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=SEED 394 Internship in Secondary Education= The Internship Field Experience is the second of three required field experiences for certification in The School of Education at The University of South Dakota. The Internship is designed to give students a more extensive and participatory experience than the Paraprofessional Field Experience, and students who complete the Internship will be better prepared to enter the Student Teacher Field Experience. In keeping with the School of Education’s theme of //Reflective Decision Making + Leadership//, the Internship is designed to allow students the opportunity to examine their interactions in the school setting and to evaluate the role they play in student learning. According to Donald Graves (2001), “Awareness that grows out of the specifics of your own situation produces energy. For this reason, you need to know the details of your own experience in order to make some judgments about how to set a personal and professional direction for your life.” The activities required during the Internship Field Experience and the associated written assignments will give you the chance to reflect upon your progress toward becoming a teacher. Perhaps more importantly, you will have the opportunity to reassess and, hopefully, reaffirm your commitment to teaching as a career path.
 * =This wikispace is presented by Josh Freier in fulfillment of the requirements of=

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

=Check List - Next Steps=
 * Josh Freier's Spring 2010 SEED 394 Internship Placement** ||  ||   ||
 * School: || Avon High School ||
 * Field-based supervisor: || Mel Fathke ||
 * Content area: || Social Studies ||
 * FBS e-mail address: || mel.fathke@k12.s.us ||
 * FBS phone: || (605) 286-3291 ||
 * USD supervisor: || Kevin J. Reins, Phone: 605-677-5831, e-mail: kreins@usd.edu ||

Next steps: Please check off the following items by replacing the "o" with an “X” in the left hand column of the table once you have completed the task.
 * x || Upon receiving this information, respond immediately via e-mail to Dr. Kevin Reins indicating that you have received your placement information and that you have no major conflict with the placement. ||
 * x || Contact your field-based supervisor within 48 hours of receiving your placement information either by phone or e-mail. ||
 * x || During this first e-mail or phone call to your field based supervisor, ask to set up the first meeting (at your FBS’s convenience) for you to visit the classroom. ||
 * x || Upon arriving at the school, go directly to the main office, introduce yourself, the reason for your attendance, (make a great impression from the beginning) and ask to be directed to your FBS’s classroom. ||
 * x || During the first visit to the classroom, notify your FBS of the URL to your wikispace and let her/him know that you will be documenting the __requirements__ of the experience in this space. Discuss the requirements. ||
 * x || Deliver the FBS’s packet with the evaluation forms and return envelope to your field based supervisor during the first meeting. ||
 * x || Also during the first meeting, exchange phone numbers in case of emergency (edit your wikispace and put your FBS’s prefered phone number in the information table above), confirm your visitation times, and discuss what you will be doing in the class over the course of the 45 required hours in the classroom. ||
 * x || When convenient, introduce yourself to the principal and other faculty throughout your stay at the school. Be kind, courteous and show appreciation for the opportunity to be visiting and working with the students and faculty at the school. Always try to leave a great impression on people. ||
 * x || Within the first two visits, ask for a copy of the school handbook or ask to borrow a handbook for the semester. ||
 * x || Report to Dr. Kevin Reins via e-mail after you have completed your initial visit. Briefly describe the visit and ask any questions or state any concerns you have at this time and through the semester. ||
 * x || IF YOU MISS A SCHEDULED TIME – REPORT IT TO DR. REINS IMMEDIATELY. ALWAYS KEEP HIM INFORMED. RECORD THE DATES THAT YOU MISSED HERE. ||

= =

My goals for the internship:
Write three goals for your internship experience. (1) To gain experience in creating a lesson plan. (2) To become more familiar with teaching a lesson. (3) To become more comfortable in the teaching position of a classroom.

Post-experience reflection on my goals.
Looking back at my internship, I think I met the goals I'd set out at the beginning. I met my first goal by designing lesson plans for my two lessons. Doing this for an actual lesson that I was actually going to teach was helpful, as I could see the results of my lesson design, what worked and what didn't work, and ways I could have altered the lesson. At the beginning of the semester, I'd had very little experience, but now with my Methods class and these two plans, I feel like I at least have a little handle on lesson planning. My second goal was accomplished by the lessons I taught. First-hand experience is the best teacher for how to teach a lesson, and I got the hang of lecturing and discussion and asking students questions. I also got practice in how to keep the students on task and motivated, though I think they were just happy to have someone new teaching them for a day. My third goal was met pretty well also. Although it's probably normal to be a little nervous before teaching a class, before this internship, I'd only taught one class period, so it still seemed pretty daunting to me. After getting practice here on how to make lesson plans, I feel much more confident in my position as teacher. Lesson plans give you a guide to follow and give you something to fall back on. That allows you to concentrate more on the actual teaching process. Although the classes I taught and observed all seemed well-mannered and behaved - I didn't really see any that were troublesome or unruly - I feel more confident in the teaching position after this experience.

