1

College of Education

The College of Education is dedicated to the ideals of Collaboration, Academic Excellence, Research,
and Ethics/Diversity (CARE). These are key tenets in the Conceptual Framework of the College of
Education. Competence in these ideals will provide candidates in educator preparation programs
with skills, knowledge, and dispositions to be successful in the schools of today and tomorrow.

1. SYLLABUS for Course Number: EDE 4940: Fall 2013

2. Course Name: Final Internship

3. Instructor:
Name: Katie Arndt & Stephanie Branson
Office: EDU 202 Q Office Hours: Meetings by appointment
Phone: Katie (813) 451-2191 Email: klarndt@mail.usf.edu
Phone: Stephanie (727) 244-6975 Email: branson@mail.usf.edu
Fax: (813) 974-0938

Each final intern is assigned a University Supervisor who is the first point of contact for questions
about the syllabus.

4. Course Prerequisites: Completion of all program coursework except HLP 4722, which may
be taken concurrently

5. Textbooks and Readings:
a. Email address
b. Name badge (available at Marshall Center NO FIRST NAME)
c. Current Chalk-and-Wire account
d. Video capabilities with a stand
e. Purchase an Elementary Education dark green Logo Shirt from Image Depot. The
cost is approximately $30.00 per shirt. Michele Sebti will send out an email to all
interns with specific ordering information. This shirt is to be worn on Fridays and
on field trips.

All interns are required to purchase a Final Internship Handbook (ProCopy at 5219 East Fowler
Avenue in Tampa) that includes a description of the respective responsibilities for the intern,
cooperating teacher, and university supervisor. The packet also contains copies of required
assessment forms, helpful suggestions, and recommended organizational tips. It is expected that
interns will receive from their cooperating teachers, the appropriate textbooks and supplementary
materials designed to aid them in developing and delivering instruction to the class or classes in
which they are interning.
6. Course Description:
This course is designed to support a one semester full-day internship in a public or private
elementary school. The Undergraduate Teacher Candidate will allow the pre-service teacher to
demonstrate his or her ability to teach as described by the Florida Accomplished Practices for Pre-
professionals as well as his or her readiness to assume the full span of job responsibilities that are
expected of a teacher. Through inquiry, pre-service teachers will focus on their professional
development during final internship through purposeful goal setting and data collection and analysis.

2

Please note: Between the first day, August 19, 2013 at your assigned school, the University
orientation meeting, to be held on Thursday, August 15, 2013 (time and location to be assigned) and
the final internship day scheduled November 22, 2013, all students are expected to keep up with
their progression through the final internship tasks and to monitor the seminar information and
directions using Canvas.

7a. CURRENT Course Goals and Objectives:
As a result of the final internship, each student will be able to:
1. Plan and implement lessons and units that demonstrate skills of planning and
knowledge of subject matter and pedagogical content knowledge.
2. Model a variety of teaching techniques and strategies that reflect knowledge of human
development and learning, the ability to respond to students diverse cultural strengths
and learning needs, and skills to promote critical thinking and design positive learning
environments that result in student learning.
3. Assess and report students learning using both formative and summative processes and
then use that information to further plan or refine instruction.
4. Use a variety of technologies to access information for the classroom, enhance
instructional presentation, and assess student learning.
5. Demonstrate adherence to the Code of Ethics and Principles of Professional Conduct of
the Education Profession in Florida.
6. Use effective verbal and non-verbal communication skills with students, families, and
others from multiple cultural contexts within the education system.
7. Work with various education professionals, parents, and members of the community to
improve educational experiences at school.
8. Demonstrate professional behaviors related to attendance, record keeping, responsibility,
enthusiasm, emotional balance, and positive role modeling.
9. Engage in continuous self-reflection; respond to critical feedback, and to refine
individual performance on the basis of feedback and reflection.

7b. IN-PROCESS Course Goals and Objectives:
1. Guided by state standards, the Undergraduate Teacher Candidate will apply concepts from human
development and learning theories to co-plan and co-teach coherent, data-driven sequenced
instruction that acknowledges student differences and leads to student mastery. (FEAP 1a, 1b, 1c, 1d,
3c, 3h, 3d)

2. The Undergraduate Teacher Candidate will use a variety of research-based instructional strategies
(e.g. cooperative learning, hands-on experiences, modeling, think-alouds, content area literacy
strategies, integration, higher order questioning, centers, assistive technologies) and resources to co-
plan and co-teach effective instruction for diverse learners (FEAP 1e, 2h, 2i, 3a, 3b, 3e, 3f, 3g)

