TEACHER EDUCATION INTERNSHIP HANDBOOK

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TEACHER EDUCATION

INTERNSHIP HANDBOOK

This handbook is the result of co-constructive efforts between the faculty of

the Julia S. Tutwiler College of Education and partnership school personnel.

Revised July 2020

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The University of West Alabama is an equal opportunity institution that does not discriminate on the basis of race,

color, national origin, sex, religion, age or disability in employment or the provision of services.

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FOREWORD

This handbook is provided as a guide to public school and university personnel and to the interns

with whom they work. It is the result of collaborative efforts between the faculty of the Julia S. Tutwiler

College of Education and area public school personnel. The handbook contains information relative to

the internship program at The University of West Alabama and is designed to enhance the overall

experience.

The internship is the final phase of formal preparation in the process of preparing Practical

Experience teachers for initial certification and support personnel at the advanced level. It provides the

opportunity for students to apply knowledge gained in their college classrooms, to collaborate with

public school personnel, to practice inquiry skills, and to reflect upon experiences under the direction of

experienced cooperating teachers and college supervisors.

Internship requirements as specified by the Alabama State Department of Education are

identified below. Internship placements are made on the basis of these guidelines.

The internships in Class B and Alternative Class A programs shall equal at least a full semester, full-

time in the teaching field for which certification is sought and may include more than one classroom

or grade level, with experiences of the intern progressing to the full responsibilities of the teacher.

Prior to program completion, an intern must teach full-time for at least five consecutive days.

For candidates who are seeking certification in two or more distinct teaching fields, an

additional internship(s) shall be required (e.g., mathematics and biology).

For candidates who are seeking certification in two or more related fields (e.g., chemistry and

physics or elementary education and elementary-level collaborative special education or

health education and physical education), the internship may be divided between the two

teaching fields.

For P-12 programs and for individuals seeking certification in collaborative special education

at both the K-6 and 6-12 levels, the internship shall be divided between early

childhood/elementary and middle/secondary grades.

For early childhood education and early childhood special education programs, the internship

shall include a placement with at least two of the following age groups: birth-age 3, age 3-5,

age 5-8.

For elementary education or collaborative special education (K-6) programs, the internship

shall include lower elementary (grades K-3) and upper elementary (grades 4-6) placements

unless substantial field experiences were completed at both levels.

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InTASC Standard Framework for Teaching Component(s)

UWA – College of Education’s SLO’s

#1. Learner Development

The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Domain 1: Planning and

Preparation

1b. Demonstrating

Knowledge of Students 1c.

Setting Instructional

Outcomes

1e: Designing coherent instruction

Domain 3: Instruction

3c: Engaging students in learning

SLO #3: Diverse Learners The Empowered Practitioner utilizes differentiated experiences to engage diverse learners.

#2: Learning Differences

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Domain 1: Planning and Preparation

1b. Demonstrating Knowledge of Students

.

SLO #3: Diverse Learners The Empowered Practitioner utilizes differentiated experiences to engage diverse learners.

#3: Learning Environment

The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

Domain 2: Classroom Environment

2a: Creating an environment of respect and rapport



SLO #1: Teaching, Learning, and Assessment

The Empowered Practitioner models sound

research-based teaching methods and

assessments to facilitate learning.

#4: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.


1a. Demonstrating Knowledge of Content and Pedagogy 1e: Designing coherent instruction



SLO #2: Content Knowledge, Research, and Theory The Empowered Practitioner applies content

knowledge, research, and theoretical concepts

to enhance learning.

#5: Application of Content

The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.


3a.Communicating

with Students

3c. Engaging

Students in

Learning

3f. Demonstrating Flexibility and Responsiveness

SLO #2: Content Knowledge, Research, and Theory The Empowered Practitioner applies content



SLO #5: Literacy

The Empowered Practitioner uses effective

communication skills and demonstrates

literacy across the curriculum.

#6: Assessment

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.


