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=Welcome to Your New Wiki!=

Getting Started
Shane Griffin presents this wikispace 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 //Learning & Leading + Reflective Practice //, 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

Shane Griffin's Spring 2010 SEED 394 Internship Placement Check List - Next Steps
 * School: || Vermillion Middle School ||
 * Field-based supervisor: || Gina Zeurcher ||
 * Content area: || 8th grade english ||
 * FBS e-mail address: ||  ||
 * FBS phone: ||  ||
 * USD supervisor || Kevin J. Reins, Phone: 605-677-5831, e-mail: kreins@usd.edu ||

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">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.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">x || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">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. ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">x || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Contact your field-based supervisor within 48 hours of receiving your placement information either by phone or e-mail. ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">x || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">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. ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">x || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">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. ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">x || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">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 A. through J. requirements. ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">x || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Deliver the FBS’s packet with the evaluation forms and return envelope to your field based supervisor during the first meeting. ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">x || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">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. ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">x || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">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. ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">x || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Within the first two visits, ask for a copy of the school handbook or ask to borrow a handbook for the semester. ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">x || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">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. ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">x || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">IF YOU MISS A SCHEDULED TIME – REPORT IT TO DR. REINS IMMEDIATELY. ALWAYS KEEP HIM INFORMED. RECORD THE DATES THAT YOU MISSED HERE. ||

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 18pt;">My goals for the internship: <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Write three goals for your internship experience that go beyond the A. through J. requirements. What do you personally want to get out of this experience? <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">(1) How does a middle school teacher keep the students on task? <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">(2) How does the teacher ensure all core tasks are taught throughout the school year? <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">(3) What are some of the best teaching strategies the teachers have found to be useful at this age group?

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 18pt;">Post-experience reflection on my goals. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Write a short reflection on the progress you have made toward your three goals after all of your internship hour have been fulfilled.

I believe I have learned a lot about middle school education. A big fear for me going into this was the stigma that goes along with middle school aged children. I learned that children this age are easily excited and distracted, but it is also easy to redirect them if you treat them like adults. It seems like they still act like children in a lot of ways but expect to be treated like adults, usually, if you ask them to get back to work, they will. Of course, the best thing to do is to know your students and know what works with each. Knowing your students also goes along with teaching strategies. Some strategies work better with some than others. Trying new things is always okay, just trying something doesnt mean you have to stick to it. I was surprised to see how well the students work in groups at this age. I believe if you treat it as a priviledge, it can be a great tool, since peer relationships are so important at this age. Finally, I learned that it really is up to the teacher to stay on top of the core tasks and what is required to be taught. I guess I assumed there would be more structure, and maybe there is at other schools, but from what I have seen the teacher is given a lot of free reign over what is taught and how much time is spent on each objective required by the state.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 18pt;">A. 45 hours of field-based classroom participation <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">believe the school is a sign of the District's dedication to prepare all students for the future and not just the college bound. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">In my experience, school has been catering to students that are inclined to go to college much more than any other students. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">In the current economy, we have to expect students to look for other ways to get into the work place. College can be very intim <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">idating and cost prohibitive for families. Due to this, I believe the CTEA is a great option for high school students. ||
 * Date || Hours || Description of my activities/participation in the classroom.... ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">2/18/11 || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">5 hr. || <span style="color: black; font-family: Calibri; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Introductions with FBS, discussed when would be best time to meet. I stayed and observed four class periods ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">2/25/11 || 5 hr. || Worked with students diagramming sentences. Also worked with a small group of students with reading assignment. ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">3/07/11 || 8 hr || Worked with small and large groups of students with vocabulary words and grammar ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">3/18/11 || 5 hr || Participated in literature circles with different groups of students. ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">3/25/11 || 5 hr || Participated in lit circles and assisted FBS with several administrative tasks. ||
 * 4/1/11 || 3.5 hr || Taught lesson on strong verbs. ||
 * 4/8/11 || 5 hr || Taught lesson on savoring powerful literature. ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">4/15/11 || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">10hrs. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">I participated in a field trip to Sioux Falls, to visit the Career and Technical Education Academy. I was very impressed. I

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Note: Some hours may be completed outside of your placement by the SEED 394 class as a whole. Please include these hours in the table.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 18pt;">B. Work with a group of students <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Write a paragraph or two answering these four questions. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">1. Describe the group of students you worked with. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">2. Did students have cleary defined role/or tasks? <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">3. Describe your interaction with this group of students. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">4. How did your interaction affect student learning? During my time working with the VMS 8th grade class, I was able to work with several small groups of students. The class often studied in literature circles, and I often observed and interacted with the students in groups. While I was working with the lit circles, the students each had a role that was clearly laid out for them. There were 6 roles in each circle and six students. Each time the group met, they changed roles, so each student got to fulfill each role at least once. I usually observed the students in the lit circle and after they students had each answered the questions required by the worksheet, I would ask further questions. I tried to ask questions that would force the students to apply facets of the story to thier own lives in order to make the story more real and more memorable.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 18pt;">C. Work with students individually <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Write a paragraph or two answering these five questions. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">1. Describe the individual you worked with. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">2. Did the student have clearly defined role and/or task? <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">3. Describe your interaction with the student. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">4. How did your interaction affect the student’s learning? <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">5. How did you assess your impact on the student’s learning?