3. The Undergraduate Teacher Candidate maintains a management system that promotes a
supportive, safe, organized, and efficient student-centered learning environment respectful of learner
differences (e.g. cultural, familial, linguistic, ability). (FEAP 2a, 2b, 2d, 2f)

4. The Undergraduate Teacher Candidate will use and model clear, acceptable oral and written
communication (FEAP 2e)

5. The Undergraduate Teacher Candidate will integrate current information and communication
technologies to support teaching and learning and organize data for collaboration with parents,
administrators, and other instructional personnel. (FEAP 2g, 4e, 4f)

3

6. The Undergraduate Teacher Candidate will differentiate instruction and assessment to
accommodate a variety of learning styles and varying levels of knowledge and set high expectations
for all learners. (FEAP 2c, 3a, 3d, 3g, 3h, 4d)

7. The Undergraduate Teacher Candidate will align learner objectives with a variety of formative and
summative assessments to diagnose students learning needs, provide specific feedback, and adjust
instruction to promote student mastery. (FEAP 3i, 3j, 4a, 4b, 4c)

8. The Undergraduate Teacher Candidate will incorporate reflection, data informed research,
collaborative partnerships, and professional growth opportunities to set purposeful goals that drive
professional development. (FEAP 5a, 5b, 5d, 5e)

9. The Undergraduate Teacher Candidate will collaborate with school personnel to enhance
academic achievement through participation a variety of school-based initiatives (e.g. RtI, PLCs,
school improvement committees, team meetings, and faculty meetings) (FEAP 4e, 5c)

10. The Undergraduate Teacher Candidate will adhere to the Code of Ethics and the Principles of
Professional Conduct of the Education Profession of Florida, pursuant to State Board of Education
Rules 6B-1.001 and 6B-1.006, F.A.C., and fulfills the expected obligations to students, the public, and
the education profession. (FEAP 6)

7c. Expectations:
1. Follow all procedures and expectations as stated in the College Final Internship Handbook.

2. Attendance and Punctuality. You will be at the school during the days and hours that your
cooperating teacher is required to be there. You are to be in your assigned classroom
before 7:30 each morning. You are to attend any function that she/he is required to attend.
Only absences due to illness or emergency will be accepted. When you will be absent,
contact the school or teacher in advance as early as possible, and contact the supervising
professor at work or at home. Students are required to attend all seminars, including
occasional large group seminars that are held at the university.

Always have your nametag (no first name) with you and sign in with the front office before
7:30 following the schools sign-in procedures. Sign out at the time you leave the building.
UNDER NO CIRCUMSTANCES are you to sign in and out when you arrive; doing so
constitutes a breach of ethics and will be subject to review by the Standards Committee.
a. If you must be absent, notify your Collaborating teacher (Do not leave a
message on the message line) and your University Supervisor in advance (as
early as possible).
b. Make up days will be discussed and arranged between you, your collaborating
teacher and your university supervisor.

3. Demonstrate instructional competence and behavior management skills during scheduled
and unscheduled observations. A minimum of three observations (reading, language arts,
science, health, social studies, or math) are required during the semester by the University
Supervisor and the Classroom Collaborating Teacher. You must receive a 3 or higher on
each stated Accomplished Practice on the summative document. Missing a scheduled
observation without giving the university supervisor prior notice will result in an
unsatisfactory grade in this course.

4. Active participation and discussion in the seminars.
4


5. Demonstrate adherence to the dress code set forth by the county or individual school by
being dressed professionally each time you go to the school. No JEANS!

6. Display enthusiasm and a positive attitude toward your work with both the classroom
teacher and the students in your classroom. You must be thoroughly prepared in advance
for each day in the classroom.

7. Perform all tasks assigned by the classroom teacher and the university supervisor in a
prompt, professional, and responsible manner.

8. Reinforce established classroom organization and management strategies with regard to
discipline, guidance techniques, rules, routines, transitions, and clerical tasks.

9. Assume increasing responsibility as outlined by the collaborating teacher and university
supervisor. This will include tutoring, small group instruction (i.e. reading), or whole class
activities and lessons utilizing the co-teach model. Show enthusiasm, confidence, and
initiative.

10. Handle all confidential information in a professional manner. Be able to define and
differentiate between confidential and public information.

11. Exhibit positive interpersonal relationships in the school. [This is your future. The
relationships you establish through this course could follow you throughout your career.]

12. Use proper handwriting, standard grammar, spelling and handwriting in all work in the
classroom, on the board, and in written communication.

13. Be able to accept constructive criticism from the classroom teacher and the university
supervisor in a positive manner, and implement suggestions for improved teaching.