1f: Designing student assessments


3d: Using assessment in instruction

SLO #1: Teaching, Learning, and Assessment The Empowered Practitioner models sound



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#7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Domain 1: Planning and

Preparation 1b:

Demonstrating knowledge of

students

1e: Designing coherent

instruction

SLO #1: Teaching, Learning, and Assessment The Empowered Practitioner models sound



SLO #2: Content Knowledge, Research, and Theory

The Empowered Practitioner applies content



#8: Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.


3b. Using Questioning and Discussion Techniques 3c. Engaging students in learning

SLO #4: Technology and Communication The Empowered Practitioner enhances teaching and learning through effective technology integration.

#9: Professional Learning and

Ethical Practice

The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Domain 4: Professional Responsibilities

4a. Reflecting on Teaching

4e. Growing and Developing

Professionally

4f. Showing Professionalism

SLO #6: Professionalism

The Empowered Practitioner demonstrates appropriate professional practices.

#10: Leadership and Collaboration

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Domain 4: Professional Responsibilities

4c. Communicating with Families

4d. Participating in a Professional

Community

4f: Showing professionalism

SLO #6: Professionalism

The Empowered Practitioner demonstrates appropriate professional practices.

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DISPOSITIONS

Dispositions are correlated with the University of West Alabama, College of Education

Conceptual Framework. At each level of the program, teacher education candidates will display

the dispositions that model professional educator desired characteristics. The dispositions

assessed include professional attitudes, values, and beliefs demonstrated through both verbal and

non-verbal behaviors. These positive behaviors support student learning and development.

Professional Standards for the Accreditation of Teacher Preparation Institutions, National

Council for Accreditation of Teacher Education, February 2008.

At UWA, professional dispositions are assessed each term within select professional education,

teaching field, and instructional support courses using the following rubric. Assessment results are

used to assess program effectiveness and to advise candidates regarding their specific disposition

profile.

UWA-Disposition 1- Professional- the actions, skill, conduct, good judgment, and/or qualities by

candidates that represent the education profession.

UWA-Disposition 2- Ethical- exhibits behavior that is consistent with the standards of legal and ethical

conduct to include honesty and fairness in all endeavors

UWA-Disposition 3 - Diversity Supportive- sensitive, responsive and respectful of individual and

cultural differences, needs and interests as well as using instructional behaviors that are consistent with

the belief that all students can learn.

UWA-Disposition 4- Collaborative- works with peers, cooperating teachers, school professionals,

parents and others to improve student learning.

UWA-Disposition 5- Reflective- makes decisions after pondering ideas, experiences, data and

feedback.

Professional Educator Dispositions Teaching Fields Purpose: Candidates for certification in a teaching field will be assessed on the professional educator dispositions at three or more points (based on level), referred to as “dispositional decision points,” during their program. The document used is the Professional Educator Dispositions Teaching Field rubric. Placement in Programs: Undergraduate Initial: The first decision point will be to set a baseline and will occur during ED 300 (self & instructor). Subsequent assessments: ED 400, ED 405, SED/SEC 400, ED 38X, ED 409. Collaborative SPED, Early Childhood, and Elementary also includes SEC 324, and SE 415. Alternative-A Initial: ED 505 (self/supervisor), ED 500, SE 500, Methods courses, ED 509 Master’s Level Advanced: ED 505 (self/supervisor), SE 500 or SE 501, Program Specific courses (SE 504, SE 552, SE 554, EE 523, or PE 524) Specialist’s Level Advanced: ED 601 (Self/Supervisor), EE 622 or SE 601, SE 603 or CE 635 and Collaborative SPED SE 605.