A. 45 hours of field-based classroom participation
Note: Some hours may be completed outside of your placement by the SEED 394 class as a whole.
 * **Date** || **Hours** || **Description of my activities/participation in the classroom....** ||
 * 2/22/10 || 1 || I had my initial visit with Mr. Fathke. We laid and discussed the internship requirements and also decided on the scheduling. Avon is reasonably close to my home town, so we decided to get most of the hours done over Spring Break. We discussed the school environment a little and talked about the classes I was going to be involved in. ||
 * 3/8/10 || 7.5 || In 8th History, Mr. Fathke introduced the Civil War. Most of it was done through discussion, and he took great strides to connect the causes of the Civil War to the students' everyday lives. 7th Geography was mainly a research day. During it I helped by correcting quizes from another class. The students had a project where they picked a European country to present on at the end of the unit. In 11th US History, the class discussed the United States during the 20's. They went over notes and then had a worksheet to do over the internet. I helped both a group of students and and individual student during this activity. ||
 * 3/8/10 || 1.5 || I attended a school board meeting, at which several things were discussed. They discussed about replacing the gym floors during the summer, getting new volleyball nets, a new tractor to use at the football field, and whether or not to abandon block scheduling and go back to the normal schedule next year. I've been to school board meetings before, and I still am a bit conflicted about how they operate. They are run by normal citizens: farmers, bankers, gas stop owners - people with little more professional training for school administration than me. I have my doubts about schools being run by people who may not understand the education system and more importantly the students and their real needs. But this school board, at the very least, was professional and seemed to weigh each decision and bring up important points. Maybe I simply do not understand how the school board system is supposed to work. ||
 * 3/9/10 || 3.5 || In 8th History, Mr. Fathke went over the advantages and disadvantages of the North and the South in the Civil War. To redesign the lesson using technology, instead of simply having Mr. Fathke lecture and discuss the advantages/disadvantages, I had them use the internet to research that information, and then have the class discuss what they found. In 7th Geography, they went over the physical geography of Europe. Mr. Fathke lectured for most of the hour, but he was constantly asked the students questioning and leading them into discussions. 12th Government was another research day. At the beginning of class, the students divided into groups and picked a branch of the armed services to do a presentation on. They spend the hour researching. ||
 * 3/10/10 || 7.5 || In 8th History, they continued discussing the advantages/disadvantages from the day before. Mr. Fathke spent some of the time discussing the generals on both sides and Abraham Lincoln. In 7th Geography, they watched a video presentation over Britain, Scotland, and Ireland. The students had a worksheet to fill out while they were watching the video. ||
 * 3/11/10 || 7.5 || In 8th History, the other intern for this classroom, Nicole Mueller, gave her first lesson. She gave a lecture over the different battles of the Civil War. As a project for the unit, at the end of the lecture, students individually selected a battle to research and give a report on. 7th Geography was a research day for the student's projects. In 12th Government, they discussed US foreign policy, though focussing mainly on wars. Mr. Fathke connected many conflicts, such as the US in the Philippines, Korea, and Vietnam, to the ongoing war in the Middle East. ||
 * 3/12/10 || 6 || In 8th History, the class discussed Union and Confederate strategies for the war. He told them the story behind taps: that a father finds his son dead on the battlefield, holding a piece of paper with the notes for taps and also the lyrics for the song. This was a good way to show how difficult it was to fight a civil war, where brother and brother, father and son were literally fighting against each other. In 7th History, Nicole gave her second lesson. She gave a quick outline over the major historical events that had occured in Europe. Starting in ancient Greece, she discussed up through the World Wars. In 11th History, I gave my first lesson. I gave them a lesson over the Rise of Hitler and German propaganda. I supplimented my talk and discussion with Nazi propaganda posters, and did an activity where student groups looked up their own posters and then we discussed their meaning. The internet decided today was a good day not to work, and it was running slow, so I wasn't able to do as much with this activity as I had wanted, but we still discussed some of their posters. I then discussed how Hitler's grabs for land led the world to war. Giving up on the internet, I found it easier to just draw a map of Europe on the board and use that to point out what parts of Europe Hitler invaded. In 9th Geography, the class spent the day reviewing. With a map on the overhead, he asked them questions about places, physical features, and countrise and cities. They discussed the different cultural features and reviewed the important points of European history. ||
 * 3/16/10 || 2 || I went to the school for 9th Geography to teach my second lesson. I taught over Europe today, and discussed how the European Union affects European economy, as well as how East European countries are converting from Communism to Capitalism. it also discussed enviornmental issues in Europe today, and had them do an activity where they divided into groups, picked a country, and researched the internet for environmental issues in that country and policies they have to help the environment. I also had the interview with Mr. Fathke over teaching standards. ||
 * 4/16/10 || 10hrs. || We visited Joe Foss High School in Sioux Falls. An alternative school, it operates in a way different from traditional schools, and primarily has students who do not learn well, or have situations that keep them from learning well, in tradition classrooms. It was a rally good experience, and I certainly got a different look at education and the goals of education here. It showed that the real point of education is to prepare students for the world and to help them grow. For some kids this means preparing them for college, for some it just means getting them to graduation so they have a chance to make a living. The statistics for this place really surprised me as well. They're success rates seem better than regular schools, and that's with dealing with "alternative" students, students for whom just being able to get to school every day is a substantial achievement. The curriculum here is a lot less focused on the content of classes, and I don't know if this would be the type of school I would fit in best, but it was certainy a great experience to see how Joe Foss operates and how much it actually helps these kids that other schools just shove to the side. ||