14. Demonstrate knowledge and mastery of each of the Florida Department of Educations
Accomplished Practices at the Pre-professional level prior to graduation from the program
[attached]. The student will be introduced to and become familiar with each of these
Accomplished Practices during the Level III internship.

8. Content Outcomes / Course Schedule:

A. IMPORTANT DATES:
As an intern, you are to follow your Collaborating Teachers work day schedule.

University Orientation Thursday, August 15th
Internship Begins Monday, August 19th
Labor Day Monday, September 2nd
Non-Student Day Monday, October 21st
Veterans Day Monday, November 11th
Last Day of Internship Friday, November 22nd

**Student Early Release One Hour Early Each Monday

5

At the beginning of the semester, the Undergraduate Teacher Candidate will be placed in a school
setting with a collaborating teacher who is trained in clinical education, who has taught successfully
for at least three years, and who holds current certification in the students major. The student will
also be assigned a supervisor from the university whose responsibility it is to observe the students
performance in the classroom, provide feedback and collaborate with the intern and cooperating
teachers to resolve any issues or concerns that arise. Each students daily schedule will vary
according to the nature of the school context (e.g. school faculty meetings, PTA meetings, Parent
Conferences, Open House, etc.).

B. Seminar Schedule (Tentative Schedule subject to change)

Date Time Location Topic

August 15
th
2:00 USF Syllabus
August 23
rd
Online
September 9
th
4:00 TBD Co teachng
September 20
th
Online
September 30
th
4:00 TBD Diversity in the classroom
October 18
th
Online
October 21
st
4:00 TBD Job Hunting
November 18
th
4:00 TBD Wrap up

The rest of the seminar schedule will be emailed to you by Friday August 23, 2013. Information on
where the seminars will be held will be provided in the email.

C. SUGGESTIONS FOR PROFESSIONAL GROWTH

The first three weeks Every Undergraduate Teacher Candidate should become very familiar with
their school culture, routines, procedures and classroom management expectations within the first
few weeks of the internship. You will be expected to work one-on-one, small group and whole class
read-aloud. By the end of the second week, you should begin to pick up some whole class
responsibilities.

Mid to Late September By this point in the internship you will be gradually picking up the
teaching responsibilities in your classroom: working with small groups, teaching whole-class content,
and beginning to assess student learning. Key to this process is your ability to plan and evaluate
your teaching and childrens achievement. By the second month you should be developing a record
of your curricular plans, the multiple outcome evaluations and assessment activities you have used,
and begin analytically reflecting on this continuous teaching cycle. At this point, an organized
electronic format for tracking assessment results is helpful in analyzing student progress for
planning future instruction.

Mid October At this point in the internship, you should be directing most, if not all, of the
classroom instructional time. Take time to meet with the various resource people at your school.
Ask about their roll, how they can assist you with planning, modeling for effective instruction, and
techniques for assessment to help evaluate student needs.

October and November - Interacting with parents is a key feature of successful teaching. You
should participate in as many Parent/Student/Teacher Conferences as possible. During this time
you need to develop, implement and write up your Impact on Student Learning Assignment. This
Critical assignment must be submitted to Chalk and Wire by November 20th.
6


9. Formative and Summative Assignments/Assessments (Points and/or %)

All Undergraduate Teacher Candidates will seek to demonstrate all the accomplished practices as
required by the College of Education as reflected on the summative evaluation. This form will be in
College of Education Final Internship Handbook that you will purchase from ProCopy at 5219 East
Fowler Avenue in Tampa. In addition, there is one program task that serves as the foundation for
the professional teaching behaviors expected of a final intern in the Undergraduate program.

A. Formative Assessments
During this semester, two formative observations (see pages 30-33) will be completed by
both the University Supervisor and your Collaborating Teacher. To prepare for each of the
observations, you will complete the lesson plan template (see pages 14-19) identifying the
essential focus for the lesson, techniques for instruction focusing on active student
involvement, effective questioning techniques that encourage high expectations for student
academic growth and efficient, effective methods for managing students. A pre-conference
will be held prior to your instruction with the observer using questions found on page 21
this syllabus. Following the lesson, you will participate in a post conference with the
observer using the questions found on page 21. During this post conference, you will set
goals for on-going professional development.

At the end of the semester the University Supervisor and your Collaborating Teacher will
each complete a Summative Evaluation. This evaluation will look at the interns over all
progress for this internship. You will participate in a final conference to share this
Summative Evaluation and discuss goals for your induction year.

