University of North FloridaCollege of Education and Human Services

INTERNSHIP HANDBOOK2014-2015

Internship Handbook

TABLE OF CONTENTS

Purpose 1

Goals of the Internship Experience 2

I. Internship Organization 2A. Introduction 2B. Three-Way Partnership for Internship 3C. Roles, Responsibilities, and Expectations of the Internship Team 5

1. COEHS Interns 52. Directing Teacher 63. College Supervisor 74. Resident Clinical Faculty 85. Director of Educational Field Experiences 9

II. Internship Experience 11A. Policies and Procedures 11

1. Placement Policies 112. Placement Procedures 123. Directing Teacher Selection Criteria 12

B. Internship Expectations and Requirements 131. Internship Responsibilities 132. Termination of Internship 153. Internship Evaluation 15

C. Internship Experiences/Tasks 161. Internship Experience 162. Internship Team 163. Mentoring 174. Professional Development Plan 175. Conference Guide for the Internship Team 196. Sample Weekly Sequence for Internship 217. Lesson Plans 238. Teaching Portfolios 24

D. Internship Responsibilities and Documentation 251. Responsibilities of the Intern 252. Responsibilities of the Directing Teacher 263. Responsibilities of the College Supervisor/

Resident Clinical Faculty 264. Feedback Instruments 27

III. Appendices

Appendix A: Assessment of Internship Performance 30

Appendix B: Checklists 32

Appendix C: Feedback Instruments Intern Lesson Observation Rubric 35 Internship Accomplished Practices Profile 41 Directing Teacher Report of Time Distribution 50

and Certificate Request Form UNF College Supervision Feedback Form 51 Record of Interns Hours 52 Intern Record of UNF Supervisor’s Visitation 53 Professional Development Plan 54

Appendix D: Categories of Internship Hours 55

Appendix E: State Statutes/Board Rules Affecting Internship 58

Appendix F: Sample Data Collection Forms/Questions for Focused 78Observations

Appendix G: Lesson Planning and Sample Lesson Plan Formats 82

Appendix H: Self-Evaluation Instruments 87

Appendix I: Portfolio Requirements and Feedback Rubric 93

The Educator Accomplished Practices Portfolio Contents Impact on Student’s Learning Checklist and Time Line Portfolio Feedback Rubric

Appendix J: Attributes of a Successful Intern/Professional Tips

Revised 8/2012

College of Education and Human ServicesUniversity of North Florida

“Educating Professionals Who Impact the Lives of Children and Adults”

Internship Handbook

Purpose

The purpose of the Internship Handbook is to provide a guide for Directing Teachers, College Supervisors, Resident Clinical Faculty, and interns for planning, implementing, and assessing the internship experience. Included in the handbook are a variety of materials, observation tools, assessment instruments, and suggestions for problem situations. Members of the internship team should feel free to copy and use any of the materials contained in the handbook.

UNF professional education programs prepare candidates who are:

Multiculturally proficient. They understand, respect, and value differences in individuals and model best practices for designing and delivering instructional programs to fit the needs of diverse learners.

Professionally aware. They hold to high ethical standards, professional dispositions, and a code of professional conduct worthy of the education profession. They value fairness and believe that all students can and should learn.

Analytically adept. They engage in reflective thinking about classroom practices and contexts; assess and analyze a variety of data from those contexts; use reflective practice to make appropriate adjustments to curriculum and instruction; and make data-informed instructional decisions to benefit the learning of all students.

Competently prepared. They possess and demonstrate the content knowledge, pedagogical content knowledge and skills, and pedagogical and professional knowledge and skills necessary to help all students learn.

Technologically capable. They use technology effectively to facilitate design of instruction, engage students in the learning process, and communicate with colleagues, parents, and other key stakeholders.

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Goals of the Internship Experience

To provide the intern with intensive field based clinical experience that develops the knowledge, skills, and dispositions required for a career in education.

To provide the intern with opportunities to observe, assist and learn from experienced directing teachers.

To provide the intern with experiences in planning instructional activities, designing curriculum materials, implementing effective instructional and assessment strategies, utilizing technology, and assessing learners’ progress and achievement.

To provide the intern with opportunities to engage in reflective self-analysis of their own teaching performance, as well as to use constructive feedback from others to refine their teaching skills.

To involve the intern in the academic and extracurricular activities of the school.

To encourage the intern to draw upon theories of teaching and learning in order to solve problems.

To sequentially provide the intern with increasingly comprehensive and complex experiences in classroom instruction, management, and assessment.

To permit the intern to demonstrate the knowledge, skills, and dispositions that warrant recommendation for a teaching certificate in his/her specialty area.

I. Internship Organization

A. Introduction

Learning to teach requires pre-professional teachers to develop frameworks of understanding, knowledge, skills, and dispositions to use in making teaching decisions. Field experiences provide the link between theory and practice to facilitate the acquisition of those critical frameworks.

The internship experience is organized around the State of Florida’s Accomplished Practices. Each intern in cooperation with a college supervisor and directing teacher will develop a teaching portfolio.

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This portfolio will help document the intern’s demonstration of the identified teaching competencies. In addition, each intern will develop a Professional Development Plan. This diagnostic plan assists interns in identifying areas of improvement or growth and specifies enabling activities to accomplish this task.

Interns also develop an Impact on Student Learning Component. This component documents how the intern has impacted the achievement of a group of students.

Internship provides structured opportunities for pre-professional teachers to integrate theory and practices to further develop and refine their teaching competencies.

Finally, the COEHS internship program is based on several guiding principles:

Emphasis on collaboration, partnerships, teaching and collegiality urban focused and multi-culturally oriented research based and outcomes oriented inquiry oriented and open to experimentation and risk taking reflection, both technical and critical responsibility for self-development and assessment

B. Three-Way Partnership for Internship

The internship experience is conceptualized as a partnership among Northeast Florida’s school districts, individual school sites, and the College. Each partner brings a special and necessary area of expertise to the partnership which enables pre-professional teachers to progress to novice professional. The College greatly appreciates the time and effort provided by the public school partners.

Internship Partners

Internship requires that a partnership between the district, school, and university be developed and sustained.

District Level Partners

The district representatives work directly with the COEHS Director of Educational Field Experiences as the primary liaison for all internship activities. The district representative in consultation with the Director of Educational Field Experiences, works with principals and directing teachers to make intern assignments, and resolve problems arising during the internship experience. Feedback provided by the district level partners assists the college in identifying program modifications and refinements.

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School-based Partners

The principal works closely with district and college representatives to place interns with directing teachers. The principal encourages outstanding classroom teachers to become directing teachers, and is urged to place interns only with teachers or teams of teachers who request to participate, meet college and state requirements, and have the approval of the principal. The principal also assists with the transition of the intern into the ongoing activities of the school and provides feedback about the program to the college.

The directing teacher meets certification standards of the State of Florida. Directing teachers should have at least three years of successful teaching experience, have demonstrated expertise in the classroom, have strong interpersonal and communication skills and be willing to serve as a mentor and coach for the intern. In addition, directing teachers must have completed the State’s mandated Clinical Educator Training (C.E.T.)and have been deemed an effective or highly effective.

The directing teacher plays a critical role in the internship process and demonstrates a commitment to the profession by assisting in the development of a novice professional. As a member of the Internship Team, the directing teacher provides both formal and informal feedback to the intern throughout the internship experience. The directing teacher also provides feedback to the college about the preparation of it’s students and about the program.

University-based Partners

The college supervisor/resident clinical faculty works closely with the principal and directing teacher(s) in planning, implementing and assessing the internship experience. The college supervisor/resident clinical faculty will visit a minimum of four times during the semester to observe, meet with the intern and directing teacher, and document the intern’s progress. By using three-way conferences, information is shared regarding the development of teaching competencies, and assistance and suggestions are shared. Some visits are prearranged while others are impromptu. Interns and directing teachers are encouraged to maintain frequent contact with the college supervisor/resident clinical faculty throughout the internship.

The Director of Educational Field Experiences works closely with the college supervisor/resident clinical faculty and directing teachers in planning and implementing the internship experience. The Director assists in solving specific problems interns may encounter and is the contact person for the interns in the event that the college supervisor/resident clinical faculty is not available.

The Director of Educational Field Experiences works closely with the district level and school-based partners in placing interns. The Director manages field placements, record keeping and program evaluation and serves as the primary liaison among the school districts and the College of Education and Human Services.

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The Director assists in solving problems which interns may encounter during the internship experience and convenes problem resolution teams if needed.

The COEHS intern is a university student in good standing who has completed the required university and college coursework, critical tasks and has met all COEHS eligibility requirements. Interns are pre-professional teachers learning to refine their pedagogical skills under the guidance of an experienced teacher and college supervisor/resident clinical faculty.

C. Roles, Responsibilities and Expectations of the Internship Team

The internship experience is collaborative in nature. Three individuals comprise each Internship Team. These include the COEHS intern, the directing teacher(s) and the college supervisor/resident clinical faculty. In addition, the district level partner and the Director of Educational Field Experiences provide an important support network for each Internship Team.

COEHS Interns

COEHS pre-professional teachers are referred to as interns. Interns assume the roles of observer, teacher-as-decision-maker, reflective thinker, facilitator, communicator, and team member during the internship experience. The internship experience assists pre-professional teachers to develop a set of professional understandings and skills, to learn to examine their practice and learn from their experiences while seeking to meet the needs of their students.

Interns are:

expected to demonstrate commitment to their students and their learning; expected to know the subjects they teach and how to effectively teach

those subjects to all students (including diverse, special needs, and language minority students);

responsible for managing and assessing student learning; expected to assume the professional roles and responsibilities linked with

the directing teacher; expected to systematically reflect upon their practice and learn from their

experiences; responsible for demonstrating proficiency with the Florida Educator

Accomplished Practices during the internship experience; for developing an internship teaching portfolio and professional development plan, attendance at all seminars, and all other internship requirements.

Responsible for positively impacting student learning during the internship experience.

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Directing Teachers

Directing teachers are excellent classroom teachers who have assumed the role of teacher educator, coach, and mentor. They serve as exemplars to the intern by modeling “best practice” in the classrooms. They assist and encourage interns as they develop their professional practice. Directing teachers are reflective practitioners who, in collaboration with the college supervisor or resident clinical faculty, act as a resource, guide and planner of the internship experience. Directing teachers are open to new possibilities provided by the internship experience and are active learners themselves. Directing teachers should set aside a time each week to meet with the intern, participate in three and two way conferences, and provide ongoing verbal and written feedback to the intern. They should assist the intern in completing internship requirements and developing the Internship Teaching Portfolio and Professional Development Plan.

Directing Teachers:

work as a collaborative member of the Internship Team along with the college supervisor/resident clinical faculty and the intern to plan internship experiences, assess performance, and suggest ways in which competencies can be strengthened and/or enhanced;

assist the intern in planning for instruction, review and provide feedback on the interns written lesson and unit plans and their implementation, and make suggestions and assist in locating relevant materials and resources:

clearly communicate their expectations of the intern regarding the curriculum, management of student learning and behavior, and other professional concerns;

orient the intern to the school, the faculty and staff, the class organization, the students, and the parents;

regularly confer with the intern and the college supervisor/resident clinical faculty regarding the intern’s professional development, establish and maintain a professional development plan with specific objectives and suggested activities, and encourage creativity and innovation in the intern;

provide ongoing written documentation concerning the intern’s demonstration of competencies and internship time allocation;

confer with the college supervisor/resident clinical faculty concerning the mid-term and final evaluation of the intern, and complete the appropriate feedback/assessment instruments;

attend the Directing Teacher’s Orientation meeting at the beginning of the semester and provide feedback to the College at the end of the semester regarding the preparation and performance of the intern and the internship program.

Other university professionals assist directing teachers in carrying out the responsibilities associated with the internship experiences. Members of the Internship Team are professionals who provide support and assistance during the Internship. These members include the College Supervisor/Resident Clinical Faculty, and the Director of Educational Field Experiences.

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College Supervisors

The College Supervisor is the university instructor assigned responsibility for supervising the internship experience of a specified number of COEHS interns. College Supervisors serve as teacher educators, mentors, facilitators, and liaisons between the university and the school sites. College Supervisors chair the Internship Team (intern, directing teacher, college supervisor), assume major responsibility for coordinating and planning the internship experiences, assessing performance, suggesting ways in which competencies may be strengthened and/or enhanced, and providing guidance and structure for the development of the Internship Portfolio, Professional Development Plan, and Impact on Student Learning Component. College Supervisors are assisted by the Director of Educational Field Experiences.

College Supervisors:

organize and orchestrate the internship experience by initiating and facilitating communication among the university, the school site, the intern and the directing teacher and specifying expectations for the internship experience;

work as a collaborative team member with the directing teacher and the intern to plan the internship experiences, assess performance, and suggest ways in which competencies may be strengthened and/or enhanced;

specify and use a clinical supervision model when interacting with members of the Internship Team and assist directing teachers and interns in using such a model;

specify Internship Teaching Portfolio components and requirements, identify required and optional data to be included, specify lesson plan and unit plan formats to be used;

specify the expectations held for interns in completing the internship experience, how the internship experience will be evaluated and how final grades will be determined;

complete the minimum documentation requirements; assist in the creation, implementation and assessment of the intern’s Portfolio,

Professional Development Plan and Impact on Student Learning Component.

Minimum Documentation Requirements

1. Make an introductory visit to meet the directing teacher and if possible the principal in order to understand the context in which the intern will be working.

2. Complete at least three scheduled and one unannounced observations of each intern using a written formative feedback instrument (Intern Lesson Observation Rubric). Each observation should be a least 35 – 45 minutes in length, excluding the pre and post conference held with the directing teacher and intern.

3. Complete an entry into the Professional Development Plan following each observation/visit.

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4. Collaboratively develop with the Internship Team a time line of activities for the internship experience.

5. Complete the Internship Accomplished Practices Profile in cooperation with the Directing Teacher and share the information with members of the Internship Team at midterm; complete the second Internship Accomplished Practices Profile at the conclusion of internship; confer with the Directing Teacher regarding the final grade for the internship; verify demonstration of Accomplished Practices and assign a final internship grade.

6. Conduct individual midterm and final feedback conferences with each intern, sharing with them the assessment of their performance with the Accomplished Practices, of the Internship Teaching Portfolio, Impact on Student Learning component and midterm and final grades.

Resident Clinical Faculty

In the Professional Development Schools, the College and an urban school establish a partnership. As a part of this model, jointly funded positions, Resident Clinical Faculty, are created. Resident Clinical Faculty (RCF) are exemplary classroom teachers with alternative assignments. They are school-based. A portion of their time is spent supervising interns assigned to the partnership school. The remainder of their time is spent assisting their colleagues in implementing agreed upon school improvement initiatives designed to enhance student achievement.

RCF’s serve as teacher educators, mentors, facilitators, restructuring advocates, child-advocates, team members, reflective thinkers, and active learners. Small groups of interns assigned to the Professional Development Schools along with their directing teachers and the Resident Clinical Faculty form an Internship Team. The RCF chairs the Professional Development Schools Internship Team. They assume major responsibility for coordinating and planning the internship experience, assessing performance, suggesting ways in which competencies may be strengthened and/or enhanced, and providing guidance and structure for the development of the Internship Teaching Portfolio, Professional Development Plan, and Impact on Student Learning Component. RCF’s are assisted and supervised by the Director of Educational Field Experiences.

Resident Clinical Faculty organize and orchestrate the internship experience to enable interns to demonstrate the acquisition of knowledge, skills, and dispositions. Their function is to:

create and sustain learning environments for urban schools which enable all students to succeed;

continue to experiment and improve their practice throughout their professional careers;

routinely use problem-solving, critical thinking, reflectivity and teamwork in carrying out professional responsibilities;

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adapt learning experiences to meet the special learning needs of students paying particular attention to students’ prior knowledge and learning styles;

integrate multicultural education into the learning environments they create; function as teachers-as-decision-makers who make reasonable judgments, are able

to articulate the rationale for those decisions, and are able to modify their actions based on additional data;

work as a collaborative team member with the directing teacher and the interns to plan the internship experiences, assess performance, and suggest ways in which competencies may be strengthened and/or enhanced;

foster the development of professional norms of interaction including collegiality, experimentation and risk-taking, reflectivity, multicultural sensitivity, teacher-as-decision-maker, commitment to teaching, and ongoing inquiry;

use a clinical supervision model when coaching members of the Internship Team and assist directing teachers and interns in using such a model;

foster the development of targeted instructional strategies; specify the expectations held for interns in completing the internship experience,

the Internship Teaching Portfolio, the Impact on Student Learning Component, the Professional Development Plan, and the manner in which the internship experience will be evaluated and how final grades will be determined;

conduct weekly theory-to-practice seminars for the interns which encourage both technical and critical reflectivity, challenge implicit assumptions about children, learning, subject matter and teaching, and focus attention on problem solving in areas identified by the interns;

complete observations of each intern using a written formative feedback instrument (Intern Lesson Observation Rubric) and entries into the Professional Development Plan;

complete the Internship Accomplished Practices Profile in cooperation with the directing teachers and share the information with members of the Internship Team at midterm; complete the second Internship Accomplished Practices Profile at the conclusion of internship; confer with the directing teachers regarding the final grade for the internship; verify demonstration of the Accomplished Practices;

conduct individual midterm and final feedback conferences with each intern, sharing with them the assessment of the Internship Teaching Portfolio, Professional Development Plan, Impact on Student Learning Component and the midterm and final grade.

Collaboratively develop with the Internship Team a time line of activities for the internship experience.

Director of Educational Field Experiences

The Director of Educational Field Experiences assumes primary responsibility for the day-to-day operation of the internship program. The Director provides overall leadership and direction for the development and revision of materials, forms, and instruments used in the internship program in collaboration with the Undergraduate Curriculum and Standards Committee and the College departments.

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These responsibilities include the following:

represent the university to the professional community in a positive manner; initiate professional contacts with personnel at the district and school levels; communicate the philosophy, purpose, policies and procedures of the internship

program to public school and university constituencies; coordinate the development of policies and procedures for internship consistent

with state mandates, college and university philosophy and policies, and in collaboration with the College Undergraduate Curriculum and Standards Committee and College departments;

distribute application packets to all students seeking to apply for internship; determine the eligibility of candidates for internship; determine internship placements in collaboration with the appropriate district

contract person ensuring that “urban”, and “multiple grade level” criteria are met; communicate intern placement information to department chairpersons, college

supervisors, Resident Clinical Faculty, and COEHS interns; orient interns to the policies and procedures governing the internship experience

along with information about their roles and responsibilities in the internship program;

distribute to the members of the internship team the materials, forms, and instruments used for assessment and record-keeping;

provide directing teachers with information regarding the policies and procedures of internship along with the expectations for the internship experience;

orient college supervisors/resident clinical faculty to the internship program, expectations, policies and procedures, and their roles and responsibilities in the internship program;

coordinate the resolution of problems arising during internship experiences in collaboration with the college supervisor/resident clinical faculty, the intern, the directing teacher, other school-based personnel, and appropriate college and district personnel;

assist in developing remediation plans for interns removed from their placements, monitor the implementation of those plans, and assist in determining the candidate’s readiness for subsequent internship experiences in collaboration with the college supervisor/resident clinical faculty and Department Chairperson;

collect, analyze, and summarize data from interns, directing teachers, college supervisors/resident clinical faculty, and school-based personnel on the quality of the internship experience; and the effectiveness of the teacher education program to prepare students for internship;

collect, analyze, and summarize data from various sources for use in program evaluation, and share findings with College faculty, the Dean, Department Chairpersons, Program Area Leaders and members of the College Undergraduate Curriculum and Standards committee;

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field components of the teacher preparation program;

maintain records of the internship program as required by the State and College for documentation and evaluation purposes.

II. Internship Experience

A. Policies and Procedures

Policies and procedures which govern the College of Education and Human Services’ internship program are developed cooperatively by the Director of Educational Field Experiences, the Undergraduate Curriculum and Standards Committee, and the College. These policies are regularly reviewed and revised as need indicates from feedback from program participants, state mandates, and advances in the knowledge bases which under gird the program. During theinternship experience, interns are supervised by the college supervisor/resident clinical faculty, directing teachers and the principal or his/her designee. Interns adhere to the procedures and policies governing teachers assigned to the host school.

The summative evaluation of the intern will include written documentation concerning the intern’s demonstration of the Accomplished Practices. The college supervisor/resident clinical faculty in consultation with the directing teacher determines the final grade for internship. A grade lower than C reflects unsuccessful completion of the internship.

Placement Policies

The College of Education and Human Services is dedicated to preparing teachers who will be successful in all educational settings, including urban settings. At least one of the three major field experiences will be completed in an urban school in Duval County. Preference is given to urban schools for internship experiences and those schools which are able to accommodate a cluster of interns. An effort is made to rotate cluster sites to ensure equitable distribution of interns to schools.

The Director of Educational Field Experiences is responsible for internship placement. The Director analyzes the intern’s pre-internship field experiences in order to recommend an internship experience which provides the student with a broad spectrum of experiences in relation to school setting, grade levels, and cultural populations.

Changes in internship placement are rare. Any changes in the assignment of an intern are made with mutual agreement of the county representatives, the Director of Educational Field Experiences, and the partner school site (if applicable).

Each intern is assigned to a classroom teacher in the school who serves as the directing teacher. After accruing a minimum of 300 semester hours of intern supervision and completion of the required documentation, the directing teacher is awarded a Certificate of Participation as a means of recognizing the service provided by the directing teacher. Certificates of Participation are assigned according to current state policy and requirements.