B. Work with a group of students
I worked with a group of three boys who had to do a worksheet about America in the '20s over the internet. It was mostly questions about specific terms, but many of them could bring up unrelated links on google. They at first had some troubling looking up some of the terms, and they became a bit distracted, but I gave them suggestions for google to help them and get them back onto what they were supposed to be doing, and it worked.

C. Work with students individually
1. Describe the individual you worked with. In the same class as the group above, I worked with a individual student. He was close enough to the others where I think he just wanted to do the worksheet alone to get it done faster. At first I just it didn't look like he would need help, but when he came to a question about the Stock Market crash that led to the Great Depression. I'm not great at economics, so I had a little problem describing it to him in a way that he would understand, but then I remembered the recent "problems" our own economy had had and compared the two events. He seemed to grasp it better then. He wrote down his answer and I looked it over. For the most part it was correct; he seemed to understand the general concept.

D. Participate in redesign of a lesson with technology
In an 8th History class, Mr. Fathke was going to go over the advantages and disadvantages of the North and the South in the Civil War. Instead of simply having Mr. Fathke lecture and discuss the advantages/disadvantages, I redesigned the lesson, having the students use the internet to research that information, and then have the class discuss what they found. __Reflection on the ISTE standards__ In a society like today, where technology is constantly advancing, and it has become such an integral part of everyone's lives, it is absolutely necessary to incorporate technology into education. The students of today are hardwired to use technology in just about everything they do, so using it in school only complements what they already know. Technology gives more interactive and creative options for both teachers and students. It isn't always helpful, though. If not used properly, technology does little to advance student learning. Therefore, I need to be careful to use technology in ways that are helpful. To do so, I will need to be continually keeping up with ways technology could help my teaching. In this line of thought, the ISTE standards are helpful in focusing my thoughts on technology in relation to how I use them in the classroom.

E. Classroom teaching two lessons with lesson plans and documented impact on student learning
Lesson Plan #1 Documents of Impact on Student Learning Analysis of Instructional Planning
 * Lesson #1 - The Rise of Dictators and the Beginning of WWII**

Lesson Plan #2 Documents of Impact on Student Learning
 * Lesson #2 - Europe Today**

Analysis of Instructional Planning

F. Design an assessment tool for evaluation of one of the lessons taught
List of objectives being assessed Students will demonstrate understanding of Nazi philosophy and ideas, and knowledge of important terms and the major figures of WWII. Assessment Graphic Representation of Results

G. Share two duties with field-based supervisor
I supervised a study hall and did lunch and noon duty. It was raining, so recess was held in the gym. The study hall was pretty quiet, and most of the kids were well behaved, but doing lunch duty, i did learn that environments like that, those outside of class, are completely different from the classroom. The kids were of course loud and none too keen on going back to class, but kids have really high energy levels and noon is about the only time out of the day that they actually have an outlet. I saw that as a teacher you really have to be in control of the situation, and you need to be able to watch multiple things at once.

