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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.
 * =Tyler Dickes presents this wikispace in fulfillment of the requirements of SEED 394 Internship in Secondary Education=
 * =Tyler Dickes presents this wikispace in fulfillment of the requirements of SEED 394 Internship in Secondary Education=

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

=Check List - Next Steps=
 * Tyler Dickes' Spring 2010 SEED 394 Internship Placement** ||  ||   ||
 * School: || Gayville-Volin School District ||  ||
 * Field-based supervisor: || Bill Hummel ||
 * Content area: || History ||
 * FBS e-mail address: || Bill.Hummel@k12.sd.us ||
 * FBS phone: || 605-267-4467 ||
 * 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 A. through J. 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. ||
 * n/a || 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 that go beyond the A. through J. requirements. What do you personally want to get out of this experience? (1) I want to have an understanding of all the issues that a teacher experiences on a daily basis. (2) Gain a better understanding of the high school atmosphere. (3) Create interactive lesson plans that can be used later on in my teaching career.

Post-experience reflection on my goals.
Write a short reflection on the progress you have made toward your three goals after all of your internship hour have been fulfilled.

I feel that I have met my goals for the internship in a successful manner. I was able to get a rough understanding of the issues that a teacher has to deal with on a daily basis by witnessing classroom management techniques and how to handle students that may become out of control. I also gained a better sense of the high school atmosphere from a teacher's prospective. Students show more creativity in their work as they get older and more mature. Although high schoolers are more mature than students at the middle school level, it is often harder to deal with high school students because they know what they can and can not get away with. They are more likely to sleep through class than a middle or elementary school student. The third and final goal was accomplished but after teaching the lesson, revisions can be made to make the lesson useful later on in my teaching career. Out of the three goals, the third one is the goal I need to work on to become a successful teacher.

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. Please include these hours in the table.
 * **Date** || **Hours** || **Description of my activities/participation in the classroom....** ||
 * 2/16/11 || 6 hrs. || I had the opportunity to New Tech High School in Sioux Falls. We observed the techniques and teaching strategies that go into a PBL school. Myself, along with other students, acted as a sub for the day while the teachers were in a meeting. I walked around and interacted with the students on what activities they were doing for their project. ||
 * 3/7/11 || 1.5 || I helped create a bulletin board for the classroom. Mr. Hummel's American History class is learning about World War II so I put up newspaper articles on the attack on Pearl Harbor up. ||
 * 3/8/11 || 3.0 || I observed several different history classrooms and helped the teacher with disciplinary problems. While the teacher had to run down to the office, I made sure the students were in their seats and ready before the bell rang. ||
 * 3/9/11 || 3.0 || I helped run the power point and video presentations given that day. ||
 * 3/25/11 || 6.0 || I helped correct a test and complete a study guide for the teacher to use. I also participated in answering questions with the class and watched the movie "Glory." I also participated in lunchroom duties with my supervisor. I watched the students and made sure that no obnoxious behavior was going on. ||
 * 4/1/11 || 6.0 || I corrected tests and watched a movie with the students. ||
 * 4/5/11 || 3.5 || I observed classroom behaviors and worked with a group of students in economics. ||
 * 4/8/11 || 6.5 || I taught my first lesson (the Holocaust) to a United States History class. I also observed other classes and helped correct homework. ||
 * 4/13/11 || 3.0 || I helped Mr. Hummel with correcting study guides and passing them back in the class. I observed other classes as well. ||
 * 4/18/11 || 2..5 || I got material for my next lesson and interviewed Mr. Hummel about content standards. ||
 * 4/26/11 || 3.0 || Mr. Hummel and I ran a jeopardy game for the students to prepare for a test the next day. ||
 * 4/29/11 || 4.0 || I taught my second and final lesson. ||
 * ||  || Total Hours: 48 ||

