Ensuring the Successful Student Teaching Internship

MHH & MSF ACTFL 2007 1

Ensuring the Successful Student Teaching

Internship

Marjorie Hall Haley, PhD&

Melissa S. Ferro George Mason University


Agenda Objective: to compare the efficacy and

usefulness of our previous manual to an updated, NCATE-aligned version

Description of older version Discussion and demonstration of newer

manual Data collection and analyses Results shared via portfolio and video clips Group shares experiences and asks

questions Closure


Defining the Concept

What does “ensuring successful student teaching internship” mean?

Internship Experiences: Incorporate prior coursework, assessments

and reflective practices Provide for continued intellectual and

professional growth Prepare pre-service teachers for the

realities of today’s culturally, linguistically, and cognitively diverse learners

Culminate with completion of a Professional Development Portfolio


Defining the Concept

What does “ensuring successful student teaching internship” mean?

The Internship Manual: Includes the goals and responsibilities of

each team member States protocol and includes forms for

meeting state licensure requirements Provides guidelines for completing the

Professional Development Portfolio


The Internship Manual

Prior to this study, GMU used one generic internship manual.

While it served a meaningful purpose, it was often ambiguous and difficult to follow.

Anecdotal evidence and program completers convinced us it was time for a change.


Generic VersionSample Timeline


Generic Lesson PlanTemplate (PK-5)


Generic Lesson PlanTemplate (6-12)


Generic VersionPortfolio Standards


Initial Goals for Revisions To meet the specific needs of

foreign/world language interns Provides continuity between coursework and

internship requirements by using similar forms and assessment tools

Observation forms, Lesson plans, Portfolio guidelines

To align with ACTFL/NCATE standards Promotes successful internship experiences

by fulfilling nationally recognized benchmarks


Reviewing the StandardsPK-12 Language Learners

ACTFL Standards for Foreign Language Learning The 5Cs:

Communication Cultures Connections Comparisons Communities

From: www.actfl.org


Reviewing the StandardsProfessional Language Teachers ACTFL/NCATE Standards

From www.actfl.org / www.ncate.org Language, Linguistics, Comparisons Cultures, Literatures, Cross-Disciplinary

Concepts Language Acquisition Theories and

Instructional Practices Integration of Standards into Curriculum

and Instruction Assessment of Language and Culture Professionalism


Revisions

From Generic to World Language Specific: Update the timeline to include two

placements (PK-5 and 6-12) Revise forms to make them specific to world

languages Revise guidelines for the professional

development portfolio Align to ACTFL/NCATE and INTASC standards Guidelines with examples Assessment checklist


Revised VersionSample Timeline Table


Revised Lesson Plan Template


Revised VersionNew Observation Checklist


Revised Version:Aligned to Standard

III. Language Acquisition Theories and Instructional Practices ACTFL/NCATE Standards 3 and 4; INTASC Standards 2, 3, 4, 5, and 7

This section of the Portfolio should provide evidences of teacher's knowledge of language acquisition theories, their application in the classroom setting, and instructional planning and practices. It should show how the teacher uses this knowledge for learners at varied developmental levels, in classroom instruction, lesson planning and preparation, and assessment

Required Reflection on connection of SLA theories to classroom practice that includes the incorporation of the ACTFL Student Standards, target language input and usage, and how instructional practices meet the needs of diverse learners

Required entry: Language Analysis Project (course based product), or other

evidence of application of language acquisition theories

Suggested Items for Inclusion: Excerpts from lesson plans or classroom activities that show how the teacher

uses knowledge of SLA theory to inform his/her practice – this should include a unit or lesson design with reflection (teach and reflect model)


Revised VersionAligned to Standard

VI. Technology ACTFL/NCATE Standards 3 & 6; INTASC Standards 6 & 10

This section provides evidence of how the teacher candidate uses a variety of media and other communication tools in professional practice and to support and enrich communication and learning opportunities for students.

Required Reflection on candidate’s beliefs about technology & language

learning, and its role in meeting the needs of all learners.

Suggested Items for Inclusion at the choice of the candidate: Compilation of web sites used for professional research or class preparation

Examples of different types of technology used in the classroom to enrich learning opportunities (i.e. WebQuests, lists of web sites used for self and with students, software programs, videos)

Example(s) of web based homework site, or course communication site used for course facilitation (e.g., Blackboard or Web CT)

Example of a lesson plan or other learning activities that incorporate technology

Student products - with appropriate permission – created using technology and/or multimedia


Description of the Present Study Objective:

To conduct a comparative research study to examine the student-teachers’ perceptions of the two Student Teacher Internship Manuals (STIM)

Action Steps: Fall 2006 the GMU STIM was completely revised and made foreign/world language specific. It was also aligned with ACTFL/NCATE standards


Data Collection:Timeline

Fall 2006Student teacher interns completed surveys and participated in interviews to provide feedback on the ’06 STIM.

Spring 2007 The Curriculum and Program Development Committee approved the revised STIM for Foreign/World languages and it was implemented with one student intern and university supervisor.


Data CollectionGeneric Manual

Fall-2006 Semester: Five foreign/world language interns used

the generic manual for their student-teaching internships.

Three interns completed a survey that evaluated the usefulness of the manual.

Two interns participated in video interviews that provided detailed responses to the survey questions.

One intern completed both the survey and the interview. Total participants: N=4


Generic VersionFeedback from Interns

Survey Question:

How would you rate the content of the manual?