B. Assessments (Points and/or %)

1. Professional Commitments & Scholarly Dispositions Self-Assessment (FEAP: 6;
Objective: 10)

A key requirement of your program is to complete the disposition survey which you will
receive from your supervisor at the end of the semester. You will need to provide your
student identification number prior to completing this survey. This information will be used
to help the program coordinator make decisions about how to enhance the program. It will
not be used for research purposes, nor will your name or any other personally identifiable
information be shared with anyone other than the program coordinator. This is a data-
collection tool that will be used for the evaluation of the entire College of Education, so
your input is imperative. You will be given this to complete during the last seminar to
complete. This is due Monday, November 18, 2013.

2. Reflective Journal (FEAP: 2e, 5d; Objectives: 1, 2, 3, 4, 5, 6 7, 8, 9, 10)

The Undergraduate Teacher Candidate will continue to keep their field-based double entry
journal begun in their practicum experience reflecting upon the effectiveness of their
planning for and delivery of instruction each day. They will examine such elements of
instruction and managing the learning environment as whether diverse learning needs of
students were met, whether the lesson engaged all/most students (why or why not) and
whether or not students demonstrated successful learning outcomes. Over time, as
systematic approaches to planning and delivery of instruction and classroom management
are developed, students should become increasingly sophisticated in their analysis of their
7

own teaching effectiveness. All Undergraduate Teacher Candidates are required to submit a
ONE PAGE weekly written reflection to the instructor on Monday of the following week
beginning Monday, August 26, 2013. You do not need to complete a Reflective Journal on
the weeks that you complete a video and self-reflection. See Pages 24-25 for the template.

3. IMPACT ON STUDENT LEARNING (FEAP: 1a-f, 2c, 2e, 2h, 3a-j, 4a-d, 5b, ESOL 5.1, 5.3;
Objectives: 1, 2, 4, 6, 7, 8)**Critical Task

The assignment designated as a Chalk and Wire (**) requirement must be scored 3 or
above in order to pass the course. If you turn in an assignment that receives a grade of 1 or
2, you will be required to redo the assignment. When you have successfully completed the
assignment, your new score will be entered into the chalk and wire system. Your initial
grade on the assignment will be used to compute your final grade for the course.

The pre-service teacher will describe his/her impact on student achievement through the
delivery of a 3-5 day teaching unit. Utilizing qualitative and quantitative data from a pretest,
the pre-service teacher will use knowledge of instructional design and lesson planning and
delivery to develop and implement an instructional unit that addresses the needs of diverse
learners. Using the formative data from the lessons and summative data from a posttest, the
pre-service teacher will reflect on student achievement resulting from the unit of study and
suggest improvements for the future. Particular attention to assessment and instructional
planning should be given to assessment issues and classroom based assessment strategies for
English Language Learners. See Pages 26-27 for specific directions. The Rubric for this
assignment is on pages 28-29. This is due by November 22, 2013.

4. Parent/Student/Teacher Conference (FEAP: 4e, 4f, 5c; Objective: 5)
The Undergraduate Teacher Candidate will conduct two conferences with parents,
caregivers, and/or students about areas of need in the students performance. For purposes
of this assessment, these should be situations in which the student is in need of
improvement. Each of the conferences should involve the Collaborating Teacher, with the
Undergraduate Teacher Candidate leading the discussion whenever possible. These
conferences are observed and evaluated by a Collaborating Teacher. This assignment
includes the Undergraduate Teacher Candidate establishing communication with the
parents, developing a pre-conference plan, conducting a conference in which outcomes of
student assessment are shared, and a final analysis of the conference. Detailed assignment
and reflection guidelines can be found on pages 22-23.

5. Video Taping and Self-Reflection (FEAP: 1a-1f, 2a-f, 2h-i, 3a-j, 4a-d, 5b; Objectives: 1, 2, 3, 4,
5, 6, 7, 8, 9, 10)

For this assignment the Undergraduate Teacher Candidate will plan and videotape three
whole class lessons that you teach during this semester. Each lesson selected should include
a lesson plan that demonstrates the pre-service teachers ability to use data, standards, and
an array of differentiated instructional strategies to sequence, design, deliver, and assess
meaningful learning experiences. Prior to each lesson, the pre-service teacher will generate
a hypothesis or focus related to instruction and/or managing the learning environment.
Then the video will be analyzed and segments identified that contribute to an understanding
of the hypothesis or focus. For each of these segments, the pre-service teacher will provide
an explanation the clips representation as it relates to the hypothesis. Each of the three
video-taped reflections should be submitted with both a lesson plan and a completed self-
reflection chart (See page 20) Discussions with your Collaborating Teacher and/or
8

University Supervisor should also be considered in completing each reflection. Due dates
for the self reflections are September 20
th
, November 1
st
, and November 22
nd
.