B. Work with a group of students

 * I worked with a group of of students in Mr. Hummel's United States History class. The group that I worked with contained students that did well in the class as well as students who had trouble. They were working on a study guide cooperatively and needed help finding answers. The students did not have any clearly defined role or task, but the students who were doing better played more of a leadership role in the group. My interaction with the students was rather straight forward. If they needed help on a question or did not understand a concept, I would try to explain it to them the best that I could. The students expressed that they do not like doing study guide's, however they are very helpful on the test because the majority of the questions on the test come from the study guide. There were a few questions that did not seem clear to me, so I had to refer to the teacher for the answer.**
 * I believe that my interaction with the students affected their learning in a positive way, because they were able to receive answers with my aid. I often did not clearly state the answer, usually I gave them facts or clues to look for in finding the answer, and then they were able to get the answer on their own. This is a positive way of learning because it makes the student think more and discuss things with classmates.**

C. Work with students individually
Write a paragraph or two answering these five questions. 1. Describe the individual you worked with. 2. Did the student have clearly defined role and/or task? 3. Describe your interaction with the student. 4. How did your interaction affect the student’s learning? 5. How did you assess your impact on the student’s learning?


 * The student that I worked with was a quiet, polite student that was gone the previous week (due to illness) and needed help catching up on schoolwork. The student did not need any special help in finding the answers, as he seemed very intelligent, but wanted things explained that may not have been covered in-depth in the book. The content that was being covered dealt with the Cold War Era, and the student had very little background on this subject. Although he seemed intelligent, he would ask questions such as, "Why did they do that?" and "What caused this to happen?" Since the teacher was already on the next area, I helped the student to answer these questions. The role or task for the student was simple; get the homework done that was handed out the previous week.**
 * My interaction with the student was very easy-going and helpful to both me and the student. He did not feel threatened to ask questions because it was just him and I discussing the text, and I was able to gain experience in working with a student on a one-on-one basis. The student seemed to have a positive interaction as well. Like I said previously, the student is usually quite shy and quiet during class, but with the one-on-one interaction, he was able to express himself more and ask questions. He was also able to get his homework done and understand the material more clearly than if he had done it by himself**. **The way that I assessed my impact on the students learning was to correct the worksheets and study guide that he filled out, and also quiz him on some of the things that we had talked about. Although he wasn't clear on every single question, he got the majority of the questions and answers correct, proving that my aid was helpful for him.**

D. Participate in redesign of a lesson with technology
Write a short reflection on the ISTE standards


 * The ISTE standards provide students with the essential needs for technology. If students want to become successful in a future career, they will need skills in technology to put them above other applicants. These skills require the understanding of technology and its applications, how technology has affected different cultures, and how communication has enhanced with the use of technology. The majority of jobs require the use of a computer or other form of technology, and with the ISTE standards, students will be able to prepare for their future careers.**

==E. Classroom teaching two lessons with lesson plans and documented impact on student learning==
 * Lesson #1 - The Holocaust**






 * Lesson #2 - Title**





F. Design an assessment tool for evaluation of one of the lessons taught
List of objectives being assessed



G. Share two duties with field-based supervisor
Write a paragraph or two on the following two questions. 1. What were the two duties you shared with your field-base supervisor? 2. What did you learn about collaborating with another colleague?


 * For the first duty, I helped the teacher with lunchroom duty. I observed how the lunchroom dynamics work from a teacher's prospective, and made sure that no students were getting out of hand. I also talked to the teacher about how to handle any negative situation in the lunchroom and how it varied from the classroom. He believed that by standing closer to the student and just having a normal conversation with the student will distract them from the situation and hopefully diffuse it.**
 * The second duty that I shared with Mr. Hummel was to monitor the halls in-between classes. Although Gayville-Volin is a small school, the hallways become crowded between classes, and students can sometimes become rowdy or loud. Mr. Hummel's theory behind hallway management seems to be more relaxed than other teachers. While he doesn't allow for bullying, he has no problem with students talking and "being kids" in the hallway, as long as they are not doing harm to themselves, classmates, or the school. I agree with this method, because teenagers will be teenagers, and as long as you show them respect, they will give it back. Mr. Hummel said that since Gayville-Volin is such a small school, he knows who hangs out with who, and who doesn't like each other. He claims as long as you see the students who dislike each other away from each other, the hallways remain a safe, social atmosphere. It also helps if other teachers are in the hallway as well, because one teacher can't monitor the entire hallway at once. Therefore, verbal and nonverbal communication between teachers is extremely important in hallway management.**

H. Attend an extra-curricular activity with students
Write a paragraph or two on the following two questions. 1. What did you learn from your extracurricular activity(ies) with students? 2. Describe what had the most impact on you from this outside-the-classroom requirement.