H. Attend an extra-curricular activity with students
1. What did you learn from your extracurricular activity(ies) with students? Mr. Fathke is also the boys basketball coach, so I attended a practice with him. The argument over extra-curricular activities has been going on forever, but I still believe sports can teach several important skills and dispositions, not to mention that the boys have fun doing it; not to say they don't have fun in class, but you do get to see another side of several of the students. What impacted me the most was the level of dedication and concentration they showed in their practice. It just shows that even those students who don't perform well in class may perform well in another outlet. It was also entertaining to watch, as they were practicing for the region championship the next night against my high school. Some weren't so sure I should have been watching them.

I. Attend a school board meeting
1. What date and school board meeting did you attend? I attended the Avon school board meeting on Monday, March 8, 2010. This is the second school board meeting I've attended, the first at which was not completely antagonist to everyone on the board. Although I can't truthfully say it was the most exhilirating thing I've ever witnessed, it was interesting to see the school actually run. There are so many things in a school you just take for granted. They discussed getting new volleyball nets and argued about what type of metal the new poles were going to be made of. Was it exciting? Not quite, but it does show you just how complex a business running a school actually is. Also, one thing I found of particular interest, was the discussion about whether or not to abandon block scheduling the next year. Apparently very few teachers liked it, and they voted to return to normal scheduling.

J. Reflective interview of field-based supervisor around teaching standards
Mr. Fathke outlines his lessons in his own way first, and then makes the necessary changes here or there if a standard isn't being met. They do ciriculum mapping at Avon, so he incorporates the standards more on a unit level when he plans out the year. He still writes out daily planners, but they're a lot less detailed, basically just an outline to keep him on track. He said his lesson plans were a lot more detailed when he first started, but by now so much of it has just become natural. He felt that most of the standards are fairly broad, so they are not that restrictive. He said they do help to focus lessons sometimes, though, again, they're broad and some can be vague. He also said that in history there are so many different topics and things you could cover, but don't have time to cover them all. He said you have to pick and choose some things, but this rarely brings standards into conflict. He tries to keep the class semi-informal - talk to the students, get to know them and what interests them as individuals, while still remaining in the teacher role and getting through the lesson. If you know your students, he said, you know how to present something to them in a way that they find interesting. He also tries to vary his strategies, so that the students never become too bored. He said that while he used tests and quizzes, and that these were necessary, he tries to use as many ways to assess his students as possible. He stated that he is constantly trying to assess his students, whether through simple questions and class discussions, or through co-op and group learning, or through projects. He stated that depending on how you're assessing your students, they may surprise you. For his content areas, Mr. Fathke is constantly searching for new materials - journals, books, the internet - to further his understanding of his content area. Not only that, but he also continually looking for new ways to teach his content. This, he says, calls for frequent reflection on his part - seeing what works in his lessons, what could be changed, etc. He says it is also helpful to watch and talk to other teachers and get ideas from them as well. He thought that technology could be a great tool to help get across material in different ways. It could definitely make learning more interactive for the students.He said the good thing about technology was that it could be incorporated just about anywhere in a lesson, for any teaching style he happens to be using.
 * 1. How do you organize standards into your lessons?**
 * 2. What are your feelings on state and national standards? Are they helpful, or restrictive?**
 * 3. How do you motivate your students?**
 * 4. What types of assessments do you use?**
 * 5. How do you continue to learn and grow as a teacher?**
 * 6. How do you feel about using technology in your classroom?**

I think he sees standards as useful and important, though concentrating solely on the standards is not enough. Learning involves things that are not so easily measured, and he seems to see standards as a guide or an aid towards this kind of learning, not an end in themselves. Standards are useful for instruction. They outline the keep ideas of a content area, and are a good guide to measure how well you are teaching a subject. But they are "standard," and this means that they do not necessarily cover the more ambiguous learning items such as covert thinking processes and personal development. I see standards as a good outline for instruction, but they should not necessarily make up the substance of instruction. I will use standards especially to focus my content. There is so much in both history and English that they are useful as a guide. I will also use them to guide my teaching as a whole, as they can be used as a way to measure my professional development. However, I don't want to be limited to concentrating on just the standards. I will also seek to help my students in growing intellectually and personally. This will require me to not just view teaching as checking off standards on a list. Though they will be a very important guide, fully comprehensive learning is more complex than that. Still, standards will provide me with a good starting point to further develop. =Items that I have included that might be helpful for accomplishing the requirements of the internship=
 * 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?**
 * Suggested Routines for Participating in the classroom**