C. Quizzes (Points and/or %) n/a

D. Final Exam (Points and/or %) n/a

E. Policies Regarding Other Points Awarded (Points and.or %) n/a

10. GRADING CRITERIA:

Evaluation will be holistic, covering the entire field experience and seminar participation. This will
include (but is not limited to): university supervisors observation notes, lesson plans, weekly
reflections, seminar assignments, attendance records, teacher interviews, and peer coaching
participation. Grading will be S (satisfactory) or U (unsatisfactory). Interns who have not turned in
all assignments by the last day of class prior to exam week or posted the Critical Assignments on
Chalk and Wire will receive a U (unsatisfactory).

Course Final Grades:
The following descriptions are general guidelines for determining the course outcome of satisfactory
/ unsatisfactory:

Satisfactory: Consistent, active and thoughtful participation each day in both the classroom
and in seminar discussions / activities. Excellent quality and serious thought put into each
assignment. Show evidence of professional growth, as indicated on the midterm and final
observation forms and weekly reflections receiving a 3 or higher.

Unsatisfactory: Inconsistency of participation in the classroom or seminar, assignments that
are incomplete or poorly done, failure to complete course objectives, requirements, or
expectations or the inability to perform in a satisfactory manner in the internship
experience. (documented by an unsatisfactory final evaluation form from the university
supervisor or the classroom teacher).

11. Academic Dishonesty
Plagiarism is defined as "literary theft" and consists of the unattributed quotation of the exact words
of a published text or the unattributed borrowing of original ideas by paraphrase from a published
text. On written papers for which the student employs information gathered from books, articles, or
oral sources, each direct quotation, as well as ideas and facts that are not generally known to the
public-at-large, must be attributed to its author by means of the appropriate citation procedure.
Citations may be made in footnotes or within the body of the text. Plagiarism also consists of
passing off as one's own, segments or the total of another person's work.

Punishment for academic dishonesty will depend on the seriousness of the offense and may include
receipt of an "F" with a numerical value of zero on the item submitted, and the "F" shall be used to
determine the final course grade. It is the option of the instructor to assign the student a grade of
"F" of "FF" (the latter indicating dishonesty) in the course.

12. Detection of Plagiarism
The University of South Florida has an account with an automated plagiarism detection service
which allows instructors to submit student assignments to be checked for plagiarism. I reserve the
right to 1) request that assignments be submitted to me as electronic files and 2) electronically
9

submit to SafeAssignment.com, or 3) ask students to submit their assignments to
SafeAssignment.com through myUSF. Assignments are compared automatically with a database of
journal articles, web articles, and previously submitted papers. The instructor receives a report
showing exactly how a student's paper was plagiarized.

13. Web Portal Information
Every newly enrolled USF student receives an official USF e-mail account that ends with
"mail.acomp.usf.edu." Every official USF correspondence to students will be sent to that account. Go
to the Academic Computing website and select the link "Activating a Student E-mail Account" for
detailed information. Information about the USF Web Portal can be found at:
http://www.acomp.usf.edu/portal.htm.

14. ADA Statement
Students in need of academic accommodations for a disability may consult with the office of
Services for Students with Disabilities to arrange appropriate accommodations. Students are
required to give reasonable notice (typically 5 working days) prior to requesting an accommodation.

15. USF Policy on Religious Observances
Students who anticipate the necessity of being absent from class due to the observation of a major
religious observance must provide notice of the date(s) to the instructor, in writing, by the second
class meeting.

16. ESOL & Florida Accomplished Practices (FAP) Requirements (for ESOL-infused courses and
other courses where assignments need to be collected by students to complete their portfolios):
Please note certain assignments are marked (e.g., AP4 and 8, and/or ESOL22) or (*) and should be
saved once graded, as appropriate documentation for one or more of the Florida Accomplished
Practices/ESOL Performance Standards.

17. Critical Tasks
The Undergraduate Teacher Candidates in the Elementary Education Program are required to
successfully complete Critical Tasks in program courses to document meeting State of Florida
teacher preparation standards. In this course the Critical Task is The Impact on Student Learning.

This assignment must be posted on the electronic portfolio (Chalk and Wire). Students must score a
3 or higher on the Chalk and Wire rubric in order to pass the course. You are responsible for
submitting the assignment to Chalk and Wire at the time you submit a copy of the assignment for
the instructors evaluation. If you do not meet the required score, you will be given feedback and
will revise and resubmit your assignment to Chalk and Wire; however, the original score will be
used to compute your course grade.

The homepage of the College of Education website has a link to Chalk and Wire for information
about training and their help desk.