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When an intern is assigned to an elementary school which is organized for departmentalized instruction, the directing teacher and supervisor should make arrangements for the intern to work with other teachers to ensure that the intern has opportunities to teach all content areas.

Placement Procedures

1. Students who have met the prerequisites for internship complete an application form and submit it to the Director of Educational Field Experiences following the time lines published in the university catalog.

2. The district representative in collaboration with the Director of Educational Field Experiences identifies schools which have indicated an interest in being a partner school and are willing to host interns. If the school administrator accepts the invitation and interns, the district representative forwards the intern applications to the school.

3. The school administrator assigns each intern to a directing teacher who requests to be assigned an intern and who meets the criteria established by the state and the college for directing teachers.

Directing Teacher Selection Criteria

The following criteria is used in the selection of directing teachers:

1. The teacher expresses a sincere interest in supervising and mentoring an intern and has realistic expectations for interns as novice professionals.

2. The teacher holds current Florida Teacher Certification in his/her assigned teaching responsibility.

3. The teacher models effective teaching and management strategies for students assigned to him/her.

4. The teacher has at least three years of successful classroom teaching experience, preferably in the same teaching field as the intern.

5. The teacher has completed the State’s mandated Clinical Educator Training (C.E.T.).

6. The teacher demonstrates a commitment to the profession, as indicated by professional behavior, positive attitudes, and cooperative working relationships with other faculty, staff, and administrators.

7. The teacher demonstrates effective communication and interpersonal skills.

8. The teacher has received effective or highly effective ratings on annual performance evaluations.

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Internship Responsibilities

For all COEHS interns, the internship experience is (one semester in length- fifteen to sixteen weeks). Interns are required to spend a minimum of 400 hours at the partner school, of which a minimum of 200 hours of actual teaching is required. NOTE: Internship is completed at the end of fifteen to sixteen weeks NOT when 400 hours has been accrued by the student.

Interns may continue in the internship experience as long as they follow established guidelines and demonstrate minimum levels of competence while making progress toward mastery.

Attendance

Interns follow the published academic and vacation schedules of the school districts to which they have been assigned rather than following the university calendar during the internship semester. Interns are expected to report to the school following the same hours as other members of the teaching staff. Interns are expected to be punctual. Internship is a full time responsibility and regular attendance is critical to the development of the intern’s teaching competence and to ongoing learning taking place in Pre-K to 12 classrooms.

Absence

Only absences due to illness or emergency will be accepted as reasons for absence. No absence will be excused for personal business barring extraordinary circumstances. It is the responsibility of the intern to notify the college supervisor/resident clinical faculty, the directing teacher(s) and the Office of Educational Field Experiences in the event that illness prevents the intern from fulfilling his/her responsibilities. Extended absences due to illness should be communicated to the Director of Educational Field Experiences. The college supervisor/resident clinical faculty in consultation with the Director of Educational Field Experiences, and school-based personnel will determine if the internship should be discontinued or extended.

Conduct

Interns are considered to be professional members of the school staff. Interns should conduct themselves in a professional manner at all times, adhering to the customs, policies, and regulations governing teachers at the partner school to which they are assigned. Information concerning students should be held in confidence. Interns are expected to demonstrate sensitivity for cultural diversity and the special needs of students in their classes.

Dress

Interns will dress in clothes appropriate to the role of a professional educator. It is the intern’s responsibility to become familiar with and adhere to the dress code established by the College and the school to which the intern is assigned.

-13-Extracurricular Activities

Interns are expected to participate in school events and activities outside the regular school day that are expected and/or required of the directing teacher(s).

Full Time Commitment

Internship is a full-time commitment and interns are expected to give their full attention to teaching during this time. Interns are expected to attend all faculty meetings and other extracurricular activities of the school. Hence, approval to take a course concurrently with internship must be given PRIOR to the beginning of the internship experience.

Lesson Plans

Effective planning is the basis of successful teaching. Much planning will be done in cooperation with the directing teacher. Part of this planning process is evidenced through well prepared lesson plans. These include day-to-day objectives as well as long range objectives. Lesson plans for every area of assigned teaching responsibility are expected and must be approved in advance of implementation. Interns are responsible for making the lesson plans and accompanying instructional materials available to the directing teacher for approval prior to implementation based upon a predetermined timeline.

Seminars

Interns are required to attend and actively participate in all internship seminars and meetings with their college supervisor/resident clinical faculty. The schedule for these meetings may be found in the Internship Calendar.

Substitution

Interns are considered developing novices under the supervision and guidance of certified professionals and the university. Under Florida School Laws, “Each person employed or occupying a position as school supervisor, principal, teacher, library media specialist, school counselor, athletic coach, or other position in which the employee serves in an instructional capacity, in any public school of any district of this state shall hold the certification required by law and by rules of the state board in fulfilling the requirements of the law for the type of service rendered.” If the directing teacher is absent from school, a certified substitute should be appointed as temporary supervising teacher even though the intern is directing and teaching the classes. An intern may not serve as a regular substitute teacher during internship even though the intern may hold a substitute teaching credentials.

Certification Exam

Interns must successfully complete all portions of the Florida Teacher Certification Exam in order to complete internship.

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Social Media/Technology

Termination of Internship

Interns are responsible for planning and carrying out instruction, maintaining good professional relations with their directing teacher(s), school faculty and administrators, and working effectively with their students. Should the intern fail to meet any or all of the responsibilities of internship, the partner school and/or college supervisor/resident clinical faculty in collaboration with the Director of Educational Field Experiences and Department Chairperson has the option to extend and/or terminate the internship contract.

If the intern’s teaching performance or professional behavior is considered unsatisfactory or inappropriate, the college supervisor/resident clinical faculty will identify for the intern the area(s) of concern and outline strategies for remediating these concerns. The college supervisor/resident clinical faculty will provide where possible sufficient time for the intern to incorporate new behaviors into instructional delivery or professional behavior.

Interns may be removed from the internship experience at the request of the partner school district or college supervisor/resident clinical faculty if it is determined that the intern is not making satisfactory progress after intervention strategies have been initiated, or if the intern’s presence is detrimental to Pre-K to 12 students. The termination of internship may result in a letter grade of “D”, “F”, or incomplete.

The college supervisor/resident clinical faculty in collaboration with the Director of Educational Field Experiences and Department Chairperson will notify the student of their removal from the internship experience. Interns, after removal, should contact the Director of Educational Field Experiences to schedule an appointment to discuss the reasons for removal and possible options. If deemed appropriate, a remediation plan will be developed to allow the student an opportunity to work on those areas that have been identified as problematic.

Remediation of Internship

Interns that have been removed from internship may be granted the opportunity to remediate internship. In this case, a remediation plan will be developed that targets the identified areas of concern. Remediation will normally occur during the semester following the original internship experience. If the remediation is successfully completed by the stated deadline, the student will be given a second and final opportunity to intern.

Internship Evaluation

Internship provides COEHS students with opportunities to acquire and hone the knowledge, skills, and dispositions needed to become effective teaching professionals. It provides opportunities to demonstrate essential teaching competencies and reflect on their development as professionals. This is accomplished through a variety of channels including informal and formal feedback from directing teachers and college supervisors/resident clinical faculty; the use of two-way journals, the development of a teaching portfolio, professional development plan and Impact on Student Learning Component,

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Interns will receive regular formative feedback regarding their performance from the directing teacher(s) and college supervisors/resident clinical faculty throughout the internship experience. This verbal and written feedback is designed to assist the intern in maintaining effective behaviors and in reducing/changing ineffective ones. The written feedback also serves to document progress during internship.

Summative evaluation of the intern includes written documentation of the intern’s demonstration of the Accomplished Practices. The college supervisor/resident clinical faculty in consultation with the directing teacher determines the final grade. A grade lower than “C” reflects unsuccessful completion of the internship.

C. Internship Experiences/Tasks

Internship Experience

The internship experience is designed to provide multiple opportunities for the intern to develop and refine essential teaching competencies, link theory to practice, and develop personal theories about teaching and learning that will guide professional practice. Professional growth and development is an ongoing and never ending process which begins with internship and continues into practice as a novice teacher, developing professional, and expert practitioner.

Internship Team

The Internship Team composed of the directing teacher(s), the college supervisor/resident clinical faculty is responsible for planning, implementing, and assessing the internship experience. The Internship Team serves as a support base for the intern as he/she progresses through internship working toward professional growth and demonstrating the Accomplished Practices. To be effective, it is important to establish a climate of trust and build rapport among team members.

The process of observation, data collection, and analysis provide a means of identifying teaching practices which need strengthening and a strategy for formulating a plan to develop expertise in the targeted areas. This is done through conferencing, developing a Professional Development Plan and an Internship Teaching Portfolio, and the Impact on Student Learning Component.

Observation and data collection provide the starting point in the professional development process. Conferring, on a regular and ongoing basis, between the intern and directing teacher, the intern and college supervisor, and the intern, directing teacher and college supervisor serves as a problem-solving and expertise-building strategy. The goal is to collaboratively solve problems the intern is experiencing and facilitate development of effective teaching practices and enhanced self-esteem. This goal is achieved by providing feedback which communicates respect for the other person by honestly describing what the observer perceives is happening and by communicating encouragement to the intern which affirms the observer’s belief that the intern has the resources and potential for successfully solving the problem.

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Mentoring

Mentoring interns as they begin teaching is a challenging task. There is no “one plan” that will fit all circumstances. However, frequent feedback throughout the internship experience will assist in professional growth. One must remember that the intern is learning to be a teacher. An intern is expected to make some mistakes. The Internship Team is in a position to help the intern learn from these mistakes and develop strategies which will minimize and/or prevent them in the future. One of the most effective methods of assessing changes in behavior is through self-assessment. Interns should be encouraged to look at themselves objectively and to assess their strengths and weaknesses. Regular conferences with the directing teacher and a professional development plan help to facilitate self-assessment.

Professional Development Plan

Cooperatively, the intern, directing teacher and college supervisor/resident clinical faculty create a Professional Development Plan. Included in this plan are enabling activities which will help the intern strengthen areas of weakness; identify target dates; and record completion dates. New sections of the plan are added each time the intern is observed. The format for the Professional Development Plan is located in the appendices.

A critical element of the Professional Development Plan is the identification of the type of problem the intern is experiencing. Identifying the nature of the problem will assist members of the Internship Team develop appropriate strategies in solving the problem or strengthening the teaching competency. The nature of the problem might include one or more of the following:

knowledge of subject matter lack of awareness on the part of the intern inability to develop effective strategies to solve an identified problem hesitation to see or use different alternatives communication or interpersonal skills poorly developed or poorly executed teaching strategies mismatch between teaching episodes and selected teaching behavior insufficient or inappropriate use of instructional materials, physical space, or equipment mismatch between instructional goals and selected teaching strategies or instructional

activities management of the classroom difficulties not associated with classroom performance

Collection of data to address the identified concern/problem is the second step. One critical question which needs to be asked is, “What data would be most useful to help solve the problem?” Most often, informal data are the most useful. This might include:

direct observation two-way journals or reflective journals between the intern and members of the Internship

Team

-17- written narrative of verbal flow between intern and students

various informal observation instruments various informal observation instruments from Clinical Educator Training

A well conducted observation usually results in the collection of a large amount of data. If all the information is presented at one time, it may be overwhelming and confusing rather than helpful. Therefore, members of the Internship Team must carefully select the data which will be the most useful.

Before fine-tuning specific instructional strategies, interns must focus on establishing a classroom atmosphere that is conductive to teaching and learning. This usually involves gaining confidence and skill in managing students, materials and the environment. During the initial stages of internship, it is useful to complete observations which focus on setting and reinforcing class rules; ways to establish a positive classroom environment; effective and efficient ways to distribute materials, and organize students for instruction; and ways to develop rapport with students.

A second area of importance is the planning of instruction. Lesson plans not only help the intern conceptualize what he/she will do, but they provide an important form of communication for members of the Internship Team about the intern’s thoughts and ideas. Particularly helpful feedback will address the clarity of directions provided by the intern for instructional episodes, the amount of time on task by students in the class; the amount and accuracy of performance feedback given to students by the intern; and posing questions to the intern which will help the intern reflect on the link between what the intern was trying to accomplish and what was actually accomplished by his/her students.

Finally, feedback on refinement of specific teaching skills and strategies is essential. The Internship Team can assist the intern in planning and implementing a variety of teaching strategies. This may involve demonstration lessons on the part of the directing teacher/or college supervisor/resident clinical faculty. Concrete examples of appropriate and inappropriate behavior are particularly useful as is the use of videotaping.

As the Internship Team considers what kind of entries to make in the Professional Development Plan, the following guidelines may be useful:

most necessary to improve most in need of immediate action most appropriate for long range improvement most related to targeted competencies most related to intern’s self-identified needs easiest to improve

-18-Thinking through possible solutions to the problems is an important pre-conference step for members of the Internship Team. Possible activities might include reading specific materials, demonstrating a targeted teaching skill for the intern; attending workshops; completing case

studies which demonstrate targeted behaviors; creating ways in which a specific skill will be practiced in future lessons; critiquing a skill via videotape; team teaching with the intern; or role playing.

Conference Guide for the Internship Team

It is advisable for the directing teacher and intern to set aside a predetermined time each week to assess the week’s events; plan for the week ahead; discuss possible teaching strategies and materials; discuss specific problems which have occurred; identify and assess areas of teaching which have been successful and others needing improvement; and to make an entry into the intern’s Professional Development Plan.

Knowing the right questions to ask facilitates conducting conferences. Listed below are a series of questions that might be used as starting points for discussion among the members of the Internship Team.

Academic Preparation, Instructional Planning, and Teaching Effectiveness

1. In what ways have you demonstrated an in-depth understanding of the subject area including concepts, facts and interrelationships of ideas, background and supporting information and resources? Can you give some examples from the lesson(s) you plan to teach or have taught?

2. In what ways do your lesson plans show creativity in selecting and developing activities to achieve goals?

3. How do you know your lesson “matches” the objectives you have for your students?

4. In what ways have you provided for individual differences, learning styles, and special needs among students in your lesson(s)?

5. How do your lessons document a variety of teaching techniques?

6. What evidence documents that you effectively implement your lesson plans? What criteria do you use to assess your effectiveness?

7. What kinds of resources, other than the text book, have you used in planning and implementing your lessons?

8. In what ways do your lessons allow for students to be actively engaged? What is the nature of that engagement?

-19-9. In what ways have you integrated multicultural education and/or technology into the

learning environment you create in your classroom?

10. In what ways do your assessment instruments reflect your lessons’ objectives?

11. How have you used evaluation results in planning future instructional activities?

12. Select one instructional decision you had to make today/this week. Describe your rationale for the decision, how you modified your actions based on the result of your decision, and what you might have done differently.

13. In what ways have you used questioning strategies in your instruction? Have you asked a variety of questions? Have you considered wait time prior to securing responses? Do you direct your questions to a wide variety of students?

Classroom Management

1. What are your classroom rules/guidelines? What criteria did you use in selecting classroom rules?

2. In what ways have you helped your students develop self-control and self-discipline?

3. Give an example of a disruption and how you dealt with the problem. How might you have handled the problem differently?

4. What are the characteristics of a “positive classroom atmosphere”? How will you know when you have created one?

5. How do you plan to create and maintain a positive classroom atmosphere?

6. How will you go about earning and sustaining the respect of your students?

Communication Skills

1. By reviewing an audio and/or video tape of your teaching, do you consistently employ appropriate grammar and vocabulary level with your students?

2. What evidence do you have that you write in a clear, legible and organized manner in a wide range of settings?

3. How might you assess the quality and clarity of your oral and written directions to students?

-20-4. What has been the most effective strategy you have used in conducting conferences with

parents/guardians?

5. How often and under what circumstance do you call your students’ parents/guardians?

Professional Characteristics

1. How might you establish a positive rapport with colleagues?

2. Do you actively participate in school functions beyond regular classroom duties?

3. In what ways have you demonstrated your ability to carry out school-related tasks promptly and effectively?

4. In what ways have you demonstrated the professional norms of collegiality, experimentation and risk-taking, reflectivity, multicultural sensitivity, teacher-as-decision-maker, and commitment to the profession?

5. In what ways have you demonstrated your ability to use problem-solving, critical thinking and teamwork in carrying out your professional responsibilities?

Sample Weekly Sequence of Internship

It is often difficult to plan how the internship experience might unfold. Listed below is a sample plan for involving the intern in activities throughout the internship. It should be noted that this is merely a guide which can and should be modified by individual Internship Teams.

Week 1

Observation: The majority of the time spent in the classroom this first week will be in focused observation. Interns should be observing how specific

teaching behaviors and teaching strategies are managed as well as gaining familiarity with the students, curriculum, and partner school (see Appendices for sample observation and reflection questions).

Participation: Take attendance; assist teacher in gathering instructional materials; workwith students on a one-on-one basis; identify first teaching

assignment and begin gathering needed instructional materials.

Planning: Review and discuss lesson plans developed by the directing teacher.Develop plans to assume first teaching assignment.

Evaluation/ Discuss daily instructional program and classroom events each day. Feedback: Conduct predetermined Debriefing Conference.

-21-Week 2

Observation: Continue focused observations, decreasing amount of time observing and increasing instructional assignments.

Participation: Continue and increase instructional, routine, and supplemental non-

teaching activities.

Planning: Continue reviewing and discussing plans developed by the directing teacher. Become familiar with year-long goals and identify

intern’s role in achieving these goals. Identify and plan teaching assignments for Weeks 3 – 14. Prepare daily lesson plans for directing teacher’s review and approval.

Teaching: Assume responsibility for teaching one class or subject.

Evaluation/ Discuss instructional program, specific assigned teaching responsibilities, Feedback: and particular happenings during the week. Conduct Debriefing

Conference. Directing Teacher provides formative feedback regarding Accomplished Practices. Develop initial Professional Development Plan (see Appendices for sample plan).

Impact on Identify concept/skill that will be the focus of your Impact on StudentStudent Learning: Learning.

Week 3 - 5

Observation: Continue focused observation format decreasing amount of time observing and increasing instructional assignments and duties.

Participation: Continue participation in all areas of teaching responsibility.

Planning: Plan for instruction with approval of directing teacher. Continue daily review of plans. Review and modify long-range teaching plans for

weeks 3 to 12. Prepare daily lesson plans. Prepare unit plans.

Teaching: Assume responsibility for additional teaching assignments in a gradual manner to assume full responsibility by Week 6.

Evaluation/ Continue daily informal feedback conferences. Conduct one DebriefingFeedback: Conference each week. Directing teacher provides formative feedback

regarding Accomplished Practices. Update Professional Development Plan each week. Review Teaching Portfolio entries.

-22-Impact on Identify and/or create a means to access student proficiency with theStudent Learning: student concept/skill. Obtain, organize, and analyze base line data.

Identify students’ level of proficiency with the concept/skill. Developplan and materials to move students toward proficiency with the concept/

skill.

Weeks 6 – 16

Observation: Observations should be on an as needed basis for professional growth. Participation: Assume teaching responsibility for entire instructional day in all areas.

Planning: Assume planning responsibility for entire instructional program. Continuedaily review of plans/progress with directing teacher. Prepare daily

lessons plans for Weeks 6 – 16 for directing teacher’s review and approval. Refine and revise unit plans for review and

approval.

Teaching: Assume full teaching responsibility except for those groups/children who need to continue to be guided by the directing teacher.

Evaluation/ Continue informal conferences. Directing teacher provides formativeFeedback: feedback on Accomplished Practices. Conduct one Debriefing

Conference each week. Update Professional Development Plan and

Teaching Portfolio each week.

Impact on Implement plans and reassess students’ proficiency with the concept/Student Learning: skill.

Week 16

Teaching responsibility is gradually returned to the directing teacher. During the last two (2) days of internship it is desirable for interns to observe in other classrooms and other levels. All planning arrangements must be discussed and approved in advance by the directing teacher and the college supervisor/resident clinical faculty. Interns should continue to work in their schools and classrooms until the last day of the internship.

Lesson Plans

Lesson planning is a very important part of being an effective teacher. It is important to recognize that many classroom management problems stem from a lack of planning for development and implementation of subject matter, the lack of modification of teaching strategies, activities or curriculum to meet individual needs of students, or lack of rapport between the teacher and students.

-23-Several lesson plan formats may be used during the internship experience. Several examples of lesson plan formats are located in the Appendices. Lessons plans completed by COEHS interns are more detailed than those used by experienced teachers. This is an outcome of the intern’s

inexperience in planning and conducting teaching episodes. By using a more detailed format, interns learn to judge time requirements of various learning activities, are more likely to use higher order questions when leading student discussions, and are better prepared to predict and therefore prepare for unanticipated outcomes which may take place during the class.

Lesson plan development and implementation should be discussed weekly during the Debriefing Conference.

Teaching Portfolios

The Teaching Portfolio provides authentic evidence about the intern’s teaching effectiveness over time. The material included in the portfolio is selective and presents a clear, coherent case of demonstrated teaching competence. Competence is not only performance-based, it is an ongoing learning process. As a result, the Teaching Portfolio is an ongoing document, continually in a state of development. It documents the intern’s growth and development as a novice and beginning teacher. The Teaching Portfolio is organized around the State of Florida’s Accomplished Practices. Included in each teaching portfolio is the intern’s Professional Development Plan and Impact on Student Learning documentation.

Teaching portfolios should include documentation from the following areas:

Clinical Content Goals Philosophy of Education Ability to differentiate instruction Ability to use data to inform planning and teaching Meeting the needs of all students Instructional Design and Lesson Planning Managing the Learner and the Learning Environment Instructional Delivery and Facilitation Assessment Continuous Professional Improvement Professional Responsibility and Ethical Conduct Reflection and Analysis Impact on Student Learning

Teaching portfolios provide opportunities for interns to document their levels of teaching competence. As interns complete their portfolios, they are required to reconsider and apply major concepts developed throughout their teacher preparation program. In addition, they include concrete examples of the intern’s teaching performance through the use of work samples, video clips, lesson plans, intern accomplishments, and intern assessment instruments.

