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=This wikispace is presented by Heather Nehring 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=
 * Heather Nehring's Fall 2009 SEED 394 Internship Placement **
 * School: || Elk Point/Jefferson Middle School ||
 * Field-based supervisor: || Amy Hayes ||
 * Content area: || Social Studies ||
 * FBS e-mail address: || Amy.Hayes@k12.sd.us ||
 * FBS phone: || (605)356-5851 ||
 * 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 preferred phone number in the information 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) I want to observe and obtain new methods for classroom management. (2) After completing my paraprofessional at the high school level, I want to determine if the middle school level is a better fit or not. (3) I want to be successful in developing a lesson that engages students, and follows the state and national standards.

Post-experience reflection on my goals.
At the beginning of my internship, I set three goals for my experience. I feel that I achieve those goals. One of my main concerns is classroom management. I was able to observe Mrs. Hayes using effective strategies to manage her classroom. I can take some of these methods and implement them in my own classroom. I spent thirty-five hours in the middle school setting. This allowed me to witness what cognitive level the students were at. I realized that some of my expectations for the students were too high, and I needed to adjust some of my instruction methods. I liked certain aspects middle school teaching such as the enthusiasm of the students and the interest they have in the material. I will student teach at the high school level, because I feel that it is a better fit for me. This experience was helpful in developing lessons and presenting them to students. I was able to complete the full process of giving a lesson from development to reflection and modifications. It reinforced assumptions that teaching is a lot of work. I spent many hours developing and working on my lessons.

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....** ||
 * 09/23/09 || 1 hr || I had my introductory meeting with my field-based supervisor. We discussed scheduling and when it would be best to enter the classroom. Together, we went over the requirements and what was expected of me in the classroom. I was able to receive a textbook and get an estimate of the best time for me to present my lessons. ||
 * 10/01/09 || 2 hrs || This was my first experience observing in a middle school classroom. I found the children to be energetic and talkative. As I watched the interaction, I was reminded of my middle school years. Students were eager to share comments and stories whenever something related to their personal life. I observed Mrs. Hayes using the first step of Professor Reins Learning Cycle. Before the test of chapter two, a pre-assessment worksheet was given to determine students' level of background knowledge over chapter three. I feel that this is very important in understanding the students' background knowledge. ||
 * 10/08/09 || 2 hrs || I corrected a few tests of eighth grade students, and found this opportunity to be educational. Within the tests, there was a modified test. For the student, teachers adapt tests to appeal to his or her needs. The State Trooper came to Elk Point and brought the drug-sniffing dog. Students were not aware of the inspection and remained in the classroom until it was finished. This was one component of teaching that I did not fully consider. Some of my students may have exposure to drugs, and hopefully I will convey to my students that substances are harmful and illegal. ||
 * 10/09/09 || 4 hrs || I participated with the students in saying the pledge of allegiance. Every morning, the first period class says the pledge of allegiance in Mrs. Hayes classroom. This is a good way to demonstrate citizenship without taking up too much of the class period. Working at the middle school level has shown me that middle school students do need the extra explanation. Students were to correct quizzes by switching with their neighbor. When a student did not have anyone next to him, instead of switching with someone behind him he raised his hand on what to do. Teachers need to be prepared before giving lessons, because students will ask questions and change the dynamic of the lesson. ||
 * 10/13/09 || 4 hrs || The students took notes over Chapter Three off a power point. I aided the teacher by clicking the computer to advance the next slide. I also helped in the classroom by coloring and cutting out a school bus for a future lesson on Rosa Parks and Civil Rights. While the students took notes, I looked over the next chapter to gage when I will be teaching my first lesson to the class. ||
 * 10/15/09 || 2 hrs || The students corrected a review for the test and played a review game. Students at the middle school level are very critical of variation of answers. If the correct answers were not word for word the same then they would ask a question. This demonstrated the concrete level the students are at cognitively. They were only thinking of the concrete answer provided, and did not think that any other wording would apply. ||
 * 10/16/09 || 4 hrs || Today was test day for all three periods of Social Studies. The students were not allowed to turn in the test until after at least 15 minutes of starting it. I thought that this was a good strategy, because it allows students to realize that it is not a race to be the first one done. Students were spread out to prevent wandering eyes. While the students were busy with test taking, I went over my lesson plan with Mrs. Hayes. After first period, I was able to grade the students' tests as they finished them. After correcting the tests, I was surprised at how long it took to correct three sections of Social Studies. This was another area of teaching that I underestimated. When I am teaching, I will need to be prepared to spend extra time not only preparing lessons but also correcting work. ||
 * 10/20/09 || 2 hrs || I presented my first lesson to the fourth period social studies class. It was a challenge to keep the students moving in the lesson. As sixth graders, they enjoy sharing stories and commenting on information presented in the lesson. However, their talkative manner made the lesson more engaging. I could tell that the students were interested in what I had to say, and they were responding to my lesson. During the next period, I monitored the classroom, while my teacher left the room for a few minutes. It was interesting to observe the respect they gave me, and they listened when I told them to sit down and wait for Mrs. Hayes. ||
 * 10/22/09 || 2 hrs || I started thinking of a plan for my second lesson. I looked over section four and read the important points. After gaining some knowledge, I began evaluating instruction methods that would be beneficial to use. The students took notes over section two. ||
 * 10/27/09 || 2 hrs || Today, I gave Mrs. Hayes a copy of my lesson that I will present on Thursday. I explained what I intended to teach and how I would structure the class instruction. The students took notes and completed a worksheet. ||
 * 10/29/09 || 2 hrs || I presented my second lesson to the fourth period social studies class. I would change the structure of my lesson for next time. I broke the students into three groups of six, and the students were to share their ideas with each other. I soon discovered that the groups were too large. If I did the lesson again, I would have the students respond to the whole class and skip the large grouping. I felt better after the lesson when a student came up and thanked me for presenting the lesson. ||
 * 11/11/09 || 4 hrs || The three periods of social studies worked on research projects. Each student was given a laptop and looked up Greek Gods and Goddess. I was surprised at the quantity and quality of the computers. Elk Point is staying ahead of technology and introducing students to using computers. Every student in the high school is given a laptop to use during the year. This was also surprising, because I have only seen this in small private colleges. I was able to help students find websites that would provide accurate information. ||
 * 11/13/09 || 4 hrs || Today, I presented my technology lesson to all three periods of Social Studies. It was a good chance to reflect and adjust parts of my lesson. Each time I presented the lesson, I received different positive and negative responses. I soon realized that having clear rules and plans for carrying out the game was important. The students were not afraid to argue for their points and try to adjust the rules to fit their team. I also proctored the grading of a homework worksheet. Some of the answers were Greek names that I had not seen before. When I stumbled over the pronunciation of the words, I confirmed that being prepare is professional and important. I do not want to lose credibility in my classroom. During a study hall, I was able to interview Mrs. Hayes over the teaching standards. ||
 * 11/20/09 || 10hrs. || I participated in the Omaha trip to Bensen High School. Currently, the school educates around 1400 students. It was a huge school, and I felt lost walking through the hallways. I attended a small Iowa school that only had about 300 in the high school. This was a new experience for me. Bensen High School focuses on diversity, especially on the socioeconomic scale. The principal talked about most of the students being on the free or reduced lunch plan. She explained the dynamics of Omaha public schools and how they are working towards reducing the number of students on free or reduced lunch plans. Sitting in on a classroom was quiet an experience. The teacher handled the random yelling and walking around class for no reason with ease. I was very surprised at the structure of the classroom. I noticed, in the classroom, the teacher used a variety of strategies. While the students were not quiet or orderly, the teacher worked through the lesson and really got the kids involved in the lesson. I thought it was interesting the amount of resources Bensen had. The teacher worked with new technology, and the technology was available all over the school. ||

