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=This wikispace is presented by Sam Matzke in fulfillment of the requirements of= =SEED 394 Internship in Secondary Education= The Internship Field Experience is the second of three required field experiences for certification in The School of Education at The University of South Dakota. The Internship is designed to give students a more extensive and participatory experience than the Paraprofessional Field Experience, and students who complete the Internship will be better prepared to enter the Student Teacher Field Experience. In keeping with the School of Education’s theme of //Reflective Decision Making + Leadership//, the Internship is designed to allow students the opportunity to examine their interactions in the school setting and to evaluate the role they play in student learning. According to Donald Graves (2001), “Awareness that grows out of the specifics of your own situation produces energy. For this reason, you need to know the details of your own experience in order to make some judgments about how to set a personal and professional direction for your life.” The activities required during the Internship Field Experience and the associated written assignments will give you the chance to reflect upon your progress toward becoming a teacher. Perhaps more importantly, you will have the opportunity to reassess and, hopefully, reaffirm your commitment to teaching as a career path.

Graves, D. (2001). //The Energy to Teach.// Portsmouth, NH: Heinemann

=Check List - Next Steps=
 * 's Spring 2009 SEED 394 Internship Placement**
 * School: || Vermillion High School ||
 * Field-based supervisor: || Lenni Billberg ||
 * Content area: || History ||
 * FBS e-mail address: || Lenni.Billberg@k12.sd.us ||
 * FBS phone: ||  ||
 * USD supervisor || Kevin J. Reins, Phone: 605-677-5831, e-mail: kreins@usd.edu ||

Next steps: Please check off the following items by replacing the "o" with an “X” in the left hand column of the table once you have completed the task.
 * x || Upon receiving this information, respond immediately via e-mail to Dr. Kevin Reins indicating that you have received your placement information and that you have no major conflict with the placement. ||
 * x || Contact your field-based supervisor within 48 hours of receiving your placement information either by phone or e-mail. ||
 * x || During this first e-mail or phone call to your field based supervisor, ask to set up the first meeting (at your FBS’s convenience) for you to visit the classroom. ||
 * x || Upon arriving at the school, go directly to the main office, introduce yourself, the reason for your attendance, (make a great impression from the beginning) and ask to be directed to your FBS’s classroom. ||
 * x || During the first visit to the classroom, notify your FBS of the URL to your wikispace and let her/him know that you will be documenting the __requirements__ of the experience in this space. Discuss the requirements. ||
 * x || Deliver the FBS’s packet with the evaluation forms and return envelope to your field based supervisor during the first meeting. ||
 * x || Also during the first meeting, exchange phone numbers in case of emergency (edit your wikispace and put your FBS’s prefered phone number in the informatin table above), confirm your visitation times, and discuss what you will be doing in the class over the course of the 45 required hours in the classroom. ||
 * x || When convenient, introduce yourself to the principal and other faculty throughout your stay at the school. Be kind, courteous and show appreciation for the opportunity to be visiting and working with the students and faculty at the school. Always try to leave a great impression on people. ||
 * x || Within the first two visits, ask for a copy of the school handbook or ask to borrow a handbook for the semester. ||
 * x || Report to Dr. Kevin Reins via e-mail after you have completed your initial visit. Briefly describe the visit and ask any questions or state any concerns you have at this time and through the semester. ||
 * x || IF YOU MISS A SCHEDULED TIME – REPORT IT TO DR. REINS IMMEDIATELY. ALWAYS KEEP HIM INFORMED. RECORD THE DATES THAT YOU MISSED HERE. ||

= =

My goals for the internship:
Write three goals for your internship experience. (1) Getting to know as many students and their names as possible. (2) To use a smart board and become comfortable using the smart board. (3) Find new ways on how to conduct your classroom and atmosphere created.