1. Make a seating chart. 2. Take attendance. 3. Run errands for the classroom teacher. 4. Help with classroom housekeeping. 5. Organize materials needed for a lesson. 6. Make copies of materials needed for the lesson. 7. Help pass out materials to the students. 8. Arrange a bulletin board. 9. Check out books from the library to be used by students in the classroom. 10. Check out media to be used in a lesson. 11. Make a chart or graph. 12. Make a transparency or stencil. 13. Run a film, filmstrip, videotape, etc. 14. Get supplementary materials needed for a lesson (e.g., magazine illustrations, pamphlets, maps, etc.). 15. Develop a bibliography for an upcoming unit. 16. Correct papers. 17. Set up or help set up a lab. 18. Write news/assignments on the chalkboard. 19. Set up a learning center. 20. Set up an experiment or a demonstration. 21. Obtain a speaker to come to class, or help organize a class field trip. 22. Help gather materials for a class party. 23. Help make costumes for a class play. 24. Send out a class newsletter to parents. 25. Help individual students with seatwork. 26. Assist a small group. 27. Assist students with library research. 28. Monitor a test. 29. Hand out and collect materials. 30. Listen to an individual student read or recite a lesson. 31. Give a test or a quiz. 32. Read aloud or tell a story. 33. Help students in a learning center. 34. Accompany students to school office, bus, playground, after-school programs. 35. Help monitor the hallway, lunchroom, or playground.

1. What did the students learn from your lesson? How do you know they learned from your lesson? (Attach assessment tools from the lesson.) 2. What did you think about or consider when planning the lesson? (Be specific.) 3. What do you think was the most effective part of the lesson? Why? 4. How closely did you follow your lesson plan? If you deviated from the lesson plan, what decisions did you make during the lesson and why? 5. Were the activities/materials/visuals/aids appropriate? Why? Why not? 6. What part or parts of your plan would you consider changing before teaching this lesson again? 7. What do you see as your teaching strengths? 8. Identify a goal you would like to have your field-based supervisor assist you in achieving.
 * Analysis of Instructional Planning and Impact on Learning**


 * Checklist of Interview Techniques for Teaching Standards**

1. Before the Interview a. Establish the purpose for the interview. b. Request an appointment (time and place), giving sufficient time for the interview. c. Plan specific questions related to the purpose of the interview. d. Prioritize questions, asking the most important first.

2. During the Interview a. Be on time for the interview. b. Start the interview by restating the purpose of the interview. c. Take careful, objective notes-- try to list direct quotes as often as possible. d. Avoid inserting your own impressions or judgments. e. Limit the interview to no more than 15-30 minutes.

3. After the Interview a. Review with the respondent what has been said or heard. b. Express your appreciation for the interview. c. Offer to share the interview report with the interviewee.


 * School of Education Standards for Initial Preparation of Teachers**


 * 1. Understands Content:** The teacher understands the central concepts, tools of inquiry, and the structures of his/her discipline. The teacher demonstrates the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn meaningful subject matter.


 * 2. Understands Development:** The teacher understands how children learn and develop and can provide opportunities leading to active learning that support their intellectual, social, personal, and physical development.


 * 3. Understands Difference:** The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.


 * 4. Designs Instructional Strategies:** The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills while incorporating state and national standards.


 * 5. Manages and Motivates:** The teacher uses an understanding of individual and group motivation and behavior to establish a safe, orderly, and equitable learning environment that fosters positive social interaction, active engagement in learning and self-motivation.


 * 6. Communicates:** The teacher uses knowledge of effective verbal ,nonverbal, and media communication techniques with students and their constituents within and beyond the classroom. The teacher fosters active inquiry and engagement in lifelong learning to prepare students for workforce readiness.


 * 7. Plans for Instruction:** The teacher plans instruction based upon knowledge of students, subject matter, technology, curriculum goals, and the community.


 * 8. Evaluates:** The teacher understands, creates, selects, and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.


 * 9. Reflects on Practice:** The teacher is a reflective practitioner who continually evaluates the effects of his/her instructional choices and action on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.


 * 10. Participates in the Professional Community and Seeks Professional Growth:** The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being, reflects on their professional behaviors, and actively seeks opportunities for professional growth and development.

1 **1. Integrates Technology to Enhance Learning:** The teacher uses current technologies, software, and telecommunications networks to plan, design, deliver, and evaluate learning experiences to enhance learning. The teacher employs the ethical use of technology and uses it to further his/her professional productivity.


 * 12. Understands Evolution of Public Education and Its Legal and Ethical Responsibilities:** The teacher understands the foundations of public education, technological and societal changes in the schools, and upholds the legal and ethical responsibilities of the teaching profession.

=How your wikispace will be graded=

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

Total points possible: 150 points 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 <=89 points is assigned an F
 * Grading Scale ** (Using the Nines System)

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