-24-Teaching portfolios should reflect the important activities that take place in the classroom. Unit planning, daily lessons, student evaluations, student work samples and professional exchanges with parents and other colleagues can be demonstrated. Both artifacts of teaching and learning as well as written reflections on the meaning of those experiences should be included. Portfolio requirements and rubric can be found in the Appendices.

D. Internship Responsibilities and Documentation

Each member of the internship team is responsible for the completion of several documentation instruments. Copies of documentation instruments are available from the Office of Educational Field Experiences or may be duplicated from samples included in this handbook. As data are collected, they should be shared with all members of the internship team including the intern, the directing teacher(s), and the college supervisor/resident clinical faculty as part of the ongoing feedback process. Completed assessment instruments are to be returned to the Office of Educational Field Experiences. Documentation checklists for interns, directing teachers, and college supervisors/resident clinical faculty can be found in the Appendices.

Responsibilities of the Intern

Become familiar and follow the calendar of the cooperating school. Follow the daily time schedule established for the school and school personnel.

Be punctual!!! Consistent tardiness is inexcusable. Maintain regular attendance. Report every absence to the directing teacher, the college

supervisor and the Office of Educational Field Experiences. Extended absences due to illness should be communicated to the Director of Educational Field Experiences. Excessive absences can lead to a discontinuation or an extension of internship.

Establish a positive working relationship with the college supervisor/resident clinical faculty, directing teacher, and all school personnel.

Perform the same teaching and non-teaching duties as the directing teacher. Organize the planning and implementation of instruction. Lesson and unit plans must be

prepared and submitted to the directing teacher in advance to offer suggestions and/or give approval to the plans.

Use the corrective feedback and suggestions given by the directing teacher and the college supervisor/resident clinical faculty to become a reflective practitioner.

Furnish the college supervisor with a classroom schedule. Record time in the Record of Intern Hours Log. Turn in all intern paperwork (Record of Intern Hour Log, Intern’s Record of UNF

Supervisor’s Visit (4) to the Office of Educational Field Experiences. Develop and implement a Professional Development Plan. Complete all assignment/requirements of the directing teacher and college

supervisor/resident clinical faculty. Prepare a teaching portfolio that highlights the major activities and accomplishments of

the internship experience including impact on student learning. Attend and participate in all intern seminars. Be professional at all times.

-25-Responsibilities of the Directing Teacher

Model effective classroom instruction. Familiarize the intern with the classroom, school, and community. Orient the intern to school and classroom policies, practices, routines, and the curriculum.

Clarify the intern’s roles and responsibilities at the start of the internship experience. Tell the intern what is expected, when and why.

Assist the intern in instructional planning. Observe and coach the intern in the classroom as a means of improving their teaching, management, and assessment skills. Offer technical feedback in a positive and constructive manner.

Provide formative and summative feedback on lesson/unit planning and implementation. Becoming a teacher is a gradual process. The intern is a learner on a continuum and

needs guidance and support. Be patient with the intern. Offer lots of encouragement. Interns will differ in their ability to take on responsibilities. Just as children have individual difference so do interns. Phase the intern in gradually.

Help the intern to locate resources and materials. Invite the intern to engage in reflective self-evaluation. Ask questions. Encourage the

intern to describe, evaluate, and refine his/her teaching. Confer regularly with the intern and the college supervisor/resident clinical faculty

concerning the intern’s progress. Identify weaknesses early and design strategies for remediation.

If conflicts or problems arise, discuss them confidentially with the intern and the college supervisor/resident clinical faculty.

Participate in university sponsored sessions for directing teachers. Complete all necessary paperwork regarding the preparation and performance of the

intern and return it to the Office of Educational Field Experiences.

Responsibilities of the College Supervisor/Resident Clinical Faculty

Serve as a liaison between the College of Education and Human Services and the cooperating school.

Interpret University policies, procedures, and requirements to all personnel involved in the internship experiences.

Know the criteria to be used in assessing the intern’s performance. Observe the intern’s teaching (minimum of four observations plus a get acquainted

visit). Complete all appropriate assessment instruments. Confer prior to and following each observation. Share the information with the intern

and directing teacher. This will assist the intern in evaluating teaching strengths and weaknesses.

Plan with the intern and the directing teacher specific areas that will receive attention in subsequent observations (Professional Development Plan).

Conduct midterm and final evaluations of the intern’s performance.

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Conduct their group seminars and allow interns to exchange ideas, feelings, and perspectives with peers.

Assist the intern with the development of their teaching portfolio including the Impact on Student Learning Component.

Assign a grade for the internship after consulting with the directing teacher. Turn in all appropriate documentation to the Office of Educational Field Experiences.

Feedback Instruments

Included in this section is a brief description of formative and summative instruments which may be used by the college supervisor/resident clinical faculty and the directing teacher in the feedback cycle of internship. The college supervisor/resident clinical faculty completes a minimum of four formal observations during the internship experience. Any one or a combination of the following instruments may be used to provide written feedback to the intern (copies of these instruments may be found in the Appendices). Data resulting from these instruments provides input for the Professional Development Plan and the Internship Teaching Portfolio.

Intern Lesson Observation Rubric (Required)

The Intern Lesson Observation instrument uses a rubric to provide feedback on the intern’s progress in developing proficiency with the Accomplished Practices. This instrument should be used by the directing teacher and college supervisor/resident clinical faculty when assessing a lesson.

Internship Accomplished Practices Profile (Required)

The Internship Accomplished Practices Profile is the summative instrument submitted for each intern by both the college supervisor/resident clinical faculty and the directing teacher. It looks at growth over the course of the internship experience. College supervisors/resident clinical faculty must complete a mid-term and final internship profile for each intern.

Internship Professional Development Plan (Required)

After observing the intern, members of the Internship Team make an entry into the Professional Development Plan, noting areas of strength and areas needing remediation. In consultation with all members of the Internship Team, enabling activities to assist the intern in areas of weakness as well as new activities to try are identified. Timelines are established noting when the new behaviors will be demonstrated. The Professional Development Plan is an ongoing document with entries by the directing teacher each week and the college supervisor/resident clinical faculty after each observation.

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Internship Portfolio Rubric (Required)

This form is used to assess the intern’s teaching portfolio and impact on student learning component.

Report of Time Distribution and Certificate Request Form (Required of Directing Teacher Only)

The Report of Time Distribution documents the intern’s accumulated hours in the categories of observation, participation, teaching, and out of class activities during the internship experience. It is important for the directing teacher to verify the recorded number of hours accumulated in each category on a weekly basis and at the completion of the internship. The Certificate Request Form provides the Office of Educational Field Experiences with information necessary for applying for a certificate of participation.

UNF Intern College Supervision Feedback Form (Required of Directing Teacher Only)

This instrument provides feedback about the quality of supervision provided by the college supervisor/resident clinical faculty.

UNF Directing Teacher Supervision Feedback Form (Required of College Supervisor and Intern)

This instrument provides feedback about the quality of the mentoring provided by the directing teacher.

Record of Intern Hours (Required of Intern Only)

The Record of Intern Hours is used to document components of the internship experience. The Record of Intern Hours must be verified by the directing teacher on a weekly basis.

Intern’s Record of Supervisor’s Visit (Required of Intern Only)

This form documents the time that the college supervisor/resident clinical faculty has spent observing and conferencing with the intern and the directing teacher. It also provides information on topics addressed during the conference. A form should be completed for each visit by the intern.

Ongoing Feedback Instruments

Establishing and maintaining ongoing communication among members of the Internship Team is essential. The following instruments may be used to facilitate the process (copies of these instruments may be found in the Appendices).

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Weekly Report for Intern Observation

This instrument may be used for informal observation and feedback.

Two Way Journals

Another effective communication tool is the use of a two way journal between the intern and college supervisor/resident clinical faculty. The members of the internship team record critical incidents, informal observation notes, shared feelings, and self- assessments. These entries are then responded to by one of the journal partners.

Reflection/Self Assessment Instruments

These instruments may assist in facilitating the reflection process with interns (copies of these instruments may be found in the Appendices).

Helping Interns with Self-Evaluation

Guidelines for interns to assess their own teaching competence and reflect about their teaching using video and audio taping.

Guidelines for Evaluating Your Videotaped Lesson

Guidelines are provided to assist members of the Internship Team assess teaching skills and strategies. Guidelines are designed to assist team members in recognizing strengths and providing suggestions in thinking about areas which need improvement.

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APPENDIX A

Assessment of Internship Performance

Introduction

The internship experience is organized around the State of Florida’s Accomplished Practices. Each intern with the assistance of the college supervisor/resident clinical faculty and the directing teacher will develop a teaching portfolio. This portfolio will help document the intern’s demonstration of the Accomplished Practices and Impact on Student Learning. Included in the portfolio is the Professional Development Plan. This diagnostic and prescriptive plan assists interns in identifying areas of strength and areas of improvement. Enabling activities to help with areas that need improvement are enumerated. Tentative target dates are established and actual completion dates are recorded. It is advisable for the directing teacher and the intern to have a scheduled time each week to review the week, plan for the coming week, discuss problems and events, and update the Professional Development Plan.

A checklist of responsibilities is provided in the Appendices to assist the intern in keeping on task. The intern is expected to complete all items on the checklist and to keep paperwork up to date. Upon completion of the internship experience, the intern will turn in to the Office of Educational Field Experiences all required items.

Evaluation of Grade Reporting

During the internship experience the college supervisor/resident clinical faculty and the directing teacher will monitor each Accomplished Practice and the respective indicators. Any component of the practices not demonstrated at a minimum level of proficiency should be remediated as soon as possible. All indicators must be met at the on target level to successfully pass internship.

Oral Expression

Interns are expected to communicate verbally in a competent and logical manner using Standard English. Communication should be appropriate for the level and ability of the students being taught.

Written Expression

On all written work, interns are to express themselves clearly and correctly using Standard English. Papers containing excessive errors (grammatical, spelling, typographical) will not be accepted for evaluation purposes.

-30-

Grade Determination

The final grade in internship will be based upon the following guidelines and will be given by the college supervisor/resident clinical faculty with input from the directing teacher.

timely submission of and performance on all assigned and mutually agreed upon tasks, successful completion and achievement of the Internship Accomplished Practices Profile, completion and submission of all required documentation, successful completion of Teaching Portfolio (including Impact on Student Learning) and

Professional Development Plan, attendance and participation at all intern seminars, successful display of professionalism throughout internship.

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APPENDIX B

COLLEGE SUPERVISOR CHECKLIST

____ Attend the College Supervisors’ Orientation.

_____ Read the Internship Handbook. Know your role as a supervisor and the role of the directing teacher and the requirements for your interns.

_____ Communicate regularly with the Office of Educational Field Experiences, the directing teachers, and your assigned interns.

____ Refer to the Intern Calendar for important dates.

____ Make an introductory visit to the schools where your interns are placed.

____ Orient your interns and their directing teachers to your expectations and develop a calendar of visits.

____ Maintain a folder on each intern assigned during the term. The folder should contain appropriate documentation and evaluations of the intern’s performance and progress during the term.

____ Conduct a minimum of four observations for each intern supervised using the Intern Lesson Observation Rubric.

____ Schedule and conduct three seminars with your interns.

____ Develop in cooperation with the intern and the directing teacher a Professional Development Plan and make ongoing entries after each observation.

____ Assist the intern in the creation and development of their Teaching Portfolio.

____ Complete the Internship Accomplished Practices Profile for the midterm and final evaluations. Share the results with the intern and the directing teacher.

____ After consultation with the directing teacher, assign a midterm and final grade for theInternship. Turn in the official grade to the Office of Educational Field Experiences.

____ Complete the College Supervisor’s Evaluation of the Directing Teacher.

____ Turn in all documentation to the Office of Educational Field Experiences as completed.

____ Turn in mileage documentation for reimbursement at the midterm and at the end of thesupervision period according to the deadlines provided. Please note that not adhering to deadlines for submission of travel can result in non-reimbursement.

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DIRECTING TEACHER CHECKLIST

______ Attend the Directing Teacher’s Orientation meeting.

______ Read the Internship Handbook. Know you role, the role of the college supervisor, and the requirements of your intern.

______ Communicate regularly with your intern and the college supervisor.

______ Orient your intern to your expectations and school policies and practices.

______ Monitor and respond to the intern’s reflections in their reflective journal (two way notebook).

______ Make observations of the intern’s teaching using the Intern Lesson Observation Rubric. Minimum of 2 formal observations is required.

______ Develop in cooperation with the intern and college supervisor a Professional Development Plan and make ongoing entries after each observation.

______ Assist the intern in the creation and development of his/her Teaching Portfolio.

______ Complete the Internship Accomplished Practices Profile for the midterm and final evaluations. Share the results with the intern and the college supervisor.

______ Check your intern’s Record of Intern Hours for accuracy and completeness on a regular (weekly) basis.

______ Provide input to the college supervisor concerning the intern’s final grade.

______ Complete the Directing Teacher Report of Time Distribution and Certificate Request Form.

______ Complete the UNF Program Supervision Form and Directing Teacher’s Survey (online)

______ Turn in all documentation to the Office of Educational Field Experiences as completed and no later than the due dates listed in the Documentation Checklist Memo.

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INTERN CHECKLIST

______ Attend the Intern Orientation.

______ Participate in an initial meeting with college supervisor/resident clinical faculty.

______ Attend all seminars prior to reporting to school site.

______ Read the Intern Handbook.

______ Demonstrate proficiency with the Accomplished Practices and Impact on Student Learning through the development of a professional teaching portfolio, professional development plan, classroom observations, and internship profile.

______ Turn in the Intern’s Record of Supervisor’s Visit (4) to the Office of Educational Field Experiences.

______ Successfully complete all college supervisor/resident clinical faculty seminars.

______ Attend final internship exit seminar.

______ Complete all online surveys.

______ Complete during exit seminar the Evaluation of College Supervisor and Evaluation of Directing Teacher.

______ Successfully complete a professional teaching portfolio.

______ Successfully complete a professional development plan.

______ Turn in Record of Hours Log to the Office of Educational Field Experiences.

______ Turn in Impact on Student Learning CD and hard copy to the Office of Educational Field Experiences at exit seminar.

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APPENDIX C

Intern Lesson Observation Rubric

Name_______________________ School________________________ Grade/Subject________________ Date______________ Time___________

Observation Number ______ Lesson Topic_____________________ Check One: Directing Teacher _____ Supervisor_____

Accomplished Practice 1 Instructional Design and Lesson PlanningElement/AP Indicator On Target Developing Unsatisfactory Rating/Comments

Preparation for Teaching1a

Lesson plan is available for review in advance of the designated deadline.

Lesson plan is available for review the day of the lesson.

Plan is not available for review prior to teaching the lesson.

OT D U

Appropriate preparations for teaching the lesson are demonstrated (research, practice, materials, organization, etc.)

Some elements of preparation are not evident and/or need more work.

Very little to no preparation has been made for teaching the lesson.

OT D U

Establishing Instructional Outcomes1a

Instructional outcomes are closely linked to state standards and are measureable.

Instructional outcomes are loosely linked to state standards and/or are not all measureable.

Instructional outcomes are not based on state standards or are not measureable.

OT D U

Instructional outcomes reflect a high degree of rigor and are appropriate for all students.

Instructional outcomes show moderate rigor and are appropriate for some students.

Instructional outcomes represent a low level of learning and/or are not suitable for the majority of students.

OT D U

Designing Coherent Instruction1b, 1c, 1f

Learning experiences and tasks are aligned with instructional outcomes.

Learning experiences and tasks are partially aligned with instructional outcomes.

Learning experiences and tasks are poorly aligned with instructional outcomes.

OT D U

Learning experiences and tasks are designed to engage students in rigorous learning.

Some learning experiences and tasks engage students in rigorous learning.

Few learning experiences engage students in rigorous learning.

OT D U

Lesson plan is well structured and sequenced based on plan requirements.

Lesson plan exhibits a recognizable attempt at structure and/or there are some problems with the lesson sequence.

Lesson plan exhibits minimal structure and/or there are major problems with the lesson sequence.

OT D U

Designing Student Assessment1d, 4b, 4d

Assessments are aligned with instructional outcomes.

Assessments are partially aligned with instructional outcomes.

Assessments and instructional outcomes are not aligned or no assessments are provided.

OT D U

Clear criteria or standards are given for assessing student performance.

Criteria or standards for assessing student performance are vague and/or are not relevant to the assessment task.

Criteria or standards are not present to assess student performance and/or are poorly developed.

OT D U

On Target Developing Unsatisfactory Rating/CommentsVaried and appropriate formative assessments are used to monitor student learning.

There is limited variation in the types of formative assessments used to monitor student learning and/or some aspects of the assessments are inappropriate.

No attempt is made to use formative assessments to monitor student learning.

OT D U

Assessment tasks are appropriately differentiated to match the needs of all students.

Assessment tasks are appropriately differentiated to match the needs of a majority of students.

Little to no differentiation of assessment tasks is evident and/or is inappropriate for many students.

OT D U

Use of Student Data in Planning1e, 4a, 4c

Uses student data to determine students’ knowledge, skills, and needs in planning whole class, group and/or individual instruction.

Limited use of data to determine students’ knowledge, skills, and needs or data is not used correctly in planning instruction.

Makes no use of student data to determine students’ knowledge, skills, and needs to plan instruction.

OT D U

Accomplished Practice 2 The Learning EnvironmentElement/AP Indicator On Target Developing Unsatisfactory Score/Comments

Managing Classroom Procedures2a

Little or no instructional time is lost because routines and rituals are in place and occur smoothly.

Some instructional time is lost due to ineffective routines and rituals or inconsistency with implementation.

A majority of instructional time is lost due to inefficient or nonexistent routines and rituals.

OT D U

Transitions from one experience or task to another are smooth and timely.

Procedures for transitions are in place but are not implemented effectively.

Transitions are not made between experiences and/or tasks.

OT D U

Materials Distribution2a

Procedures for distribution of materials are in place and occur smoothly with little loss of instructional time.

Procedures for distribution of materials are not clear and/or function moderately well but with some loss of instructional time.

No procedures are in place for distribution of materials or materials are inefficiently distributed resulting in a significant loss of instructional time.

OT D U

Organizing the Physical Environment2a

The physical arrangement is safe and appropriate for the learning experiences.

There are some instances when the physical environment is unsafe and/or the arrangement is not conducive to the learning experiences.

The physical arrangement is unsafe and/or alignment between the physical arrangement and the learning experiences is poor.

OT D U

Managing Instructional Groups2a

Small group work is well organized and most students are productively engaged in learning while not directly working with the teacher.

Small group work displays some disorganization. Students in some small groups are productively engaged in learning while not working directly with the teacher.

Small group work displays no organization or is not evident. Students not directly working with the teacher are not productively engaged in learning.

OT D U

Element/AP Indicator On Target Developing Unsatisfactory Rating/CommentsManaging Student Behavior2b

Standards of conduct for student behavior are clear with well-defined consequences.

Some standards of conduct are evident. Not all consequences are clear.

Standards of conduct for student behavior and/or consequences have not been established or are not evident.

OT D U

Student behavior is consistently monitored against the standards of conduct.

An attempt is made to monitor and respond to student behavior but these efforts are not always successful or are inconsistent. Some student behavior goes unnoticed.

There is little to no monitoring of student behavior. There is little to no awareness of what the students are doing.

OT D U

Positive behavior is reinforced. Most off task, inappropriate, or challenging behavior is addressed efficiently.

Positive behavior is not consistently reinforced. Some off task, inappropriate, or challenging behavior is addressed.

Positive behaviors are not recognized or reinforced. Off task, inappropriate, or challenging behavior is not efficiently addressed or addressed at all.

OT D U

Intern responses to behaviors are appropriate and respectful.

Some intern responses to behaviors are inappropriate.

Intern responses to behaviors are repressive and or disrespectful.

OT D U

Inappropriate and off task behavior has little impact on student learning.

Inappropriate and off task behavior has some negative impact on student learning.

Inappropriate and off task behavior has a significant negative impact on student learning.

OT D U

Uses behaviors associated with “withitness” effectively and consistently.

Uses some behaviors associated with “withitness” but not always effectively or consistently.

Does not display “withitness.” OT D U

Setting High Expectations2c

High expectations are set and communicated to all students.

Expectations are of a moderate degree of rigor.

Minimal expectations are set for the majority of students.

OT D U

Creating an Environment of Respect and Rapport2d, 2f

Teacher/student interactions are polite, respectful and demonstrate caring appropriate for the developmental level.

Teacher/student interactions are generally appropriate but may reflect occasional inconsistencies, conflict, and insensitivity and/or are not always developmentally appropriate.

Teacher/student interactions are negative, inappropriate and/or insensitive. Interactions are characterized by sarcasm, demeaning behaviors, and/or constant conflict and/or are not developmentally appropriate.

OT D U

Communication2e

Expectations, instructions, procedures, and/or explanations are clear and well thought out.

Expectations, instructions, procedures, and/or explanations are generally clear or there is some initial confusion. More thought is needed.

Expectations, instructions, procedures, and/or explanations are unclear or confusing.

OT D U

On Target Developing Unsatisfactory Rating/CommentsVerbal and written communication is clear, correct, conforms to standard English, and is appropriate for students’ developmental level.

Verbal and written communication contains some errors and/or is not completely appropriate for students’ developmental level.

Verbal and written communication contains many errors and/or is inappropriate for the students’ developmental level.