A. 45 hours of field-based classroom participation
Note: Some hours may be completed outside of your placement by the SEED 394 class as a whole.
 * **Date** || **Hours** || **Description of my activities/participation in the classroom....** ||
 * 10/16/09 || 1 hr. || Introduction meeting with field base supervisor. We discussed the basics of when we would like to set up future meetings and I conducted my interview with her about how she is able to teach around standards. I learned from this meeting that history standards are easy to teach around because they are vague and do not go into great detail. I also learned the type of atmosphere in the classroom and how Ms. Billberg set up her classroom and her style of teaching. ||
 * 10/20/09 || 3 hrs. || I was able to talk with my field base supervisor more about how the school is set up and some of the problems that it now faces with low level learners. We also discussed the class schedules for the school and how it was different from other schools. ||
 * 10/22/09 || 3 hrs. || I observed Ms. Billberg teach one of her larger classes and tried to get a feel for the attitude of the class and what the atmosphere of the classroom. ||
 * 10/27/09 || 3 hrs. || I started to notice how big of a change the mood was in the classroom going from sixth period to seventh period. Sixth period has about 30 students in it while seventh period only has 4. Ms. Billberg's teaching approach slightly differs from the bigger class to the smaller class. As you can imagine the seventh period class has a more relaxed feel to it and the students have a great oppotunity to get one on one attention from Ms. Billberg. ||
 * 10/28/09 || 1 hr. || It was really interesting to watch the sixth period US History class do presentations on a section of the textbook. The class was broken down into different groups and assigned a section of the chapter to present and teach the rest of the class. Ms. Billberg observed the presentations but was not affraid to interrupt the presentations to ask questions about important events or people that they needed more information on. She would also ask the rest of the class questions so they could get more information that they needed for the test or assignment. ||
 * 10/29/09 || 1.5 hrs || The class had more presentations to go through and was much like the day before. I had the opportunity to talk to Ms. Billberg about the assignment and she talked a lot about the make up of the class and what problems individual students faced. ||
 * 11/3/09 || 3 hrs. || The sixth period class worked on the study guide for their upcoming class and I went to the library with a number of students to help them study for the test. There were four students that were in the library and they worked on the study guide and i helped them with any questions that they may have had. ||
 * 11/4/09 || 1.5 hrs. || The sixth period had one more day to prepare their study guides for the test. I was able to answer a few questions the students had and discussed more about the class and the text with Ms. Billberg. ||
 * 11/6/09 || 1.5 hrs. || The seventh period class were working on research for their presentations for their topics. The US History classes had taken their tests and Ms. Billberg asked me to help grade the tests for her. ||
 * 11/09/09 || 1.5 hrs || The seventh period class had another day of research. We went into one of the computer labs and I helped one of the students with his research. I would suggest some of the possible things he could discuss in his topic and the different directions he could take on the topic. ||
 * 11/10/09 || 3 hrs. || Ms. Billberg and I discussed the different things I can do for my lesson the next day and talked about my power point presentation. We also decided a day in which we could have a field trip and take the class down to the Missouri River overlook. ||
 * 11/11/09 || 6.5 hrs || I taught my first lesson to the Western Frontiers class. The topic of the lesson was the Pick-Sloan Plan. During my lesson I discussed major floods that happened in the area that helped lead to the development of the Pick-Sloan Plan. The class has only four students in it but they were really involved with the lesson and really enjoyed the maps I brought in to show them how the Missouri River changed after the Flood of 1881. ||
 * 11/13/09 || 1.5 hrs. || The day was raining and half of the seventh period class was gone for oral interp. We decided to postpone the field trip to monday when all the students would be present. ||
 * 11/16/09 || 1.5 hrs. || As a second part to my lesson, I took the students to the Missouri River overlook. On this field trip we discussed how the Missouri River works not compared to how it used to flow. We also discussed what the government was doing now in order to restore the natural look of the river between Vermillion and Sioux City. The field trip was a great way to supplement the lesson by giving the students a visualization of the river and the events that we discussed in class. ||
 * 11/17/09 || 2 hrs. || After the initial lecture, I was once again able to work with students durning their given time to work on homework assignments. Ms. Billberg and myself also discussed my next lesson. We decided to go with her power point on this lesson since there was a lot of information that needed to be presented over the Indian Wars. She also suggested a some videos that i could supplement the lecture with and I chose a video to end my lecture. ||
 * 11/18/09 || 1.5 hrs. || The students were working on an assignment and I had the opportunity to work with one of the IEP students. It was a great experience because the student has trouble relaying information he learned into written words. I was able to help him out by asking him questions verbally and together found simplier ways to write down the answer he gave me verbally. ||
 * 11/19/09 || 1.5 hrs. || My second lesson was over the Indian Wars of the plains to the US History class. This class is composed of around 30 students that can be quite rowdy at times. I was really preparing myself in ways to control the class and help keep them on track and not get off topic too much (since the day before they were really rowdy and talkative) When it came down to my lesson the class was the complete opposite of what I have been observing this entire time. I had trouble at times getting them to even talk or try to participate. My field base supervisor said that the class period I was teaching was her toughest period. There were even a couple of times where I stopped my lecture just to talk to the students to try to open them up a little bit and relax. This tactic had little success but I was able to get through the lesson. ||
 * 11/23/09 || 1.5 hrs. || I really started to observe how Ms. Billberg would handle her class when students would become disruptive and the different things she would do or say to correct the behavior. ||
 * 11/30/09 || 1 hr || The school had a shorten day. There was not much activity and the students worked on current projects for the class. Ms. Billberg invited me to attend a meeting that involved a number of teachers, counselors and the parents of a struggling student. ||
 * 12/1/09 || 2.5 hrs. || Once again I observed the different tactics that Ms. Billberg used but also how if differed from one student to another. The students were well aware and compared themselves to other students on how some could do the same actions as them and not get into trouble. ||
 * 12/2/09 || 2.5 hrs. || My last day of observations. I spent a lot of time reflecting on what I learned and all the different things I observed during my internship. I also made more of a critical look into the relationship between the teacher and the students. ||