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Instructions: Candidates will receive a copy of the dispositional instrument upon entry to the program and then again in the course where the assessment occurs. Candidates will submit a self-evaluation upon entry or during the first course where the assessment is to occur to ensure the candidate is aware of expectations. Evaluators (field-based and course instructor) will use the rubric to assess candidate dispositions throughout the course and will submit a summative evaluation at the end of the course. Candidates are expected to meet the following benchmarks. Required Scores: Candidates will be expected, during the program, to progress to the score of "Target" (Level 3). The rubric below, completed at three or more points by field-based supervisors and higher education supervisors will denote such progress. 1. Throughout the program, if a candidate is assessed as unacceptable (Level 1) on a disposition indicator, the evaluator will provide the candidate suggestions for improving the dispositional behavior. If a candidate is assessed as unacceptable (Level 1) on three or more disposition indicators, a remediation plan will be developed by the instructor in conjunction with the chairperson of the department. Progress will be monitored by the chairperson or the chairperson's designee. Failure to meet satisfactory progress will prevent a candidate from entering internship and/or the final dispositional assessment point. The candidate will be able to move forward once satisfactory progress has been met. Satisfactory progress equates to no more than one dispositional indicator ranking of unacceptable. 2. By program completion an initial candidate must 1) have been assessed “Moving Toward Target” (Level 2) at a minimum on all behaviors and 2) achieve an overall 70% target scores with no unacceptable rankings. By program completion, an advanced candidate must 1) have been assessed “Moving Toward Target” (Level 2) at a minimum on all behaviors and 2) achieve an overall 75% target scores with no unacceptable rankings..

Disposition 1- Professional- the actions, skill, conduct, good judgment, and/or qualities by candidates that represent the education profession.

Unacceptable 1

Moving Toward Target 2

Target 3

Professionals in the field of education demonstrate professional practices and demeanor. CAEP 1.1 InTASC 9 NBPTS Proposition 1

Candidate makes a negative impression with untidy, unclean and/or unprofessional dress.

Candidate is punctual and professionally dressed, but conveys a negative message about his/her discipline.

Candidate is punctual and professionally dressed, and conveys a positive message about his/her discipline.

Professional educators communicate professionally and effectively with all stakeholders. CAEP 1.1 InTASC 10 NBPTS Proposition 5

Candidate communicates with students, parents, colleagues, and others as needed, but communication is informal and may be inappropriate.

Candidate communicates with students, parents, colleagues, and others as needed; uses positive and professional tone in communications

Candidate proactively communicates with students, parents, colleagues, and others as needed; follows up on communications to ensure all those involved are aware of future actions; uses positive and professional tone in communications.

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Professional educators use and integrate technology purposely to enhance teaching and learning. CAEP 1.5 InTASC 8 NBPTS Proposition 1, 2, 3, 4

Candidate uses limited (e.g. PowerPoint, Smartboard) technology to present subject matter content in instruction.

Candidate selects and uses appropriate technology to not only provide subject matter content but also for engaging students in instruction (e.g. interactive Web 2.0 tools).

Candidate selects and uses appropriate technology for instruction and student engagement, but also plans for student use of technology to increase student technology skills and overall learning.

Disposition 2 - Ethical- exhibits behavior that is consistent with the standards of legal and ethical conduct to include honesty and fairness in all endeavors

Unacceptable 1


Target 3

Professional educators exhibit honesty and fairness in all endeavors. CAEP 1.1 InTASC 9 NBPTS Proposition 5

Candidate demonstrates unprofessional behaviors related to academic honesty and integrity (i.e..., academic dishonesty plagiarism or cheating).

Candidate adheres to standards of the profession’s established code of conduct including actions related to academic honesty and professional and personal integrity.

Candidate adheres to and encourages others to follow standards of the profession’s established code of conduct including actions related to academic honesty, professional, personal integrity, and fairness to all.

Professional educators demonstrate discretion and confidentiality when discussing colleagues, students, field sites, etc. CAEP 1.1 InTASC 9

Candidate violates confidentiality of student academic or colleague personal information.

Candidate maintains confidentiality of student academic information, but relates the personal information of colleagues, students, or field sites.

Candidate maintains confidentiality of student academic information and does not openly discuss the personal information of colleagues, students or field sites.

Disposition 3 - Diversity Supportive- sensitive, responsive and respectful of individual and cultural differences needs and interests as well as using instructional behaviors that are consistent with the belief that all students can learn.