The student I worked with was a high performing student. She was part of a high performing group in a literature circle. She finished her task ahead of the rest of the class and seemed bored. I approached her and asked her some more challenging questions about the story they were reading. She was happy to be reengauged in the project and was eager to think through the additional deeper questions I was providing. I think I helped the student think more critically about the story, which is something not often presented to students that age, but I felt this student was ready for deeper thinking. I believe I did help her have a greater understanding of the story and gave her insight on what types of questions to ask in order to get better understandings of future stories she reads.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 18pt;">D. Participate in redesign of a lesson with technology <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Write a short reflection on the ISTE standards <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">The teacher required vocabulary work done throughout the semester. The pupils were required to spell the words correctly and properly identify the definition for the word. I found out the school had "clicker" capability with thier smart board system. I would integrate the clicker program with the vocabulary words and create a sort of game. I would provide a word followed by four definitions in mulitiple choice form. The student would compete to have the most correct answers.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 18pt;">E. Classroom teaching two lessons with lesson plans and documented impact on student learning

Lesson #1 - Using strong verbs

Savoring Powerful Language



<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 18pt;">F. Design an assessment tool for evaluation of one of the lessons taught To assess the lesson in strong verbs, the students were required to find three examples of strong verbs in the books they were reading then share and discuss them with the rest of the students during the literary circles. Additionally, each student was required to write thier verbs on their lit circle paperwork which was turned in after the book was finished.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 18pt;">G. Share two duties with field-based supervisor The two duties I shared with my field based supervisor was watching students at the bus stop after school and watching the cafeteria before school. The after school duty was very difficult. After a full day at school, middle schoolers are very hyper. A teacher that has just spent the entire day teaching can find themselves at wit's end trying to keep students in line. I had a lot better time working the morning shift. It was fun to watch the students gather into their cliques, and seeing who was in the inner circles and how they interacted with eachother. I think it would be very beneficial for teachers to know the people their students hung out with outside school hours. Working with colleagues in these environments takes a lot of communication. It seems like there is minimal manning for extra duty details like these, so there are only a couple of teachers for each area containing scores of students. The teachers usually split up so they can watch the entire area. The two teachers have to know what the other is doing to keep a unified front for the students.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 18pt;">H. Attend an extra-curricular activity with students <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Write a paragraph or two on the following two questions. I learned many students dont know who you are after school hours. It seems like the students have exclusive cliques at this age, and if you arent in it, you dont exist. I was surprised at how little attention I get outside of school. I believe I am a liked teacher, and while in school many of the students come and talk to me, but outside of class none of the students even acknowledge me. Even when I am at school, before the bell rings I see a lot of students congregating at various areas, but none of them wave or say hi. They dont speak to any of the teachers actually. The teachers often have to go and invade the students' groups to be acknoledged at all. I guess this is probably a middle school thing, because I didnt have this problem in my high school experience.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 18pt;">I. Attend a school board meeting <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Write a paragraph or two on the following two questions. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">1. What date and school board meeting did you attend? <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">2. What did you learn about the policy and procedures of middle/secondary schools? <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">I attended a school board meeting on Tues. Apr, 12th, at the media center on USD campus. The school board meeting went very quickly. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">There were several issues that were heard by the board and the meeting was still over in 30 minutes. I was interested to see the board <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">approved the Superintendant's request to keep all the administrators with no pay increase. I thought it was odd how quickly it was approved <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">after there was so much debate about cutting teachers in the district.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 18pt;">J. Reflective interview of field-based supervisor around SD Content and/or Common Core standards <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Type your interview questions and the field-based supervisor's responses.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Write a paragraph or two on the following three questions. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">1. What is your impression of your field-based supervisor’s attitude toward teaching standards? <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">2. What is your impression of the impact of standards on instruction? <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">3. How do you intend to incorporate standards into your teaching? My field based supervisor's attitude toward standards is good I suppose. She doesnt focus on the standards on every lesson, but she makes sure they are all covered. She also is more concerned with the student's learning than teaching the standardized test. Her students take the STEP test after every year, and I was interning during the test and my FBS did not focus on the test at all, she just taught her class as usual. From all of the classes I have taken in the scholl of education, I think this is probably the best way to go. Creating additional stress by focusing on the STEP, it may hurt as much as help, besides, if the students havent learned what they need to know, a few days of preperation probably wont help much. I definitely believe she is more focused on standards than on preparing for tests. The standards seem to be the basic drive for most of the lessons she teaches. I will probably take a similair stance when I teach. I will let the standards drive the lesson plans and look for the best way to teach the standards.

Wikispace Grade – SEED 394 Grade 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) Total points possible: 150 points

Grading Scale

(Using the Nines System) 150 – 135 points is assigned an A 134 – 120 points is assigned a B  119 – 105 points is assigned a C  104 – 90 points is assigned a D

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;"><=89 points is assigned an F

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 24pt;">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.

Analysis of Instructional Planning and Impact on Learning

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.

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.

11. 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:<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> 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.
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