 * I attended a high school boy's district basketball game this spring in which Gayville-Volin (my placement school) lost. I learned that students may act one way while in class, but when they are placed in a social event, they may act completely different. A student may be quiet and collected while in the classroom, but during an event, such as a basketball game, they can be loud and out-going. This is important to understand as a teacher, because it forces the teacher to understand that every student has issues (both good or bad) that may be more important to them than school. It is important to identify these issues and try to understand what the student is going through before making any irrational decisions or punishments. This can be implied with the basketball game I witnessed. The basketball players probably felt down and sad the next day at school, and the teacher needs to find ways to make them feel better. This was the biggest impact that I gained from this outside-the-classroom requirement.**
 * Another thing that I gained from this experience is the fact that it is important for teachers to show school pride and support any extra-curricular activity. If you do not have pride in your school, people will not respect you as much as if you attended as many extra-curricular activities as possible. Even if the team or group is struggling, school spirit from teachers and students can make those individuals feel more important, which makes the school a better place for learning.**

I. Attend a school board meeting
Write a paragraph or two on the following two questions. 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 SD Content and/or Common Core standards==
 * I attended a school board meeting on April 26th. The meeting discussed the letter the superintendent wrote months prior on the proposed budget cuts the school may face. The meeting seemed depressing and slow moving because of the topic that was presented. The procedure was much like how a bill becomes a law. A teacher would bring up a topic and the superintendent and adminstration would listen, ask questions, and sometimes provide feedback. They did not motion or vote on anything in this meeting, it was more of a discussion on the areas that will get cut and if there were any suggestions on what other areas could be cut. Although the meeting was depressing, the administration and the teachers seemed to be on the same level during the meeting, with every members opinion as equal as another person's opinion. This equality is the most significant thing I will take away from the school board meeting.**



Write a paragraph or two on the following three questions. 1. What is your impression of your field-based supervisor’s attitude toward teaching standards? 2. What is your impression of the impact of standards on instruction? 3. How do you intend to incorporate standards into your teaching?


 * I believe that the field-based supervisor thought the teaching standards were important, but not the only thing that we need to teach the students. Sometimes students want to know things that may not be in the standards, but if they seem excited about it, sometimes you just have to let them explore this information. I believe thats what my field-based supervisor believed strongly in, and I agree with his theory. The standards of instruction for social studies are important because they give the student good background information on history. Although students, especially at the high school level, like learning about things that may not be covered in the textbook, the standards provide teachers with a roadmap of what to teach in their classroom. I intend to incorporate standards into my teaching by following the standards as much as I can. The standards move in chronological order, so using them will help me prepare for future units.**

= **Wikispace Grade – SEED 394 Grade** = = Name: = = _x Completing the Internship Application Form (3 points) = = _x Writing goals for internship (3 points) = = _x Post-experience reflection on goals (5 points) = = _x Log of: A. 45 hours of field-based classroom participation (10 points) = = _x Reflection on: B. Work with groups of students (5 points) = = _x Reflection on: C. Work with students individually (5 points) = = _x Artifacts for: D. Participate in redesign of lesson with technology (10 points) = = _x Artifacts for: E. Classroom teaching two lessons with lesson plans and documented impact on learning (40 points) = = _x Artifacts for: F. Design an assessment tool for evaluation of one of the lessons taught (10 points) = = _x Reflection on: G. Share two duties with field-based supervisor (2 points) = = _x Reflection on: H. Attend an extra-curricular activity with students (2 points) = = _x Reflection on: I. Attend a school board meeting (2 points) = = _x Transcript and Reflection on: J. Reflective interview of field-based supervisor around teaching standards (5 points) = = _x Documentation form for field experience (3 point) = = _x Maintaining wikispace (6 points) = = _x Performance on Knowledge and Skills from Evaluative Comments (21 points) = = _x Performance on Professional Dispositions (18 points) = **Total points possible: 150 points**

= (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 =
 * Grading Scale**

<=89 points is assigned an F

=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:** 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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