Unacceptable 1


Target 3

Professional educators consider cultural backgrounds, interests, abilities and needs of students when planning for instruction. CAEP 1.1 InTASC 1, 2

Candidate lesson plans lack adaptations to address the varying backgrounds, interests and needs of all students.

Candidate lesson plans include generic adaptations to address the varying backgrounds, interests and needs of all students in the class setting.

Candidate lesson plans include appropriate adaptations as determined by an in-depth context analysis to address the varying backgrounds, interests and needs of all students in the class setting.

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NBPTS Proposition 1, 2, 3, 4

Professional educators use all available resources/devices to remove educational barriers for diverse populations. CAEP 1.1 InTASC 2, 5 NBPTS Proposition 1, 2, 3, 4, 5

Candidate does not take appropriate initiative to understand and identify student needs and fails to provide extra assistance, additional resources or alternative learning experiences, which could remove academic barriers for the diverse needs of all students.

Candidate follows students’ IEP or 504 plans, but does not go beyond the information provided to seek additional resources or devices, which could remove academic barriers for the diverse needs of all students.

Candidate does not limit the identification of student needs to information in an IEP or 504 plan, but researches and identifies resources and devices which remove barriers for diverse populations so that all students can actively participate to his/her fullest potential.

Disposition 4- Collaborative- works with peers, cooperating teachers, school professionals, parents and others to improve student learning.

Unacceptable 1


Target 3

Professional educators work collaboratively with all stakeholders to improve student learning. CAEP 1.1 InTASC 3, 7, 10 NBPTS Proposition 5

Candidate interacts with others (students, parents, colleagues) in a negative manner using destructive criticism, derogatory remarks, threats, or inappropriate language or behavior.

Candidate interacts with others (students, parents, colleagues) in a positive manner (e.g. courteous, demonstrating impartiality, and providing opportunities for others to express or demonstrate their needs and viewpoints) to improve student learning.

Candidate initiates opportunities to interact with others (students, parents, colleagues) in a positive manner (e.g. courteous, demonstrating impartiality, and providing opportunities for others to express or demonstrate their needs and viewpoints) to improve student learning.

Professional educators work collaboratively with others for the betterment of the school as a whole. CAEP 1.1 InTASC 3, 7, 10 NBPTS Proposition 5

Candidate is repeatedly absent from group/team meetings and may hinder the progress of the group to accomplish assigned tasks or goals of the school as a whole.

Candidate participates in cooperative group/team work as required by the school administration.

Candidate engages in open dialogue, cooperates with school administration and volunteers to be a part of a group/team to accomplish goals of the school as part of a larger group.

Disposition 5-Reflective- makes decisions after pondering ideas, experiences, data and feedback.

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Unacceptable 1


Target 3

Professional educators reflect on feedback from others to improve their instruction. CAEP 1.1 InTASC 9 NBPTS Proposition 4

Candidate rejects suggestions from others by failing to act on feedback; offers excuses and/or blames others (e.g., students, parents, colleagues, and supervisor) for negative results.

Candidate incorporates feedback from others, evaluates own performance, and makes needed improvements.

Candidate actively seeks additional feedback from others to inform their own self- evaluation and improve instruction...

Professional educators analyze formative assessments of student learning to make instructional decisions. CAEP 1.1 InTASC 6 NBPTS Proposition 3

Candidate only uses summative assessments to evaluate student learning (assign grades) and does not modify instruction.

Candidate conducts formative and summative assessment of students’ learning for assigning grades, but may fail to modify instruction based on assessment results.

Candidate tracks student progress as part of lesson plan design and reflects on multiple sources of formative and summative assessment to make informed decisions.