18. Canvas and Email
Course materials, checklists, and announcements will be posted on Canvas. Students are responsible
for downloading materials. Hardcopies of checklists or rubrics must be handed in with assignments.
Blackboard email will be used to communicate among class members. You are responsible for
information that is emailed to your Blackboard account or is posted on Blackboard. Please check
them regularly.

19. Emergency Preparation
10

In the event of an emergency, it may be necessary for USF to suspend normal operations. During
this time, USF may opt to continue delivery of instruction through methods that include but are not
limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. Its the
responsibility of the student to monitor the Blackboard site for each class for course specific
communication, and the main USF, College, and department websites, emails, and MoBull messages
for important general information.

20. Communication
Course materials, checklists, and announcements will be posted on Blackboard. You are responsible
for downloading any pertinent materials. Checklists or rubrics must be handed in with assignments.
Blackboard email will be used to communicate among class members. You are responsible for
checking your email regularly and for reading announcements posted on Blackboard.

21. The Family Educational Rights and Privacy Act (FERPA)

This is a Federal law designated to protect the privacy of a students education records and
academic work. The law applies to all schools and universities which receive funds, under an
applicable program of the U.S. Department of Education, and is applicable to students at USF as
well as the students in our partnering schools. All files, records, and academic work completed
within this course are considered educational records and are protected under FERPA. It is a
students right to expect that any materials you submit in this course will not include names or
other identifying information. The exception will be only when you have given written consent.

Please turn off cell phones while you are in the school and during seminar sessions. Please do not
text, email, or conduct personal Internet business during class time. You may not use your cell
phone or conduct personal business while working with students.





11

Florida Department of Education
Accomplished PracticesPre-professional Level

The following Accomplished Practices must be demonstrated prior to graduation from the program.

Accomplished Practice #1: Instructional Design and Lesson Planning. The pre-professional teacher
works with other professionals to design learning experiences that develops background knowledge,
sets high expectations and meet students needs and interests of all students. Planned instruction
that is aligned with the Sunshine State Standards incorporates a creative environment and utilizes
varied and motivational strategies and multiple resources for providing comprehensible instruction
for all students. Upon reflection of test data, the teacher continuously refines outcome assessment
and learning experiences student academic growth.

Accomplished Practice #2: The learning Environment. The pre-professional teacher has a basic
understanding of the subject field and is beginning to understand that the subject is linked to other
disciplines and can be applied to real-world integrated settings. The teachers repertoire of teaching
skills includes a variety of means to assist student acquisition of new knowledge and skills using that
knowledge. The pre-professional teacher understands the importance of setting up effective learning
environments and has techniques and strategies to use to do so, including some that provide
opportunities for student input into the processes. The teacher understands that she/he will need a
variety of techniques and works to increase her/his knowledge and skills.

Accomplished Practice #3: Instructional Delivery and Facilitation.
The pre-professional teacher recognizes the need for effective communication in the classroom and is
in the process of acquiring techniques that she/he will use in the classroom. Students are engaged in
active learning through hands-on activities, cooperative learning strategies, problem-solving activities
designed to assist all students in demonstrating their ability to think creatively.
The pre-professional teacher uses technology as available at the school site and as appropriate to the
learner. She/he provides students with opportunities to actively use technology and facilitates access
to the use of electronic resources. The teacher also uses technology to manage, evaluate, and improve
instruction. The pre-professional teacher establishes a comfortable environment which accepts and
fosters diversity. The teacher must demonstrate knowledge and awareness of varied cultures and
linguistic backgrounds. The teacher creates a climate of openness, inquiry, and support by practicing
strategies such as acceptance, tolerance, resolution, and mediation.

Accomplished Practice #4: Assessment.
The pre-professional teacher collects and uses data gathered from a variety of sources. These sources
include both traditional and alternate assessment strategies. Furthermore, the teacher can identify and
match the students instructional plans with their cognitive, social, linguistic, cultural, emotional, and
physical needs.

Accomplished Practice #5: Continuous Professional Improvement.
The pre-professional teacher realizes that she/he is in the initial stages of a lifelong learning process
and that self-reflection is one of the key components of that process. While her/his concentration is,
of necessity, inward and personal, the role of colleagues and school-based improvement activities
increases as time passes. The teachers continued professional improvement is characterized by self-
reflection, working with immediate colleagues and teammates, and meeting the goals of a personal
professional development plan.

Accomplished Practice #6: Professional Responsibility and Ethical Conduct. Understanding that
educators are held to a high moral standard in a community, the effective educator adheres to the
12

Code of Ethics and the principles of Professional Conduct of the Education Profession of Florida and
fulfills the expected obligations to students, the public and the education profession.



