B. Work with a group of students
Group Work

C. Work with students individually
Individual Work

D. Participate in redesign of a lesson with technology
Reflection on the ISTE standards 

E. Classroom teaching two lessons with lesson plans and documented impact on student learning
Analysis of Lesson
 * Lesson #1 - Pick-Sloan Plan**


 * Lesson #2 - Indian Wars**

Analysis of Lesson

F. Design an assessment tool for evaluation of one of the lessons taught
Mini-Test/Homework

G. Share two duties with field-based supervisor
Shared Duties

H. Attend an extra-curricular activity with students
Activity

I. Attend a school board meeting
1. What date and school board meeting did you attend? 2. What did you learn about the policy and procedures of middle/secondary schools?

J. Reflective interview of field-based supervisor around teaching standards
Reflective Interview = = =Items that I have included that might be helpful for accomplishing the requirements of the internship=
 * Suggested Routines for Participating in the classroom**

1. Make a seating chart. 2. Take attendance. 3. Run errands for the classroom teacher. 4. Help with classroom housekeeping. 5. Organize materials needed for a lesson. 6. Make copies of materials needed for the lesson. 7. Help pass out materials to the students. 8. Arrange a bulletin board. 9. Check out books from the library to be used by students in the classroom. 10. Check out media to be used in a lesson. 11. Make a chart or graph. 12. Make a transparency or stencil. 13. Run a film, filmstrip, videotape, etc. 14. Get supplementary materials needed for a lesson (e.g., magazine illustrations, pamphlets, maps, etc.). 15. Develop a bibliography for an upcoming unit. 16. Correct papers. 17. Set up or help set up a lab. 18. Write news/assignments on the chalkboard. 19. Set up a learning center. 20. Set up an experiment or a demonstration. 21. Obtain a speaker to come to class, or help organize a class field trip. 22. Help gather materials for a class party. 23. Help make costumes for a class play. 24. Send out a class newsletter to parents. 25. Help individual students with seatwork. 26. Assist a small group. 27. Assist students with library research. 28. Monitor a test. 29. Hand out and collect materials. 30. Listen to an individual student read or recite a lesson. 31. Give a test or a quiz. 32. Read aloud or tell a story. 33. Help students in a learning center. 34. Accompany students to school office, bus, playground, after-school programs. 35. Help monitor the hallway, lunchroom, or playground.