B. Work with a group of students
The students I worked with were members of the 4th period 6th grade Social Studies class. The group was comprised of one girl and two boys. The girl and one of the boys excluded the other member of the group. They started in with the assignment without acknowledging the other boy. The students were to read an assigned section and take notes over the main points. They knew what was expected of them, but chose to work independently instead of as a group. I came up to the group and asked them why they were not working together, and why the boy was upset? After hearing them blame one another for not working together, I that "well now you can work together." The air was cleared and I explained that this was a group activity. There is no reason that the three of them could not work together. Then, they made an effort to include all the members. I stayed close while they wrote the first points then moved on to other groups. I monitored the group throughout the activity, because they were one of two groups who had problems. My interaction with students helped them complete the activity as a group. The students found that communication is important when working in groups. They need to make sure everyone is included.

C. Work with students individually
During one of my experiences in the classroom, I was able to work with a seventh grade student on an activity designated by the teacher. The student I worked with was out of the classroom when Mrs. Hayes went over the instructions. When the student came into the classroom, I helped him with the assignment. The student is usually making unnecessary comments or talking when the teacher is talking. He is knowledgeable about the subject but often losses focus. The task he had to complete was writing questions that would provide extended feedback. The students would write questions to ask other students about their elementary school experience. I sat down by the student, and told him what the class was working on. I explained that the questions need to be descriptive providing more than one word answers. He asked about an example question he developed. His example question was: Who was your favorite teacher in elementary school and why? I told him that this would work, because they why will allow students to explain their favorite teacher and what made them special. The interaction with the student allowed him to get caught up with other students. The student understood what the task was and the requirements of the task. Individually, the student worked to complete the remaining three questions. When he finished, I reviewed the questions to make sure he had appropriate questions.