OT D U

Accomplished Practice 3 Instructional Delivery and FacilitationElement/AP Indicator On Target Developing Unsatisfactory Rating/Comments

Engaging Students in Learning3a

Tasks, experiences, activities, materials and/or grouping arrangements are appropriate and result in high intellectual engagement for all students.

Some tasks, experiences, activities, materials, and/or grouping arrangements are not appropriate and result in moderate intellectual engagement.

Many tasks, experiences, activities, materials, and /or grouping arrangements are inappropriate and result in little intellectual engagement.

OT D U

Pacing of the Lesson3a

The lesson is paced appropriately to permit time for reflection and closure.

The lesson is either paced too fast, too slow, or inconsistently.

No attempt at pacing is evident in the lesson.

OT D U

Instructional Transitions3a

Transitions occur smoothly with little to no loss of instructional time.

Only some transitions are efficient, resulting in some loss of instructional time.

Transitions are chaotic with significant time lost between activities or lesson segments.

OT D U

Accuracy of Presented Subject Matter3b

Information presented during the lesson is accurate.

Some errors in the information presented during the lesson.

Many errors in the accuracy of the information being presented.

OT D U

Identifying Gaps in Students’ Knowledge3c

Student preconceptions and misconceptions are identified using varied diagnostic strategies (i.e. questions, work samples, writing samples, etc.).

Some student preconceptions and misconceptions are identified and/or diagnostic strategies used are not varied.

Student preconceptions and misconceptions are not recognized and/or no attempt is made to identify them.

OT D U

Modifying Preconceptions and Misconceptions3d

Student preconceptions and misconceptions are modified using appropriate conceptual change processes.

Attempts are made at modifying some preconceptions and misconceptions but are not always effective or consistent.

No attempt is made to modify student preconceptions and misconceptions.

OT D U

Relevancy and Integration3e

Consistently links subject matter to relevant life experiences.

Occasionally links subject matter to relevant life experiences.

Rarely links subject matter to relevant life experiences.

OT D U

Integrates material from other disciplines into teaching and activities.

Material from other disciplines is minimally integrated into the lesson.

No attempt is made to integrate material from other disciplines into the lesson.

OT D U

Element/AP Indicator On Target Developing Unsatisfactory Rating/CommentsQuestioning Techniques3f

Many higher order questions are posed. The majority of questions demand a high level of cognitive challenge.

The majority of questions are low level. A few questions require a high degree of cognitive challenge.

Questions are used infrequently or not at all during the lesson. Most questions are of poor quality with a low cognitive challenge and/or require single responses.

OT D U

Adequate time is consistently provided throughout the lesson for students to respond to questions.

Wait time is erratic. Sometimes adequate time is provided.

Questions are asked in rapid succession. No wait time is given.

OT D U

The majority of students are successfully engaged in the class discussion.

Attempts are made to engage all students in the class discussion but with limited success.

Student participation is extremely limited (a few students) or nonexistent.

OT D U

Knowledge of Resources and Technology2g, 2i, 3g

Additional resources and technology are used to enhance student knowledge and instruction. Resources and technology have a direct link to the material being taught.

A limited attempt at using additional resources and technology to enhance student knowledge and instruction is made. Some resources and technology might not be connected to the lesson.

No attempt to use additional resources or technology to enhance student knowledge or instruction is evident.

OT D U

Instructional Strategies3g

A wide variety of content appropriate strategies is used throughout the lesson to ensure student success.

A limited repertoire of strategies is used during the lesson and/or not all strategies are content appropriate.

Only one strategy is used and/or is not content appropriate.

OT D U

Strategies are changed when they are not producing the desired results.

There is some evidence of flexibility when a strategy is not working.

There is no change in strategy when it is demonstrated to not be working.

OT D U

Differentiation of Instruction2h, 3h

Multiple levels of differentiated instruction (student needs, learning styles, ESOL, etc.) take place during the lesson.

A limited attempt is made at differentiating the instruction for some students during the lesson.

No attempt is made to differentiate the instruction. All students are expected to learn and complete the same tasks in the same manner.

OT D U

Providing Feedback3i

Specific praise is used selectively and effectively during instruction.

Some usage of specific praise. Does not consistently differentiate specific praise amongst students and/or is used ineffectively.

Specific praise is rarely or never used during the lesson.

OT D U

Element/AP Indicator On Target Developing Unsatisfactory Rating/CommentsUsing Feedback to Monitor and Adjust Instruction3j

Consistently monitors and adjusts instruction in response to student feedback during the lesson.

Monitoring and adjusting instruction in response to student feedback during instruction is limited.

Instruction is not monitored and/or adjusted in response to student feedback during the lesson.

OT D U

Adjustments are made as needed to plans, questions, and needs during the lesson. Teachable moments are capitalized on during the lesson.

Attempts to modify the lesson and respond to student questions and needs are met with limited success.

Instructional plans are strictly adhered to even when a change would improve the lesson or respond to student questions and needs.

OT D U

Accomplished Practice 5 Continuous Professional ImprovementElement/AP Indicator On Target Developing Unsatisfactory Rating/Comments

Receptivity to Feedback5c, 5e, 5f

Feedback on the lesson is actively solicited and fully acted upon.

Feedback on the lesson is accepted with some reluctance (defensive, making excuses, etc.) and/or some feedback is not fully acted upon.

Feedback on the lesson is resisted and/or not acted upon.

OT D U

Accomplished Practice 6 Professional Responsibility and Ethical ConductElement/AP Indicator On Target Developing Unsatisfactory Rating/Comments

Professional Concern for Students6c

The intern is active in serving the majority of students’ needs as they arise during the lesson.

Attempts to serve some students’ needs are made during the lesson and/or are not served effectively.

Intern is not alert to students’ needs or makes no attempt to meet recognized needs.

OT D U

Professional Attitudes6c

Demonstrates enthusiasm and a positive attitude towards teaching the lesson.

There are moments during the lesson where a lack of enthusiasm is exhibited and/or a negative attitude is evident.

Lack of enthusiasm and/or negative attitude towards teaching is displayed throughout the lesson.

OT D U

Date _______________ College Supervisor _________________________________

Date _______________ Directing Teacher __________________________________

Date _______________ Intern ____________________________________________

White Copy Office of Educational Field Experiences Yellow Copy Intern

Pink Copy College Supervisor Goldenrod Copy Directing Teacher

Revised 6/2013

Intern Accomplished Practices Profile

Check One: _____Midterm _____Final

Check One: _____ Directing Teacher ______ College Supervisor

Name _________________________________ School __________________________ Grade/Subject ____________________

Use blue or black ink only.

Accomplished Practice 1: Instructional Design and Lesson Planning1a. Aligns instruction with state adopted standards at the appropriate level of rigor.

On Target Developing Unsatisfactory Rating/CommentsInstructional planning is consistently aligned with standards at an appropriate level of rigor.

Instructional planning is only partially aligned with standards and/or not always at an appropriate level of rigor.

Instructional planning is rarely aligned with standards and/or represents a low level of rigor.

OT D U

1b. Sequences lessons and concepts to ensure coherence and required prior knowledge.On Target Developing Unsatisfactory Rating/Comments

Lessons/concepts are sequenced and well-structured leading to coherent instruction.

Some lessons/concepts are improperly sequenced and/or there are structural problems leading to a lack of coherent instruction.

Many sequencing and structuring issues with lessons/concepts. Lesson design is rarely coherent.

OT D U

1c. Designs instruction for students to achieve mastery.On Target Developing Unsatisfactory Rating/Comments

Lessons/units are consistently designed with a solid understanding of content, pedagogy, and students.

The design of some lessons/units does not always exhibit an understanding of content, pedagogy, and/or students.

The majority of lessons/units do not reflect an understanding of content, pedagogy, and/or students.

OT D U

1d. Selects appropriate formative assessments to monitor learning.On Target Developing Unsatisfactory Rating/Comments

Appropriate and varied formative assessments are routinely used to monitor learning.

Some attempts are made to use formative assessments to monitor learning but the selection of assessments is inappropriate and/or not varied.

Formative assessments are rarely used to monitor learning and/or there is heavy reliance on only one type of assessment.

OT D U

1e. Uses diagnostic data to plan lessons.On Target Developing Unsatisfactory Rating/Comments

Consistently and correctly uses diagnostic data to determine students’ knowledge, skills, and needs in planning instruction.

Some inconsistencies or inaccuracies in using diagnostic data to determine students’ knowledge, skills, and needs in planning instruction.

Makes limited or no use of diagnostic data to determine students’ knowledge, skills, and needs in planning instruction.

OT D U

1f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies.On Target Developing Unsatisfactory Rating/Comments

Learning experiences, activities, and tasks result in

Learning experiences, activities, and tasks only

Learning experiences, activities, and tasks are

OT D U

active engagement of students with relevant and challenging content and skills.

partially lead to active engagement of students and/or do not always provide relevant and challenging content and skills.

poorly developed, do little to engage students, and/or do not provide relevant and challenging content and skills.

Accomplished Practice 2 The Learning Environment2a. Organizes, allocates, and manages the resources of time, space, and attention.

On Target Developing Unsatisfactory Rating/CommentsLittle instructional time is lost because routines and rituals are in place and happen smoothly.

Some instructional time is lost due to ineffective routines and rituals or inconsistency with implementation.

A majority of instructional time is lost due to inefficient or nonexistent routines and rituals.

OT D U

2b. Manages individual and class behaviors through a well-planned management system.On Target Developing Unsatisfactory Rating/Comments

Student behavior is consistently monitored against established standards of conduct.

An attempt is made to monitor and respond to student behavior but these efforts are not always successful and/or are inconsistent.

There is little to no monitoring of student behavior.

OT D U

Consistently displays an awareness of what is occurring in the classroom.

Displays inconsistency in being aware of what is occurring in the classroom.

Displays a lack of awareness of what is occurring in the classroom.

OT D U

Inappropriate and off task behavior is effectively redirected and has little impact on student learning.

Inappropriate and off task behavior is sometimes ineffectively redirected and/or goes unnoticed. There is some negative impact on student learning.

Inappropriate and off task behavior is not redirected or is not recognized. There is significant negative impact on student learning.

OT D U

2c. Conveys high expectations to studentsOn Target Developing Unsatisfactory Rating/Comments

High expectations are consistently set and communicated to all students.

Expectations are of a moderate degree of rigor, not consistently set, and/or only set for selective students.

Minimal expectations are set for the majority of students.

OT D U

2d. Respects students’ cultural, linguistic and family background.On Target Developing Unsatisfactory Rating/Comments

Classroom interactions are appropriate and respectful of students’ cultural, linguistic and family backgrounds.

Attempts are made to take into account students’ cultural, linguistic, and family backgrounds but are inconsistent and/or not always appropriate.

Classroom interactions are insensitive or inappropriate to students’ cultural, linguistic, and family backgrounds.

OT D U

2e. Models clear, acceptable oral and written communication skills.On Target Developing Unsatisfactory Rating/Comments

Expectations, instructions, procedures, and explanations are clear and well thought out.

Expectations, instructions, procedures, and/or explanations are clarified after initial confusion. More thought is needed.

Expectations, instructions, procedures, and/or explanations are unclear or confusing.

OT D U

On Target Developing Unsatisfactory Rating/Comments

Verbal and written communication is clear, correct, conforms to standard English, and is appropriate for the students’ developmental level.

Verbal and written communication contains some errors, is not always clear or conforms to standard English and/or is not completely appropriate for the students’ developmental level.

Verbal and written communication contains many errors and/or is inappropriate for the students’ developmental level.

OT D U

2f. Maintains a climate of openness, inquiry, fairness and support.On Target Developing Unsatisfactory Rating/Comments

Teacher/student interactions are polite and respectful and demonstrate caring appropriate for the developmental level.

Teacher/student interactions are generally appropriate but may reflect occasional inconsistencies, conflict, and insensitivity or are not always developmentally appropriate.

Teacher/student interactions are negative, inappropriate and insensitive. Interactions are characterized by sarcasm, demeaning behaviors, and/or constant conflict.

OT D U

Speaks positively and encouragingly about students, school, and the community.

Occasionally does not speak positively and encouragingly about students, school, and the community.

Conversations about students, school, and the community are often characterized by negative remarks.

OT D U

2g. Integrates current information and communication technologies.2i. Utilizes current and emerging assistive technologies that enable students to participate in high quality communication interactions and

achieve their educational goals.On Target Developing Unsatisfactory Rating/Comments

Resources and technology are consistently, appropriately, and effectively used to enhance instruction and/or provide for special needs students.

Moderate use of resources and technology is made in instruction. Usage is not always appropriate and/or effective. An attempt is made to provide for special needs students via technology.

Little or no use of technology is made in instruction. Technology is ineffective and inappropriate for instructional purposes. No attempt is made to assist special needs students via technology.

OT D U

2h. Adapts the learning environment to accommodate the differing needs and diversity of students.On Target Developing Unsatisfactory Rating/Comments

Consistently modifies the learning environment in response to the varying needs of students. Modifications are appropriate and effective.

Inconsistent attempts are made at modifying the learning environment in response to the varying needs of students and/or not all modifications are appropriate or effective.

No attempt is made to modify the learning environment in response to student needs.

OT D U

Accomplished Practice 3 Instructional Delivery and Facilitation3a. Deliver engaging and challenging lessons.

3b. Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, and application of the subject matter.

On Target Developing Unsatisfactory Rating/CommentsTasks, experiences, activities, materials, and/or grouping

Tasks, experiences, activities, materials,

Many tasks, experiences, activities, materials,

OT D U

arrangements consistently result in high intellectual engagement.

and/or grouping arrangements result in students being moderately challenged intellectually.

and/or grouping arrangements result in little intellectual engagement.

3c. Identify gaps in students’ subject matter knowledge.On Target Developing Unsatisfactory Rating/Comments

Multiple strategies are used to identify gaps in students’ knowledge and skills, and misconceptions.

Some attempt is made at identifying gaps in students’ knowledge and skills, and misconceptions and/or limited strategies are used.

No attempt is made to identify gaps in students’ knowledge and skills, and misconceptions.

OT D U

3d. Modify instruction to respond to preconceptions or misconceptions.On Target Developing Unsatisfactory Rating/Comments

Gaps in students’ knowledge, skills, preconceptions, and misconceptions are consistently addressed using appropriate strategies.

Not all gaps in students’ knowledge, skills, preconceptions, and misconceptions are addressed during instruction and/or modifications are ineffective or erratic.

Gaps in students’ knowledge, skills, preconceptions, and misconceptions are not addressed during instruction.

OT D U

3e. Relate and integrate the subject matter with other disciplines and life experiences.On Target Developing Unsatisfactory Rating/Comments

Consistently links subject matter to relevant life experiences and integrates material from other disciplines into instruction.

Occasionally links subject matter to relevant life experiences and/or minimally integrates material from other disciplines into instruction.

Rarely links subject matter to relevant life experiences and/or makes no attempt to integrate material from other disciplines into instruction.

OT D U

3f. Employ higher order questioning techniques.On Target Developing Unsatisfactory Rating/Comments

Instruction consistently includes a large number of well framed questions, questions are frequently higher order, and/or questioning techniques are properly employed.

Instruction incorporates a moderate number of questions, some questions are higher order, and/or questioning techniques are not always properly employed.

Instruction rarely incorporates questions, questions are mainly of low level, and/or questioning techniques are improperly employed.

OT D U

3g. Apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction and to teach for student understanding.

On Target Developing Unsatisfactory Rating/CommentsA varied repertoire of instructional strategies (including technology) is consistently demonstrated throughout instruction.

A limited repertoire of instructional strategies is demonstrated throughout instruction and/or technology is minimally or inappropriately used.

Instructional strategies are extremely limited and/or technology is not incorporated during instruction.

OT D U

3h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students.On Target Developing Unsatisfactory Rating/Comments

Instruction consistently reflects appropriate and effective

Some instruction is differentiated and/or

Instruction is not differentiated to meet

OT D U

differentiation based on an assessment of student learning needs.

differentiation is not based on an assessment of student learning needs. Differentiation is not always appropriate or effective.

student learning needs and/or there is little understanding of how to assess student learning needs.

3i. Supports, encourages, and provides immediate feedback to students to promote student achievement.On Target Developing Unsatisfactory Rating/Comments

High quality specific feedback is given to students on an ongoing basis.

Feedback to students is erratic and/or occasionally vague.

Feedback is either rarely or not given to students on their progress and/or feedback is not specific.

OT D U

3j. Utilize feedback to monitor instructional needs and to adjust instruction.On Target Developing Unsatisfactory Rating/Comments

Consistently monitors and adjusts instruction in response to student feedback.

Monitoring and adjusting instruction in response to student feedback is limited.

Instruction is not monitored and/or adjusted in response to student feedback.

OT D U

Accomplished Practice 4 Assessment4a. Analyzes and applies data from multiple assessments and measures to diagnose students’ learning needs, inform instruction based on

those needs, and drives the learning process.On Target Developing Unsatisfactory Rating/Comments

Student data is consistently, appropriately, and effectively used to diagnose students’ learning needs and inform instruction.

Use of student data to diagnose students’ learning needs and inform instruction is sometimes inconsistent or not used effectively.

Student data is rarely used to diagnose students’ learning needs and/or is not used to inform instruction.

OT D U

4b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery.On Target Developing Unsatisfactory Rating/Comments

Formative and summative assessments are consistently aligned with learning objectives.

There is some inconsistency in aligning formative and summative assessments with learning objectives.

Formative and summative assessments are rarely aligned with learning objectives.

OT D U

4c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains.On Target Developing Unsatisfactory Rating/Comments

Varied and multiple assessment tools are consistently and effectively used to monitor student progress, achievement, and learning gains.

Assessment tools are limited in number and variety and/or are sometimes used inconsistently or ineffectively to monitor student progress, achievement, and learning gains.

There is no variety in assessment tools used to monitor student progress, achievement, and learning gains.

OT D U

4d. Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge.On Target Developing Unsatisfactory Rating/Comments

Assessments and conditions are modified to meet the varying needs of students.

Some assessments and conditions are modified to meet the varying student needs.

Little to no attempt is made to modify assessments and conditions to meet the varying needs of students.

OT D U

4e. Shares the importance and outcomes of student assessment data with the students and the students’ parent/caregiver(s).On Target Developing Unsatisfactory Rating/Comments

Communicates assessment information with students and parents/caregivers on a consistent and timely basis.

Not all assessment information is communicated to students and

Communication to students and parents/caregivers is sporadic, nonexistent or

OT D U

parents/caregivers and/or the information is not provided in a timely manner.

cursory.

4f. Applies technology to organize and integrate assessment information.On Target Developing Unsatisfactory Rating/Comments

Technology is employed consistently and appropriately to organize and analyze assessment information.

There is minimal usage of technology and/or it is not always used appropriately to organize and analyze assessment information.

No attempt is made to use technology and/or it is not used appropriately to organize and analyze assessment information.

OT D U

Accomplished Practice 5 Continuous Professional Improvement5a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs.

On Target Developing Unsatisfactory Rating/CommentsSets professional goals for Professional Development Plan and Portfolio that will strengthen the effectiveness of instruction.

Professional goals have been set but they do not strengthen or address the effectiveness of instruction.

No attempt is made to set professional goals for the Professional Development Plan or the Portfolio.

OT D U

5b. Examines and uses data-informed research to improve instruction and student achievement.On Target Developing Unsatisfactory Rating/Comments

The intern consistently reviews research findings and applies them to classroom situations to improve instruction.

An attempt is made to review various research findings but the findings are not implemented and/or improperly implemented.

No attempt is made to review research findings and apply them to classroom situations to improve instruction.

OT D U

5c. Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning and continuously improve the effectiveness of the lessons.

On Target Developing Unsatisfactory Rating/CommentsDemonstrates flexibility and the ability to adapt to changes.

Demonstrates some flexibility and has some difficulty adapting to changes.

Demonstrates rigidity and/or shows little to no ability to adapt to changes.

OT D U

Adjustments are made as necessary to instruction and management.

Attempts to modify instruction and/or management are met with limited success.

Instructional and management plans are strictly adhered to even when a change would improve the lesson or situation.

OT D U

5d. Collaborates with the home, school, and larger communities to foster communication and to support student learning and continuous improvement.

On Target Developing Unsatisfactory Rating/CommentsCollaborates effectively with college supervisor, directing teacher, students, administrators and other site based personnel.

There are some instances of ineffective or lack of collaboration with college supervisor, directing teacher, students, administrators and other site based personnel.

No effort is made to collaborate effectively (defensive, combative, unwilling to assume responsibility, etc.) with college supervisor, directing teacher, students, administrators and other site based personnel.

OT D U

Communicates on a regular basis with parent/caregiver(s) to support student learning.

Communication with parent/caregiver(s) to support student learning is infrequent and/or reactive rather than

No attempt is made to communicate with parents to support student learning.

OT D U

proactive.5e. Engages in targeted professional growth opportunities and reflective practices.

On Target Developing Unsatisfactory Rating/CommentsConsistently requests, accepts and acts on feedback and recommendations from the college supervisor, directing teacher and other site based personnel.

Feedback and recommendations are solicited and/or accepted with some reluctance and/or some feedback is acted upon inconsistently.

Feedback and recommendations are resisted and/or not acted upon.

OT D U

Engages in professional growth opportunities and reflective practices with a positive attitude.

There is reluctance to engage in professional growth opportunities and reflective practices.

No interest is evident in engaging in opportunities for professional growth.

OT D U

The intern has an accurate perception of the effectiveness of their instruction and why.

The intern has a generally accurate perception of the effectiveness of their instruction.

