UNIVERSITY OF MARYLAND EASTERN SHORE

SALISBURY STATE UNIVERSITY

Master of Arts in Teaching

Collaborative Degree Program

Spring 2001

EMAT 507 & 509: MAT Internship I & II 3 credit hours each

Supervisor: Dr. Arlene White

Office: Language House, Rm. 203

1013 Camden Ave.

Office Hours: MTWRF - 10:00-10:50

Office phone: 410-543-6253

Home phone: 410-742-0424

E-mail: afwhite@salisbury.edu

Description:

Two full-time seven week clinical experiences providing opportunities to actualize the latest educational research and theory into practice, including but not exclusive to: observation, mini-teaching, macro-teaching, whole group lessons and action research. Conducted under the direct supervision of a clinical supervisor (experienced public school teacher) with guidance and support from the university supervisor. Prerequisites: Admission to the MAT program.

Objectives:

Students completing EMAT 507 and 509 will

1) develop a positive working relationship with pupils, faculty and staff in secondary public and/or private school settings (IV.2);

2) demonstrate ability to develop short-range and long-range plans appropriate for student and curricular needs (I.1, I.2, II.1, II.2, III.5);

3) demonstrate a variety of instructional strategies and techniques for effective teaching of a diverse population of students (I.1, I.2, I.5, II.1, II.2, III.3, III.6);

4) develop multiple strategies for assessing and evaluating instruction and student learning and growth (I.2, I.4, II.1, II.2, III.2, III.4);

5) create a classroom environment which fosters learning and positive dispositions (I.1, I.2, I.3, I.4, I.5, II.2, III.4, III.5, III.6);

6) develop strategies for multicultural, gender fair, inclusive education (I.1, I.2, I.3, I.4, I.5, II.2, III.4, III.5, III.6);

7) display professional teacher behaviors and attitudes (II.3, III.4, III.5, III.6, IV.2, IV.3);

Learning experiences (to be present in EACH 7 week experience):

1) Be present for work at the designated school and classroom for the assigned dates on a daily schedule which is comparable to that of a full-time teacher in the school. Attend all school activities expected of full-time teachers, including staff meetings, PTA, field trips, professional days, parent conferences and the like.

2) Maintain professional demeanor as expected of full-time teachers in every respect including dress, attendance, punctuality, confidentiality, record keeping, interaction with peers and conduct outside of school.

3) After a suitable period of observation and orientation, gradually assume a full-time teaching load and perform all appropriate duties of a classroom teacher. In most cases, full-time teaching should occur by the fourth or fifth week of the experience, thereby allowing time for extended teaching responsibility.

4) In conjunction with the seminar (EDUC 590), maintain an on-going record of reflective writing based on your student teaching experience. Entries should be made daily to ensure meaningful reflection.

5) Participate in 3-way conferences at mid-experience and at the end of the seven weeks with the supervisor and the cooperating teacher. Review and discussion of the evaluation forms should be included in these conferences as well as strengths and weaknesses.

6) According to the specific expectations of the cooperating teacher, submit written plans for lessons to be taught sufficiently in advance of instruction so that plans may be reviewed and critiqued by the cooperating teacher and/or supervisor.

Make three copies of your plans (one copy for you, the cooperating teacher and the university supervisor). The copy for the university supervisor should be left in your folder in the main office of the school where you are teaching (in the cooperating teacher's mailbox, if possible), each morning before classes start. Paper clip the plans together by classes with the most recent plan on top. Evaluation of lessons should be completed at the end of the day (either in your journal or on the plan) and returned to the folder by 8 a.m. the next morning.

Use the same format as you did during methods i.e.

a. date

b. class

c. objectives (in behavioral terms)

d. materials and equipment

e. procedures (warm-up, overview, introduction of material, drill and practice, proficiency-based activities, summary)

f. evaluation

7) Show evidence of long-range, integrated planning suitable for the grade level. Implement an appropriate portion of the long-range plan and assess its appropriateness and effectiveness.

The topic of the unit each experience is to be determined by both you and the cooperating teacher. Use the same format that was given in the methods class. Include a xerox copy of the chapter. This is due the third Friday of EACH experience i.e. February 16 and April 13.

8) Submit a video of a class which demonstrates your best teaching by the fifth week of each experience i.e. March 2 and April 27. Arrange to tape yourself on several occasions beginning early in the 7 week experience so that the submitted tape can represent a reasonably polished display of teaching competence, appropriate for inclusion in a professional portfolio. Ask your cooperating teacher what arrangements need to be made (who reserves the equipment; who films you, etc.)

