authority of a state supported school, or the governing authority of a state supported school, or the governing authority of a private school.

1012.79 EDUCATION PRACTICES COMMISSION;

ORGANIZATION (1) The Education Practices Commission, consists of 25 members, including 8

teachers, 5 administrators, at least one of whom shall represent a private school; 7 lay citizens, 5 of whom shall be parents of public school students and who are unrelated to public school employees and 2 of whom shall be former district school board members; and 5 sworn law enforcement officials, appointed by the State Board of Education from nominations by the Commissioner of Education and subject to Senate confirmation. Prior to making nominations, the commissioner shall consult with teaching associations, parent organizations, law enforcement agencies, and other involved associations in the state. In making nominations, the commissioner shall attempt to achieve equal geographical representation, as closely as possible.

1012.795 EDUCATION PRACTICES COMMISSION; AUTHORITY

TO DISCIPLINE (1) The Education Practices Commission may suspend the educator certificate

of any person as defined in s. 1012.01(2) or (3) for up to 5 years, thereby denying that person the right to teach or otherwise be employed by a district school board or public school in any capacity requiring direct contact with students for that period of time, after which the holder may return to teaching as provided in subsection (4); may revoke the educator certificate of any person, thereby denying that person the right to teach or otherwise be employed by a district school board or public school in any capacity requiring direct contact with students for up to 10

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years, with reinstatement subject to the provisions of subsection (4); may revoke permanently the educator certificate of any person thereby denying that person the right to teach or otherwise be employed by a district school board or public school in any capacity requiring direct contact with students; may suspend the educator certificate, upon an order of the court or notice by the Department of Revenue relating to the payment of child support; or may impose any other penalty provided by law, if the person:

(a) Obtained or attempted to obtain an educator certificate by fraudulent

means.

(b) Knowingly failed to report actual or suspected child abuse as required in s. 1006.061 or report alleged misconduct by instructional personnel or school administrators which affects the health, safety, or welfare of a student as required in s. 1012.796.

(c) Has proved to be incompetent to teach or to perform duties as an

employee of the public school system or to teach in or to operate a private school.

(d) Has been guilty of gross immorality or an act involving moral turpitude as defined by rule of the State Board of Education.

(e) Has had an educator certificate sanctioned by renovation, suspension, or

surrender in another state.

(f) Has been convicted or found guilty of, or entered a plea of guilty to, regardless of adjudication of guilt, a misdemeanor, felony, or any other criminal charge, other than a minor traffic violation.

(g) Upon investigation, has been found guilty of personal conduct that

seriously reduces that person’s effectiveness as an employee of the district school board.

(h) Has breached a contract, as provided in s. 1012.33(2).

(i) Has been the subject of a court order or notice by the Department of

Revenue pursuant to s. 409.2598 directing the Education Practices Commission to suspend the certificate as a result of noncompliance with a child support order, a subpoena, an order to show cause, or a written agreement with the Department of Revenue.

(j) Has violated the Principles of Professional Conduct for the Education

Profession prescribed by State Board of Education rules.

(k) Has otherwise violated the provision of law, the penalty for which is the revocation of the educator certificate.

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(l) Has violated any order of the Education Practices Commission.

(m) Has been the subject of a court order or plea agreement in any jurisdiction

which requires the certificate holder to surrender or otherwise relinquish his or her educator’s certificate. A surrender or relinquishment shall be for permanent revocation of the certificate. A person may not surrender or otherwise relinquish his or her certificate prior to finding of probable cause by the commissioner as provided in s. 1012.796.

(n) Has been disqualified from educator certification under s. 1012.315. (2) The plea of guilty in any court, the decision of guilty by any court, the

forfeiture by teaching certificate holder of a bond in any court of law, or the written acknowledgement, duly witnessed, of offenses listed in subsection (1) to the district school superintendent or a duly appointed representative of such superintendent or to the district school board shall be prima facie proof of grounds for revocation of the certificate as listed in subsection (1) in the absence of proof by the certificate holder that the plea of guilty, forfeiture of bond, or admission of guilt was caused by threats, coercion, or fraudulent means.

(3) The revocation by the Education Practices Commission of an educator

certificate of any person automatically revokes any and all Florida educator certificates held by that person.

(4) (a) An educator certificate which has been suspended under this

section is automatically reinstated at the end of the suspension period, provided the certificate did not expire during the period of suspension. If the certificate expired during the period of suspension, the holder of the former certificate may secure a new certificate by making application therefore and by meeting the certification requirements of the state board current at the time of the application for the new certificate. An educator certificate suspended pursuant to paragraph (1) (i) may be reinstated only upon notice from the court or the Department of Revenue that the party has complied with the terms of the support order, subpoena, order to show cause, or written agreement.

(b) A person whose educator certificate has been revoked under this section

may apply for a new certificate at the expiration of that period of ineligibility fixed by the Education Practices Commission by making application therefore and by meeting the certification requirements of the state board current at the time of the application for the new certificate.

(5) Each district school superintendent and the governing authority of each

university lab school, state supported school, or private school shall report to the department the name of any person certified pursuant to this chapter or employed and qualified pursuant to s. 1012.39:

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(a) Who has been convicted of, or who has pled nolo-contendere to a misdemeanor, felony, or any other criminal charge, other than a minor traffic infraction:

(b) Who that official has reason to believe has committed or is found to have

committed any act which would be a ground for revocation or suspension under subsection (1); or

(c) Who has been dismissed or severed from employment because of conduct

involving any immoral, unnatural, or lascivious act.

(6) (a)When an individual violates any provisions of a final order of the Education Practices Commission, the Department of Education may request an order to show cause be issued by the clerk of the commission. The order shall require the individual to appear before the commission to show cause why further penalties should not be levied against the individual’s certificate pursuant to the authority provided to the Education Practices Commission in subsection (1). The department may dismiss an order to show cause before the commission enters a final order. The Education Practices Commission may fashion further penalties under the authority of subsection (1) as it deems appropriate when it considers the show cause order.

1012.796 COMPLAINTS AGAINST TEACHERS AND

ADMINISTRATORS PROCEDURE; PENALTIES

(1) (a) The Department of Education shall cause to be investigated expeditiously any complaint filed before it or which is otherwise called to its attention which, if legally sufficient, contains grounds for the revocation or suspension of a certificate or any other appropriate penalty as set forth in subsection (7). The complaint is legally sufficient if it contains the ultimate facts which show a violation has occurred as provided in 1012.795 as defined by rule of the State Board of Education. The department shall investigate or continue to investigate and take appropriate action in a complaint even though the original complainant withdraws the complaint or otherwise indicates a desire not to cause it to be investigated or prosecuted to completion. The department may investigate or continue to investigate and take action on a complaint filed against a person whose educator certificate has expired if the act or acts that are the basis for the complaint were allegedly committed while the person possessed an educator certificate.

(b) The department shall immediately investigate any legally sufficient complaint that involves misconduct by any certified personnel which affects the health, safety, or welfare of a student, giving the complaint priority over other pending complaints. The department must investigate or continue to investigate and take action on such a complaint filed against a person whose educator certificate has expired if the act or acts that are the basis for the complaint were allegedly committed while that person possessed an educator certificate.

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(c) When an investigation is undertaken, the department shall notify the certificate holder or applicant for certification and the district school superintendent or the university laboratory school, charter school, or private school in which the certificate holder or applicant for certification is employed or was employed at the time the alleged offense occurred. In addition, the department shall inform the certificate holder or applicant for certification of the substance of any complaint which has been filed against the certificate holder or applicant, unless the department determines that such notification would be detrimental to the investigation, in which case the department may withhold notification.

(d) Each school district shall file in writing with the department all legally

sufficient complaints within 30 days after the date on which subject matter of the complaint comes to the attention of the school district. A complaint is legally

sufficient if it contains ultimate facts that show a violation has occurred as provided in s. 1012.795 and defined by rule of the State Board of Education. The school district shall include all information relating to the complaint which is known to the school district at the time of filing. Each district school board shall develop and adopt policies and procedures to comply with this reporting requirement. School board policies and procedures must include standards for screening, hiring, and terminating instructional personnel and school administrators, as defined in s. 1012.01; standards of ethical conduct for instructional personnel and school administrators; the duties of instructional personnel and school administrators for upholding the standards; detailed procedures for reporting alleged misconduct by instructional personnel and school administrators which affects the health, safety, or welfare of a student; requirements for the reassignment of instructional personnel or school administrators pending the outcome of a misconduct investigation; and penalties for failing to comply with s. 10051 or s. 1012.795. The district school board policies and procedures shall include appropriate penalties for all personnel of the district school board for non-reporting and procedures for promptly informing the district school superintendent of each legally sufficient complaint. The district school superintendent is charged with knowledge of these policies and procedures and is accountable for the training of all instructional personnel and school administrators of the school district on the standards of ethical conduct, policies, and procedures. If the district school superintendent has knowledge of a legally sufficient complaint and does not report the complaint, or fails to enforce the policies and procedures of the district school board, and fails to comply with the requirements of this subsection, in addition to other actions against certificate holders authorized by law, the district school superintendent is subject to penalties as specified in s. 1001.51 (12). If the superintendent determines that misconduct by instructional personnel or school administrators who hold an educator certificate affects the health, safety, or welfare of a student and the misconduct warrants termination, the instructional personnel or school administrators may resign or be terminated, and the superintendent must report the misconduct to the department in the format prescribed by the department.

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The department shall maintain each report of misconduct as a public record in the instructional personnel’s or school administrators’ certification files. This paragraph does not limit or restrict the power and duty of the department to investigate complaints, regardless of the school district’s untimely filing, or failure to file, complaints and follow up reports.