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CRITERIA FOR SELECTING STUDENT INTERN PLACEMENTS

All undergraduate student intern placements and Alternative Class A teaching field

internships will be supervised by the Coordinator of Clinical Experiences with the approval of

the Dean of the College of Education. Placement sites will be selected in such a manner as to

assure the quality of the internship experience and supervision provided by the cooperating

teacher. Sites for field experiences and internships are further selected to provide opportunities

for candidates to relate principles and theories from the conceptual framework, The Empowered

Practitioner, to actual practice in classrooms and schools. It is during the internship that students

have the greatest opportunity to put into practice the SLOs on the conceptual model: teaching,

knowledge, diversity, communication, literacy, and professionalism.

CRITERIA FOR SELECTING COOPERATING TEACHERS

Cooperating teachers are an integral part of the teacher education faculty. Cooperating

teachers are approved by the appropriate public school personnel and by the Coordinator of

Clinical Experiences. In accordance with the minimum standards established by the Alabama

Department of Education, only teachers who meet the minimum criteria listed below shall

supervise teacher candidate interns. A cooperating teacher must:

Be a highly qualified teacher who is properly certified by the Alabama State

Board of Education.

Hold at least a Class A master’s level certificate.

Be currently teaching classes in the intern’s area(s) of specialization.

In addition, the following criteria are used to select internship placements in the Julia S. Tutwiler

College of Education at the University of West Alabama:

Model good professional practice.

Model the dispositions required for the teacher candidate intern.

Be currently teaching in the same school where the intern’s placed.

Have at least three years of educational experience in his/her field of specialization.

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CRITERIA FOR COLLEGE SUPERVISORS

College supervisors of interns must have been employed in a P-12 setting within the most

recent 5 year period or have taught for at least ten clock hours per semester. College supervisors

are expected to be involved in P-12 schools as well as the professional community. Supervisors

must have been employed in a P-12 setting within the most recent five year period or must have

taught in the P-12 setting for at least 10 clock hours per semester. It is expected that college

supervisors be proficient in the use of technology to model best practices and communicate with

interns.

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INTERNSHIP ASSIGNMENTS AND EXPECTATIONS

ATTENDANCE

Interns follow the procedures set by their assigned schools for reporting to and leaving

from the school. They follow the partnership school’s calendar with regard to school holidays,

vacations, and in-service days. In case of school cancellation for any reason, student interns

follow the directions given by their cooperating teacher. Students are expected to come in earlier

and stay later as needed in order to fulfill their assigned duties. However, under no

circumstances should the student remain on the premises after the cooperating teacher and/or

office personnel leave.

Internship is designed as a “no cut” experience. In the event you must be absent due to

illness or death in your immediate family, you must notify your college supervisor and

your cooperating teacher and the principal of your school as soon as possible (by 7:30 a.m.

of the day you are absent or earlier). Absences for any reason may require make-up time in

the assigned classroom and may delay credit for the internship.

FORM E

The intern should complete the hourly internship report each day. This form is used to

document the intern's activities during the placement, and must be turned in to the college

supervisor at the final seminar. Interns are responsible for accuracy of hours/activities reported

on the forms. The number of hours recorded on the internship hourly report will be used for

certification purposes and must match the totals reported on Form E and Form O; therefore

interns should complete the report and have the report verified by the cooperating teacher and/or

college supervisor on a regular basis. Use .25 to indicate 15 minutes, .5 to indicate 30 minutes,

and .75 to indicate 45 minutes. Full days of responsible teaching should be indicated by 7.5 hours

in the second column titled teaching on form E2. A minimum of twenty 7.5 hour days should be

reflected in column 2. Totals will be calculated at the end of each placement and submitted to the

college supervisor for that placement.

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SEMINARS

All seminars will be held on the UWA campus as well as offered virtually. If you live than more

than 100 miles away from campus, you aren’t required to come to campus. Each seminar will

be recorded and a link will be provided after the seminar is over.

Interns are required to attend ALL regularly scheduled seminars and other seminars which

may be scheduled as needed. We will check the virtual platform for attendance as well.

edTPA PORTFOLIO REQUIREMENTS

A passing score on the Education Teacher Performance Assessment (edTPA) is required for all

initial certification programs (undergraduate & Alternate A programs). All University of West

Alabama (UWA) student interns must complete and pass edTPA during their internship course

(ED 409/ED 509) for student teaching requirements and Alabama educator certification. A

passing score on edTPA is a UWA degree requirement. EdTPA will take the place of the

Principles of Teaching and Learning (PLT) assessment. UWA students will no longer be

required to take the PLT.