A written self-critique should accompany the video as well as the lesson plan for the class. You may use the evaluation form used by the university supervisor. Comment on your use of gestures, your position and/or movement in the classroom, your use of English and the target language (how many minutes each, the appropriateness of the use, how much ACTUAL COMMUNICATION occurred, etc.).

9) Select a project from the following to be completed by the end of the sixth week of each experience i.e. March 9 and May 4.

a. Design and execute a bulletin board. Put it up and turn in a written explanation of the choice of the subject and how it was or will be used in class.

b. Observe other language teachers in your school (2 observations); state your objective(s) for observing the classes (i.e. what communicative activities were used; how were transitions executed; etc.) and write a description of what you observed.

c. Team teach a lesson with your cooperating teacher and analyze it (one class).

d. Use group work / peer teaching. Analyze its use in 2 classes (same class or on different levels).

e. Use computer-assisted instruction. Explain how and why materials were selected and used and students' reactions.

f. Student study (to be done the first or second week of the experience) - Select a student from one of your classes and follow him/her though a typical school day although you need not follow the entire schedule in one day. Write about how the student acted both in and out of class. Include the schedule which you followed. Check with the Guidance Office for additional academic and/or personal information. Discuss how you would adjust YOUR teaching to help this student learn more / better.

g. Other - to be discussed with the university supervisor.

Expectations/Guidelines for the Student:

1) Contact the supervisor immediately when any problem or exceptional circumstance arises related to the student teaching assignment and/or the student's relationship with the cooperating teacher.

2) Notify by phone no later than 7:30 a.m. on the teaching day BOTH the cooperating teacher and the supervisor in the event that you are unable to report for work. If absences for illness or personal obligation limit your ability to reach your full potential or to be evaluated fairly, you may be expected to extend the student teaching experience beyond the originally assigned dates. In the event that circumstances beyond your control (e.g. snow days, illness) reduce the number of teaching days during a 7 week experience, a revised schedule may be negotiated to be sure that you have every possible opportunity to reach your full potential and to be fairly evaluated at the culmination of the experience.

3) Submission of materials which bear upon day-to-day teaching (e.g. lesson plans, unit plan, expectations of the cooperating teacher) must be effected in a timely manner. Items required by the supervisor which relate to your professional development ( e.g. classroom management plan, videotape, project) should be completed by the due dates indicated.

4) Before or after your weekly seminar, submit the weekly green forms detailing your teaching schedule and provide a note highlighting your student teaching and advising the supervisor about when to schedule observations and conferences. Leave in my mailbox in HH 347 or in the plastic holder outside the office if it is closed. Lesson plans must be available for review during the supervisor's visits (see #6 above).

Expectations/Guidelines for the Supervisor:

The Supervisor will

1) observe your teaching at least four times each experience;

2) provide written and oral feedback on each lesson observed;

3) meet with you and, whenever possible, with the cooperating teacher to discuss lessons observed and the student teaching experience in general;

4) prepare final evaluation papers and recommendations if requested;

5) act as a liaison between you and the cooperating teacher if necessary, between you and university services avail;able to you.

Evaluation:

A grade will be assigned for each of the two 7 week internship experiences occuring during the semester. The following grades may be assigned to reflect student achievement in each experience: A, B+, B, C+, C, F. Each grade will be calculated by averaging the following assignments with the indicated percentages below:

60% Final evaluation based on three-way conference with the cooperating teacher and the university supervisor (2,3,4).

20% Unit / Long-range instructional plan

The plan should include an overall rationale, bibliography of resources, all teaching materials as well as individual lesson plans that outline objectives, learning experiences, materials and assessment. It should demonstrate professional presentation (2).

10% Videotape of a lesson and written reflection

The student will arrange to have his/her teaching of at least one full lesson videotaped for later self analysis. The student will then write a reflection on the strengths and weaknesses of the observed instruction, making recommendations for instructional change (3,4).

10% Project

Based on the project selected by the student for each experience, specific criteria will be established in advance of the completion of the project (2,3,4).

Tentative term schedule:

Daily attendance for full-time teacher's scheduled assigned field placement for two 7 week experiences. One excused absence is allowable during each experience; beyond that, the intern must make up any days missed.