(e) If allegations arise against an employee who is certified under s. 102.56

and employed in an educator-certificated position in any public school, charter school or governing board thereof, or private school that accepts scholarship students under s. 220.187 or s. 1002.39, the school shall file in writing with the department a legally sufficient complaint within 30 days after the date on which the subject matter of the complaint came to the attention of the school. A complaint is legally sufficient if it contains ultimate facts that show a violation has occurred as provided in s. 1012.795 and defined by rule of the State Board of Education. The school shall include all known information relating to the complaint with the filing of the complaint. This paragraph does not limit or restrict the power and duty of the department to investigate complaints, regardless of the school’s untimely filing, or failure to file, complaints and follow up reports.

(f) Notwithstanding any other law, all law enforcement agencies, state

attorneys, social service agencies, district school boards, and the Division of Administrative Hearings shall fully cooperate with and, upon request, shall provide unredacted documents to the Department of Education to further investigations and prosecutions conducted pursuant to this section. Any document received may not be redisclosed except as authorized by law.

(2) The Commissioner of Education shall develop job specifications for

investigative personnel employed by the department. Such specifications shall be substantially equivalent to or greater than those jobs specifications of investigative personnel employed by the Department of Business and Professional Regulation. The department may contract with the Department of Business and Professional Regulation for investigations. No person who is responsible for conducting an investigation of a teacher or administrator may prosecute the same case. The department general counsel or members of that staff may conduct prosecutions under this section.

(3) The department staff shall advise the commissioner concerning the

findings of the investigation. The department general counsel or members of that staff shall review the investigation and advise the commissioner concerning probable cause or lack thereof. The determination of probable cause shall be made by the commissioner. The commissioner shall provide an opportunity for a conference, if requested, prior to determining probable cause. The commissioner may enter into deferred prosecution agreements in lieu of finding probable cause when in his or her judgment such agreements would be in the best interests of the department, the certificate holder, and the public.

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Such deferred prosecution agreements shall become effective when filed with the clerk of the Education Practices Commission. However, a deferred prosecution agreement shall not be entered into where there is probable cause to believe that a felony or an act of moral turpitude has occurred. Upon finding no probable cause, the commissioner shall dismiss the complaint.

(4) The complaint and all information obtained pursuant to the investigation

by the department shall be confidential and exempt from the provisions of s. 119.07(1) until the conclusion of the preliminary investigation of the complaint or until such time as otherwise provided by s. 1012.798(6). However, the complaint and all material assembled during the investigation may be inspected and copied by the certificate holder under the investigation, or the certificate holder’s designee, after the investigation is concluded, but prior to the determination of probable cause by the commissioner. If the preliminary investigation is concluded with the findings that there is no probable cause to proceed, the complaint and information shall be open thereafter to inspection pursuant to s. 119.07(1). If the preliminary investigation is concluded with the finding that there is probable cause to proceed and a complaint is filed pursuant to subsection (6), the complaint and information shall be open thereafter to inspection pursuant to s. 119.07(1). If the preliminary investigation ceases to be active, the complaint and all such material shall be open thereafter to inspection pursuant to s. 119.07(1) except as pursuant to s.1012.798(6). For the purpose of this subsection, a preliminary investigation shall be considered active as long as it is continuing with a reasonable, good faith anticipation that an administrative finding will be made in the foreseeable future.

(5) When an allegation of misconduct by instructional personnel or school

administrators, as defined in s. 1012.01, is received, if the alleged misconduct affects the health, safety, or welfare of a student, the district school superintendent in consultation with the school principal, or upon the request of the Commissioner of Education, must immediately suspend the instructional personnel or school administrators from regularly assigned duties, with pay, and reassign the suspended personnel or administrators to positions that do not require direct contact with students in the district school system. Such suspension shall continue until the completion of the proceedings and the determination of sanctions, if any, pursuant to this section and s. 1012.795.

(6) Upon findings of probable cause, the commissioner shall file a formal

complaint and prosecute the complaint pursuant to the provisions of chapter 120. An administrative law judge shall be assigned by the Division of Administrative Hearings of the Department of Management Services to hear the complaint if there is disputed issued of material fact. The administrative law judge shall make recommendations in accordance with the provisions of subsection (7) to the appropriate Education Practices Commission panel which shall conduct a formal review of such recommendations and other pertinent information and issue a final order. The commission shall consult with its legal counsel prior to issuance of a final order.

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(7) A panel of the commission shall enter a final order either dismissing the complaint or imposing one or more of the following penalties:

(a) Denial of an application for a teaching certificate or for an administrative

or supervisory endorsement on a teaching certificate. The denial may provide that the applicant may not reapply for certification, and that the department may refuse to consider that applicant’s application, for a specified period of time or permanently.

(b) Revocation or suspension of a certificate.

(c) Imposition of an administrative fine not to exceed $2,000 for each count

or separate offense.

(d) Placement of the teacher, administrator, or supervisor on probation for period of time and subject to such conditions as the commission may specify, including requiring the certified teacher, administrator, or supervisor to complete additional appropriate college courses or work with another certified educator, with the administrative costs of monitoring the problem assessed to the educator placed on probation. An educator who has been placed on probation shall, at a minimum:

(1) Immediately notify the investigative office in the Department of Education upon employment or termination of employment in the state in any public or private position requiring a Florida educator’s certificate.

(2) Have his or her immediate supervisor submit annual performance reports to the investigative office in the Department of Education.

(3) Pay to the commission within the first 6 months of each probation year the administrative costs of monitoring probation assessed to the educator.

(4) Violate no law and shall fully comply with all district school board policies, school rules, and State Board of Education rules.

(5) Satisfactorily perform his or her assigned duties in a competent, professional manner.

(6) Bear all costs of complying with the terms of a final order entered by the commission.

(e) Restriction of the authorized scope of practice of the teacher,

administrator, or supervisor.

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(f) Reprimand of the teacher, administrator, or supervisor in writing, with a copy to be placed in the certification file of such person.

(g) Imposition of an administrative sanction, upon a person whose teaching

certificate has expired, for an act or acts committed while that person possessed a teaching certificate or an expired certificate subject to late renewal, which sanctions bars that person from applying for a new certificate for a period of 10 years or less, or permanently.

(h) Refer the teacher, administrator, or supervisor to the recovery network

program provided in s. 1012.798 under such terms and conditions as the commission may specify.

(8) Violations of the provisions of a final order shall result in an order to show cause issued by the clerk of the Education Practices Commission if requested by the Department of Education. Upon failure of the educator, at the time and place stated in order, to show cause satisfactorily to the Education Practices Commission why a penalty for violating the provisions of a final order should not be imposed, the Education Practices Commission shall impose whatever penalty is appropriate as established in s. 1012.795(6). The Department of Education shall prosecute the individual ordered to show cause before the Education Practices Commission. The Department of Education and the individual may enter into a settlement agreement, which shall be presented to the Education Practices Commission for consideration. Any probation period will be tolled when an order to show cause has been issued until the issue is resolved by the Education Practices Commission; however, the other terms and conditions of the final order shall be in full force and effect until changed by the Education Practices Commission.

(9) All moneys collected by, or awarded to, the commission as fees, fines, penalties, or costs shall be deposited into the Educational Certification and Service Trust Fund pursuant to s. 1012.59.

III. Rules of the Department of Education State Board of Education

THE CODE OF ETHICS OF THE EDUCATION PROFESSION IN FLORIDA

(1) The educator values the worth and dignity of every person, the pursuit of truth, devotion to excellence, acquisition of knowledge, and the nurture of democratic citizenship. Essential to the achievement of these standards are freedom to learn and to teach and the guarantee of equal opportunity for all.

(2) The educator’s primary professional concern will always be for the student and for the development of the student’s potential. The educator will therefore strive for professional growth and will seek to exercise the best professional judgment and integrity.

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(3) Aware of the importance of maintaining the respect and confidence of one’s colleagues, of students, or parents, and of other members of the community, the educator strives to achieve and sustain the highest degree of ethical conduct.

PRINCIPLES OF PROFESSIONAL CONDUCT FOR THE EDUCATION PROFESSION IN FLORIDA

(1) The following disciplinary rule shall constitute the Principles of Professional Conduct of the Education Profession in Florida.

(2) Violation of any of these principles shall subject the individual to revocation or suspension of the individual educator’s certificate, or the other penalties as provided by law.

(3) Obligation to the student requires that the individual:

(a) Shall make reasonable effort to protect the student from conditions

harmful to learning and/or to the student’s mental and/or physical health and/or safety.

(b) Shall not unreasonably restrain a student from independent action in

pursuit of learning.

(c) Shall not unreasonably deny a student access to diverse points of view.

(d) Shall not intentionally suppress or distort subject matter relevant to a student’s academic program.

(e) Shall not intentionally expose a student to unnecessary embarrassment or

disparagement.

(f) Shall not intentionally violate or deny a student’s legal rights.

(g) Shall not harass or discriminate against any student on the basis of race, color, religion, sex, age, national or ethnic origin, political beliefs, marital status, handicapping condition, sexual orientation or social and family background and shall make reasonable effort to assure that each student is protected from harassment or discrimination.

(h) Shall not exploit a relationship with a student for a personal gain or

advantage.

(i) Shall keep in confidence personally identifiable information obtained in the course of professional service, unless disclosure serves professional purposed or is required by law.

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(4) Obligation to the public requires that the individual:

(a) Shall take reasonable precautions to distinguish between personal views and those of any educational institution or organization with which the individual is affiliated.

(b) Shall not intentionally distort or misrepresent facts concerning an

educational matter in direct or indirect public expression.

(c) Shall not intentionally privileges for personal gain or advantage.

(d) Shall accept no gratuity, gift or favor that might influence professional judgment.

(e) Shall offer no gratuity, gift or favor to obtain special advantages.