There is a disconnect between the effectiveness of the intern’s instruction and their perception of the effectiveness of their instruction.

OT D U

5f. Implements knowledge and skills learned in professional development in the teaching and learning process.On Target Developing Unsatisfactory Rating/Comments

Consistently uses knowledge and skills learned in professional development to improve the teaching/learning process.

There is some evidence to support that knowledge and skills learned in professional development are used to improve the teaching/learning process.

There is little to no evidence to support that knowledge and skills learned in professional development are used to improve the teaching/learning process.

OT D U

Accomplished Practice 6 Professional Responsibility and Ethical Conduct6a. Understands that educators are held to a high moral standard in the community.

6b. Adheres to the Code of Ethics and Principles of the Education Profession in Florida6c. Fulfills the expected obligations to students, the public and the education profession.

On Target Developing Unsatisfactory Rating/CommentsPunctual in attendance, in meeting deadlines and other professional responsibilities.

Occasionally late in attendance, meeting deadlines, and other professional responsibilities.

Consistently late in attendance, meeting deadlines, and other professional responsibilities.

OT D U

Keeps track of professional responsibilities without reminders.

Needs occasional reminders of professional responsibilities.

Constantly needs to be reminded of professional responsibilities.

OT D U

Takes initiative in communicating with college supervisor, directing teacher, students, and other stakeholders in order to fulfill responsibilities.

Sometimes takes initiative in communicating with college supervisor, directing teacher, students, and other stakeholders to fulfill responsibilities.

Demonstrates no initiative in communicating with college supervisor, directing teacher, students, and other stakeholders to fulfill responsibilities.

OT D U

Consistently meets requirements and expectations set by college supervisor, directing teacher, administrators, and others with a positive attitude.

Frequently meets expectations set by college supervisor, directing teacher, administrators, and others with a positive attitude.

Expresses a negative attitude towards meeting expectations and/ or does not meet expectations set by college supervisor, directing teacher, administrators, and others.

OT D U

Refrains from use of personal technology (cell phone, texting, computer use, Facebook, etc.) except for approved instructional purposes during school hours.

Occasionally uses personal technology (cell phone, texting, computer use, Facebook, etc.) for other than approved instructional purposes during school hours.

Frequently uses personal technology (cell phone, texting, computer use, Facebook, etc.) for other than approved instructional purposes during school hours.

OT D U

Adheres to all district, school, university and college policies and the Code of Ethics

Minor and/or occasional lack of adherence to district, school, university, and college policies and/or the Code of Ethics.

Major and/or frequent lack of adherence to district, school, university, and college policies and/or the Code of Ethics.

OT D U

Consistently demonstrates enthusiasm and a positive attitude towards teaching.

Occasionally demonstrates a lack of enthusiasm and/or a negative attitude towards teaching.

Rarely demonstrates enthusiasm and/or a positive attitude towards teaching.

OT D U

Maintains honesty and integrity in all professional dealings.

A minor instance in which the intern did not maintain honesty and integrity in all professional dealings is demonstrated.

Many instances in which the intern did not maintain honesty and integrity in all professional dealings are demonstrated.

OT D U

Maintains confidentiality of information with regard to students, parents, teachers, and other stakeholders.

A minor lapse in confidentiality with regard to students, parents, teachers, and other stakeholders.

Displays no regard for the confidentiality of information.

OT D U

Does not serve as a distraction by always presenting a professional demeanor and appearance (attire, cleanliness, piercings, tattoos, etc.).

Occasionally does not present a professional demeanor and/or appearance.

Many instances of not presenting a professional demeanor and/or appearance.

OT D U

Supports and participates in school related activities.

Supports or participates in a few school related events.

Does not support and participate in any school related events.

OT D U

The intern is active in recognizing and serving students’ needs.

Some needs are unrecognized and/or attempts to serve students’ needs are inconsistent.

Intern does not recognize students’ needs and/or makes little to no effort to meet the needs.

OT D U

Consistently demonstrates the ability to manage most situations in an effective manner. Maintains a positive attitude through adverse situations.

Some situations are not managed in an effective manner. Adverse situations are not always met with a positive attitude.

Many situations are not managed effectively. Adverse situations result in a negative attitude.

OT D U

Overall Comments:

Midterm Grade ____________ Final Grade _______________

__________________________ ___________________________ ________________________

Supervisor/Date Directing Teacher/Date Intern/Date

White Copy Office of Educational Field Experiences

Yellow Copy Intern

Pink Copy College Supervisor

Goldenrod Copy Directing Teacher

Revised 5/2014

DIRECTING TEACHER REPORT OF TIME DISTRIBUTIONAND CERTIFICATE REQUEST FORM

An exact report of the number of hours the intern spent in internship experience is required for the intern’s record as well as for the Directing Teacher’s record. All interns are required to complete a minimum of 400 hours of classroom associated teaching experiences, of which 200 hours must be actual classroom teaching. (See Internship Handbook: Categories of Internship Hours for detailed classification of hours.)

To be entitled to a Certificate, the Directing Teacher must personally supervise one or more interns for a minimum of 300 hours.

I hereby certify that I served as directing teacher and supervised a UNF intern during:(Spring, Fall) _____ (Year) _____ Signature ___________________________Date_____________

Name of Intern___________________________________________________________________

School ______________________________________ Grade/Subject_______________________

Number of hours intern spent in: Observation __________ Participation_______________

Classroom Teaching __________ Out of Class Activities ________

TOTAL NUMBER OF HOURS INTERN WAS SUPERVISED ______________

Name of Directing Teacher (Please Print)_________________________________________________

Home Address:_______________________________________________________________________

City, State, Zip:_______________________________________________________________________

Social Security Number (Required for certificate of participation)_____________________________

Number of year’s teaching____________

Have you previously supervised a UNF Intern? ___ Yes ___ No

Please issue my certificate now.

Please issue my certificate when requested in writing.(Note: Must be requested within two years of end of term in which intern was supervised.)

Office Use Only: Certificate Number _________ issued _____________ (date)

Office of Educational Field ExperiencesBldg. 57/1300 1 UNF Drive Jacksonville, FL 32224

Tel: 904.60-3934 Fax: 904.620.3936

UNF College Supervision Feedback Form

Term: ________Year: _________

Directing Teacher____________________________ School __________________________

College Supervisor (Name)_____________________________________________________

Please circle the response that best describes your interactions with the UNF college supervisor.

SA= Strongly Agree A=Agree D=Disagree SD=Strongly Disagree

The college supervisor was sensitive to the cultural and operational aspects of the school and classroom settings.

SA A D SD

The college supervisor was available for assistance in clarifying policies, materials, and procedures.

SA A D SD

The college supervisor demonstrated effective interpersonal and communication skills.

SA A D SD

The college supervisor conducted observations that were spaced, sufficient in length, and diverse in content.

SA A D SD

The college supervisor used objective and supportive data collection procedures to record instructional performance.

SA A D SD

The college supervisor conferred regularly with the directing teacher and the intern.

SA A D SD

The college supervisor reviewed evidence in the intern portfolio to assist in forming a summative evaluation.

SA A D SD

The college supervisor was a professional role model.

SA A D SD

Comments:

White Copy Office of Educational Field Experiences Rev: 1/2010Yellow Copy InternPink Copy College SupervisorGoldenrod Copy Directing Teacher

-51-Record of Intern Hours

Intern_____________________ Directing Teacher_____________________

Date______________________ College Supervisor____________________

Week Observation Participation Teaching Out of Class Activities

Directing Teacher’s Initials

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10

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TotalsPlease Note: This form is not to be used in place of the “Report of Time Distribution” that is submitted by the Directing Teacher at the conclusion of the internship experience. A minimum

of 400 hours must be accrued with at least 200 hours of actual teaching and completion of at least 15 weeks.

Intern Record of UNF Supervisor’s Visit

Please complete one of the forms provided each time you receive a visit from your supervisor. Return to the Office of Educational Field Experiences upon completion of the visit.

College Supervisor ____________________________ Date of Visit ___________________

Intern ______________________________________ School ________________________(Please print your name)

Approximate time the Supervisor spent Hours _____ Minutes ____observing your participation in the classroom.

Approximate time the Supervisor spent Hours _____ Minutes ____in conference with you.

Approximate time the Supervisor spent Hours _____ Minutes ____in conference with your Directing Teacher.

Approximate time the Supervisor spent Hours _____ Minutes ____in conference with you and your Directing Teacher.

(Required) Please comment on your conference with your supervisor. Be sure to address the following points in your summary. Please type your responses and attach to this form.

(1) Strengths: Discuss at least two areas in which your supervisor felt that you did well. Be specific. What is the area and why did you do well?

(2) Points of Improvement: Discuss at least two points that your supervisor wanted you to demonstrate improvement. Be specific. What do you need to improve and what suggestions were made to help facilitate the improvement?

(3) New Things to Try: Based on your conversation with your supervisor, what new things will you try for your next observation?

(4) General Comments: Please discuss any additional information that you wish to share regarding the conference.

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Professional Development Plan

Intern_____________________________________________ Date__________________________________

School ____________________________________________ Grade/Subject__________________________

Developmental Objectives Enabling Activities Completion Dates InitialsAnticipated Actual Intern DT CS

_____________________________ ______________________________ _________________________Intern Signature Directing Teacher Signature College Supervisor Signature

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APPENDIX D

Categories of Internship Hours

Listed below are examples of activities that demonstrate the different categories of internship hours.

Observation

o Observe the directing teacher.o Observe resource teachers.o Observe other teachers (same grade level, different grade level, same

content area, different content area).o Observe lessons presented by an intern peer using an objective observation

instrument.o Observe administrative and guidance procedures and other student services.o Observe the students in a variety of settings (instructional and non-

instructional).

Participation

o Check attendanceo Make out hall passeso File materialso Review curriculum guides and learning scheduleso Clean, assemble, and store equipmento Record gradeso Type and/or duplicate materialso Set up demonstrationso Make charts, cards, displays, etc.o Put materials on boardo Locate and order audio-visual materialso Preview audio-visual materialso Operate audio-visual equipmento Grade objective testso Supervise students in homeroom, halls, cafeteria, study hall, and going to and

from the buso Tour the school media center/library to examine available resourceso Research and study testing procedures and instruments/measures used by county

schools. o Research and study the role of the teacher in communicating student progress to

parents and others.o Examine cumulative records to acquire useful knowledge and understanding of

student needs.o Correct student work for the directing teacher.o Conference with the guidance counselor and resource teachers to understand the

needs of exceptional students.

o Develop, if appropriate, a plan for using support personnel, and/or volunteerso Learn students’ names

-55-o Tutor individual students in specified content areaso Assist with housekeeping dutieso Conduct drill exerciseso Review materialo Read and listen to students readingo Provide assistance on special topicso Interview student(s)o Give make-up testso Listen to individual reports or performanceso Supervise group worko Direct enrichment projectso Supervise lab equipmento Work with committeeso Design and display a bulletin boardo Research school and district based software and websites

Teaching

o Teach a lesson in art, physical education, and music, if an Elementary or Pre-K/Primary major

o Teach a variety of subjects within your discipline, if a secondary education majoro Supervise independent and group studyo Deliver appropriate assessment experienceso Complete a behavior modification project if you are an Exceptional Education

majoro Teach lesson plans that you have developedo Teach units/modules that you have developed for different subjectso Develop a learning center/stationo Correct student work that is the direct result of your teachingo Implement a field trip that you have plannedo Direct students in physical education activitieso Assist student with assigned class worko Assist students with library research/assignmentso Implement small and large group activities that you have developed in which

students have the opportunity to develop positive self-concepts and interact constructively with their peers.

o Monitor students during school testing programso Employ a variety of instructional strategieso Construct and implement lessons that actively engage students in learning.o Maintain student attendance reportso Maintain student achievement reportso Establish and post classroom rules

o Establish a set of classroom procedures and routineso Take responsibility for the management of small, medium, and large groups in a

variety of settings.

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o Take responsibility for managing transitional moves from one subject to another.o Employ a variety of management techniques.o Develop and implement alternative assessment techniques.o Prepare a model for grading procedures.o Incorporate school and district software and/or website resources into the

development and implementation of lessons.

Out of Class Activities

o Read professional material and publicationso Attend in-service workshopso Attend faculty and staff meetingso Join a professional organization and provide service in some capacityo Attend/participate in extracurricular activities such as science fairs, club meetings,

athletic events, music programs, etc.o Attend social eventso Attend PTA meetingso Attend parent teacher conferences

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APPENDIX E

State Statutes/Board Rules Affecting Internship

1012. Legal Responsibilities of the Interns

SUBSTITUTION

Interns are considered developing novices under the supervision and guidance of certified professionals and the university. Under Florida School laws, “Each person employed or occupying a position as a school supervisor, helping teacher, principal teacher, library media specialist, school counselor, adjunct instructor, athletic coach, or substitute teacher, or other position in which the employee serves in an instructional capacity, in any public school of any district of this state shall hold the certificate required by law and by rules of the state board in fulfilling the requirements of the law for the type of service rendered.” If the directing teacher is absent from school, a certified substitute or certified teacher should be appointed as temporary supervising teacher even though the intern is directing and teaching the classes. An intern may not serve as a regular substitute teacher during internship even though the intern may hold a substitute-teaching certificate.

LIABILITY PROTECTION

From time to time the question arises as to the legal responsibility of the intern while he or she is on the job in the school. This matter has been handled by the Florida Legislature. In brief, the intern has the same legal responsibility and is afforded the same protection of the laws as the certified teacher. The Florida School Laws statute states:

1012.39 (3) A Student who is enrolled in a state-approved teacher preparation program in a postsecondary educational institution that is approved by rules of the State Board of Education and who is jointly assigned by the postsecondary educational institution and a district school board to perform a clinical field experience under the direction of a regularly employed and certified educator shall, while serving such supervised clinical field experience, be accorded the same protection of law as that accorded to the certified educator except for the right to bargain collectively as an employee of the district school board.

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II. Professional Teaching Practices

1012.32 QUALIFICATIONS OF PERSONNEL; FINGERPRINTING

(d) Student teachers, persons participating in a field experience pursuant to s. 1004.04(6) or s. 1004.85, and persons participating in a short-term experience as a teacher assistant pursuant to s. 1004.04(10) in any district school system, lab school, or charter school must, upon engagement to provide services, undergo background screening as required under s. services, undergo background screening as required under s. 1012.56.

Fingerprints shall be submitted to the Department of Law Enforcement for statewide criminal and juvenile records checks and to the Federal Bureau of Investigation for federal criminal records checks. A person subject to this subsection who is found ineligible for employment under s. 1012.315, or otherwise found through background screening to have been convicted of any crime involving moral turpitude as defined by rule of the State Board of Education, shall not be employed, engaged to provide services, or serve in any position that requires direct contact with students. Probationary persons subject to this subsection terminated because of their criminal record have the right to appeal such decisions. The cost of the background screening may be borne by the district school board, the charter school, the employee, the contractor, or a person subject to this subsection.

1012.51 LEGISLATIVE INTENT; DECLARATION

It is the intent and purpose of the Legislature that the practice of teaching in the public school system and its related services, including administering and supervisory services, shall be designated as professional services. Teaching is hereby declared to be a profession in Florida, with all the similar rights, responsibilities, and privileges accorded other legally recognized professions.

1012.52 TEACHER QUALITY; LEGISLATIVE FINDINGS

(1) The Legislature intends to implement a comprehensive approach to increase students’ academic achievement and improve teaching quality. The Legislature recognizes that professional educators play an important role in shaping the future of this state and the nation by developing the knowledge and skills of our future workforce and laying the foundation for good citizenship and

full participation in community and civic life. The Legislature also recognizes its role in meeting the state’s educational priorities so as to provide opportunity for all students to achieve at the levels set by the Sunshine State Standards.

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(2) The Legislature further finds that effective educators are able to do the following:

(a) Write and speak in a logical and understandable style, using appropriate grammar and sentence structure, and demonstrate a command of standard

English, enunciation, clarity of oral directions, and a pace and precision in speaking.

(b) Read, comprehend, and interpret professional and other written material.

(c) Compute, think logically, and solve problems.

(d) Recognize signs of students’ difficulty with the reading and computational process and apply appropriate measures to improve students’ reading and computational performance.

(e) Recognize patterns of physical, social, emotional, and intellectual development in students, including exceptional students in the regular classroom.

(f) Recognize and demonstrate awareness of the educational needs of students who have limited proficiency in English and employ appropriate teaching strategies.

(g) Use and integrate appropriate technology in teaching and learning processes and in managing, evaluating, and improving instruction.

(h) Use assessment and other diagnostic strategies to assist the continuous development and acquisition of knowledge and understanding of the

learner.

(l) Use teaching and learning strategies that include consideration of each student’s learning styles, needs, and background.

(j) Demonstrate the ability to maintain a positive, collaborative relationship with students’ families to increase student achievement.

(k) Recognize signs of tendency toward violence and severe emotional distress in students and apply techniques of crisis intervention.

(l) Recognize signs of alcohol and drug abuse in students and know how to appropriately work with such students and seek assistance designed to prevent future abuse.

-60-(m) Recognize the physical and behavioral indicators of child abuse and

neglect and know rights and responsibilities regarding reporting.

(n) Demonstrate the ability to maintain a positive environment in the classroom while achieving order and discipline.

(o) Demonstrate the ability to grade student performance effectively.

(p) Demonstrate knowledge and understanding of the value of, and strategies

for, promoting parental involvement in education.

a.56 DUTIES OF INSTRUCTIONAL PERSONNEL

(1) The primary duty of instructional personnel is to work diligently and faithfully to help students meet or exceed annual learning goals, to meet state and local achievement requirements, and to master the skills required to graduate from high school prepared for postsecondary education and work. This duty applies to instructional personnel whether they teach or function in a support role.

(2) Members of the instructional staff of the public schools shall perform duties prescribed by rules of the district school board. The rules shall include, but are not limited to, rules relating to a teacher’s duty to help students master challenging standards and meet all state and local requirements for achievement; teaching efficiently and faithfully, using prescribed materials and methods, including technology-based instruction; recordkeeping; and fulfilling the terms of any contract unless released from the contract by the district school board.

a.56 EDUCATOR CERTIFICATION REQUIRMENTS

(a) APPLICATION – Each person seeking certification pursuant to this chapter shall submit a completed application containing the applicant’s social security number to the Department of Education remit the fee required pursuant to s. 1012.59 and rules of the State Board of Education. Pursuant to the federal Personal Responsibility and Work Opportunity Reconciliation Act of 1996, each party is required to provide his or her social security number in accordance with this section. Disclosure of social security numbers obtained

through this requirement is limited to the purpose of administration of the title IV-D program of the Social Security Act for child support enforcement. Pursuant to s. 120.60, the department shall issue within 90 calendar days after the stamped receipted date of the completed application:

(b) If the applicant meets the requirements, a professional certificate covering the classification, level, and area for which the applicant is deemed qualified and a document explaining the requirements for renewal of the professional certificate;

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(b) If the applicant meets the requirements and if requested by an employing School district or an employing private school with a professional education competence demonstration program pursuant to paragraphs (6)(f) and (8)(b), a temporary certificate covering the classification, level, and area for which the applicant is deemed qualified and an official statement of status eligibility; or

(c) If an applicant does not meet the requirements for either certificate, an official statement of status of eligibility.

The statement of status of eligibility must advise the applicant of any qualifications that must be completed to qualify for certification. Each statement of status of eligibility is valid for 3 years after its date of issuance, except as provided in paragraph(2)(d).

(2) ELIGIBILITY CRITERIA – To be eligible to seek certification, a person must:

(a) Be a least 18 years of age.

(b) File an affidavit that the applicant subscribes to and will uphold the principles incorporated in the Constitution of the United States and the Constitution of the State of Florida and that the information provided in the application is true, accurate, and complete. The affidavit shall be by original signature or by electronic authentication. The affidavit shall include substantially the following warning:

WARNING: Giving false information in order to obtain or renew a Florida educator’s certificate is a criminal offense under Florida law. Anyone giving false information on this affidavit is subject to criminal prosecution as well as disciplinary action by the Education Practices Commission.

(c) Document receipt of a bachelor’s or higher degree from an accredited institution of higher learning, or a nonaccredited institution of higher learning that the Department of Education has identified as having a quality program resulting in a bachelor’s degree, or higher. Each applicant seeing initial certification must have attained at least a 2.5 overall grade point average on a 4.0 scale in the applicant’s major field of

study. The applicant may document the required education by submitting official transcripts from institutions of higher education or by authorizing the district submission of such official transcripts through established electronic networks systems. The bachelor’s or higher degree may not be required in areas approved in rule by the State Board of Education as nondegreed areas.

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(d) Submit to background screening in accordance with subsection (10). If the background screening indicates a criminal history or if the applicant acknowledges a criminal history, the applicant’s records shall be referred to the investigative section in the Department of Education for review and determination of eligibility for certification. If the applicant fails to provide the necessary documentation requested by the department within 90 days after the date of the receipt of the certified mail request, the statement of eligibility and pending application shall become invalid.

(e) Be of good moral character.

(f) Be competent and capable of performing the duties, functions, and responsibilities of an educator.

(g) Demonstrate mastery of general knowledge, pursuant to subsection (3).

(h) Demonstrate mastery of subject area knowledge, pursuant to subsection(5).

(i) Demonstrate mastery of professional preparation and education competence, pursuant to subsection (6).