EdTPA is a portfolio assessment developed by Stanford Center for Assessment, Learning, and

Equity (SCALE) featuring 3 tasks: Planning, Instruction, and Assessment. It is a performance-

based, subject-specific assessment and support system used by teacher preparation programs

throughout the United States to emphasize, measure and support the skills and knowledge that

all teachers need from Day 1 in the classroom.

All UWA interns will receive support and guidance throughout the completion of edTPA.

For additional information on edTPA refer to the following website: EdTPA for Alabama

PASSING SCORES FOR edTPA

Early Childhood Education 37

Elementary Education 44

Physical Education 37

Secondary (Biology, English, Gen. Science,

History, Math, Social Science)

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Special Education 37

https://www.edtpa.com/PageView.aspx?f=GEN_Alabama.html

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ROLES AND RESPONSIBILITIES

ROLES AND RESPONSIBILITIES OF THE COORDINATOR OF CLINCIAL

EXPERIENCES

Plans with service area school personnel in making internship assignments.

Keeps records of intern assignments, cooperating teachers, and cooperating schools.

Plans with college supervisors concerning the internship program.

Conducts seminars for interns in cooperation with college supervisors and assist college

supervisors in planning additional seminars as needed.

Makes formal and informal assessments of the entire internship program and recommend

adjustments based on the results of the evaluations.

ROLES AND RESPONSIBILITIES OF THE INTERN

Internship is a full-time assignment in a cooperating public school. Teaching candidates

are scheduled into their assigned schools for one full semester. During this time, the teaching

candidate functions as a member of the staff of the assigned school and should behave in a

professional manner at all times. The teaching candidate should adhere to the following

guidelines:

Arrive at school no later than the designated time each day. (Arrive at 7:30 on the first

day and find out from the principal when you are expected to be on campus each day

thereafter.) Remain at the school until regular faculty members are allowed to leave.

Under no circumstances should you remain on the premises after the cooperating teacher

and/or office personnel leave.

Notify the cooperating teacher, the principal, and the college supervisor as early as

possible in the event of an unavoidable absence. Absences are permitted only in case of

an emergency or with prior approval of the college supervisor. Teaching candidates may

be required to make up absences.

Dress as a faculty member and present a professional appearance at all times.

Accept responsibility under the guidance of the cooperating teacher for carrying out the

routine business of the school such as hall, bus, or lunchroom duty, playground

supervision, etc., as assigned by the principal or cooperating teacher.

Participate in non-classroom activities sanctioned by the school. These may include:

faculty meetings, in-service programs, assemblies, parent-teacher conferences, PTA

meetings, student performances, athletic events, student clubs/organizations, and others.

Attend all seminars.

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Fit into the school and classroom. You are in the school to learn, not make major

changes. However, you should feel free to offer ideas in a non-critical manner.

Become familiar with the policies of the school system, the school, the principal, and the

cooperating teacher.

Plan carefully for all lessons, using the appropriate course of study and other current

materials as a guide. Apply knowledge gained in the college classroom to the practical

task of helping students learn.

Collaborate with the cooperating teacher in making long range plans.

Use initiative and find things to do without always being told by the cooperating teacher.

Be alert to helping students and the teacher.

ROLE AND RESPONSIBILITIES OF THE COOPERATING TEACHER

Conduct an orientation of the intern that includes a tour of the facilities; introduction to

students, other faculty and staff; information about use of equipment, parking space

assignment, students, bell schedule, daily class routines and rules, assemblies and other

special events.

During the first week of the semester, review with the student any policy manuals and

codes of conduct developed by the school system.

Provide the teaching candidate with working space and materials to foster the teaching

candidate’s becoming a member of the professional team.

Review the requirements and purpose of the internship program and the responsibilities

of the intern.