(5) Obligation to the profession of education requires that the individual:

(a) Shall maintain honesty in all professional dealings. (b) Shall not on the basis of race, color, religion, sex, age, national or ethnic

origin, political beliefs, marital status, handicapping condition if otherwise qualified, or social and family background deny to a colleague professional benefits or advantages or participation in any professional organization.

(c) Shall not interfere with a colleague’s exercise of political or civic rights

and responsibilities.

(d) Shall not engage in harassment or discriminatory conduct which unreasonably interferes with an individual’s performance of professional or work responsibilities or with the orderly processes of education or which creates a hostile, intimidating, abusive, offensive, or oppressive environment; and, further, shall make reasonable effort to assure that each individual is protected from such harassment or discrimination.

(e) Shall not make malicious or intentionally false statements about a

colleague.

(f) Shall not use coercive means or promise special treatment to influence professional judgment of colleagues.

(g) Shall not misrepresent one’s own professional qualifications.

(h) Shall not submit fraudulent information on any document in connection

with professional activities.

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(i) Shall not make any fraudulent statement or fail to disclose a material fact in one’s own or another’s application for a professional position.

(j) Shall not withhold information regarding a position from an applicant or

misrepresent an assignment or conditions of employment.

(k) Shall provide upon the request of the certificated individual a written statement of specific reason for recommendations that lead to the denial of increments, significant changes in employment or termination of employment.

(l) Shall not assist entry into or continuance in the profession of any person

known to be unqualified in accordance with these Principles of Professional Conduct for the Education Profession in Florida and other applicable Florida Statutes and State Board of Education Rules.

(m) Shall self-report within forty-eight (48) hours to appropriate authorities (as

determined by district) any arrests/charges involving the abuse of a child or the sale and/or possession of a controlled substance. Such notice shall not be considered an admission of guilt nor shall such notice be admissible for any purpose in any proceeding, civil or criminal, administrative or judicial, investigatory or adjudicatory. In addition, shall self-report any conviction, finding of guilt, withholding of adjudication, commitment to a pretrial diversion program, or entering of a plea of guilty or Nolo Contendre for any criminal offense other than a minor traffic violation within forty-eight (48) hours after the final judgment. When handling sealed and expunged records disclosed under the rule, school districts shall comply with the confidentiality provisions of Sections 943.0585(4)(c) and 943.059(4) (c) Florida Statutes.

(n) Shall report to appropriate authorities any known allegation of a violation

of the Florida School Code or State Board of Education Rules as defined in Section 1012.795(1), Florida Statutes.

(o) Shall seek no reprisal against any individual who has reported any

allegation of a violation of the Florida School Code or State Board of Education Rules as defined in Section 1012.795(1), Florida Statutes.

(p) Shall comply with the conditions of an order of the Education Practices

Commission.

(q) Shall, as the supervising administrator, cooperate with the Education Practices Commission in monitoring the probation of a subordinate.

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APPENDIX F

Directed Observation Activities I During your observation, collect and/or record the following:

o Four bulletin board ideas o Eight activities and strategies used to develop a lesson o Ten procedures/strategies to address off task behavior o Five activities/alternate assignments for students who complete work early. o Three activities/strategies to work with special needs students (including ESOL).

Directed Observation Activities II

Write examples that show evidence of the following:

o Gaining and holding student attention. o Telling students what they are expected to learn. o Reminding students of related knowledge or skills. o Presenting new stimuli for learning. o Guiding student thinking and learning. o Providing student feedback about correctness. o Judging or appraising performance. o Helping to generalize what is learned. o Providing practice for retention. o Adapting instruction for special needs students (including ESOL)

Directed Observation Reflection Questions

Collect data for each of the questions below, reflect on the data in terms of your situation, and be prepared to discuss your findings during a post conference.

Series 1

o How does the teacher start the lesson? o How does the teacher tie the beginning of the lesson to previous learning? o How does the teacher gain the students’ interest? o What procedures are incorporated into the body of the lesson? Lecture?

Discussion? Audiovisuals? Demonstrations? Student activities? Hands-on activities? Other? Explain.

o Does the teacher show a broad knowledge of the subject area? What evidence supports your conclusion?

o Does the teacher stick to the textbook or bring in information from other sources? o Does the teacher relate the subject matter to other content the students have

studied or their prior experiences? o Reflect on how the data you have collected relates to your classroom. List or

explain changes you will make in your delivery as a result of this observation.

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Series 2

o What disciplinary techniques did the teacher use? o How does the teacher make the purpose and relevance of the lesson apparent? o How does the teacher end the lesson? o How does the teacher summarize the day’s (lesson’s) learning? o What kind of assignments are made? o How does the teacher ensure each child will be successful with the seatwork?

Homework? o What, if any, assessment techniques does the teacher use in the course of the

lesson? Performance based assessments? Oral or written? Observations?

Series 3

o Were the purpose and relevance of the lesson made clear to the students? Why or

why not? How might the purpose and relevance have been better clarified? o Were the teacher’s procedures effective for presenting the content? Might some

other procedures have been more effective? Why do you think so? o Were the lesson materials appropriate? Effective? Would other materials may

have been more effective? Why do you think so? o Were disciplinary techniques appropriate? Effective? If they were inappropriate

or ineffective, what techniques might have been better?

Series 4

o What is the teacher’s style of instruction? Direct? Indirect? Other? Explain how you arrived at this conclusion?

o Describe the teacher’s voice quality. Does it change throughout the lesson? If so, was the change effective? Was the change intentional and how can you tell?

o How does the teacher reflect enthusiasm throughout the lesson? o How does the teacher’s nonverbal skill advance the lesson? Smiling? Eye

contact? Gestures? Enthusiasm? Others? o What does the teacher do specifically, to aid the student in focusing on the lesson?

On important points? o What provisions were made for individual differences? Small group work?

Individualized assignments? Entering or leaving the group or classroom?

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Classroom Observation Instrument

Teacher______________________________ Grade_____________ Date___________ 1. How does the teacher start the lesson? 2. What instructional strategies are incorporated into the body of the lesson? 3. What materials are used in the course of the lesson? 4. What classroom management techniques does the teacher employ? 5. How does the teacher use praise? 6. Tally the number of times the teacher uses praise. specific praise____ non-specific praise____ 7. Are there significant behavior problems? Describe. 8. Identify one successful thing the teacher does when a behavior problem occurs. 9. What provisions are made for individual differences and student diversity? 10. Where does the teacher stand most of the time during the presentation and

development of the lesson? 11. How does the teacher’s personal qualities (dress, mannerisms, grammar,

volume/pitch, enthusiasm) help advance the lesson? 12. Did the teacher maximize student involvement? How? 13. How does the teacher bring closure to the lesson? 14. What types of assessment techniques does the teacher use during the lesson? 15. Do the assessment techniques reflect the lesson objective(s)? 16. Does the lesson provide integration of more than one subject area? 17. Is the physical environment of the classroom conducive to leaving? 18. Is cooperative group work used in the class? 19. Does each group member have a job? If so, what is it and what does it cover? 20. Are there adequate supplies and materials for cooperative learning activities? 21. Is the physical arrangement of the room conducive to cooperative activities?

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Classroom Management Observation Instrument

Teacher______________________________ Grade_____________ Date___________ 1. List the classroom rules. 2. How many places are the rules posted and where? 3. List the consequences of breaking classroom rules. 4. How does the teacher reward appropriate behavior? 5. How many times does the teacher use verbal praise within thirty minutes? 6. Identify signals and nonverbal messages that the teacher uses to prevent

inappropriate behavior. 7. What techniques appeared the most successful? 8. Did all students respond in the same way to these techniques? Identify different

ways that two students responded to the same strategy. 9. Select one or two students who tend to be disruptive. Can you determine the

reason for the behavior? What might you do to change the behavior? 10. Observe the following situations and note what the teacher does to maintain

appropriate behavior: starting a lesson group activity changing to a different subject area lining up to go out of the room walking through the hall preparing to go to computer lab or other resource room

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APPENDIX G

Lesson Planning Planning is a way of organizing instruction and is a source of confidence, security, and direction for the beginning teacher. During the internship, interns are expected to write lesson plans for each lesson taught and to discuss these plans with the directing teacher for comments and approval prior to teaching the lesson. Elementary and secondary interns will develop a lesson plan for each content area and multiple plans for different student groupings within a content area. Elementary and secondary interns will complete lesson plans representing all assigned content areas using a detailed lesson plan format. These detailed lesson plans may be completed during the first weeks of internship or may be required at intervals during the internship period. The actual number of detailed lesson plans required and the time frame in which they are to be submitted will vary according to the needs of the intern as identified by the directing teacher and college supervisor/resident clinical faculty. Detailed lesson plans will continue to be required as long as the intern needs specificity in written planning to be effective in the classroom or needs additional work in lesson plan development. When the intern no longer needs detailed lesson planning the directing teacher, college supervisor/resident clinical faculty, and the intern will determine an appropriate lesson plan format. This format may be an abbreviated form of a detailed plan or may be a form which is consistent with that required of the directing teacher. A Sequence for Inducting the Intern into the Lesson Planning Process

o Study the unit and lesson plans of the directing teacher.

o Cooperatively develop daily lesson plans. Over time the intern should assume more responsibility in the development of the lessons.

o Developing the daily lesson plans independently, always sharing with the

directing teacher for input and approval.

o Cooperative long range planning, followed by possible independent lesson/unit development.

o Keep the intern informed of exactly when lesson and unit plans are expected to be

turned in and in what format. Rationale for the use of written plans:

leads to organizing thinking in advance. brings the sequence and continuity of learning into clearer focus. provides a frame of reference for the teacher during instruction. contributes to a record of what has occurred.

Samples of various lesson plan formats have been provided for use during internship. -74-

Lesson Plan Guide Any lesson plan should answer these four questions: 1. What do you wish the students to know or be able to do at the conclusion of the lesson? 2. What will you do to teach the material? 3. What materials are necessary? 4. How will you know that the students have mastered the content or the skills that you originally determined?