(3) MASTERY OF GENERAL KNOWLEDGE – Acceptable means of demonstrating mastery of general knowledge are:

(a) Achievement of passing scores on basic skills examination required by state board rule;

(b) Achievement of passing scores on the College Level Academic Skills Test earned prior to July 1, 2002;

(c) A valid professional standard teaching certificate issued by another state;

(d) A valid certificate issued by the National Board for Professional Teaching Standards or a national educator credentialing board approved by the State Board of Education; or

(e) Documentation of two semesters of successful teaching in a community college, state university, or private college or university that awards an associate or higher degree and is an accredited institution or an institution of higher education identified by the Department of Education as having a quality program.

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(4) MASTERY OF SUBJECT AREA KNOWLEDGE – Acceptable means of demonstrating mastery of subject area knowledge are:

(a) Achievement of passing scores on subject area examinations required by state board rule;

(b) Completion of a bachelor’s degree or higher and verification of the attainment of an oral proficiency interview score above the intermediate level and a written proficiency score above the intermediate level on a test administered by the American Council on the Teaching of Foreign Languages for which there is no Florida developed examination;

(c) Completion of the subject area specialization requirements specified in state board rule and verification of the attainment of the essential subject matter

competencies by the district school superintendent of the employing school district or chief administrative offer of the employing state-supported or private school for a subject area for which a subject area examination has not been developed and required by state board rule;

(d) Completion of the subject area specialization requirements specified in state board rule for a subject coverage requiring a master’s or higher degree and achievement of a passing score on the subject area examination specified in state board rule;

(e) A valid professional standard teaching certificate issued by another state; or

(f) A valid certificate issued by the National Board of Professional Teaching Standards or a national educator credentialing board approved by the State Board of Education.

(6) MASTERY OF PROFESSIONAL PREPARATION AND EDUCATION COMPETENCE - Acceptable means of demonstrating mastery of professional preparation and education competence are;

(a) Completion of an approved teacher preparation program at a postsecondary educational institution within this state and achievement of

a passing score on the professional education competency examination required by state board rule:

(b) Completion of a teacher preparation program at a postsecondary educational institution outside Florida and achievement of a passing score on the professional education competency examination required by state board rule;

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(c) A valid professional standard teaching certificate issued by another state;

(d) A valid certificate issued by the National Board for Professional Teaching Standards or a national educator credentialing board approved by the State Board of Education;

(e) Documentation of two semesters of successful teaching in a community college, state university, or private college or university that awards an associate or higher degree and is an accredited institution or an institution of higher education identified by the Department of Education as having a quality program;

(f) Completion of professional preparation courses as specified in state board rule; successful completion of a professional education competence demonstration program pursuant to paragraph (8)(b), and achievement of a passing score on the professional education competency examination required by state board rule;

(g) Successful completion of a professional preparation alternative certification and education competency program, outlined in paragraph (8)(a); or

(h) Successful completion of an alternative certification program pursuant to s. 1004.85 and achievement of a passing score on the professional education competency examination required by rule of the State Board of Education.

(7) TYPES AND TERMS OF CERTIFICATION

(a) The Department of Education shall issue a professional certificate for a period not to exceed 5 years to any applicant who meets all the requirements outlined in subsection (2).

(b) The department shall issue a temporary certificate to any applicant who completes the requirements outlined in paragraphs (2)(a)-(f) and completes the subject area content requirements specified in state board

rule or demonstrates mastery of subject area knowledge pursuant to subsection (5) and holds an accredited degree or a degree approved by the Department of Education at the level required for the subject area specialization in state board rule.

(c) The department shall issue one non-renewable 2 year temporary certificate and one non-renewable 5 year professional certificate to a qualified applicant who holds a bachelor’s degree in the area of speech-language impairment to allow for completion of a master’s degree program in

speech-language impairment.

-65-Each temporary certificate is valid for 3 school fiscal years and is non-renewable. However, the requirements in paragraph (2)(g) must be met within 1 calendar year of the date of employment under the temporary certificate. Individuals who are employed under contract at the end of the 1 calendar year time period may continue to be employed through the end of the school year in which they have been contracted. A school district shall not employ, or continue the employment of, an individual in a position for which a temporary certificate is required beyond this time period if the individual has not met the requirement of paragraph (2)(g). The State Board of Education shall adopt rules to allow the department to extend the validity period of a temporary certificate for 2 years when the requirements for the professional certificate, not including the requirement in paragraph (2)(g), were not completed due to the serious illness or injury of the applicant or other extraordinary extenuating circumstances. The department shall reissue the temporary certificate for 2 additional years upon approval by the Commissioner of Education. A written request for reissuance of the certificate shall be submitted by the district school superintendent, the governing authority of a university lab school, the governing authority of a state supported school, or the governing authority of a state supported school, or the governing authority of a private school.

1012.79 EDUCATION PRACTICES COMMISSION; ORGANIZATION

(1) The Education Practices Commission, consists of 25 members, including 8 teachers, 5 administrators, at least one of whom shall represent a private school; 7 lay citizens, 5 of whom shall be parents of public school students and who are unrelated to public school employees and 2 of whom shall be former district school board members; and 5 sworn law enforcement officials, appointed by the State Board of Education from nominations by the Commissioner of Education and subject to Senate confirmation. Prior to making nominations, the commissioner shall consult with teaching associations, parent organizations, law enforcement agencies, and other involved associations in the state. In making nominations, the commissioner shall attempt to achieve equal geographical representation, as closely as possible.

1012.795 EDUCATION PRACTICES COMMISSION; AUTHORITY TO DISCIPLINE

(1) The Education Practices Commission may suspend the educator certificate of any person as defined in s. 1012.01(2) or (3) for up to 5 years, thereby denying that person the right to teach or otherwise be employed by a district school board or public school in any capacity requiring direct contact with students for that period of time, after which the holder may return to teaching as provided in subsection (4); may revoke the educator certificate of any person, thereby denying that person the right to teach or otherwise be employed by a district school board or public school in any capacity requiring direct contact with students for up to 10

-66-years, with reinstatement subject to the provisions of subsection (4); may revoke permanently the educator certificate of any person thereby denying that person the right to teach or otherwise be employed by a district school board or public school in any capacity requiring direct contact with students; may suspend the educator certificate, upon an order of the court or notice by the Department of Revenue relating to the payment of child support; or may impose any other penalty provided by law, if the person:

(a) Obtained or attempted to obtain an educator certificate by fraudulent means.

(b) Knowingly failed to report actual or suspected child abuse as required in s. 1006.061 or report alleged misconduct by instructional personnel or school administrators which affects the health, safety, or welfare of a student as required in s. 1012.796.

(c) Has proved to be incompetent to teach or to perform duties as an employee of the public school system or to teach in or to operate a private school.

(d) Has been guilty of gross immorality or an act involving moral turpitude as defined by rule of the State Board of Education.

(e) Has had an educator certificate sanctioned by renovation, suspension, or surrender in another state.

(f) Has been convicted or found guilty of, or entered a plea of guilty to, regardless of adjudication of guilt, a misdemeanor, felony, or any other criminal charge, other than a minor traffic violation.

(g) Upon investigation, has been found guilty of personal conduct that seriously reduces that person’s effectiveness as an employee of the district school board.

(h) Has breached a contract, as provided in s. 1012.33(2).

(i) Has been the subject of a court order or notice by the Department of Revenue pursuant to s. 409.2598 directing the Education Practices Commission to suspend the certificate as a result of noncompliance with a child support order, a subpoena, an order to show cause, or a written agreement with the Department of Revenue.

(j) Has violated the Principles of Professional Conduct for the Education Profession prescribed by State Board of Education rules.

(k) Has otherwise violated the provision of law, the penalty for which is the revocation of the educator certificate.

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(l) Has violated any order of the Education Practices Commission.

(m) Has been the subject of a court order or plea agreement in any jurisdiction which requires the certificate holder to surrender or otherwise relinquish his or her educator’s certificate. A surrender or relinquishment shall be for permanent revocation of the certificate. A person may not surrender or otherwise relinquish his or her certificate prior to finding of probable cause by the commissioner as provided in s. 1012.796.

(n) Has been disqualified from educator certification under s. 1012.315.

(2) The plea of guilty in any court, the decision of guilty by any court, the forfeiture by teaching certificate holder of a bond in any court of law, or the written acknowledgement, duly witnessed, of offenses listed in subsection (1) to the district school superintendent or a duly appointed representative of such superintendent or to the district school board shall be prima facie proof of grounds for revocation of the certificate as listed in subsection (1) in the absence of proof by the certificate holder that the plea of guilty, forfeiture of bond, or admission of guilt was caused by threats, coercion, or fraudulent means.

(3) The revocation by the Education Practices Commission of an educator certificate of any person automatically revokes any and all Florida educator certificates held by that person.

(4) (a) An educator certificate which has been suspended under this section is automatically reinstated at the end of the suspension period, provided the certificate did not expire during the period of suspension. If the certificate expired during the period of suspension, the holder of the former certificate may secure a new certificate by making application therefore and by meeting the certification requirements of the state board current at the time of the application for the new certificate. An educator certificate suspended pursuant to paragraph (1) (i) may be reinstated only upon notice from the court or the Department of Revenue that the party has complied with the terms of the support order, subpoena, order to show cause, or written agreement.

(b) A person whose educator certificate has been revoked under this section may apply for a new certificate at the expiration of that period of ineligibility fixed by the Education Practices Commission by making application therefore and by meeting the certification requirements of the state board current at the time of the application for the new certificate.

(5) Each district school superintendent and the governing authority of each university lab school, state supported school, or private school shall report to the department the name of any person certified pursuant to this chapter or employed and qualified pursuant to s. 1012.39:

-68-(a) Who has been convicted of, or who has pled nolo-contendere to a

misdemeanor, felony, or any other criminal charge, other than a minor traffic infraction:

(b) Who that official has reason to believe has committed or is found to have committed any act which would be a ground for revocation or suspension under subsection (1); or

(c) Who has been dismissed or severed from employment because of conduct involving any immoral, unnatural, or lascivious act.

(6) (a)When an individual violates any provisions of a final order of the Education Practices Commission, the Department of Education may request an order to show cause be issued by the clerk of the commission. The order shall require the individual to appear before the commission to show cause why further penalties should not be levied against the individual’s certificate pursuant to the authority provided to the Education Practices Commission in subsection (1). The department may dismiss an order to show cause before the commission enters a final order. The Education Practices Commission may fashion further penalties under the authority of subsection (1) as it deems appropriate when it considers the show cause order.

1012.796 COMPLAINTS AGAINST TEACHERS AND ADMINISTRATORS PROCEDURE; PENALTIES

(1) (a) The Department of Education shall cause to be investigated expeditiously any complaint filed before it or which is otherwise called to its attention which, if legally sufficient, contains grounds for the revocation or suspension of a certificate or any other appropriate penalty as set forth in subsection (7). The complaint is legally sufficient if it contains the ultimate facts which show a violation has occurred as provided in 1012.795 as defined by rule of the State Board of Education. The department shall investigate or continue to investigate and take appropriate action in a complaint even though the original complainant withdraws the complaint or otherwise indicates a desire not to cause it to be investigated or prosecuted to completion. The department may investigate or

continue to investigate and take action on a complaint filed against a person whose educator certificate has expired if the act or acts that are the basis for the complaint were allegedly committed while the person possessed an educator certificate.

(b) The department shall immediately investigate any legally sufficient complaint that involves misconduct by any certified personnel which affects the health, safety, or welfare of a student, giving the complaint priority over other pending complaints. The department must investigate or continue to investigate and take action on such a complaint filed against a person whose educator certificate has expired if the act or acts that are the basis for the complaint were allegedly committed while that person possessed an educator certificate.

-69-(c) When an investigation is undertaken, the department shall notify the certificate holder or applicant for certification and the district school superintendent or the university laboratory school, charter school, or private school in which the certificate holder or applicant for certification is employed or was employed at the time the alleged offense occurred. In addition, the department shall inform the certificate holder or applicant for certification of the substance of any complaint which has been filed against the certificate holder or applicant, unless the department determines that such notification would be detrimental to the investigation, in which case the department may withhold notification.

(d) Each school district shall file in writing with the department all legally sufficient complaints within 30 days after the date on which subject matter of the complaint comes to the attention of the school district. A complaint is legally sufficient if it contains ultimate facts that show a violation has occurred as provided in s. 1012.795 and defined by rule of the State Board of Education. The school district shall include all information relating to the complaint which is known to the school district at the time of filing. Each district school board shall develop and adopt policies and procedures to comply with this reporting requirement. School board policies and procedures must include standards for screening, hiring, and terminating instructional personnel and school administrators, as defined in s. 1012.01; standards of ethical conduct for instructional personnel and school administrators; the duties of instructional personnel and school administrators for upholding the standards; detailed procedures for reporting alleged misconduct by instructional personnel and school administrators which affects the health, safety, or welfare of a student; requirements for the reassignment of instructional personnel or school

administrators pending the outcome of a misconduct investigation; and penalties for failing to comply with s. 10051 or s. 1012.795. The district school board policies and procedures shall include appropriate penalties for all personnel of the district school board for non-reporting and procedures for promptly informing the district school superintendent of each legally sufficient complaint. The district school superintendent is charged with knowledge of these policies and procedures and is accountable for the training of all instructional personnel and school administrators of the school district on the standards of ethical

conduct, policies, and procedures. If the district school superintendent has knowledge of a legally sufficient complaint and does not report the complaint, or fails to enforce the policies and procedures of the district school board, and fails to comply with the requirements of this subsection, in addition to other actions against certificate holders authorized by law, the district school superintendent is subject to penalties as specified in s. 1001.51 (12). If the superintendent determines that misconduct by instructional personnel or school administrators who hold an educator certificate affects the health, safety, or welfare of a student and the misconduct warrants termination, the instructional personnel or school administrators may resign or be terminated, and the superintendent must report the misconduct to the department in the format prescribed by the department.

-70- The department shall maintain each report of misconduct as a public record in the instructional personnel’s or school administrators’ certification files. This paragraph does not limit or restrict the power and duty of the department to investigate complaints, regardless of the school district’s untimely filing, or failure to file, complaints and follow up reports.

(e) If allegations arise against an employee who is certified under s. 102.56 and employed in an educator-certificated position in any public school, charter school or governing board thereof, or private school that accepts scholarship students under s. 220.187 or s. 1002.39, the school shall file in writing with the department a legally sufficient complaint within 30 days after the date on which the subject matter of the complaint came to the attention of the school. A complaint is legally sufficient if it contains ultimate facts that show a violation has occurred as provided in s. 1012.795 and defined by rule of the State Board of Education. The school shall include all known information relating to the complaint with the filing of the complaint. This paragraph does not limit or restrict the power and duty of the department to investigate complaints, regardless of the school’s untimely filing, or failure to file, complaints and follow up reports.

(f) Notwithstanding any other law, all law enforcement agencies, state attorneys, social service agencies, district school boards, and the Division of Administrative Hearings shall fully cooperate with and, upon request, shall provide unredacted documents to the Department of Education to further investigations and prosecutions conducted pursuant to this section. Any document received may not be redisclosed except as authorized by law.

(2) The Commissioner of Education shall develop job specifications for investigative personnel employed by the department. Such specifications shall be substantially equivalent to or greater than those jobs specifications of investigative personnel employed by the Department of Business and Professional Regulation. The department may contract with the Department of Business and Professional Regulation for investigations. No person who is responsible for conducting an investigation of a teacher or administrator may prosecute the same case. The department general counsel or members of that staff may conduct prosecutions under this section.

(3) The department staff shall advise the commissioner concerning the findings of the investigation. The department general counsel or members of that staff shall review the investigation and advise the commissioner concerning probable cause or lack thereof. The determination of probable cause shall be made by the commissioner. The commissioner shall provide an opportunity for a conference, if requested, prior to determining probable cause. The commissioner may enter into deferred prosecution agreements in lieu of finding probable cause when in his or her judgment such agreements would be in the best interests of the department, the certificate holder, and the public.

-71- Such deferred prosecution agreements shall become effective when filed with the clerk of the Education Practices Commission. However, a deferred prosecution agreement shall not be entered into where there is probable cause to believe that a felony or an act of moral turpitude has occurred. Upon finding no probable cause, the commissioner shall dismiss the complaint.

(4) The complaint and all information obtained pursuant to the investigation by the department shall be confidential and exempt from the provisions of s. 119.07(1) until the conclusion of the preliminary investigation of the complaint or until such time as otherwise provided by s. 1012.798(6). However, the complaint and all material assembled during the investigation may be inspected and copied by the certificate holder under the investigation, or the certificate holder’s designee, after the investigation is concluded, but prior to the determination of probable cause by the commissioner. If the preliminary investigation is concluded with the findings that there is no probable cause to proceed, the complaint and information shall be open thereafter to inspection pursuant to s. 119.07(1). If the preliminary investigation is concluded with the finding that there is probable cause to proceed and a complaint is filed pursuant to subsection (6), the complaint and information shall be open thereafter to inspection pursuant to s. 119.07(1). If the preliminary investigation ceases to be active, the complaint and all such material shall be open thereafter to inspection pursuant to s. 119.07(1) except as pursuant to s.1012.798(6). For the purpose of this subsection, a preliminary investigation shall be considered active as long as it is continuing with a reasonable, good faith anticipation that an administrative finding will be made in the foreseeable future.

(5) When an allegation of misconduct by instructional personnel or school administrators, as defined in s. 1012.01, is received, if the alleged misconduct affects the health, safety, or welfare of a student, the district school superintendent in consultation with the school principal, or upon the request of the Commissioner of Education, must immediately suspend the instructional personnel or school administrators from regularly assigned duties, with pay, and reassign the suspended personnel or administrators to positions that do not require direct contact with students in the district school system. Such suspension shall continue until the completion of the proceedings and the determination of sanctions, if any, pursuant to this section and s. 1012.795.

(6) Upon findings of probable cause, the commissioner shall file a formal complaint and prosecute the complaint pursuant to the provisions of chapter 120. An administrative law judge shall be assigned by the Division of Administrative Hearings of the Department of Management Services to hear the complaint if there is disputed issued of material fact. The administrative law judge shall make recommendations in accordance with the provisions of subsection (7) to the appropriate Education Practices Commission panel which shall conduct a formal review of such recommendations and other pertinent information and issue a final order. The commission shall consult with its legal counsel prior to issuance of a final order.

-72-(7) A panel of the commission shall enter a final order either dismissing the complaint or imposing one or more of the following penalties:

(a) Denial of an application for a teaching certificate or for an administrative or supervisory endorsement on a teaching certificate. The denial may provide that the applicant may not reapply for certification, and that the department may refuse to consider that applicant’s application, for a specified period of time or permanently.

(b) Revocation or suspension of a certificate.

(c) Imposition of an administrative fine not to exceed $2,000 for each count or separate offense.

(d) Placement of the teacher, administrator, or supervisor on probation for period of time and subject to such conditions as the commission may specify, including requiring the certified teacher, administrator, or supervisor to complete additional appropriate college courses or work with another certified educator, with the administrative costs of monitoring the problem assessed to the educator placed on probation. An educator who has been placed on probation shall, at a minimum:

(1) Immediately notify the investigative office in the Department of Education upon employment or termination of employment in the state in any public or private position requiring a Florida educator’s certificate.

(2) Have his or her immediate supervisor submit annual performance reports to the investigative office in the Department of Education.

(3) Pay to the commission within the first 6 months of each probation year the administrative costs of monitoring probation assessed to the educator.

(4) Violate no law and shall fully comply with all district school board policies, school rules, and State Board of Education rules.

(5) Satisfactorily perform his or her assigned duties in a competent, professional manner.

(6) Bear all costs of complying with the terms of a final order entered by the commission.

(e) Restriction of the authorized scope of practice of the teacher, administrator, or supervisor.

-73-(g) Reprimand of the teacher, administrator, or supervisor in writing, with a copy

to be placed in the certification file of such person.

(h) Imposition of an administrative sanction, upon a person whose teaching certificate has expired, for an act or acts committed while that person possessed a teaching certificate or an expired certificate subject to late renewal, which sanctions bars that person from applying for a new certificate for a period of 10 years or less, or permanently.

(i) Refer the teacher, administrator, or supervisor to the recovery network program provided in s. 1012.798 under such terms and conditions as the commission may specify.

(8) Violations of the provisions of a final order shall result in an order to show cause issued by the clerk of the Education Practices Commission if requested by the Department of Education. Upon failure of the educator, at the time and place stated in order, to show cause satisfactorily to the Education Practices Commission why a penalty for violating the provisions of a final order should not be imposed, the Education Practices Commission shall impose whatever penalty is appropriate as established in s. 1012.795(6). The Department of Education shall prosecute the individual ordered to show cause before the Education Practices Commission. The Department of Education and the individual may enter into a settlement agreement, which shall be presented to the Education Practices Commission for consideration. Any probation period will be tolled when an order to show cause has been issued until the issue is resolved by the Education Practices Commission; however, the other terms and conditions of the final order shall be in full force and effect until changed by the Education Practices Commission.

(9) All moneys collected by, or awarded to, the commission as fees, fines, penalties, or costs shall be deposited into the Educational Certification and Service Trust Fund pursuant to s. 1012.59.

III. Rules of the Department of Education State Board of Education

THE CODE OF ETHICS OF THE EDUCATION PROFESSION IN FLORIDA

(1) The educator values the worth and dignity of every person, the pursuit of truth, devotion to excellence, acquisition of knowledge, and the nurture of democratic citizenship. Essential to the achievement of these standards are freedom to learn and to teach and the guarantee of equal opportunity for all.

(2) The educator’s primary professional concern will always be for the student and for the development of the student’s potential. The educator will therefore strive for professional growth and will seek to exercise the best professional judgment and integrity.

-74-(3) Aware of the importance of maintaining the respect and confidence of one’s colleagues, of students, or parents, and of other members of the community, the educator strives to achieve and sustain the highest degree of ethical conduct.