Provide the intern with continuous feedback on progress and skills developed. Schedule

a conference at least weekly or more frequently if needed.

Complete evaluation(s), hold a conference with the intern to review observations notes.

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Allow the intern to assume primary responsibility for your classroom for the required

twenty days (10 at each placement if in dual placement) of full-time teaching. Ten days

must be consecutive. The cooperating teacher retains legal responsibility; therefore, should

be the one to determine whether or not to leave the student intern alone with the student’s

in the classroom.

Provide experience in working with parents, keeping records and gradebooks, completing

required reports, documenting problems, etc.

Complete an evaluation of the intern’s dispositions toward teaching using dispositions

evaluation form.

ROLES AND RESPONSIBILITIES OF THE UNIVERSITY SUPERVISOR

Give the intern a preview of the experience to expect during the internship and review

responsibilities of the intern from the Internship Handbook.

Serve as a liaison between the assigned school and The University of West Alabama to

keep the Coordinator of Clinical Experiences informed of progress and problems related

to the internship.

Conduct intern observations either virtually (Go React) or in-person.

Assist with edTPA deadlines and requirements. Refer to the guidelines for acceptable

candidate support.

All forms will be complete electronically (unless noted).

Rate the dispositions of the candidate using dispositions evaluation form.

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ROLES AND RESPONSIBILITIES OF THE PRINCIPAL

Selects the cooperating teacher with the approval of the local superintendent, University

personnel, and the teacher, using the Alabama State Board of Education criteria for the

selection of cooperating teachers.

Prior to or on the first day of the internship, orients the intern with respect to policies and

traditions of the school and community.

Develops packets of information in the school office for student interns that include bell

schedules, school calendar, policies, etc., similar to those given to teachers at the

beginning of school.

Works as a team member with the college supervisor and the cooperating teacher to

insure that a successful internship experience occurs.

Assists the cooperating teacher in providing an open and well-balanced learning and

teaching situation for the student intern.

Arranges with members of the faculty a schedule of intern visits to other classrooms

during the internship period. This is usually done in the last weeks of the assignment.

ROLES AND RESPONSIBILITIES OF THE SUPERINTENDENT

Completes a cooperative agreement with The University of West Alabama.

Prepares and/or revise a list of approved cooperating teachers in your system for each

school year.

Approves, in writing, assignments for all teacher candidate interns placed in your system

in accordance with minimum criteria established by the Alabama State Department of

Education.

Gives general direction and leadership to the internship program in the school system.

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TRANSITION TO FIRST-YEAR TEACHER

The cooperating teacher and college supervisor are in excellent positions to help prepare

the new teacher for a successful transition from the internship to first-year teaching. It is

believed that the discussion of these topics with the intern by the cooperating teacher and the

college supervisor will be beneficial to the prospective teacher.

CAREER PLANNING AND PLACEMENT

During the semester that teacher candidates enroll in internship, they are advised to

register with the UWA Office of Career Services. It is most important that interns have references

written while they are still on campus and professors are available who remember their

individual qualifications. The Director of the Office of Career Services will make a presentation

at the beginning seminar each semester to explain the procedures to follow in setting up a

file.

SUGGESTIONS FOR SECURING A POSITION

Use ethical procedures when applying for the position.

Seek a position for which you are qualified and certified.

Go for an interview before accepting a position. In this way you will meet the

superintendent, principal, and other personnel - people with whom you will be closely

associated. If possible, visit the school in which you will be teaching.

Secure the following information concerning the school and/or system:

o General philosophy of the school

o Curriculum of the school

o Teaching load and class size

o Teacher turnover

o Procedures used in grouping pupils

o Availability of learning materials

o Responsibility for extra-class and school-wide activities

o Types of supervision in effect

o Opportunities for professional and personal growth

o Grading and reporting system in effect

o Community expectations of teachers

o Salary schedule and other benefits

o Opportunities for advancement and promotion

TEACHER EDUCATION INTERNSHIP HANDBOOK

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