Lesson Plan Format Sample 1

Topic Intended Audience Time Objective(s): What do you wish the student to be able to do and under what conditions? Next Generation Sunshine State Standard(s)/Benchmarks: A list of the standards/benchmarks that the lesson addresses. Materials: A list of the materials and resources that you will use during the lesson. Procedures: Your game plan. What key questions will you ask? These are directions. Opening: This sets the stage for the lesson. Your opening could include a Middle: This segment includes procedural steps and questions. Close: A summary of what the students have learned, how they learned it. and why (comprehension check and review) through the use of questions. Follow Up: This extends and enriches the material covered or presents a Evaluation: A description including assessment tasks you will use to assess student learning. Accommodations: What modifications will you make for special needs learners (including ESOL students)

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Lesson Plan Format Sample 2

Rationale: States why the content and/or skill is being taught

Next Generation Sunshine State Standards/Performance Standards are cited (number and narrative)

Goals Objectives: Who is the learner? What will the learner know or be able to do after the lesson? What will the learner be asked to do and under what conditions to

demonstrate that learning has taken place? What criteria must be met to demonstrate success?

Content: Knowledge and/or skill being taught (What are you teaching)?

Provides link(s) to learner’s prior knowledge Include definitions, laws, theories, principles, descriptions of subject/topic

taught Sources of information identified (Teacher’s Edition, Websites, etc.) Information is accurate and current

Materials:

Includes anything which must be obtained or prepared prior to the lesson Procedures:

Hook/involvement strategy (way to obtain and focus leaner attention) Sequential teacher/student activities (in bulleted form) A variety of (high/low) scripted questions used throughout the procedures. Closure/Review (way to correct misunderstandings and reinforce learning)

Modification Strategies:

Enrichment (activities relating to topic for students who finish early) Remediation (activities for students who need extra help after the lesson

is taught) Accommodations (activities and changes to the lesson plans for special

needs learners) Assessment:

Type of assessment (correlates with Goals Objective) How the assessment will be implemented? Actual assessment task

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Student Information Sheet

First Name_________________________ Date of Birth _____________ Grade________ ENVIRONMENTAL FACTORS THAT AFFECT LEARNING: Family History_______________________________________________________________________ ______________________________________________________________________________ School History_______________________________________________________________________ ______________________________________________________________________________ ACADEMIC ASSESSMENT Reading______________________________________________________________________ Math ________________________________________________________________________ Written Language_____________________________________________________________________ Other________________________________________________________________________ FACTORS THAT AFFECT LEARNING (interviews, inventories, surveys, observation, discussion): Interest_______________________________________________________________________ Learning Preferences ___________________________________________________________ Other Considerations___________________________________________________________ SUMMARY OF IEP GOAL_____________________________________________________ POTENTIAL LEARNING ACTIVITIES_________________________________________ NOTE: Be sure to protect the pupil’s privacy by not revealing confidential information. *Supporting data are to follow this form in your notebook.

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Lesson Plan Format Sample 3

Exceptional Education A. OBJECTIVE(S) 1. _______________________________________________________________ 2._______________________________________________________________ B. Next Generation Sunshine State Standards (Benchmarks with identifying codes) 1. ______________________________________________________________ 2. ______________________________________________________________ C. METHODS & MATERIALS Materials: Methods: (List steps. Indicate learning style adaptations as needed.) D. APPLICATION OF LESSON TO PUPIL INTERESTS AND/OR REAL LIFE: (Must be part of the lesson.) __________________________________________________________________ __________________________________________________________________ E. EVALUATION (Use * to indicate acceptable individual variances to achievement of this objective.) Pupil names and assessment results: 1. ________________________________________________________________ 2.________________________________________________________________ ***Be sure to include student work samples (or photocopies) with this lesson plan. Respect student confidentiality and mark through all but the initials of the students’ names. F. IEP CONNECTION: Document how this lesson addresses the IEP goals and objectives for each student. G. REFLECTIONS & NOTES (Write your own comments about the lesson here.)

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APPENDIX H

Helping Interns With Self-Evaluation Self-evaluation is one of the most helpful skills that interns can learn. Once they are in their first job, the likelihood is that they will receive very little outside observation of their teaching performance with the exception of a Beginning Teacher Induction Program. Audio-taping and videotaping one’s teaching are two valuable methods of learning how one looks and sounds. Audio-taping is less intrusive and can be conducted by the intern alone. Video-taping, on the other hand, has to be done by another person. The person running the camera needs to be aware that students’ reactions to instruction are often as important as the intern’s performance. Evaluating one’s own audio or videotape is nerve-wracking for most people. Sometimes good results can be obtained by having the intern listen to or watch the tape first. If it is simply too embarrassing, the intern can do another tape. Guided evaluation procedures help the intern to focus on the important aspects of the lesson. Taping is also a useful tool for reinforcing some of the feedback that has been given to the intern that seems to be being ignored. If they can see or hear the problem for themselves, there is a greater tendency to believe it.

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Evaluating Your Video-Tape for Content

This part of the evaluation focuses on the content of what you say and your techniques of presenting the information and conducting the lesson. 1. Does the opening really get the students’ attention? Do you review from the previous lesson if appropriate? Is a good pace of the lesson set at the beginning of the class, or are there interruptions and breaks in the momentum? 2. How do you introduce the major concepts of the lesson? Do you simply tell them? Do you ask questions, or use an anecdote, or demonstration?

Do you use a variety of recall and higher order questions to help them understand the concepts?

Do you have appropriate pauses after asking the questions?

Do you ever pause when someone asks you a question, or do you answer

immediately? Sometimes when the teacher rattles off an answer – even if it’s correct, a message is sent that speedy answers are highly valued, that is acceptable some of the time, but not always.

If you use a demonstration, is it appropriate? Did you connect the

demonstration with the concept being taught?

3. Is the practice well designed? Do you check to see if everyone is working, and working productively? Do you scan for problem spots where children are distracted or not doing what they are supposed to? 4. Is the activity well thought out? Does it go “according to plan”? If not, what happens to cause it not to go according to plan? 5. Does the summary, or lesson closure, really indicate what should have been learned, or what the intent of the lesson is?

Do the students know what they have to work on (perhaps at home)?

Is it really clear what they have to do?

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6. Is the class organized to promote learning? Is the lighting adequate? Is the desk arrangement conductive to learning or misconduct?

Is there variety in the kinds of groups you use? For example are the students always working individually or do you have groups in which cooperative learning takes place? If there is changing of group structure during the lesson (for example, moving from one location to another), is it managed easily and without causing too much disruption of the learning atmosphere?

Is there good pace/momentum in the lesson? Do you handle interruptions well?

Do you give appropriate feedback and praise?

7. Do you systematically scan the class to keep cued in on what is happening? This is hard to actually see on the videotape, but simply knowing that you should do it will increase your attention to this.

Do you move in quickly enough on misbehavior to prevent it from becoming a full-blown problem or incident?

Lesson Evaluation:

Based on your observation of the tape and the memories of the lesson that it triggered, how would you rate this lesson on a scale of 1 – 10 (1=poor and 10= excellent)? What did you see as your strengths? Is there anything you would change about this lesson if you had to do it over again? Can you identify one or two instructional goals that you are going to work on? These goals might include instructional habits that you want to increase or decrease. Or it might include preparation of materials or more in-depth content reading on your part.

Guidelines for Evaluating Your Videotaped lesson

88% of what people remember of WHAT you say depends on HOW you LOOK AND SOUND! When you look at your videotaped lesson, you should watch it all the way through once to get an overall impression of it. However, to obtain full benefit from it, you should then “critique” it using the following guidelines to help you. These guidelines will help you recognize the good points of presentation and content knowledge, and give you some help in thinking about the weaker points of the presentation. Don’t just look for the faults!!

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How you look: Was any aspect of your appearance distracting to the students? This refers to type of clothing, color, looseness or tightness, jewelry, etc. If you have long hair, did it cover your face when you were talking, or bending down to work with students? How you sound: It’s often nerve-wracking to listen to ourselves! We can’t believe we sound like that at all. However, there are some aspects that we should listen for especially: Voice quality: It is squeaky? Raspy? Pleasant to listen to? Did you sound confident and convincing, or nervous? Volume: Was it too loud? Too soft? Does your voice drop off at the end of sentences? This makes comprehension hard. Students don’t like to say “What?” or I beg your pardon?” Pitch and inflection: Does your voice go up and down enough to keep the students attention? Or do you speak in a monotone which can put them to sleep – especially after lunch? Tone: Do you sometimes sound as though you are talking down to students? Or does your voice convey respect for their questions and comments? Demeanor: What general impression would your students have? Did your demeanor indicate that you respected their ideas? Would a student feel comfortable questioning you in your class? Was all your speaking in the form of lecturing, or did you use a conversational tone which sends messages of “we are working on this together and I value your thoughts and ideas.” Facial Expression: Does your face send the message you intend? When you listen to the students’ questions, does your face indicate that you are really interested? Or do you look pre-occupied? Annoyed? Impatient? Are your facial expressions congruent with what you are saying? If you are disciplining a student do you have a broad smile? This is often done in the hope that you can soften the blow, but really it says, “I don’t really mean what I’m saying”. Eye Contact: Do you maintain eye contact with the students who ask questions? How about when you answer the question? Do you look at the student who is trying to answer your questions? Physical movement and gestures: Gestures are helpful in emphasizing points and neutralizing your own nervousness. Do you move your hands and arms appropriately? Or mainly do you stand with your hands in your pockets, behind your back, or folded in front of you? Do you move around the learning environment when appropriate? Do you pace back and forth and therefore make the students act like they are watching a tennis match? Do you spend a lot of time standing in one place monitoring what goes on?