PRINCIPLES OF PROFESSIONAL CONDUCT FOR THE EDUCATION PROFESSION IN FLORIDA

(1) The following disciplinary rule shall constitute the Principles of Professional Conduct of the Education Profession in Florida.

(2) Violation of any of these principles shall subject the individual to revocation or suspension of the individual educator’s certificate, or the other penalties as provided by law.

(3) Obligation to the student requires that the individual:

(a) Shall make reasonable effort to protect the student from conditions harmful to learning and/or to the student’s mental and/or physical health and/or safety.

(b) Shall not unreasonably restrain a student from independent action in pursuit of learning.

(c) Shall not unreasonably deny a student access to diverse points of view.

(d) Shall not intentionally suppress or distort subject matter relevant to a student’s academic program.

(e) Shall not intentionally expose a student to unnecessary embarrassment or disparagement.

(f) Shall not intentionally violate or deny a student’s legal rights.

(g) Shall not harass or discriminate against any student on the basis of race, color, religion, sex, age, national or ethnic origin, political beliefs, marital status, handicapping condition, sexual orientation or social and family

background and shall make reasonable effort to assure that each student is protected from harassment or discrimination.

(h) Shall not exploit a relationship with a student for a personal gain or advantage.

(i) Shall keep in confidence personally identifiable information obtained in the course of professional service, unless disclosure serves professional purposed or is required by law.

-75-(4) Obligation to the public requires that the individual:

(a) Shall take reasonable precautions to distinguish between personal views and those of any educational institution or organization with which the individual is affiliated.

(b) Shall not intentionally distort or misrepresent facts concerning an educational matter in direct or indirect public expression.

(c) Shall not intentionally privileges for personal gain or advantage.

(d) Shall accept no gratuity, gift or favor that might influence professional judgment.

(e) Shall offer no gratuity, gift or favor to obtain special advantages.

(5) Obligation to the profession of education requires that the individual:

(a) Shall maintain honesty in all professional dealings.

(b) Shall not on the basis of race, color, religion, sex, age, national or ethnic origin, political beliefs, marital status, handicapping condition if otherwise qualified, or social and family background deny to a colleague professional benefits or advantages or participation in any professional organization.

(c) Shall not interfere with a colleague’s exercise of political or civic rights and responsibilities.

(d) Shall not engage in harassment or discriminatory conduct which unreasonably interferes with an individual’s performance of professional or work responsibilities or with the orderly processes of education or which creates a hostile, intimidating, abusive, offensive, or oppressive environment; and, further, shall make reasonable effort to assure that each individual is protected from such harassment or discrimination.

(e) Shall not make malicious or intentionally false statements about a colleague.

(f) Shall not use coercive means or promise special treatment to influence professional judgment of colleagues.

(g) Shall not misrepresent one’s own professional qualifications.

(h) Shall not submit fraudulent information on any document in connection with professional activities.

-76-(i) Shall not make any fraudulent statement or fail to disclose a material fact

in one’s own or another’s application for a professional position.

(j) Shall not withhold information regarding a position from an applicant or misrepresent an assignment or conditions of employment.

(k) Shall provide upon the request of the certificated individual a written statement of specific reason for recommendations that lead to the denial of increments, significant changes in employment or termination of employment.

(l) Shall not assist entry into or continuance in the profession of any person known to be unqualified in accordance with these Principles of Professional Conduct for the Education Profession in Florida and other applicable Florida Statutes and State Board of Education Rules.

(m) Shall self-report within forty-eight (48) hours to appropriate authorities (as determined by district) any arrests/charges involving the abuse of a child or the sale and/or possession of a controlled substance. Such notice shall not be considered an admission of guilt nor shall such notice be admissible for any purpose in any proceeding, civil or criminal, administrative or judicial, investigatory or adjudicatory. In addition, shall self-report any conviction, finding of guilt, withholding of adjudication, commitment to a pretrial diversion program, or entering of a plea of guilty or Nolo Contendre for any criminal offense other than a minor traffic violation within forty-eight (48) hours after the final judgment. When handling sealed and expunged records disclosed under the rule, school districts shall comply with the confidentiality provisions of Sections 943.0585(4)(c) and 943.059(4) (c) Florida Statutes.

(n) Shall report to appropriate authorities any known allegation of a violation of the Florida School Code or State Board of Education Rules as defined in Section 1012.795(1), Florida Statutes.

(o) Shall seek no reprisal against any individual who has reported any allegation of a violation of the Florida School Code or State Board of Education Rules as defined in Section 1012.795(1), Florida Statutes.

(p) Shall comply with the conditions of an order of the Education Practices Commission.

(q) Shall, as the supervising administrator, cooperate with the Education Practices Commission in monitoring the probation of a subordinate.

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APPENDIX F

Directed Observation Activities I

During your observation, collect and/or record the following:

o Four bulletin board ideaso Eight activities and strategies used to develop a lessono Ten procedures/strategies to address off task behavioro Five activities/alternate assignments for students who complete work early.o Three activities/strategies to work with special needs students (including ESOL).

Directed Observation Activities II

Write examples that show evidence of the following:

o Gaining and holding student attention.o Telling students what they are expected to learn.o Reminding students of related knowledge or skills.o Presenting new stimuli for learning.o Guiding student thinking and learning.o Providing student feedback about correctness.o Judging or appraising performance.o Helping to generalize what is learned.o Providing practice for retention.o Adapting instruction for special needs students (including ESOL)

Directed Observation Reflection Questions

Collect data for each of the questions below, reflect on the data in terms of your situation, and be prepared to discuss your findings during a post conference.

Series 1

o How does the teacher start the lesson?o How does the teacher tie the beginning of the lesson to previous learning?

o How does the teacher gain the students’ interest?o What procedures are incorporated into the body of the lesson? Lecture?

Discussion?Audiovisuals? Demonstrations? Student activities? Hands-on activities? Other? Explain.

o Does the teacher show a broad knowledge of the subject area? What evidence supports your conclusion?

o Does the teacher stick to the textbook or bring in information from other sources?o Does the teacher relate the subject matter to other content the students have

studied or their prior experiences?o Reflect on how the data you have collected relates to your classroom. List or

explain changes you will make in your delivery as a result of this observation.

-78-Series 2

o What disciplinary techniques did the teacher use?o How does the teacher make the purpose and relevance of the lesson apparent?o How does the teacher end the lesson?o How does the teacher summarize the day’s (lesson’s) learning?o What kind of assignments are made?o How does the teacher ensure each child will be successful with the seatwork?

Homework?o What, if any, assessment techniques does the teacher use in the course of the

lesson? Performance based assessments? Oral or written? Observations?

Series 3

o Were the purpose and relevance of the lesson made clear to the students? Why or why not? How might the purpose and relevance have been better clarified?

o Were the teacher’s procedures effective for presenting the content? Might some other procedures have been more effective? Why do you think so?

o Were the lesson materials appropriate? Effective? Would other materials may have been more effective? Why do you think so?

o Were disciplinary techniques appropriate? Effective? If they were inappropriate or ineffective, what techniques might have been better?

Series 4

o What is the teacher’s style of instruction? Direct? Indirect? Other? Explain how you arrived at this conclusion?

o Describe the teacher’s voice quality. Does it change throughout the lesson? If so, was the change effective? Was the change intentional and how can you tell?

o How does the teacher reflect enthusiasm throughout the lesson?

o How does the teacher’s nonverbal skill advance the lesson? Smiling? Eye contact? Gestures? Enthusiasm? Others?

o What does the teacher do specifically, to aid the student in focusing on the lesson? On important points?

o What provisions were made for individual differences? Small group work?Individualized assignments? Entering or leaving the group or classroom?

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Classroom Observation Instrument

Teacher______________________________ Grade_____________ Date___________

1. How does the teacher start the lesson?

2. What instructional strategies are incorporated into the body of the lesson?

3. What materials are used in the course of the lesson?

4. What classroom management techniques does the teacher employ?

5. How does the teacher use praise?

6. Tally the number of times the teacher uses praise.specific praise____non-specific praise____

7. Are there significant behavior problems? Describe.

8. Identify one successful thing the teacher does when a behavior problem occurs.

9. What provisions are made for individual differences and student diversity?

10. Where does the teacher stand most of the time during the presentation and development of the lesson?

11. How does the teacher’s personal qualities (dress, mannerisms, grammar, volume/pitch, enthusiasm) help advance the lesson?

12. Did the teacher maximize student involvement? How?

13. How does the teacher bring closure to the lesson?

14. What types of assessment techniques does the teacher use during the lesson?

15. Do the assessment techniques reflect the lesson objective(s)?

16. Does the lesson provide integration of more than one subject area?

17. Is the physical environment of the classroom conducive to leaving?

18. Is cooperative group work used in the class?

19. Does each group member have a job? If so, what is it and what does it cover?

20. Are there adequate supplies and materials for cooperative learning activities?

21. Is the physical arrangement of the room conducive to cooperative activities?-80-

Classroom Management Observation Instrument

Teacher______________________________ Grade_____________ Date___________

1. List the classroom rules.

2. How many places are the rules posted and where?

3. List the consequences of breaking classroom rules.

4. How does the teacher reward appropriate behavior?

5. How many times does the teacher use verbal praise within thirty minutes?

6. Identify signals and nonverbal messages that the teacher uses to prevent inappropriate behavior.

7. What techniques appeared the most successful?

8. Did all students respond in the same way to these techniques? Identify different ways that two students responded to the same strategy.

9. Select one or two students who tend to be disruptive. Can you determine the reason for the behavior? What might you do to change the behavior?

10. Observe the following situations and note what the teacher does to maintain appropriate behavior:

starting a lesson

group activity changing to a different subject area lining up to go out of the room walking through the hall preparing to go to computer lab or other resource room

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APPENDIX G

Lesson Planning

Planning is a way of organizing instruction and is a source of confidence, security, and direction for the beginning teacher.

During the internship, interns are expected to write lesson plans for each lesson taught and to discuss these plans with the directing teacher for comments and approval prior to teaching the lesson. Elementary and secondary interns will develop a lesson plan for each content area and multiple plans for different student groupings within a content area. Elementary and secondary interns will complete lesson plans representing all assigned content areas using a detailed lesson plan format. These detailed lesson plans may be completed during the first weeks of internship or may be required at intervals during the internship period. The actual number of detailed lesson plans required and the time frame in which they are to be submitted will vary according to the needs of the intern as identified by the directing teacher and college supervisor/resident clinical faculty.

Detailed lesson plans will continue to be required as long as the intern needs specificity in written planning to be effective in the classroom or needs additional work in lesson plan development.

When the intern no longer needs detailed lesson planning the directing teacher, college supervisor/resident clinical faculty, and the intern will determine an appropriate lesson plan format. This format may be an abbreviated form of a detailed plan or may be a form which is consistent with that required of the directing teacher.

A Sequence for Inducting the Intern into the Lesson Planning Process

o Study the unit and lesson plans of the directing teacher.

o Cooperatively develop daily lesson plans. Over time the intern should assume more responsibility in the development of the lessons.

o Developing the daily lesson plans independently, always sharing with the directing teacher for input and approval.

o Cooperative long range planning, followed by possible independent lesson/unit development.

o Keep the intern informed of exactly when lesson and unit plans are expected to be turned in and in what format.

Rationale for the use of written plans: leads to organizing thinking in advance. brings the sequence and continuity of learning into clearer focus. provides a frame of reference for the teacher during instruction. contributes to a record of what has occurred.

Samples of various lesson plan formats have been provided for use during internship.-82-

Lesson Plan Guide

Any lesson plan should answer these four questions:

1. What do you wish the students to know or be able to do at the conclusion of the lesson?

2. What will you do to teach the material?

3. What materials are necessary?

4. How will you know that the students have mastered the content or the skills that you originally determined?

Lesson Plan FormatSample 1

TopicIntended AudienceTime

Objective(s): What do you wish the student to be able to do and under what conditions?Next Generation Sunshine State Standard(s)/Benchmarks or Common Core Standards: A list of the standards/benchmarks that the lesson addresses.

Materials: A list of the materials and resources that you will use during the lesson.

Procedures: Your game plan. What key questions will you ask? These are directions.

Opening: This sets the stage for the lesson.

Middle: This segment includes procedural steps and questions.

Close: A summary of what the students have learned, how they learned itand why (comprehension check and review) through the use of questions.

Follow Up: This extends and enriches the material covered.

Evaluation: A description including assessment tasks you will use to assess student

learning.

Accommodations: What modifications will you make for special needs learners(including ESOL students).

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Lesson Plan FormatSample 2

Rationale: States why the content and/or skill is being taught Next Generation Sunshine State Standards/Performance

Standards/Common Core Standards are cited (number and narrative)Goals Objectives:

Who is the learner? What will the learner know or be able to do after the lesson? What will the learner be asked to do and under what conditions to

demonstrate that learning has taken place? What criteria must be met to demonstrate success?

Content: Knowledge and/or skill being taught (What are you teaching)? Provides link(s) to learner’s prior knowledge Include definitions, laws, theories, principles, descriptions of subject/topic

taught Sources of information identified (Teacher’s Edition, Websites, etc.)

Materials: Includes anything which must be obtained or prepared prior to the lesson

Procedures: Hook/involvement strategy (way to obtain and focus leaner attention) Sequential teacher/student activities (in bulleted form) A variety of (high/low) scripted questions used throughout the procedures. Closure/Review (way to correct misunderstandings and reinforce learning)

Modification Strategies: Enrichment (activities relating to topic for students who finish early) Remediation (activities for students who need extra help after the lesson

is taught) Accommodations (activities and changes to the lesson plans for special

needs learners)Assessment:

Type of assessment (correlates with Objective) How the assessment will be implemented? Actual assessment task

-84-Student Information Sheet

First Name_________________________ Date of Birth _____________ Grade________

ENVIRONMENTAL FACTORS THAT AFFECT LEARNING:

Family History_______________________________________________________________________

______________________________________________________________________________

School History_______________________________________________________________________

______________________________________________________________________________

ACADEMIC ASSESSMENT

Reading______________________________________________________________________

Math ________________________________________________________________________

Written Language_____________________________________________________________________

Other________________________________________________________________________

FACTORS THAT AFFECT LEARNING (interviews, inventories, surveys, observation, discussion):

Interest_______________________________________________________________________

Learning Preferences ___________________________________________________________

Other Considerations___________________________________________________________

SUMMARY OF IEP GOAL_____________________________________________________

POTENTIAL LEARNING ACTIVITIES_________________________________________

NOTE: Be sure to protect the pupil’s privacy by not revealing confidential information.

*Supporting data are to follow this form in your notebook.

-85-Lesson Plan Format

Sample 3

Exceptional Education

A. OBJECTIVE(S)1. _______________________________________________________________2._______________________________________________________________

B. Next Generation Sunshine State Standards (Benchmarks with identifying codes)/Florida State Standards1. ______________________________________________________________2. ______________________________________________________________

C. METHODS & MATERIALS

Materials:

Methods: (List steps. Indicate learning style adaptations as needed.)

D. APPLICATION OF LESSON TO PUPIL INTERESTS AND/OR REAL LIFE:(Must be part of the lesson.)____________________________________________________________________________________________________________________________________

E. EVALUATION (Use * to indicate acceptable individual variances to achievement of this objective.)

Pupil names and assessment results:1. ________________________________________________________________2.________________________________________________________________

***Be sure to include student work samples (or photocopies) with this lesson plan. Respect student confidentiality and mark through all but the initials of the

students’ names.

F. IEP CONNECTION: Document how this lesson addresses the IEP goals and objectives for each student.

G. REFLECTIONS & NOTES (Write your own comments about the lesson here.)

-86-

APPENDIX H

Helping Interns With Self-Evaluation

Self-evaluation is one of the most helpful skills that interns can learn. Once they are in their first job, the likelihood is that they will receive very little outside observation of their teaching performance with the exception of a Beginning Teacher Induction Program. Audio-taping and videotaping one’s teaching are two valuable methods of learning how one looks and sounds. Audio-taping is less intrusive and can be conducted by the intern alone. Video-taping, on the other hand, has to be done by another person. The person running the camera needs to be aware that students’ reactions to instruction are often as important as the intern’s performance.

Evaluating one’s own audio or videotape is nerve-wracking for most people. Sometimes good results can be obtained by having the intern listen to or watch the tape first. If it is simply too embarrassing, the intern can do another tape. Guided evaluation procedures help the intern to focus on the important aspects of the lesson.

Taping is also a useful tool for reinforcing some of the feedback that has been given to the intern that seems to be being ignored. If they can see or hear the problem for themselves, there is a greater tendency to believe it.

-87-

Evaluating Your Video-Tape for Content

This part of the evaluation focuses on the content of what you say and your techniques of presenting the information and conducting the lesson.

1. Does the opening really get the students’ attention? Do you review from the previous lesson if appropriate? Is a good pace of the lesson set at the beginning of the class, or are there interruptions and breaks in the momentum?

2. How do you introduce the major concepts of the lesson? Do you simply tell them? Do you ask questions, or use an anecdote, or demonstration?

Do you use a variety of recall and higher order questions to help them understand the concepts?

Do you have appropriate pauses after asking the questions?

Do you ever pause when someone asks you a question, or do you answer immediately? Sometimes when the teacher rattles off an answer – even if

it’s correct, a message is sent that speedy answers are highly valued, that is acceptable some of the time, but not always.

If you use a demonstration, is it appropriate? Did you connect the demonstration with the concept being taught?

3. Is the practice well designed? Do you check to see if everyone is working, and working productively? Do you scan for problem spots where children are distracted or not doing what they are supposed to?

4. Is the activity well thought out? Does it go “according to plan”? If not, what happens to cause it not to go according to plan?

5. Does the summary, or lesson closure, really indicate what should have been learned, or what the intent of the lesson is?

Do the students know what they have to work on (perhaps at home)?

Is it really clear what they have to do?

-88-

6. Is the class organized to promote learning? Is the lighting adequate? Is the desk arrangement conductive to learning or misconduct?

Is there variety in the kinds of groups you use? For example are the students always working individually or do you have groups in which cooperative learning takes place? If there is changing of group structure during the lesson (for example, moving from one location to another), is it managed easily and without causing too much disruption of the learning atmosphere?

Is there good pace/momentum in the lesson? Do you handle interruptions well?

Do you give appropriate feedback and praise?

7. Do you systematically scan the class to keep cued in on what is happening? This is

hard to actually see on the videotape, but simply knowing that you should do it will increase your attention to this.

Do you move in quickly enough on misbehavior to prevent it from becoming a full-blown problem or incident?

Lesson Evaluation:

Based on your observation of the tape and the memories of the lesson that it triggered, how would you rate this lesson on a scale of 1 – 10 (1=poor and 10= excellent)?

What did you see as your strengths?

Is there anything you would change about this lesson if you had to do it over again? Can you identify one or two instructional goals that you are going to work on? These goals might include instructional habits that you want to increase or decrease. Or it might include preparation of materials or more in-depth content reading on your part.

-89-Guidelines for Evaluating Your Videotaped lesson

88% of what people remember of WHAT you say depends on HOW you LOOK AND SOUND! When you look at your videotaped lesson, you should watch it all the way through once to get an overall impression of it. However, to obtain full benefit from it, you should then “critique” it using the following guidelines to help you. These guidelines will help you recognize the good points of presentation and content knowledge, and give you some help in thinking about the weaker points of the presentation. Don’t just look for the faults!!

How you look: Was any aspect of your appearance distracting to the students? This refers to type of clothing, color, looseness or tightness, jewelry, etc. If you have long hair, did it cover your face when you were talking, or bending down to work with students?

How you sound: It’s often nerve-wracking to listen to ourselves! We can’t believe we sound like that at all. However, there are some aspects that we should listen for especially:

Voice quality: It is squeaky? Raspy? Pleasant to listen to? Did you sound confident and convincing, or nervous?

Volume: Was it too loud? Too soft? Does your voice drop off at the end of sentences? This makes comprehension hard. Students don’t like to say “What?” or I beg your pardon?”

Pitch and inflection: Does your voice go up and down enough to keep the students attention? Or do you speak in a monotone which can put them to sleep – especially after lunch?

Tone: Do you sometimes sound as though you are talking down to students? Or does your voice convey respect for their questions and comments?

Demeanor: What general impression would your students have? Did your demeanor indicate that you respected their ideas? Would a student feel comfortable questioning you in your class? Was all your speaking in the form of lecturing, or did you use a conversational tone which sends messages of “we are working on this together and I value your thoughts and ideas.”

Facial Expression: Does your face send the message you intend? When you listen to the students’ questions, does your face indicate that you are really interested? Or do you look pre-occupied? Annoyed? Impatient? Are your facial expressions congruent with what you are saying? If you are disciplining a student do you have a broad smile? This is often done in the hope that you can soften the blow, but really it says, “I don’t really mean what I’m saying”.

Eye Contact: Do you maintain eye contact with the students who ask questions? How about when you answer the question? Do you look at the student who is trying to answer your questions?

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Physical movement and gestures: Gestures are helpful in emphasizing points and neutralizing your own nervousness. Do you move your hands and arms appropriately? Or mainly do you stand with your hands in your pockets, behind your back, or folded in front of you? Do you move around the learning environment when appropriate? Do you pace back and forth and therefore make the students act like they are watching a tennis match? Do you spend a lot of time standing in one place monitoring what goes on?