Interns’ Responses Two “Mostly Useful”

“By reading the manual, I knew what I was supposed to do.”

One as “Partially Useful” “I used it only for getting

the forms and to refer to the timeline—when to progress from observing to co-teaching to independent teaching.”



Survey Question:What would you

suggest to improve the organization of the manual to make it more user-friendly?

Sample Interns’ Responses

“Make sure all the materials related to those involved are all together. It seemed that I had to look in several places for the information relevant to me.”



Survey Question:How would you

rate the manual in terms of how it helped you to develop your professional portfolio?

Sample Interns’ Responses “I used the checklist

often to ensure I was including all the necessary elements.”

“It would have been helpful to provide examples of what is expected in each section.”



Overall Experiences: Three of the four interns rated their

experience with the manual as “good”, or “excellent”.

One intern rated her experience with the manual as “poor”.

Additional Considerations: Each internship is a unique experience for

all involved Different personalities and approaches may

affect general attitudes and perceptions of individual student-teacher interns.


Generic VersionAdditional Feedback

Other comments and recommendations included:

A checklist for the cooperating teacher to use during observations (bi-weekly reports are too broad)

A checklist for the intern to use at the second placement that includes questions about student needs (IEP’s)

Make lesson plans specific to teaching languages Reduce amount of information (especially for the

cooperating teacher) Provide more structured feedback on the development

of the portfolio during the internship


Revised ManualA Case Study Spring-2007 Semester:

The revised manual was used by one intern during her student-teaching internship.

The intern completed the same survey for evaluating the usefulness of the manual

Two video interviews were completed by the intern:

A full presentation of her portfolio A brief follow-up interview on the revised

manual The university supervisor also provided

feedback on the revised manual.


Revised VersionA Case Study


rate the content of the manual?

Intern’s Response:Very Useful: “The manual helped

to clarify the responsibilities of the team members.

University Supervisor’s Response:

“Lots of good suggestions for the role of each person (Student Intern / Cooperating Teacher/ University Supervisor).”



Survey Question:What would you

suggest to improve the organization of the manual to make it more user-friendly?

Intern’s Response:“I think that there was a bit

of repetition in the manual in terms of directions and there were conflicting requirements in terms of the forms needed.”

University Supervisor’s Response:

“Drop all mention of Clinical Faculty. It confuses the cooperating teachers.”




rate the manual in terms of how it helped you to develop your professional portfolio?

Intern’s ResponseVery Useful: “I had a head start

on the manual in one of my methods courses. I was happy that I didn’t have to create the whole thing from scratch during my internship”

Regarding the Portfolio Evaluation Form:

“I checked off what I included in each section since I knew that ultimately I would be evaluated against that form”


Revised VersionAdditional Feedback

Other comments and recommendations included: “Clarify how hours should be listed for direct

teaching vs. independent teaching and what to do in the event of inclement weather.”

“There should be some type of tracking method for completing the requirements—maybe a checklist or a timeline for visual people like me.”

“There were some conflicting requirements in terms of the forms needed (regarding clinical faculty and/or cooperating teacher).”


“Live Standards”Video Clips

Standard 1: Language, Linguistics,Comparisons (2:13) Proficiency

Standard 2: Cultures, Literatures, Cross-Disciplinary Concepts (1:26) Whose cultures are valid?

Standard 3: Language Acquisition Theories and Practices (1:30) Lesson Plan with Reflection (3:03)


“Live Standards”Video Clips

Standard 4: Integrating Standards (4:15) MI Lesson Plan

Standard 5: Assessments (2:23) Rubrics and Exit Slips

Standard 6* Technology (1:50) PowerPoint Turning Point

Standard 7: Professionalism (2:33) Honing your craft


Results and Implications

Standards-based Professional Development Portfolios show evidence of: The intern’s ability to address the

cultural, linguistic and cognitive realities of today’s diverse language learners

Intellectual and professional growth Life-long learning


Results and Implications

This study will remain “in progress” Continue to elicit feedback from

interns, cooperating teachers, and university supervisors

Future changes will reflect updates to standards and the changing needs of our interns, cooperating teachers, and university supervisors


Conclusions All indications are extremely positive

that having a STIM aligned with both ACTFL/NCATE standards and coursework, provide a more substantive document – one that will not only enhance efficacy but also usefulness.

Having the document posted on our websites makes it readily available and students are encouraged to begin their portfolios earlier in their program.


Group Share How have you aligned your student

teaching internship (and perhaps a manual) with your accrediting body’s standards?

In way(s) do you connect course work directly to their experiences in the field?

What are some of your most effective methods for collecting evidence of the student internship experience?


Additional Resources

1. GMU’s FL licensure and Master’s degree courses (NCATE aligned) can be found at http://gse.gmu.edu/programs/foreignlang/academics

2. To see all teacher education programs NCATE-aligned go to

http://cehd.gmu.edu/about/ncate

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Presenters’ Information

Marjorie Hall Haley is an Associate Professor of Education and the Director of Foreign/World Language Teacher Licensure

Contact: [email protected]

Melissa Ferro is a doctoral student in Multilingual/Multicultural Education, an Adjunct Instructor, and Graduate Research Assistant at GMU

Contact: [email protected]

Ensuring the Successful Student Teaching Internship

Documents

Transcript of Ensuring the Successful Student Teaching Internship