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Weekly Report for Intern Observation

Intern’s Name_________________________________ Observer_______________________ Date___________ Time____________ to __________________ Subject Observed__________________________________________ Grade____________ Evidence of Academic Preparation Instructional Activities/Procedures Observed Dealing with Off-Task Behavior and Disruptive Events Students’ Responses to Instructional Activities Evidence of Student Involvement in Learning

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Stressful Situations Grid Daily Routine Analysis

Time Stressful Situation Your Reactions Avoidance Strategies

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APPENDIX I

EDUCATOR ACCOMPLISHED PRACTICES

1. ASSESSMENT Uses assessment strategies (traditional and alternate)

to assist the continuous development of the learner. 2. COMMUNICATION Uses effective communication techniques with

students and all other stakeholders. 3. CONTINUOUS IMPROVEMENT Engages in continuous professional quality

improvement for self and school. 4. CRITICAL THINKING Uses appropriate techniques and strategies which

promote and enhance critical, creative, and evaluative thinking capabilities of students.

5. DIVERSITY Uses teaching and learning strategies that reflect each student’s culture, learning styles, special needs, and socio-economic background.

6. ETHICS Adheres to Code of Ethics and Principles of Professional Conduct of the Education profession in Florida.

7. HUMAN DEVELOPMENT AND LEARNING

Uses an understanding of learning and human development to provide a positive learning environment which supports the intellectual, personal, and social development of all students.

8. KNOWLEDGE OF SUBJECT MATTER

Demonstrates knowledge and understanding of the subject matter.

9. LEARNING ENVIRONMENTS Creates and maintains positive learning environments in which students are actively engaged in learning, social interaction, cooperative learning and self-motivation.

10. PLANNING Plans, implements, and evaluates effective instruction in a variety of learning environments.

11. ROLE OF THE TEACHER Works with various education professionals, parents, and other stakeholders in the continuous improvement of the educational experience of students.

12. TECHNOLOGY Uses appropriate technology in teaching and learning process.

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PORTFOLIO CONTENTS

Your portfolio should be designed to demonstrate through artifacts and analytical pieces the knowledge, skills, and dispositions that you have developed. It should provide evidence of your proficiency with the 12 Accomplished Practices, the Florida Reading Competencies, the ESOL Standards and Competencies and the impact that you have had on student learning. The portfolio should contain the following components.

1. Table of Contents 2. Resume 3. Clinical Context

This section provides information regarding various clinical aspects of your internship. It should describe the school, students, classroom, and teaching responsibilities.

4. Goals Develop a set of goals that you wish to attain during your internship.

5. Reflections on Practice This component is a series of analytical and reflective pieces that address various aspects of teaching.

A. Discuss your personal philosophy of teaching. Be sure to include your beliefs regarding students, working with student performance, instructional strategies, management, assessing student performance, and student and teacher accountability. How have your beliefs changed over time and what led to the changes?

B. How did you differentiate instruction and assessment to meet the needs of all students in your classroom? Give examples of what you did. What might you do differently to better meet the needs of your students?

C. Discuss how you used data to inform your planning and teaching. Be sure to include the source(s) of the data (standardized test results, diagnostic tests, observations, writing samples, etc.)

D. In what ways did you create a positive learning environment that accommodated the needs of ESOL learners and other students with special needs?

E. Based on your experiences during internship, what are your teaching strengths and why? In what areas do you need to grow professionally?

6. Accomplished Practices For each Accomplished Practice include the following.

Accomplished Practice Reflections This is a self-analysis of your competence with each of the 12 Accomplished Practices. Discuss the types of experiences that helped you to achieve proficiency

at the pre-professional level for each practice. Explain how the artifacts that you selected as evidence demonstrate your

level of proficiency with each Accomplished Practice. What do you still need to work on with each practice? Artifacts (minimum of three per Accomplished Practice)

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7. Impact on Student Learning (Tab 13) Every teacher has an impact on student learning be it is positive or negative. Research shows that the impact that a teacher has on students’ learning has long term residual effects. In this section of the portfolio, you will discuss through specific examples the impact you have had on students’ learning. Please address each element as described.

A. Student Description: Provide a description of the class or group of students that you have targeted. Include the number of students, grade level, subject area, and any additional information that may be pertinent to understanding the population that you have targeted. Be sure to include a description of any students with special needs (ESOL, ESE, etc.). B. Concept and/or Skill Description: Describe the concept and/or skill that you

will be assessing. Be specific in describing the concept and/or skill (e.g. drawing inferences, letter recognition, reading fluency, two digit subtraction with regrouping, interpreting data, dribbling a basketball, etc.)

C. Diagnostic Instrument: Identify or create an instrument to assess the students’ initial ability with the concept and/or skill selected. This could be diagnostic tests, writing samples, performance observations, skill checklists, etc. Describe the instrument that you have identified or created to assess the concept/skill. Include a copy of the instrument that is used or if using standardized test results provide a description of the test.

D. Baseline Data Collection: Administer the assessment tool selected to the targeted group of students. Using the data collected develop a data table that displays the results from the pre-assessment. This is your baseline data.

E. Baseline Data Analysis: Analyze the student data gathered and identify those students and areas that you will have to address in your teaching to help students learn the concept and/or skill.

F. Plan Development: Develop a series of lessons, learning experiences and tasks to be implemented with the target group of students. There should be a sufficient number of lessons, experiences, and tasks to impact learning gains with the concept and/or skill. Include copies of the lessons, experiences, and tasks.

G. Post Assessment Instrument: Select or develop a post assessment instrument to administer to the students. Include a copy or a description of the instrument.

H. Data Summary: Create a data table that summarizes your pre and post assessment data. Graph your pre and post assessment data.

I. Analysis and Reflection: Analyze your pre and post assessment data. Based on your analysis of the data discuss the learning gains your students achieved. How did you use the data in your teaching to increase students’ learning? Be specific and provide examples of what you did. Using your experience with using data to help inform your teaching and planning, what would you change in your approach to teaching the selected concept and/or skill in the future?

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IMPACT ON STUDENTS’ LEARNING CHECKLIST AND TIME LINE

Directions: Use the following checklist and time line to help you in completing your impact report. Include a copy of the checklist with your report (portfolio and with the CD).

STATUS

(type in date when each section of the report is finalized)

SECTION OF THE REPORT

Part A – Student Description (complete by end of week 2)

Part B – Concept and/or Skill Description (complete by end of week 2)

Part C – Diagnostic Instrument (including a copy of the instrument used) (complete by end of week 3)

Part D – Baseline Data Collection (including data table) (complete by end of week 4)

Part E – Baseline Data Analysis Narrative (complete by end of week 4)

Part F – Plan Development (including lessons, experiences, and tasks) (complete by end of week 5)

Plan Implementation Implement the plan that you have developed with the targeted students (complete by the end of week 10)

Part G – Post Assessment Instrument (including a copy of the post-assessment instrument) (complete by the end of week 10)

Part H – Data Summary (including data table, graphs and work samples) (complete by the end of week 12)

Part I – Analysis and Reflections Narrative (complete by the end of week 12)

Hardcopy included in Portfolio (submit with Internship Portfolio by stated deadline to supervisor)

Electronic version (CD) and hardcopy turned in to the Office of Educational Field Experiences at the Final Intern Seminar

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Accomplished Practice #1 Assessment Uses assessment strategies to assist the continuous development of the learner.

Indicators Data Sources Assessments Other Feedback Performance

Examples of Intern/Student Work 1.1 Identifies students’ learning needs by obtaining and reviewing assessment data for the purpose of designing and modifying instruction.

1.1 Intern Formative Lesson Observations UNF Internship Accomplished Practices Indicators Profiles

1.1 Directing Teacher's Observations, College Supervisor's Observations, Other Observations.

1.1 Audio/Video tape of intern administered diagnostic test. Summary of intern attendance at Child Study Team meeting. Lesson plans that include pre/post assessments. Evidence of instructional strategies based on student needs. Impact on student learning component of the portfolio.

1.2 Maintains accurate records to monitor class and individual progress and communicates progress appropriately.

1.2 Intern Formative Lesson Observations UNF Internship Accomplished Practices Indicators Profiles

1.2 Directing Teacher's Observations, College Supervisor's Observations, Other Observations.

1.2 Copy of grade book or other system for recording students and class progress. Grading scale used by school or school district. Copy of student progress report or report card completed by the intern. Summary of school district's pupil progression plan or promotional requirements.

1.3 Uses a variety of effective assessment strategies in determining students’ mastery of specified outcomes.

1.3 Intern Formative Lesson Observations UNF Internship Accomplished Practices Indicators Profiles

1.3 Directing Teacher's Observations, College Supervisor's Observations, Other Observations.

1.3 Student work samples, corrected, with feedback. Rubrics that provide feedback to students. Evidence of conferences with students. Student tests or assessments developed and evaluated by the intern. Sample student portfolio. Sample of student work (performance or product) evaluated by the intern.

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Accomplished Practice #2 Communication Employs appropriate and effective communication techniques (verbal, nonverbal, and written) with students, parents and school personnel.

Indicators Data Sources Assessments Other Feedback Performance

Examples of Intern/Student Work 2.1 Use of oral and written language is clear and correct.

2.1 Intern Formative Lesson Observations UNF Internship Accomplished Practices Indicators Profiles

2.1 Directing Teacher's Observations, College Supervisor's Observations, Other observations.

2.1 Audio/video tapes that demonstrate appropriate oral communication skills, self-analysis of audio/video tape for verbal/non-verbal skills and intern/student interactions. Samples of written communication to parents or other stakeholders. Samples of written directions for students to complete a task. Lesson plans that include strategies to teach to all learning modalities and special needs.