SUPPLEMENTAL MATERIALS






Parent Conference Details Pages 17-18

Weekly Journal Reflection Pages 19-20

Impact on Student Learning Pages 21-22

Impact Rubric Page 23-24

Absent/Late Form Page 25










13




















Parent/Candidate/Student Conference
Task Description
The Undergraduate Teacher Candidate plans for and conducts two conferences with parents and/or
students about areas of need in the students performance. These conferences are observed and
evaluated by a Cooperating Teacher.
Examples of Directions
Conferencing with parents takes preparation and poise. For this task you are to prepare for and
conduct two conferences, including students if you wish to do so. Your teacher will be conducting
parent conferences around the end of the first nine-week grading period and you to be a participant
in at least some of those conferences. For purposes of this assessment, these should be situations in
which the student is in need of improvement. These conferences are more difficult than the ones
where everything is going quite well. Each of the conferences should involve your Cooperating
Teacher, although we would like you to lead the discussion whenever possible. You should do the
following for each conference:

1. Schedule a time that is convenient for all parties concerned (you, the parent, the student if
he/she will attend, and the cooperating teacher). Do this by communicating through a
letter/e-mail/phone call to the parents with a choice of suggested times.

2. Develop a pre-conference plan (preferably with your cooperating teacher) that will include:
a. Arrangement of seating
b. Purpose of meeting
c. Roles of participants

3. Conduct the conference that will include:
o An analysis of the students progress, including both strengths and weaknesses
o Targeted samples of student work to support your conclusions about the students
performance.
o Students grades
14

o Clear and appropriate suggestions for improvement and reinforcement in the
needed areas
o Specific suggestions of strategies for parent involvement.
o Suggestions from parents for help from candidates.
o Questions about the students environment outside of school (e.g., family
circumstances, community environments, health and economic conditions) that may
influence students life and learning.
o Plans for monitoring for improvement by candidate and family.
o To the extent possible, use of community resources to facilitate learning.
o Your decision about whether the student will participate in the conference, why, and
how (if he/she will participate).

4. Parent Conference Write Up needs to include the following information:

A. Pre-Conference organization
a. What preparation was done prior to the conference
b. Documentation (Conference Checklist is available)
B. Room set up
a. Describe room arrangement for the conference
b. Where did everyone sit?
C. Describe what took place during the conference
a. Who attended?
b. How did the conference begin?
c. What was discussed?
d. Conclusions?
D. Follow Up
a. Who is responsible for what?
b. Time line

We want to repeat the importance of including your cooperating teacher in the preparation and
conference interaction, but try to lead the conversations.















15


EDE 4940 Final Internship Weekly Reflection
Double Entry Journal # ________ Name _________________________

Week: ______________

Quotes/Concepts Your reactions/thoughts/questions





































Name__________________________ EDE 4940 Decision Making II
Supervisor _____________________ Date:__________________________
Example of a Reflective Journal
What Happened My Reactions/Thoughts/Questions
1) My CT suggested I give out tickets to 1) The students really got into the ticket thing
16

promote better student behavior. So, I started
handing out tickets when I caught students
doing something good (e.g. walking in line
quietly or being on task and prepared).
Students put their name on the back of the
ticket and dropped it in the Caught Ya jar.











2) This week we had an awards ceremony,
Alafia Writes, computer lab time, as well as
other events that cut into the classroom time.
I understand why teachers have to be flexible
and effective with time management.









throughout the week. They were excited about
dropping the ticket in the jar and couldnt wait
until Friday when I drew two student names per
block. The winners could choose between a candy
bar or a Free Homework pass. To my surprise,
they all chose the candy bar over the Homework
pass. I definitely wouldve chosen the pass, but I
think a lot of them enjoy doing the homework
(which is odd). As far as the result, the tickets
work! The students definitely work towards
receiving them and it makes a difference in how
they behave. The kids werent necessarily
misbehaving, but it has helped eliminate some of
the chatter and it motivates them to get to where
they should be, etc.

2) I was amazed at how my classroom time was
lost due to all the other activities and obligations
we had to attend to. Although I had planned to
fully take up all the allotted classroom time, I
quickly realized that there was no possible way this
was going to happen. I reassured my cooperating
teacher that I didnt mind and that I am very
flexible. The ceremonies and other events we had
to be at were not flexible and therefore I wanted to
make sure she knew that I didnt mind readjusting
my plans. We worked through it and still got the
important points covered. We cram a lot into a
days time at school. It seems like we never have a
full week with no interruptions!




