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 * =This wikispace is presented by Justin Walker in fulfillment of the requirements of=

=SEED 394 Internship in Secondary Education= The Internship Field Experience is the second of three required field experiences for certification in The School of Education at The University of South Dakota. The Internship is designed to give students a more extensive and participatory experience than the Paraprofessional Field Experience, and students who complete the Internship will be better prepared to enter the Student Teacher Field Experience. In keeping with the School of Education’s theme of //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.

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

|| =Check List - Next Steps=
 * Justin Walker Spring 2009 SEED 394 Internship Placement** || School: ||  ||
 * Field-based supervisor: Betsy Simons || Betsy Simons ||
 * Content area: English/ Language Arts || English/ Language Arts ||
 * FBS e-mail address: [[image:https://mail.usd.edu/imx/all-0.gif width="6" height="11" align="right" caption="View message header detail" link="javascript:parent.toggle"]]Betsy.Simons@k12.sd.us || 
 * FBS phone: 605-677-7035 ||  ||
 * USD supervisor: Dr. Kevin Reins || 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 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. ||
 * o || 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 become more comfortable in the classroom (2) To gain a better understanding of the inner workings of the high school system (3) To become more experienced in the teaching process

Post-experience reflection on my goals.
I believe I accomplished my first goal by just being in the classroom for the 45+ hours. Even if I felt nervous or had butterflies in my stomach I had to act as if I was comfortable and at ease with the students. High School students' are perceptive, and if they see weakness or nervousness they will exploit it. I accomplished my second goal by following around Ms. Simons and observing how she interacted with the office personal, school administrators, logging attendance and grades on the computer, etc. If I had one word to describe high school it would be: movement. Secretaries, administrators, teachers, and students are all in a constant state of movement and they seem to be carrying little slips of paper with some important information on them. That is the first thing I will have to get use to is the constant movement and the hectic pace of high school. I accomplished my third goal when I was preparing to teach my two lessons, because I had to do the research, design a lesson, and then teach and assess it. I didn't have any problem doing this, but reflecting back I know I spent probably six hours on the research and design for one lesson. If I was a teacher and taught six classes a day, that would be thirty hours of research and design for everyday in school. I don't know if that is impractical or impossible or both. I do know it is an eye opener.

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....** ||
 * 2-10 || 1.25 || Meet and greet with Ms. Simons where we discussed the packet,and what the University required of me. We then discussed what she was going to require of me, and then she described the school and classroom environment, and what I could expect from the student body. ||
 * 2-17 || 4.5 || In American Heritage we discussed gender communication, and how it has changed through American History and Literature. In Am. Lit. we continued reading //To Kill a Mocking Bird// and collect funds for Thursday's field trip to the Washington Pavilion in Sioux Falls. In Language Skills we did DOL # 5 and listened to a vocabulary building rap song. ||
 * 2-24 || 3.5 || In Am. Lit. we watched the trial scene staring Gregory Peck, and compared that to the trial scene we saw at the Washington Pavilion. We also started a new packet of worksheets: Chapters 28-31. In Language Skills Ms. Simons handed out new weekly vocab packet, and talked about the book reports that are due tomorrow. She also discussed common mistakes like verb tense, fragments, and run-on sentences. We started working on prepositional phrases: when, where, why, and how to use them. ||
 * 3-3 || 4.5 || In American Heritage we had presentations on Corruption in Chicago during Prohibition, the Titanic, the Dust Bowl, and the Blues. Each had to incorporate historical information and literature, and each had to have some form of technology (usually a power point or video). Ms. Simons and the History teacher collaborated on a separate rubrics and then compared notes to get a consensus on the grade. In Am. Lit. we continued reading and discussing chapters 35-38 from //To Kill a Mocking Bird//. In Language Skills we worked on the weekly vocab packet. ||
 * 3-16 || 3.5 || Began Am. Lit. with a journal entry: "I was embarrassed when..." We discussed how this thought would have intrigued Emerson from the transcendentalist movement of the Mid-19th century America, and read excerpts from Henry David Thoreau's //Waldon//. IN Language Skills we discussed the ACT prep-classes being held after school, and the ACT requirements for a vocational or a 4 year college. ||
 * 3-17 || 2 || In Am. Lit. we put the finishing touches on //Walden//, and began to discuss the reaction to the transcendentalist movement in literature. ||
 * 3-18 || 3.5 || In Am. Lit. we began discussing the author Nathaniel Hawthorne, and his biographical information. We also discussed the big thematic differences between the transcendentalists and Hawthorne. For example: Finding God in nature vs. the evil nature of Man. Read a graphic comic representation of Hawthorne's short story //FeatherTop.// In Language Skills we worked on vocabulary builder packets and worksheets. ||
 * 3-19 || 2 || Today was a block schedule, and we read an abridged Hawthrone's short story "The Birth Mark" and watched a movie "Mr. Rappaccini's daughter" based on a Hawthorne short story. The overall theme of both: The desire for perfection leads to destruction. ||
 * 3-23 || 3.5 || In American Literature, Ms. Simons broke Hawthorne's //The Minister's Black Veil// into small sections, and each student received a part 1-29. Each student then had to read their part individually and write five questions they had about the story. The class then read aloud their parts chronologically along with their questions. In Language Skills we did a DOL and a Writing to Win: sentence building exercise. ||
 * 3-30 || 3 || I taught my introduction to Herman Melville and //Moby Dick// lesson. I taught it twice and it went smooth overall. Ms. Simons' observed that one class participated more but did not actually listen to what I was saying; while the other class didn't participate but actually were listening. I found it interesting that she could make that distinction. In Language Skills we worked on understanding and recognizing noun clauses. ||
 * 3-31 || 3 || In Am. Lit. the students signed up for parts in a condensed play version of //Moby Dick//. We then began to read the play with occasional stops by Ms. Simons to interject pertinent information. In Language Skills we worked on understanding and recognizing subordinate clauses. ||
 * 4-1 || 3 || Since it was April Fool's Day, I tried to convince the class that they should read their part in the play with a pirate accent. I had no takers, but Sept. 19th is the official talk like a pirate day. We continued to read the play. In Language Skills we discussed ACT preparation, and what an essay that scores a 10 out of 12 looks like. ||
 * 4-6 || 3 || Finished the play version of //Moby Dick// and watched different parts of the movie staring Gregory Peck. We discussed the symbolism of Ishmael being saved by Queequeq's coffin, and how the term Moby Dick has become synonymous with obsession in pop-culture. In Language Skills we did DOL #7, and a review of fragments and run-on sentences. After school I conducted my interview. ||
 * 4-8 || 3 || In Am. Lit. we filled out the study guide and reviewed for //Moby Dick// test tomorrow. Organized the notes on Emerson: //Transparent Eyeball, American Scholar// Thoreau: //Walden// Hawthorne: //Minister's Black Veil// Melville: //Moby Dick//. In Language Skills I taught my lesson on complex sentences. ||
 * 4-15 || 3 || We started with a journal entry: What is more heartbreaking, the loss of love or the loss of a limb? We then moved into F. Scott Fitzgerald biography, and discussed the the historical time frame for which the novel //The Great Gatsby// takes place. In Language Skills we finished the fragment/ run-on sentence worksheet. Discussed the schedule for the coming weeks, and the possibility of having the class test out of certain chapters. ||
 * Total || 46.25 || AWESOME! ||