2.2 Delivers instruction and directions in a clear and understandable manner.

2.2 Intern Formative Lesson Observations UNF Internship Accomplished Practices Indicators Profiles

2.2 Directing Teacher’s Observations, College Supervisor’s Observations, Other observations.

2.2 Audio/video tapes that demonstrate clarity of oral directions for carrying out an instructional activity. Lesson plans and samples of student work that include a written sequence of directions for an instructional experience.

2.3 Encourages students in a positive and supportive manner.

2.3 Intern Formative Lesson Observations UNF Internship Accomplished Practices Indicators Profiles

2.3 Directing Teacher's Observations, College Supervisor's Observations, Other observations.

2.3 Audio/video tapes that include examples of various communication skills (clarifying, restating, examples, empathy, encouragement and/or specific praise) that support student inquiry and comprehension. Videotape that demonstrates the use of verbal (group alerts, dialogue) non-verbal (proximity, etc.), and/or visual motivational devices.

2.4 Varies communication (verbal/nonverbal) according to the nature and needs of students.

2.4 Intern Formative Lesson Observations UNF Internship Accomplished Practices Indicators Profiles

2.4 Directing Teacher's Observations, College Supervisor's Observations, Other observations.

2.4 Lesson plans that include strategies to teach to all learning modalities and special needs.

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Accomplished Practice #3 Continuous Improvement Engages in continuous improvement for self and school

Indicators Data Sources

Assessments Other Feedback Performance Examples of Intern/Student Work

3.1 Attends and participates in intern seminars.

3.1 Intern Formative Lesson Observations UNF Internship Accomplished Practices Indicators Profiles

3.1 Seminar attendance record.

3.1 Reflections on intern seminars attended. Examples of how the intern employed seminar information in the school setting. Evidence of participation in school improvement activities. Summaries of observations in other classrooms and/or schools.

3.2 Develops goals relating to continuous improvement.

3.2 UNF Internship Accomplished Practices Indicators Profiles Portfolio Feedback Rubric Professional Development Plan Rubric

3.2 Directing Teacher's Observations, College Supervisor's Observations, Other observations.

3.2 Internship Portfolio Professional Development Plan Evidence of goal attainment

3.3 Accepts, reflects, analyzes, and acts upon feedback to foster professional growth and improve teaching/learning experiences.

3.3 Intern Formative Lesson Observations UNF Internship Accomplished Practices Indicators Profiles

3.3 Directing Teacher's Observations, College Supervisor's Observations, Other observations.

3.3 Samples of reflective journal entries that address professional growth. Learner centered survey feedback. Summary of changes from one observation and conference to the next. Resume entries that document the intern's commitment to continuous improvement (volunteer work, participation in community projects or events, academic achievements/honors). Letter(s) of recommendation that cite commitment to on-going professional improvement. Evidence of participation (certificates, awards) in professional or service organizations.

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3.4 Participates in the design and implementation of a Professional Development Plan.

3.4 Professional Development Plan UNF Internship Accomplished Practices Indicators Profiles

3.4 Directing Teacher's Observations, College Supervisor's Observations, Other observations.

3.4 Professional Development Plan that includes short-term and long-term improvement goals.

3.5 Portfolio is complete and demonstrates reflection and analysis.

3.5 Portfolio Feedback Rubric UNF Internship Accomplished Practices Indicators Profiles

3.5 Directing Teacher's Observations, College Supervisor's Observations, Other observations.

3.5 Internship Portfolio

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Accomplished Practice #4 Critical Thinking Uses appropriate techniques and strategies that promote and enhance critical, creative, and evaluative thinking capabilities of students

Indicators Data Sources

Assessments Other Feedback Performance Examples of Intern/Student Work

4.1 Employs higher-level questions that challenge students’ thinking.

4.1 Intern Formative Lesson Observations UNF Internship Accomplished Practices Indicators Profiles

4.1 Directing Teacher's Observations, College supervisor's Observations, Other Observations.

4.1 Audio/video tape of intern utilizing a variety of questioning techniques and types of questions. Lessons that include a variety of question types, levels, and questioning strategies.

4.2 Develops, selects , and implements learning experiences, strategies, and materials that foster critical thinking skills.

4.2 Intern Formative Lesson Observations UNF Internship Accomplished Practices Indicators Profiles

4.2 Directing Teacher's Observations, College supervisor's Observations, Other Observations.

4.2 Audio/video tapes that document teaching/learning experiences that illustrate evidence of critical, creative, and higher order thinking skills. Lesson and unit plans that include objectives and teaching/learning experiences that focus on a variety of cognitive behaviors and strategies to expand students' thinking abilities. Student work that provides evidence of critical, creative and higher order thinking.

4.3 Poses problems, dilemmas, and questions in lessons.

4.3 Intern Formative Lesson Observations UNF Internship Accomplished Practices Indicators Profiles

4.3 Directing Teacher's Observations, College supervisor's Observations, Other Observations.

4.3 Audio/video tapes that document teaching/learning experiences that illustrate evidence of critical, creative, and higher order thinking skills. Lesson and unit plans that include objectives and teaching/learning experiences that focus on a variety of cognitive behaviors and strategies to expand students' thinking abilities. Student work that provides evidence of critical, creative and higher order thinking.

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Accomplished Practice #5 Diversity Uses teaching and learning strategies that reflect each student’s culture, learning styles, special needs and socioeconomic background

Indicators Data Sources Assessments Other Feedback Performance

Examples of Intern/Student Work 5.1 Maintains a classroom environment that respects the differences and commonalities of students.

5.1 Intern Formative Lesson Observations UNF Internship Accomplished Practices Indicators Profiles Portfolio Feedback Form

5.1 Directing Teacher's Observations, College Supervisor's Observations, Other Observations.

5.1 Unit/lesson plans which provide evidence of adaptations of curriculum, lessons and/or materials for students with diverse backgrounds. Documentation of attendance at workshops/seminars addressing diversity. Audio/video tapes that reflect a classroom environment that respects diversity. Internship Portfolio

5.2 Uses a variety of techniques and strategies to effectively identify and meet the needs of all learners.

5.2 Intern Formative Lesson Observations UNF Internship Accomplished Practices Indicators Profiles Portfolio Feedback Rubric

5.2 Directing Teacher's Observations, College Supervisor's Observations, Other Observations.

5.2 List of ESOL and ESE strategies to be used in classroom instruction. Lesson plans that utilize ESOL and ESE strategies. Unit/lesson plans which provide evidence of adaptations of curriculum, lessons, learning experiences and/or materials for students with diverse backgrounds. Audio/video tapes that demonstrate the usage of various teaching strategies designed for diverse populations of students. Internship Portfolio

5.3 Plans and implements learning experiences designed to accommodate students’ social, cultural, linguistic, cognitive, emotional, social, cultural, and linguistic needs.

5.3 Intern Formative Lesson Observations UNF Internship Accomplished Practices Indicators Profiles Portfolio Feedback Rubric

5.3 Directing Teacher's Observations, College Supervisor's Observations, Other Observations.

5.3 Unit/lesson plans which provide evidence of adaptations of curriculum, lessons, learning experiences and/or materials for students with diverse backgrounds. Audio/video tapes that demonstrate the usage of various teaching strategies designed for diverse populations of students. Internship Portfolio

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5.4 .Selects instructional materials that enhance students’ understanding of differences and commonalities among people and points of view.

5.4 Intern Formative Lesson Observations UNF Internship Accomplished Practices Indicators Profiles Portfolio Feedback Rubric

5.4 Directing Teacher's Observations, College Supervisor's Observations, Other Observations

5.4 Unit/lesson plans which provide evidence of adaptations of curriculum, lessons, learning experiences and/or materials for students with diverse backgrounds. Audio/video tapes that demonstrate the usage of various teaching strategies designed for diverse populations of students. Internship Portfolio

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Accomplished Practice #6 Ethics Adheres to the code of ethics and principles of professional conduct of the education profession in Florida

Indicators Data Sources Assessments Other Feedback Performance

Examples of Intern/Student Work 6. 1 Adheres to the Florida Code of Ethics, as well as college, university, school and district policies and codes. Maintains honesty in all professional dealings.

6.1 Intern Formative Lesson Observations UNF Internship Accomplished Practices Indicators Profiles

6.1 Directing Teacher's Observations, College Supervisor's Observations, Other Observations.

6.1 Case studies reflecting ethical dilemmas. Journal articles addressing ethical issues. Audio or videotape of students interacting positively. Documentation of attendance at workshops/seminars addressing the ethics and principles of the education profession in Florida. Evidence from daily professional dealings.

6.2 Behaves in a professional manner by being responsible, punctual, and dependable. Dresses professionally and appropriately.

6.2 Intern Formative Lesson Observations UNF Internship Accomplished Practices Indicators Profiles

6.2 Directing Teacher's Observations, College Supervisor's Observations, Other Observations.

6.2 Intern’s record of attendance. Evidence from daily professional dealings.

6.3 Collaborates with parents, teachers, and administration.

6.3 Intern Formative Lesson Observations UNF Internship Accomplished Practices Indicators Profiles

6.3 Directing Teacher's Observations, College Supervisor's Observations, Other Observations.

6.3 Attendance at meetings and other extracurricular events. Letters and memos to parents, teachers, and administrators. Journal entries that demonstrate collaborative efforts. Samples of joint projects and team teaching.

6.4 Demonstrates emotional maturity and balance, professional concern for students, enthusiasm, and a positive attitude towards teaching.

6.4 Intern Formative Lesson Observations UNF Internship Accomplished Practices Indicators Profiles

6.4 Directing Teacher's Observations, College Supervisor's Observations, Other Observations.

6.4 Audio/video tapes of teaching episodes and resolution of problem situations with students. Journal entries that illustrate how difficult situations were managed. Response to feedback and ability to follow through on feedback.