Chalk and Wire Critical Assignment Description

Demonstration of the Interns Impact on P-12 Student Learning
EDE 4940 Final Internship

Description of Assignment

The intern should demonstrate a positive impact on student achievement through the delivery of a
teaching unit. The intern should be able to analyze quantitative data, such as changes in grade
scores or raw test scores and qualitative data, such as examining one childs work for evidence of
greater understanding. You should administer a pre-test and a post-test and be prepared to analyze
quantitatively (the data for the whole class) and qualitatively (particular student cases). The intern
should reflect on the success of the unit and suggest improvements for the future.
Directions
To complete this task, you should:

17

1. Identify the unit you will use. The unit could be taught over 3-5 lessons to a whole class
or a small group of students. You may develop the unit of study yourself or use the county
curricular materials to teach content requested by your collaborating teacher. Make sure to
identify your objectives and describe your assessment/evaluation in your lesson plans.
Create a folder that contains the unit plan (with learning objectives/outcomes), and
assessments.

2. Administer the pre-assessments, paying particular attention to any special needs students
(including LEP) in your class. Note these scores in a table/chart.

3. Teach the unit and have students complete the post-assessment(s). Grade the assessments
and analyze the results for each student and the group as a whole. This way you can
identify who met your learning objectives, and show student learning across the whole unit.

4. Write a reflective analysis of your students achievement. Look at the group grades, and
how the class did on each of your objectives. Reflect what aspects of the unit resulted in
the most learning and which objectives may not have been met. Consider the reasons for
the relative success of each part of the unit, and how students demonstrated learning as a
result of your teaching. As a teacher, what lessons have you learned from this experience?

5. Turn your folder into your supervisor so they can give you feedback on this assignment by
the end of week 12 (November 8, 2013) of the semester. Make sure you have covered each
point in the attached rubric and submit the rubric with your folder. This rubric can be
found on pages 28-29.



























18















This task is listed under the Chalk and Wire Critical Assignment and is detailed at the end of this
syllabus. The completed assignment must be posted on Chalk and Wire by November 15, 2013.
Failure to post these Critical Assignments will result in a U for this course.

Name _____________________________
Subject Area _______________________

Impact on Student Learning Rubric

Directions: Below is the rubric for this assignment. You must turn in this rubric with the
assignment to your supervisor no later than the end of week 12 (November 8, 2013) of the semester.

Paper Pts.
Poss.
Pts. Earned
Introduction of the Unit
Include the following:
What content area and objectives were selected and why? Share pertinent
information about the special needs of students in your class (using pseudonyms
for real names).

3
Share the pretest and posttest instruments
Include the following:
Describe how you constructed your pre and post tests.
How was the pre-assessment data used to plan for the group of students and
across individual student needs?
Describe your posttest and explain how that assessment evaluated each
objectives?

4
Analysis of student learning
Include the following:
How do you know you had an impact on student learning given your chosen
objectives? Give specific examples of group and individual student learning.
What aspects resulted in the most learning and what objectives may not have
been met, or were not met?

4
Analysis of teacher Learning and Growth
Include the following:
On reflection, how effective was your delivery of the curriculum in affecting
4
19

student outcomes?
How would you change these lessons for future instruction? What would you
need to re-teach?
What else did you learn as a result of this experience?

Scoring - Total Points
The Student must score 11 or more points to pass this assignment
15
Rubric for evaluating Impact on Student Learning Rubric


Score Description

1 = Poor Narrative lacks all required elements, and/or fails to or only minimally
(0-7) included examples, analysis, and reflections that connect learning objectives
and student achievement.

2 = Basic Narrative includes all required elements, but does not logically connect
(8-9) the learning objectives to student achievement with relevant examples,
analysis, and reflections.

3 = Proficient Narrative includes all required elements, using examples to connect the
(10-11) learning objectives to student achievement; however, there is room for
improvement in examples analysis, or reflections.

4 = Advanced Narrative includes all required elements with relevant examples to
(12-13) Connect the learning objectives to student achievement with thoughtful
analysis and reflections.

5 = Exceptional Narrative is comprehensive and creative, includes all required elements
(14-15) with multiple examples to connect the learning objectives to student
achievement and thoughtful and insightful analysis and reflection.













ABSENT/LATE REPORT

It is the interns responsibility to complete this form when a day of internship is missed or when the
intern is signing in after the designated time.
Todays Date:________________ Please circle one: Absent Late
Interns Name:
Date you were absent or late:
20

Reason for absence or tardiness:
Name of person contacted:
Date and time contacted:
Supervising Teachers Signature:.



FOR SCHEDULED OBSERVATION ONLY

Date and time supervisor was contacted: ____________________________________



MAKE UP TIME REPORT
Interns Name:
Date you were late or absent:
Date made up:
Time:
Supervising Teachers Signature:.
Interns Signature: