EDUC 475/EDUC 690 Internship

Winthrop University, Spring 2010

Supervisor:  Shannon Godwin                                                    Office Hours by Appointment

206 Bancroft                                                                                             Phone:  803.323.2545

Email: godwins@winthrop.edu

The course will provide applied experiences for developing skills for the professional role of a teacher. Primary focus is on a field-based component of 60-65 full days.

Prerequisite(s): Completion of all methods courses and core courses except EDUC 490. Full admission to Teacher Education Program.

Corequisite(s): EDUC 490.

Course Description:  EDUC 690. School Internship (8:0-8). 

A full semester, field-based student internship in area schools. Teaching assignments will be appropriate to licensure area. Supervision and evaluation of the internship will be provided by Winthrop faculty and public school mentor teacher(s). 

Prerequisite(s): Completion of all MAT admission and core requirements except EDUC 695. 

Corequisite(s): EDUC 695.

Course Goals:  This course is the final experience in the field.  Through observation and participation in the schools, internship students will come into contact with concepts, theories, and practices discussed in prior courses in English Education.  The internship is designed to prepare English Education interns to enter the profession by providing opportunity for praxis and reflection.  Students must achieve a satisfactory overall score to graduate.  Input from supervisor and mentor teacher comes in the form of informal and formal observations and a midterm and final evaluation.  See evaluation forms for specific criteria.

Interns will spend approximately 14 weeks in their placement classroom observing and teaching under supervision of the university supervisor and the mentor teacher. (Core Goals for Undergraduate English Majors #9)  Direct instructional experience builds more quickly than in the field experience, with full instructional responsibility for as many consecutive weeks as possible beginning on or before the 6^th week (see COE handbook guidelines).  Students are expected to merge English Language Arts (ELA) content knowledge with pedagogical knowledge in the practical setting of a classroom.  Students will implement a variety of ELA teaching strategies to meet the language and learning needs of diverse students. (Core Goals for Undergraduate English Majors #5, 6).  Students will plan and implement instruction that engages all students, including authentic and varied assessment, media literacy, adolescent literature, and writing. (Core Goals for Undergraduate English Majors #5, 7)  Students will develop a sense of professional community, reflecting on their own and others’ instruction as a means for self-improvement and self-understanding. (Core Goals for Undergraduate English Majors #8) 

Because of its intensive speech component, EDUC 475/690 meets Touchstone Program course Goal #1:  To communicate clearly and effectively in standard English.  To achieve this goal, students read, write, and speak standard English, analyze written, spoken, and nonverbal messages from a variety of disciplines, and understand and practice rhetorical techniques and styles by writing and by giving oral presentations.  These goals are met in the preparation and implementation of ELA lessons to students in the placement schools.

Because teaching students begins with identifying and analyzing student populations, tailoring lessons to the varied learning styles and cognitive needs of these students, performing lessons, assessing impact on student learning, and then reflecting and revising, EDUC 475/690 meets Touchstone Program Goal #2: To acquire and appreciate quantitative skills and #3: To use critical thinking, problem-solving skills, and a variety of research methods.

For a complete list of English department goals, please see http://www.winthrop.edu/english/goals.htm. 

For a complete list of Touchstone Program goals, please see http://www2.winthrop.edu/universitycollege/Touchstone/Touchstonegoals.htm. 

In addition, this course will begin to examine certain TESOL Standards for Teacher Preparation Programs (see http://www.tesol.org/s_tesol/seccss.asp?CID=219&DID=1689).

Assessment:  Internship students will receive several informal and at least five formal teaching evaluations from the mentor teacher and three formal evaluations from the university supervisor.  The purpose of these evaluations is to identify strengths and weaknesses in the student’s teaching and provide suggestions and opportunities for improvement.  There will also be a midterm and final evaluation of the student by the mentor teacher and university supervisor.  Evaluations and rubrics are available on the College of Education’s Student Academic Services website.  MAT candidates’ requirements are identical to those of undergraduates as both groups are seeking initial certification.

Student Learning Outcomes:  Students will demonstrate competency (a minimum average score of “Acceptable”) in six domains as described in the Internship Final Evaluation and Scoring Guide.  These six domains (Planning, Instruction, Environment, Professionalism, Additional English Education Outcomes) cover the above goals as well as NCTE/NCATE standards for teacher education programs in ELA.

v     Planning:  Interns will develop learning objectives which are appropriate for the subject and grade level and are connected appropriately to the standards (NCTE 4.2), plan appropriate and logically sequenced lessons, plan for differences in individual needs, abilities, and interests (NCTE 2.1, 4.2, 4.4), plan appropriate assessment strategies and instruments (NCTE 4.10).

v     Instruction:  Interns will implement effective instruction for students using knowledge of content and appropriate standards (NCTE 1.1) and establish, communicate, and maintain high expectations for student achievement and participation, Interns give students opportunities and support to assume responsibility for their own learning and provide learning experiences that allow students to form connections between the specific subject area and other disciplines. (NCTE 2.5, 2.6, 4.3).  Interns assist students in connecting subject matter to everyday life  (NCTE 4.8) and demonstrate an enthusiastic and positive attitude in the classroom.  Interns use instructional strategies to actively engage students (NCTE 2.4) and integrate technology appropriately into teaching and learning. (NCTE 4.6)  Interns provide learning experiences which encourage critical thinking, problem solving, informed decision making, and/or creativity  (NCTE Standards 2.4). use formative assessment to explore student learning and recognize modifications that demonstrate knowledge of instructional judgment. (NCTE 4.2, 4.3)  Interns use appropriate voice tone and inflection to deliver instruction effectively. (NCTE 1.0)

v     Environment:  Interns promote positive, collaborative peer interactions (NCTE 4.2) and maintain a positive and safe classroom environment conducive for learning. (NCTE 2.1).  Interns demonstrate confidence and poise when managing the classroom environment, (NCTE Standards 1.0) maintain effective rules, procedures, and routines, and provide for smooth transitions between activities and implements introductions and closures in lessons.

v     Professionalism:  Interns demonstrate oral, written, and/or nonverbal communication consistent with the expectations of a college student (NCTE 3.1, 3.2) and demonstrate a positive rapport with students, parents, colleagues, administrators, and supervisors. (NCTE 2.3) Interns present self in a professional manner in terms of appearance, attitude, attire, and conduct.   Interns are receptive to constructive criticism from the mentor teacher, supervisor, and administrators, incorporates feedback, discusses lesson plans with the mentor teacher in advance of the lesson, and integrates feedback as appropriate.  Interns are prepared to teach. (NCTE 1.0)

v     Additional English Education Outcomes:  Interns design lessons and instruction that include a variety of genres and that address periodicity. (NCTE 3.5) Interns demonstrate knowledge of the range and influence of print and non-print media and technology in contemporary culture.  (NCTE 3.6, 4.6, 4.9) Interns design lessons that emphasize standard English grammar and usage and they incorporate writing exercises that emphasize how written language is adjusted for audience and purpose. (NCTE 3.4, 4.7) Interns apply knowledge of reading processes to describe and mediate individual literacy needs (NCTE Standard 3.3) and exhibit awareness of and apply research theory in both pedagogy and content.

Resources:

-- COE Internship Information

-- National Council of Teachers of English

-- SC Department of Education

-- SC English Language Arts Standards

Tentative Internship/Observation Schedule

First Meeting                                                             January 12, 4pm

First day in schools                                                    January 14

Introductory visit to schools                                      January 18 - 22

            The introductory visit is chance for me to see the classroom and say a quick hello to your mentor teacher.  It is not a formal observation visit of you.  I will not be intrusive into the instructional day and will not be visiting long.  No specific time will be given for this first visit.  In addition, I am always available to you via email or telephone to answer questions and concerns.

NCTE Affliate Meeting                                             January 29, 5pm – Kinard 105

(Topic:  classroom management, new and veteran teacher panel)

First Formal Observation                                          February 1 - 12

Interview Workshop                                                  February 4, 7-8:30 – Plowden

Long-range Plan (APS 1) Draft Due             February 4 (electronic submission)

Long-range Plan (APS 1) Final Due              February 11 (hard copy submission)

NCTE Affliliate Meeting                                           February  TBA

(Sheriff’s dept. – Gang violence in schools)

Mock Interviews                                                        February 6 or 13

Second Formal Observation                                      February 15 - 26

Education Career Fair                                               February 17 (interns not in schools)                                                                                                                                    

Midterm Evaluation Conferences                             March 1-5

Midterm Evaluations Due                                         March 5

NCTE Affliate Meeting                                             March 6 – Kinard 105    

University Spring Break                                            March 15 – 19

(interns observe placement school spring  break)                          

Third Formal Observation                                         March 22-April 2

APS 10 Draft Due                                                      March 25 (electronic submission)

APS 10 Final Due                                                       April 1 (hardcopy submission)

Draft of IWS/Dimension 5 & 6 Due                         March 29 (hardcopy)            

Final Rewrite of IWS/Dimensions 5 & 6 Due          April 12 (hardcopy)

All School Districts’ Spring Break                            April 5-9

Final Evaluation Conferences                                   April 12-23

Last day in schools                                                    April 23

Final Evaluations Due                                               April 26

Intern Meeting on Campus (TBA)                            April 26

Convocation                                                               May 7 4:30 McBryde