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Accomplished Practice #7 Human Development and Learning Uses an understanding of learning and human development to provide a positive learning environment which supports the intellectual,

personal, and social development of all students

Indicators Data Sources Assessments Other Feedback Performance

Examples of Intern/Student Work 7.1 Selects and uses developmentally appropriate materials and learning tasks for instruction.

7.1 Intern Formative Lesson Observations UNF Internship Accomplished Practices Indicators Profiles

7.1 Directing Teacher's Observations, College Supervisor's Observations, Other Observations.

7.1 Audio/video tapes that indicate strategies to meet individual needs. Lesson plans demonstrating various learning style strategies. ESOL and ESE strategies included in lesson plans. Journal entries describing various patterns of development. Lesson plans that include provisions for all learning modalities.

7.2 Designs lessons that reflect an understanding of human development and learning theories.

7.2 Intern Formative Lesson Observations UNF Internship Accomplished Practices Indicators Profiles

7.2 Directing Teacher's Observations, College Supervisor's Observations, Other Observations.

7.2 Audio/video tapes that indicate strategies to meet individual needs. Lesson plans demonstrating various learning style strategies. ESOL and ESE strategies included in lesson plans. Journal entries describing various patterns of development. Lesson plans that include provisions for all learning modalities.

7.3 Uses multiple activities to engage and motivate students.

7.3 Intern Formative Lesson Observations UNF Internship Accomplished Practices Indicators Profiles Portfolio Feedback Rubric

7.3 Directing Teacher's Observations, College Supervisor's Observations, Other Observations.

7.3 Reflective journal entries on human development. Evidence of intervention strategies used with students. Videotape that includes evidence of instructional modifications to meet students' special needs. Lesson plans that include provisions for differing learning modalities, student needs, and experiential backgrounds. Internship Portfolio

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Accomplished Practice #8 Knowledge of Subject Matter Demonstrates knowledge and understanding of the subject matter

Indicators Data Sources Assessments Other Feedback Performance

Examples of Intern/Student Work 8.1 Communicates accurate knowledge of subject matter that enables students to learn.

8.1 Intern Formative Lesson Observations UNF Internship Accomplished Practices Indicators Profiles

8.1 Directing Teacher's Observations, College Supervisor's Observations, Other Observations.

8.1 Subject area lesson plans, units, and learning experiences. Videotape of teaching episodes.

8.2 Provides clear definitions and examples of concepts, generalizations, theories, principles, laws and facts.

8.2 Intern Formative Lesson Observations UNF Internship Accomplished Practices Indicators Profiles

8.2 Directing Teacher's Observations, College Supervisor's Observations, Other Observations.

8.2 Lesson/unit plans and learning experiences that reflect the Next Generation Sunshine State Standards. Samples of student work. Videotape of teaching episodes.

8.3 Uses the pedagogy, materials, and technologies of the subject matter in developing learning and experiences for students.

8.3 Intern Formative Lesson Observations UNF Internship Accomplished Practices Indicators Profiles

8.3 Directing Teacher's Observations, College Supervisor's Observations, Other Observations.

8.3 Audio/video tapes that include intern presenting subject matter. Lesson plans that demonstrate the teaching strategies selected to teach various content. Samples of instructional materials used in teaching the subject matter. Samples of student work.

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Accomplished Practice #9 Learning Environments

Creates and maintains positive learning environments in which students are actively engaged in learning, social interaction, cooperative learning and self-motivation

Indicators Data Sources Assessments Other Feedback Performance

Examples of Intern/Student Work 9.1 Designs appropriate learning experiences in different settings to meet students’ needs. Monitors learning experiences by providing feedback and reinforcement. Uses learning time effectively.

9.1 Intern Formative Lesson Observations UNF Internship Accomplished Practices Profiles

9.1 Directing Teacher's Observations, College Supervisor's Observations, Other Observations.

9.1 Videotape of students being monitored in a supervisory capacity and during instruction. Lesson plans and unit plans

9.2 Establishes and maintains a positive environment and includes a variety of management strategies for creating smooth and efficient routines.

9.2 Intern Formative Lesson Observations UNF Internship Accomplished Practices Indicators Profiles

9.2 Directing Teacher's Observations, College Supervisor's Observations, Other Observations.

9.2 Examples of behavior change project List of seminars/workshops attended related to classroom behavior. Examples of classroom management plan including rules, consequences and monitoring system. Journal entries Videotape of students being monitored in a supervisory capacity and during instruction.

9.3 Manages student conduct effectively while maintaining an academic focus. Identifies and responds to disruptive and off task student behavior. Uses specific praise selectively and effectively.

9.3 Intern Formative Lesson Observations UNF Internship Accomplished Practices Indicator Profiles

9.3 Directing Teacher's Observations, College Supervisor's Observations, Other Observations.

9.3 Documentation of behavior management system. Reflective journal entries. Videotape of students being monitored in a supervisory capacity and during instruction.

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Accomplished Practice #10 Planning Plans implements, and evaluates effective instruction in a variety of learning environments

Indicators Data Sources

Assessments Other Feedback Performance Examples of Intern/Student Work

10.1 Plans align outcomes, procedures, and assessments to achieve stated outcomes.

10.1 Intern Formative Lesson Observations UNF Internship Accomplished Practices Indicators Profiles

10.1 Directing Teacher's Observations, College Supervisor's Observations, Other Observations.

10.1 Unit plans that include lessons, materials and strategies. Lesson or unit plans that include a variety of assessment procedures appropriate for specified learning outcomes. Case studies of individual or groups that review instructional activities for the potential to develop concepts and support/enrich learning.

10.2 Structures and sequences lessons to lead to desired learning outcomes.

10.2 Intern Formative Lesson Observations UNF Internship Accomplished Practices Indicators Profiles

10.2 Directing Teacher's Observations, College Supervisor's Observations, Other Observations.

10.2 Daily lesson plans. Intern-developed instructional materials that include links between standards, objectives, teaching/learning experiences, and assessment.

10.3 Selects and uses supplementary materials appropriate for students’ needs.

10.3 Intern Formative Lesson Observations UNF Internship Accomplished Practices Indicators Profiles

10.3 Directing Teacher's Observations, College Supervisor's Observations, Other Observations

10.3 Examples of varied activities for instruction of students with different abilities, needs, and modalities. Examples of instructional materials used.

10.4 Plans lessons that are creative and actively engage students in learning experiences.

10.4 Intern Formative Lesson Observations UNF Internship Accomplished Practices Indicators Profiles

10.4 Directing Teacher's Observations, College Supervisor's Observations, Other Observations.

10.4 Example of group activities with emphasis on interactive skills among students. Examples of varied activities for instruction of students with different abilities, needs, and modalities. Audio/video tape that demonstrates strategies appropriate to students' needs/interests. Journal entries showing reflections on adaptations made during instruction to meet student needs. Examples of cooperative learning group tasks.

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10.5 Employs appropriate assessments to inform planning.

10.5 Intern Formative Lesson Observations UNF Internship Accomplished Practices Indicators Profiles Portfolio Feedback Rubric

10.5 Directing Teacher's Observations, College Supervisor's Observations, Other Observations.

10.5 Examples of assessment tasks Impact on Student Learning Component

10.6 Makes appropriate accommodations for students with special needs in planning and instruction.

10.6 Intern Formative Lesson Observations UNF Internship Accomplished Practices Indicators Profiles Portfolio Feedback Rubric

10.6 Directing Teacher's Observations, College Supervisor's Observations, Other Observations.

10.6 Lesson and unit plans showing accommodations Research on ESOL and ESE strategies Videotaped teaching episodes depicting accommodations in teaching for students with special needs Workshops attended that deal with differentiating instruction. Internship Portfolio

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Accomplished Practice #11 Role of the Teacher Works with various education professionals, parents, and other stakeholders in the continuous improvement of the educational

experiences of students

Indicator Data Sources Assessments Other Feedback Performance

Examples of Intern/Student Work 11.1 Communicates and cooperates with families to improve students’ school experiences.

11.1 Intern Formative Lesson Observations UNF Internship Accomplished Practices Indicators Profiles

11.1 Directing Teacher's Observations, College Supervisor's Observations, Other Observations. Interaction with Educational. Personnel.

11.1 Summaries of parent conferences. Copies of letters and memos to parents

11.2 Proposes ways in which families can support and reinforce classroom goals, objectives, and standards.

11.2 Intern Formative Lesson Observations UNF Internship Accomplished Practices Indicators Profiles

11.2 Directing Teacher's Observations, College Supervisor's Observations, Other Observations. Interaction with Educational. Personnel.

11.2 Summaries of parent conferences. Copies of letters and memos to parents

11.3 Demonstrates interest and support for school related optional activities.

11.3 Intern Formative Lesson Observations UNF Internship Accomplished Practices Indicators Profiles

11.3 Directing Teacher's Observations, College Supervisor's Observations, Other Observations. Interaction with Educational. Personnel.

11.3 Acknowledgements of participation in extracurricular activities.

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Accomplished Practice #12 Technology

Uses appropriate technology in teaching and learning processes

Indicators Data Sources Assessments Other Feedback Performance

Examples of Intern/Student Work 12.1 Uses technology to plan lessons, prepare materials, manage instruction, and enhance learning.

12.1 Intern Formative Lesson Observations UNF Internship Accomplished Practices Profile

12.1 Directing Teacher's Observations, College Supervisor's Observations, Other Observations. Class records (grade book program).

12.1 Lesson plans and tasks incorporating computer skills and the use of appropriate websites. Records of attendance of workshops on technology. E-mail documentation to other students. Professional web sites, bulletin boards. Completed software evaluation forms. Printouts of children's grades skills mastery, etc. Log of students' actual time spent on the computer. Communication between home/school. Computer generated activity sheets, skills, and tasks for use with individuals and/or groups. Lessons and learning experiences that utilize the internet. Evidence of usage of district supplied programs and software.