1. What did the students learn from your lesson? How do you know they learned from your lesson? (Attach assessment tools from the lesson.) 2. What did you think about or consider when planning the lesson? (Be specific.) 3. What do you think was the most effective part of the lesson? Why? 4. How closely did you follow your lesson plan? If you deviated from the lesson plan, what decisions did you make during the lesson and why? 5. Were the activities/materials/visuals/aids appropriate? Why? Why not? 6. What part or parts of your plan would you consider changing before teaching this lesson again? 7. What do you see as your teaching strengths? 8. Identify a goal you would like to have your field-based supervisor assist you in achieving.
 * Analysis of Instructional Planning and Impact on Learning**


 * Checklist of Interview Techniques for Teaching Standards**

1. Before the Interview a. Establish the purpose for the interview. b. Request an appointment (time and place), giving sufficient time for the interview. c. Plan specific questions related to the purpose of the interview. d. Prioritize questions, asking the most important first.

2. During the Interview a. Be on time for the interview. b. Start the interview by restating the purpose of the interview. c. Take careful, objective notes-- try to list direct quotes as often as possible. d. Avoid inserting your own impressions or judgments. e. Limit the interview to no more than 15-30 minutes.

3. After the Interview a. Review with the respondent what has been said or heard. b. Express your appreciation for the interview. c. Offer to share the interview report with the interviewee.


 * School of Education Standards for Initial Preparation of Teachers**


 * 1. Understands Content:** The teacher understands the central concepts, tools of inquiry, and the structures of his/her discipline. The teacher demonstrates the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn meaningful subject matter.


 * 2. Understands Development:** The teacher understands how children learn and develop and can provide opportunities leading to active learning that support their intellectual, social, personal, and physical development.


 * 3. Understands Difference:** The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.


 * 4. Designs Instructional Strategies:** The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills while incorporating state and national standards.


 * 5. Manages and Motivates:** The teacher uses an understanding of individual and group motivation and behavior to establish a safe, orderly, and equitable learning environment that fosters positive social interaction, active engagement in learning and self-motivation.


 * 6. Communicates:** The teacher uses knowledge of effective verbal ,nonverbal, and media communication techniques with students and their constituents within and beyond the classroom. The teacher fosters active inquiry and engagement in lifelong learning to prepare students for workforce readiness.


 * 7. Plans for Instruction:** The teacher plans instruction based upon knowledge of students, subject matter, technology, curriculum goals, and the community.


 * 8. Evaluates:** The teacher understands, creates, selects, and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.


 * 9. Reflects on Practice:** The teacher is a reflective practitioner who continually evaluates the effects of his/her instructional choices and action on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.


 * 10. Participates in the Professional Community and Seeks Professional Growth:** The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being, reflects on their professional behaviors, and actively seeks opportunities for professional growth and development.

1 **1. Integrates Technology to Enhance Learning:** The teacher uses current technologies, software, and telecommunications networks to plan, design, deliver, and evaluate learning experiences to enhance learning. The teacher employs the ethical use of technology and uses it to further his/her professional productivity.


 * 12. Understands Evolution of Public Education and Its Legal and Ethical Responsibilities:** The teacher understands the foundations of public education, technological and societal changes in the schools, and upholds the legal and ethical responsibilities of the teaching profession.

=How your wikispace will be graded=

 Name: _ Completing the Internship Application Form (3 points) _ Writing goals for internship (3 points) _ Post-experience reflection on goals (5 points) _ Log of: A. 45 hours of field-based classroom participation (10 points) _ Reflection on: B. Work with groups of students (5 points) _ Reflection on: C. Work with students individually (5 points) _ Artifacts for: D. Participate in redesign of lesson with technology (10 points) _ Artifacts for: E. Classroom teaching two lessons with lesson plans and documented impact on learning (40 points) _ Artifacts for: F. Design an assessment tool for evaluation of one of the lessons taught (10 points) _ Reflection on: G. Share two duties with field-based supervisor (2 points) _ Reflection on: H. Attend an extra-curricular activity with students (2 points) _ Reflection on: I. Attend a school board meeting (2 points) _ Transcript and Reflection on: J. Reflective interview of field-based supervisor around teaching standards (5 points) _ Documentation form for field experience (3 point) _ Maintaining wikispace (6 points) _ Performance on Knowledge and Skills from Evaluative Comments (21 points) _ Performance on Professional Dispositions (18 points)
 * Wikispace Grade – SEED 394 Grade**

Total points possible: 150 points