D. Participate in redesign of a lesson with technology
Reflection on the ISTE standards: Link to technology piece

E. Classroom teaching two lessons with lesson plans and documented impact on student learning

 * Lesson #1 - Greek City-States: Sparta and Athens**


 * Lesson #2 - Athens and the Age of Pericles**

F. Design an assessment tool for evaluation of one of the lessons taught
List of objectives being assessed: O.1 Students will be able to identify characteristics of Spartan warriors and women, as well as, Athens citizens. O.2 Students will be able to recognize the structure of society/government in Sparta and Athens.

G. Share two duties with field-based supervisor
I monitored the hallway in-between periods and sat in on parent teacher conferences. During the hallway monitoring, I met the science teacher who is across from my teacher. Standing in the hallway as students came in was a good way to greet students. The two teachers were able to update one another about events. During the parent-teacher conferences, I learned about interacting not only with colleagues but also with parents. The teachers were set-up at their own tables in the middle school gym. The teachers were supportive of one another, and I could tell they cooperated with one another. When parents arrived, I noticed that many were in agreement with Mrs. Hayes and willing to work with their student to improve performance. During the interaction, I noticed that preparing when talking to parents is important. If you do not act professional, the parents will not respect you, especially if you are a first year teacher.

H. Attend an extra-curricular activity with students
Thursday October 15, 2009, seventh and eighth grade students had a volleyball game against the Lennox school district. My internship allows me to work with many of the seventh grade girls who were playing. The team won two of the three games, but the last one was exciting. The teams would tie and score, repeatedly, until finally the Huskies team took the victory. It was interesting to see that many middle school students were at the game even though they were not playing. The students were supporting one another, and the eighth grade team came to watch after their game. I was surprised at the support the students had for one another. When I came to school the next day, it was fun to hear the students talk about how I was at their game. They were excited that I came and saw them play. As a teacher, I will need to attend extra-curricular activities to support the school and the students. When teachers attend games, the students feel like teachers care about them outside of the classroom.

I. Attend a school board meeting
November 9, 2009; Vermillion High School Board Meeting I attended a Vermillion public school board meeting, because I was unable to attend Elk Point’s board meetings. Even though it was not at the district I was interning with, I feel like a received a good taste of what school board meetings involve. I did not realize that the school board played a role in the hiring of teachers and other employees. I found out that the board approves resignations, job descriptions, and new hires. I was surprised at the salary difference between some of the statistics I have heard and what they hired a new teacher at. Students who want to graduate early need to go before the school board to obtain their approval for an early graduation request. I was unaware that students needed to go before the school board to graduate early. The school board meeting reminded me of my 4-H meetings. The order and presentation of the meeting was very similar to 4-H meetings I have attended. The school board meeting demonstrated how much of a role the board members have in school policy. Without the approval of the school board, the policy will not be implemented in the school system.

J. Reflective interview of field-based supervisor around teaching standards
Interview Questions: 1) How do you keep up professional knowledge of your content area? What resources do you utilize? "I attend summer classes for credit. I choose topics that are relevant to what I am teaching." 2) Where do you access video and audio clips for instruction? "Brain Pop and United Streaming: These are paid access programs paid for by the school." 3) How often do you reflect on lessons? Do you ever use voice or video recording to reflect on your teaching methods? "Whenever I use an exit ticket. Exit tickets help with reflection. Anytime I assess students. I may not write my reflections but complete a mental reflection. No, I do not record. There are legal issues with this. Parents do not want their children videotaped." 4) With technology constantly changing, what do you do to keep up with all the new things out there? "The summer courses that I take. The school also keeps teachers informed on new technology. Anything that I request the school can provide. I didn't have a projector to start with then the school provided one. The school system is well funded.

1. What is your impression of your field-based supervisor’s attitude toward teaching standards? I believe that my field-based supervisor takes the teaching standards to heart. She is committed to her profession and the standards that go along with it. She attends conferences and development workshops every summer. In addition to attending these events, she implements new strategies and methods obtained from them. She incorporated differentiated learning strategies in homework assignments and activities. She told me that she got many of the strategies from a workshop on differentiated learning. 2. What is your impression of the impact of standards on instruction? I think that more educators need to keep the standards in mind when instructing students. The standards may seem simple or repetetive, but they are valuable to all educators. When the standards are incorporated into instruction, the educator is able to achieve student success. The standards are designed to help educators and should not be ignored. 3. How do you intend to incorporate standards into your teaching? After witnessing how helpful conferences and workshops were to Mrs. Hayes, I want to also include them in my professional development. I want to stay on top of technological innovations in the field of education. This will help me incorporate technology into my instruction and keep students motivated. The teaching standards serve as a guide to my philosophy on education and my instruction in the classroom. I can consult them to remind me of what I need to do to become an effective educator.

= = =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