12.2 Seeks ways to provide students with hands on experiences using technology.

12.2 Intern Formative Lesson Observations UNF Internship Accomplished Practices Profiles

12.2 Directing Teacher's Observations, College Supervisor's Observations, Other Observations.

12.2 Lesson plans and tasks incorporating computer skills and the use of appropriate websites. Records of attendance of workshops on technology. E-mail documentation to other students. Professional web sites, bulletin boards. Completed software evaluation forms. Log of students' actual time spent on the computer. Lessons and learning experiences that utilize the internet. Evidence of usage of district supplied programs and software.

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Portfolio Feedback Rubric

Intern ____________________________ Supervisor __________________________ Term _________

3=Exemplary 2=Satisfactory 1=Needs Improvement 0=Unsatisfactory

Indicator Rating Comments Content All required components of the portfolio are evident (table of contents, resume, clinical contexts, goals, reflections on practice, Accomplished Practices artifacts and reflections, and Impact on Student Learning)

3 2 1 0

Presentation Portfolio is well organized and sequenced logically. Proper communication skills (writing, grammar, spelling, mechanics, and usage) are used throughout the portfolio.

3 2 1 0 3 2 1 0

Reflections on Practice All questions are addressed. Responses exhibit in depth analysis and reflection. Examples are provided that substantiate the responses.

3 2 1 0 3 2 1 0 3 2 1 0

Accomplished Practices Artifacts A minimum of three artifacts per each Accomplished Practice is evident. Artifacts are original pieces of work. Artifacts are varied. Artifacts selected demonstrate proficiency with the Accomplished Practice specified.

3 2 1 0

3 2 1 0 3 2 1 0 3 2 1 0

Accomplished Practice Reflections A reflection is present for each Accomplished Practice Reflections demonstrate how the selected artifacts show proficiency with the Accomplished Practice. Specific experiences are discussed and analyzed as to how they contributed to proficiency with the practice. Areas that need more development for each practice are addressed. Reflections show a depth of analysis.

3 2 1 0 3 2 1 0

3 2 1 0

3 2 1 0

3 2 1 0

Impact on Student Learning Descriptions of students and concepts/skills to be assessed are present. Pre and post assessment instruments are described and copies of each are provided. Baseline (pre) and summative (post) data tables are present, properly constructed and exhibit pertinent data regarding students initial and ending abilities with the concept/skill. A detailed teaching plan (including lessons, experiences, and tasks) based on the data obtained is present and can lead to learning gains. A properly constructed graph is present that compares pre and post assessment data. Analysis of learning gains is detailed, thorough and all questions are addressed.

3 2 1 0

3 2 1 0

3 2 1 0

3 2 1 0

3 2 1 0

3 2 1 0

College Supervisor’s Signature ______________________________ Date _______________ Intern’s Signature ________________________________________ Date _______________ Rev. 8/10 White Copy – Office of Educational Field Experiences Pink Copy – Intern Yellow Copy – College Supervisor

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APPENDIX J

Attributes of a Successful Intern

The intern demonstrates an open and flexible teaching style by:

consistently maintaining a fair and friendly attitude displaying the ability to accept each student “as is” and helping him/her from that

point accepting students’ responses and responding to students’ questions in a non-defensive

way exhibiting a positive self image individualizing instruction to the extent possible in a classroom situation

The intern demonstrates an appropriate understanding of teaching/learning situations by:

adapting material to the level of the learners establishing attainable goals for all students and the teacher presenting material at an appropriate level of concreteness/abstraction diagnosing student achievement level and prescribing appropriate learning activities

and materials based upon the diagnosis setting reasonable, measurable objectives and assessing outcomes

The intern demonstrates appropriate concern for personal health and vitality by:

arriving at school punctually, alert, and “ready to go” each day being consistently prompt and in attendance discharging teaching and other responsibilities promptly and efficiently

The intern demonstrates effective communication skills by:

pronouncing words clearly and distinctly using an appropriate vocabulary using voice to set a variety of moods using standard English speaking on the grammatical level appropriate to the situation

The intern demonstrates the ability to work cooperatively with others by:

listening rather than talking at appropriate times assuming shared responsibilities responding positively to supervision accepting criticism and suggestions sharing materials, strategies, and space with others

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The intern demonstrates the ability to learn from feedback by:

taking criticism in a positive way utilizing self-evaluation being available and willing to discuss criticism properly reading student responses to comprehension of material using student responses to assess comprehension

The intern demonstrates maturity of judgment and the ability to make realistic decisions by:

weighing alternatives and selecting wisely basing decisions on adequate information behaving calmly and rationally designing attainable objectives making decisions that support clearly stated goals

The intern demonstrates command of subject matter by:

identifying major concepts of the subject selecting appropriate content for the level of the class identifying skills basic to the subject area integrating knowledge from various disciplines using a variety of questioning techniques and levels guiding students to recognize the relevancy of topics or activities presenting accurate and in depth knowledge

The intern demonstrates effective lesson preparation by:

specifying or selecting learner objectives for lessons specifying or selecting teaching protocols for lessons

The intern demonstrates effective classroom management by:

providing feedback to learners about their behavior promoting comfortable interpersonal relationships maintaining appropriate classroom behavior managing disruptive behavior

The intern demonstrates ability to perform a variety of critical teaching tasks by:

reinforcing students’ positive self-images diagnosing class and individual problems planning for the individual needs of students handling confidential information appropriately asking thought-provoking questions identifying students’ achievement and prescribing appropriate learning activities

and materials

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The intern demonstrates competence in assessing students by:

using teacher-made or teacher selected assessment materials or procedures which are valid and reliable to collect information about student progress

communicating with individual learners about their needs and progress using a variety of procedures, techniques, and instruments in assessment using the results of assessment for diagnostic and planning purposes using assessment as a basis for re-teaching establishing clearly stated standards for students’ achievement

The intern demonstrates ability to motivate learners by:

showing enthusiasm through voice, actions, and preparation setting realistic expectations making subject matter relevant using student interest as a means of motivation

The intern demonstrates a fair and just attitude in dealing with students by:

setting realistic standards of behavior practicing courtesy with students exhibiting honesty and integrity as a model for students showing no bias towards students refraining from derogatory comments about students to colleagues

The intern demonstrates a commitment to teaching by:

spending adequate time in preparation actively participating in intern seminars or in-service activities focusing attention on students’ needs rather than on personal concerns continuing to correct weaknesses and enhance strengths giving internship top priority

The intern engages in continuing professional growth by:

participating in professional growth activities sharing and seeking professional materials and ideas participating in professional organizations

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Professional Tips

Confidentiality Personal and academic information about students is considered confidential and should only be discussed with appropriate school personnel. When in doubt, ask your directing teacher or building administrators. In addition, ask yourself, “Would this information hurt a student or parent if repeated?” and “Who really needs to know this information?” Lawsuits have resulted from a failure to maintain confidentiality. Wardrobe First impressions count!! It is important to dress as a professional. Your mode of dress should allow students to recognize you as a teacher. Directing teachers and principals often stress the point. Even if your directing teacher and other teachers dress more casually, remember that you are the person who wants to be hired. Dress with future employment in mind. Communication Keep lines of communication open with your directing teacher and college supervisor. Learn how to communicate positively with parents, principals, fellow teachers, and students. Communication is an important first step in building a relationship with your directing teacher. If you have a question, ask it! When you fail to keep the lines of communication open, problems and misunderstandings may develop. Gossip Gossip has no place in the internship experience. It leads to lack of trust and contributes to closing the lines of communication. Principals deplore gossiping because it is detrimental to a positive school climate. A true professional does not listen or contribute to the gossip cycle. Teamwork Learn to be a team player. Teamwork is an important lesson to learn. You, your directing teacher and other professionals in the building are a team because education is a collaborative effort. You cannot be effective without help in a school setting. Work together with all professionals in the building. We are Guests As a guest, take every opportunity to learn from your directing teacher and other professionals. Approach the internship with a bit of humility and humbleness. You may not always agree with your directing teacher. Do not try to change the system or give unsolicited advice about problems you see within the school. You will have many opportunities to share your ideas. Good relationships with your directing teacher, administrators and staff are important.

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Preparation Preparation goes hand in hand with planning. The delivery of effective instruction reflects the level of planning and preparation. Be sure all materials are on hand so that there is no down time for students as you hunt for materials. Preparation will lead to appropriate pacing. Paperwork In the age of accountability and performance evaluation, interns will encounter volumes of paperwork. Paperwork is a necessary and important part of interning and teaching. The University requires projects and documentation paperwork as do the school and classroom. Your college supervisor will explain what paperwork is necessary for the University. Check with you directing teacher about the paperwork and documentation responsibilities at the school. Completing paperwork on time is a valuable skill to develop. Planning The well-planned intern will experience fewer surprises from the students during the teaching day. Over plan initially until you become familiar with your students’ needs and abilities. Remember to always plan for individual differences. Someone is certain to finish early or need more help. HAVE A PLAN. Management Good management implies good managers and vice versa. Internship is the time to practice management strategies learned in your course work and field experiences, from your directing teacher, and in the intern seminars. An effective classroom teacher relies on a variety of management strategies. Use your internship experience to add to your own repertoire. All students need to feel that they are capable of learning, that they have something to contribute to the class, and that they have a connection with the teacher and other professionals in the building. Use management strategies that capitalize on these needs. Sense of Humor A sense of humor is a valuable attribute in your growing list of professional qualities. Nurture it diligently; no teacher can afford to be without it! A sense of humor is a vital tool for classroom management, for human relations in general, and, at times, in instructional presentation. Get Involved The intern who plays an active role in the school setting is more likely to be perceived as an energetic, dedicated professional than one who is minimally involved. Look for ways to take a role in the school by joining a committee, participating in after school events, and showing enthusiasm and diligence for assigned duties.

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