B. Work with a group of students
1. Describe the group of students you worked with. 2. Did students have clearly defined role/or tasks? 3. Describe your interaction with this group of students. 4. How did your interaction affect student learning?

C. Work with students individually
1. Describe the individual you worked with. He was a 10th grader working on a geography worksheet. 2. Did the student have clearly defined role and/or task? Yes, he was working on a worksheet about the European Union. 3. Describe your interaction with the student. I observed during a study hall that this student was flipping back and forth in his book, and had his head resting in his other hand. He looked sorta frustrated, and I asked him if I could help. 4. How did your interaction affect the student’s learning? Although he seemed aware of appendixes and the idexes at the back of the book, he did not how much information was available in them. He was trying to find a mountain of information by scanning the chapters for little bits here and there. By going to the back of the book we were able to find multiple charts/ graphs/ lists of GDP's and monetary conversion rates, and chief exports etc. 5. How did you assess your impact on the student’s learning? I think I demonstrated that knowledge about the information available and where to find it are key. I took a frustrating task that he probably would have given up on, and showed that it was not that complicated when you know where to look.

D. Participate in redesign of a lesson with technology
Reflection on the ISTE standards: As the states and the nation move towards a more standardized curriculum, I think it is important not to forget that the technology used in the classroom should have standards as well. Whether that be standards on the educational programs/ software for the classroom, or the equipment that qualifies as technology, if we all maintain the same standards, in theory, we should have similar results. This is why we have standards, so that the student learning in Faith, SD has the same technological opportunities as a student in New York, NY. Will it be equal? No, but standards at least let us try to keep a even playing field. [|Link to ISTE Home Page]

E. Classroom teaching two lessons with lesson plans and documented impact on student learning
Lesson Plan 1 Analysis of Instructional Planning
 * Lesson #1 - Title**

Lesson Plan 2 Analysis of Instruction 2
 * Lesson #2 - Title**

F. Design an assessment tool for evaluation of one of the lessons taught
List of objectives being assessed that relates to Moby Dick. The students will discover that science and nature is based on the conflict between opposites. The students will reflect on the ethical question, why seemingly rational people follow insane leaders? i.e. the crew of the //Pequod// and Captain Ahab. Assessment Tool
 * Objectives**: The students will question the role of obsession in their own life through journaling, and how

G. Share two duties with field-based supervisor
1. What were the two duties you shared with your field-base supervisor? The two duties I shared with Ms. Simons were grading papers and handing them back. 2. What did you learn about collaborating with another colleague? When it came to grading, Ms. Simons knows exactly what she is looking for and what to expect from her students. I was inconsistent and a bit wishy-washy. When It was time to hand back the paper, it really was a two person job and it still took ten minutes out class time.

H. Attend an extra-curricular activity with students
1. What did you learn from your extracurricular activity(ies) with students? On February 19th I helped Ms. Simons and many others to chaperon 94 students to the Washington Pavilion in Sioux Falls to watch a scene from the play //To Kill a Mocking Bird//. 2. Describe what had the most impact on you from this outside-the-classroom requirement. What really had an impact on me was the almost order out of chaos environment at the Pavilion. There was probably a full house at the Pavilion with something like 30 different schools from all around the region, and trying to keep our 94 students in a consistent group was a logistical nightmare. I was surprised how relaxed the more veteran teachers were because they just let the students ebb and flow with the crowd. I felt at my wits end trying to keep a visual on the ten students for who I was responsible.

I. Attend a school board meeting
1. What date and school board meeting did you attend? March 9th 2. What did you learn about the policy and procedures of middle/secondary schools? I learned that the parliamentary procedure class in high school was not a waste of time. More importantly, I watched Principal Cameron give a presentation of the goals for the high school, and they were very lofty indeed. The one that sticks out is raising the overall high school ACT score from 23 to 25. He also discussed ways to bring the attendance and graduation rates up.

J. Reflective interview of field-based supervisor around teaching standards
Type your interview questions and the field-based supervisor's responses.

= = =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.

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 || none //Optional:// a note about this edit for the page history log
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