Weekly Report for Intern Observation

Intern’s Name_________________________________ Observer_______________________

Date___________ Time____________ to __________________

Subject Observed__________________________________________ Grade____________

Evidence of Academic Preparation

Instructional Activities/Procedures Observed

Dealing with Off-Task Behavior and Disruptive Events

Students’ Responses to Instructional Activities

Evidence of Student Involvement in Learning

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Stressful Situations GridDaily Routine Analysis

Time Stressful Situation Your Reactions Avoidance Strategies

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APPENDIX I

The Educator Accomplished Practices

ACCOMPLISHED PRACTICE 1

Instructional Design and Lesson Planning. Applying concepts from human development and learning theories, the effective educator consistently:

a. Aligns instruction with state adopted standards at the appropriate level of rigor.b. Sequences lessons and concepts too ensure coherence and required knowledge.c. Designs instruction for students to achieve mastery.d. Selects appropriate formative assessments to monitor learning.e. Uses diagnostic student data to plan lessons.f. Develops learning experiences that require students to demonstrate a variety of applicable skills and

competencies.

ACCOMPLISHED PRACTICE 2

The Learning Environment. To maintain a student centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently:

a. Organizes, allocates, and manages the resources of time, space, and attention.b. Manages individual and class behaviors through a well-planned management system.c. Conveys high expectations to all students.d. Respects students’ cultural, linguistic, and family background.e. Models clear, acceptable oral and written communication skills.f. Maintains a climate of openness, inquiry, fairness and support.g. Integrates current information and communication technologies.h. Adapts the learning environment to accommodate the differing needs and diversity of students; andi. Utilizes current and emerging assistive technologies that enable students to participate in high-quality

communication interactions and achieve their educational goals.

ACCOMPLISHED PRACTICE 3

Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to:

a. Deliver engaging and challenging lessons.b. Deepen and enrich students; understanding through content area literacy strategies, verbalization

of thought, and application of the subject matter.c. Identify gaps in students’ subject matter knowledge.d. Modify instruction to respond to preconceptions or misconceptions.e. Relate and integrate the subject matter with other disciplines and life experiences.f. Employ higher-order questioning techniques.g. Apply varied instructional strategies and resources, including appropriate technology, to provide

comprehensible instruction, and to teach for student understanding.h. Differentiate instruction based on an assessment of student learning needs and recognition of

individual differences in students.i. Support, encourage and provide immediate and specific feedback to promote student

achievement.j. Utilize student feedback to monitor instructional needs and to adjust instruction.

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ACCOMPLISHED PRACTICE 4

Assessment. The effective educator consistently:a. Analyzes and applies data from multiple assessments and measures to diagnose students’ learning

needs, informs instruction based on those needs, and drives learning process.b. Designs and aligns formative and summative assessments that match learning objectives and lead

to mastery.c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains;d. Modifies assessments and testing conditions to accommodate learning styles and varying levels

of knowledge.e. Shares the importance and outcomes of student assessment data with the student and the student’s

parent/caregiver(s).f. Applies technology to organize and integrate assessment information.

ACCOMPLISHED PRACTICE 5

Continuous Professional Improvement. The effective educator consistently:a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on

students’ needs.b. Examines and uses data-informed research to improve instruction and student achievement.c. Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning

outcomes, adjust planning and continuously improve the effectiveness of the lessons.d. Collaborates with the home, schools and larger communities to foster communication and to

support student learning and continuous improvement.e. Engages in targeted professional growth opportunities and reflective practices.f. Implements knowledge and skills learned in professional development in the teaching and

learning process.

ACCOMPLISHED PRACTICE 6

Professional Responsibility and Ethical Conduct.a. Understands that educators are held to a high moral standard in the community.b. Adheres to the code of Ethics and Principles of the Education Profession in Florida.c. Fulfills the expected obligations to students, the public and the education profession.

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PORTFOLIO CONTENTS

Your portfolio should be designed to demonstrate through artifacts and analytical pieces the knowledge, skills, and dispositions that you have developed. It should provide evidence of your proficiency with the Florida Educator Accomplished Practices, the Florida Reading Competencies, the ESOL Standards and Competencies and the impact that you have had on student learning. The portfolio should contain the following components.

1. Introduction2. Resume3. Clinical Context

This section provides information regarding various clinical aspects of your internship. It should describe the school, students, classroom, and teaching responsibilities.

4. GoalsDevelop a set of goals that you wish to attain during your internship.

5. Reflections on PracticeThis component is a series of analytical and reflective pieces that address various aspects of teaching.

Discuss your personal philosophy of teaching. Be sure to include your beliefs regarding students, achieving student learning gains, instructional strategies, management of the learning environment, assessing student performance, and student and teacher accountability. How have your beliefs changed over time and what led to the changes?

How did you differentiate instruction and assessment to meet the needs of all students in your classroom? Give examples of what you did. What might you do differently to better meet the needs of your students?

Discuss how you used specific sources of data (i.e. standardized tests, diagnostic test results, observations, work samples, etc.) to inform your planning and teaching.

Describe how you created a positive learning environment for all students including ESOL and other special needs learners.

Based on your experiences during internship, what are your teaching strengths and why? In what areas do you need to grow professionally? Cite specific examples.

6. Accomplished Practices Documentation and Artifact Indicator MatricesFor each Accomplished Practice include the following.

Artifacts (minimum of three per Accomplished Practice). Your artifacts must demonstrate proficiency with the indicators for each Accomplished Practice.

Create a matrix for each Accomplished Practice that shows the Accomplished Practices Indicators that each artifact represents.

7. Accomplished Practices ReflectionsFor each Accomplished Practice include the following.

Discuss the types of experiences that helped you to achieve proficiency (On Target).

-95- Address how the artifacts chosen demonstrate your ability with the

selected Accomplished Practices Indicators. What do you still need to work on with each practice?

8. Impact on Student Learning Every teacher has an impact on student learning be it positive or negative. Research shows that the impact that a teacher has on students’ learning has long term residual effects. In this section of the portfolio, you will discuss through specific examples the impact you have had on students’ learning. Please address each element as described.

Student Description: Provide a description of the class or group of students that you have targeted. Include the number of students, grade level, subject area, and any additional information that may be pertinent to understanding the population that you have targeted. Be sure to include a description of any students with special needs (ESOL, ESE, etc.).

Concept and/or Skill Description: Describe the concept and/or skill that you will be assessing. Be specific in describing the concept and/or skill (e.g. drawing

inferences, letter recognition, reading fluency, two digit subtraction with regrouping, interpreting data, dribbling a basketball, etc.)

Diagnostic Instrument: Identify or create an instrument to assess the students’ initial ability with the concept and/or skill selected. This could be diagnostic tests, writing samples, performance observations, skill checklists, etc. Describe the instrument that you have identified or created to assess the concept/skill. Include a copy of the instrument that is used or if using standardized test results provide a description of the test.

Baseline Data Collection: Administer the assessment tool selected to the targeted group of students. Using the data collected develop a data table that displays the results from the pre-assessment. This is your baseline data.

Baseline Data Analysis: Analyze the student data gathered and identify those students and areas that you will have to address in your teaching to help students learn the concept and/or skill.

Plan Development: Develop a series of lessons, learning experiences and tasks to be implemented with the target group of students. There should be a sufficient number of lessons, experiences, and tasks to impact learning gains with the concept and/or skill. Include copies of the lessons, experiences, and tasks.

Plan Implementation: Implement your plan with the targeted group of students. Post Assessment Instrument: Select or develop a post assessment instrument to

administer to the students. Include a copy or a description of the instrument. Data Summary: Create a data table that summarizes your pre and post

assessment data. Graph your pre and post assessment data. Analysis and Reflection: Analyze your pre and post assessment data. Based on

your analysis of the data discuss the learning gains your students achieved. How did you use the data in your teaching to increase students’ learning? Be specific and provide examples of what you did. Using your experience with using data to help inform your teaching and planning, what would you change in your approach to teaching the selected concept and/or skill in the future?

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IMPACT ON STUDENTS’ LEARNING CHECKLIST AND TIME LINE

Directions: Use the following checklist and time line to help you in completing your Impact on Student Learning report.

STATUS(type in date when each section of the report is

finalized)

SECTION OF THE REPORT

Part A – Student Description(complete by end of week 2)Part B – Concept and/or Skill Description(complete by end of week 2)Part C – Diagnostic Instrument (including a copy of the instrument used)(complete by end of week 3)Part D – Baseline Data Collection (including data

table)(complete by end of week 4)Part E – Baseline Data Analysis Narrative(complete by end of week 4)Part F – Plan Development (including lessons, experiences, and tasks)(complete by end of week 5)Plan ImplementationImplement the plan that you have developed with the targeted students(complete by the end of week 10)Part G – Post Assessment Instrument (including a copy of the post-assessment instrument)(complete by the end of week 10)Part H – Data Summary (including data table, graphs and work samples)(complete by the end of week 12)Part I – Analysis and Reflections Narrative(complete by the end of week 12)Electronic version (CD) and a hardcopy turned in to the Office of Educational Field Experiences at the Final Intern Seminar

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Internship Portfolio Rubric

Intern______________________________ Supervisor_______________________ Term____________

Element On Target Developing Unsatisfactory Rating/CommentsIntroduction The introduction gives

a thorough depiction of the intern.

The introduction provides a limited depiction of the intern.

The introduction is missing or does not provide information about the intern.

OT D U

Resume A properly constructed resume is present.

A resume is present but has several problems with construction.

No resume is present or there are major construction issues.

OT D U

Clinical Context A detailed description of the school, students, classroom and teaching responsibilities is provided.

The description lacks detail and/or one or two elements of the description have not been addressed.

The description is not present or is severely lacking in detail and/or more than two elements of the description have not been addressed.

OT D U

Professional Goals A detailed set of Goals are present but No goals have been OT D U

professional goals is provided.

they are not professional and/or lack some detail.

provided.

Reflections on PracticeElement On Target Developing Unsatisfactory Rating/CommentsPersonal Philosophy of Teaching

Philosophy addresses all required components and exhibits in depth analysis and reflection.

All but one component is addressed in the philosophy. Analysis and reflection lack some depth.

Many components are not addressed. Analysis and reflection are absent or lack any degree of depth.

OT D U

Differentiation of Instruction & Assessment

How instruction and assessment have been differentiated to meet the needs of all students is described in detail. Many examples are provided to document the differentiations.

How instruction and assessment have been differentiated to meet the needs of all students is described in some detail. A few examples are provided to document the differentiations.

How instruction and assessment have been differentiated to meet the needs of all students is described in minimal detail. Minimal or no examples are provided to document the differentiations.

OT D U

Use of Data to Inform Planning & Teaching

An in depth description of how data was used in planning and teaching is demonstrated. Examples are given that strongly connect the examples with how data is used.

The description of how data is used in planning and teaching lacks some depth. Few examples are provided and/or are loosely connected to how data is used.

The description of how data is used in planning and teaching lacks any degree of depth. No examples or weak examples that do not relate to how data is used are provided.

OT D U

Positive Learning Environment

Multiple and specific examples of how a positive learning environment was created are discussed in detail.

A few examples of how a positive learning environment was created are discussed. Connections between the examples and the

creation of the learning environment are vague.

Only one or two examples of how a positive learning environment was created are discussed. Connections between

the examples and the creation of the learning environment are loosely or not made.

OT D U

Strengths & Areas for Growth

Strengths and areas for growth are identified and discussed in depth. Specific and multiple examples are cited that document the strengths and areas for growth.

Strengths and areas for growth are identified but the discussion lacks some depth. A few examples are cited and/or not sufficiently specific that documents the strengths and areas for growth.

Strengths or growth areas are identified but the discussion is cursory. Minimal or no examples are given to document the strengths and areas for growth.

OT D U

Accomplished Practices Documentation & ReflectionsElement On Target Developing Unsatisfactory Rating/CommentsAP #1 A minimum of three

artifacts is present.Only two artifacts are present.

One or no artifacts are present.

OT D U

All artifacts selected demonstrate proficiency with all indicators for the Accomplished Practice.

The majority of artifacts selected demonstrate proficiency with all indicators for the Accomplished Practice.

Only a few artifacts selected demonstrate proficiency with all indicators for the Accomplished Practice.

OT D U

Excellent variety of artifacts that clearly demonstrate professional and personal growth.

Artifacts show some variety and demonstrate to a fair degree professional and personal growth.

Artifacts have little variety and do not fully demonstrate professional and personal growth.

OT D U

Reflections clearly put artifacts in context, make strong connections to Accomplished Practices Indicators, and provide in depth analysis of growth.

Reflections put artifacts in context, make some connections to Accomplished Practices Indicators, and provide some analysis of growth.

Reflections do not put artifacts in context, make little or no connections to Accomplished Practices Indicators, and provide limited analysis of growth.

OT D U

AP #2 A minimum of three artifacts is present.

Only two artifacts are present.

One or no artifacts are present.

OT D U

Artifacts selected demonstrate proficiency with all indicators for the Accomplished Practice.

The majority of artifacts selected demonstrate proficiency with all indicators for the Accomplished Practice.

Only a few artifacts selected demonstrate proficiency with all indicators for the Accomplished Practice.

OT D U

Excellent variety of artifacts that clearly demonstrate professional and personal growth.

Artifacts show some variety and demonstrate to a fair degree professional and personal growth.

Artifacts have little variety and do not fully demonstrate professional and personal growth.

OT D U

Reflections clearly put artifacts in context, make strong connections to Accomplished Practices Indicators, and provide in depth analysis of growth.

Reflections put artifacts in context, make some connections to Accomplished Practices Indicators, and provide some analysis of growth.

Reflections do not put artifacts in context, make little or no connections to AccomplishedPractices Indicators, and provide limited analysis of growth.

OT D U

AP #3 A minimum of three artifacts is present.

Only two artifacts are present.

One or no artifacts are present.

OT D U

Artifacts selected demonstrate proficiency with all indicators for the Accomplished Practice.

The majority of artifacts selected demonstrate proficiency with all indicators for the Accomplished Practice.

Only a few artifacts selected demonstrate proficiency with all indicators for the Accomplished Practice.

OT D U

Excellent variety of artifacts that clearly demonstrate professional and personal growth.

Artifacts show some variety and demonstrate to a fair degree professional and personal growth.

Artifacts have little variety and do not fully demonstrate professional and personal growth.

OT D U

Reflections clearly put artifacts in context, make strong connections to Accomplished Practices Indicators,

Reflections put artifacts in context, make some connections to Accomplished Practices Indicators,

Reflections do not put artifacts in context, make little or no connections to Accomplished Practices Indicators,

OT D U

and provide in depth analysis of growth.

and provide some analysis of growth.

and provide limited analysis of growth.

AP # 4 A minimum of three artifacts is present.

Only two artifacts are present.

One or no artifacts are present.

OT D U

Artifacts selected demonstrate proficiency with all indicators for the Accomplished Practice.

The majority of artifacts selected demonstrate proficiency with all indicators for the Accomplished Practice.

Only a few artifacts selected demonstrate proficiency with all indicators for the Accomplished Practice.

OT D U

Excellent variety of artifacts that clearly demonstrate professional and personal growth.

Artifacts show some variety and demonstrate to a fair degree professional and personal growth.

Artifacts have little variety and do not fully demonstrate professional and personal growth.

OT D U

Reflections clearly put artifacts in context, make strong connections to Accomplished Practices Indicators, and provide in depth analysis of growth.

Reflections put artifacts in context, make some connections to Accomplished Practices Indicators, and provide some analysis of growth.

Reflections do not put artifacts in context, make little or no connections to Accomplished Practices Indicators, and provide limited analysis of growth.

OT D U

AP # 5 A minimum of three artifacts is present.

Only two artifacts are present.

One or no artifacts are present.

OT D U

Artifacts selected demonstrate proficiency with all indicators for the Accomplished Practice.

The majority of artifacts selected demonstrate proficiency with all indicators for the Accomplished Practice.

Only a few artifacts selected demonstrate proficiency with all indicators for the Accomplished Practice.

OT D U

Excellent variety of artifacts that clearly demonstrate professional and personal growth.

Artifacts show some variety and demonstrate to a fair degree professional and personal growth.

Artifacts have little variety and do not fully demonstrate professional and personal growth.

OT D U

Reflections clearly put artifacts in context, make strong connections to Accomplished Practices Indicators, and provide in depth analysis of growth.

Reflections put artifacts in context, make some connections to Accomplished Practices Indicators, and provide some analysis of growth.

Reflections do not put artifacts in context, make little or no connections to Accomplished Practices Indicators, and provide limited analysis of growth.

OT D U

AP # 6 A minimum of three artifacts is present.

Only two artifacts are present.

One or no artifacts are present.

OT D U

Artifacts selected demonstrate proficiency with all indicators for the Accomplished Practice.

The majority of artifacts selected demonstrate proficiency with all indicators for the Accomplished Practice.

Only a few artifacts selected demonstrate proficiency with all indicators for the Accomplished Practice.

OT D U

Excellent variety of artifacts that clearly demonstrate professional and personal growth.

Artifacts show some variety and demonstrate to a fair degree professional and personal growth.

Artifacts have little variety and do not fully demonstrate professional and personal growth.

OT D U

Reflections clearly put artifacts in context,

Reflections put artifacts in context,

Reflections do not put artifacts in context,

OT D U

make strong connections to Accomplished Practices Indicators, and provide in depth analysis of growth.

make some connections to Accomplished Practices Indicators, and provide some analysis of growth.

make little or no connections to Accomplished Practices Indicators, and provide limited analysis of growth.

Impact on Student LearningElement On Target Developing Unsatisfactory Rating/CommentsStudent Description A thorough description

of the students is provided (number, grade, subject, special needs learners, and other pertinent information).

One or two aspects of the description are missing and/or the description lacks some thoroughness.

More than two aspects of the description are missing and/or the description lacks any degree of thoroughness.

OT D U

Concept/Skill Description

A specific description of the concept/skill assessed is evident.

A concept/skill is provided but the description lacks specificity.

No description is provided.

OT D U

Diagnostic Instrument A diagnostic instrument is described, included, and is appropriate to assess the concept/skill.

A diagnostic instrument is described and is appropriate but is not included.

No diagnostic instrument is described, included, or the instrument is inappropriate.

OT D U

Baseline Data Collection and Analysis

A properly constructed data table displays the collected data in an organized manner.

The data table has some inaccuracies in the construction and display of data.

A data table is not present or the data table has many inaccuracies in the construction and display of data.

OT D U

Students and areas that need addressing are identified based on an analysis of the data collected.

Some students and areas that need addressing are not fully identified based on an analysis of the data collected.

Many students and areas that need addressing are not identified based on an analysis of the data collected.

OT D U

Plan Development The plan is well thought out, clearly addresses the identified need, can be implemented, and is varied.

The plan lacks some detail, there is some lack of connection between the plan and the need, the plan has elements that are not implementable, and/or lacks some variety.

The plan is lacking in any specificity, is loosely connected to the need, is not implementable, and/or relies on minimal experiences.

OT D U

Plan Implementation The plan is successfully implemented over the required time period. Modifications are made as the need arises.

Not all plan components are successfully implemented. The need for modifications is not consistently recognized and/or not made based on needs.

Plan is unsuccessfully implemented. Modifications are not recognized and/or not addressed.

OT D U

Post Assessment Instrument

A post assessment instrument is described, included and is appropriate to assess the

A post assessment instrument is described and is appropriate but is not included.

No post assessment instrument is described, included, or the instrument is inappropriate.

OT D U

concept/skill.Data Summary Properly constructed

data table and graph comparing pre and post assessment data is provided.

A data table and graph comparing pre and post assessment data is provided but there are some inaccuracies in the construction.

Only a data table or graph comparing pre and post assessment data is provided and/or there are major inaccuracies in the construction.

OT D U

Analysis and Reflections

Response exhibits in depth analysis and reflection.

Response exhibits some degree of analysis and reflection. Some connections are not discussed.

Response exhibits minimal analysis and reflection. Many connections are not discussed.

OT D U

Presentation Proper communication skills (spelling, grammar, mechanics and usage) are used throughout the portfolio.

There are a few errors in spelling, grammar, mechanics, and usage throughout the portfolio.

There are many errors in spelling, grammar, mechanics, and usage throughout the portfolio.

OT D U

Comments:

College Supervisor’s Signature ________________________________ Date ___________

Intern’s Signature __________________________________________ Date ___________

Revised 8/2012

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APPENDIX J

Attributes of a Successful Intern

The intern demonstrates an open and flexible teaching style by: consistently maintaining a fair and friendly attitude displaying the ability to accept each student “as is” and helping him/her from that point

accepting students’ responses and responding to students’ questions in a non-defensive way exhibiting a positive self-image individualizing instruction to the extent possible in a classroom situation

The intern demonstrates an appropriate understanding of teaching/learning situations by: adapting material to the level of the learners establishing attainable goals for all students and the teacher presenting material at an appropriate level of concreteness/abstraction diagnosing student achievement level and prescribing appropriate learning activities

and materials based upon the diagnosis setting reasonable, measurable objectives and assessing outcomes

The intern demonstrates appropriate concern for personal health and vitality by: arriving at school punctually, alert, and “ready to go” each day being consistently prompt and in attendance discharging teaching and other responsibilities promptly and efficiently

The intern demonstrates effective communication skills by: pronouncing words clearly and distinctly using an appropriate vocabulary using voice to set a variety of moods using standard English speaking on the grammatical level appropriate to the situation

The intern demonstrates the ability to work cooperatively with others by: listening rather than talking at appropriate times assuming shared responsibilities responding positively to supervision accepting criticism and suggestions sharing materials, strategies, and space with others

-108-The intern demonstrates the ability to learn from feedback by:

taking criticism in a positive way

utilizing self-evaluation being available and willing to assess discuss criticism using student responses to assess comprehension

The intern demonstrates maturity of judgment and the ability to make realistic decisions by: weighing alternatives and selecting wisely basing decisions on adequate information behaving calmly and rationally designing attainable objectives making decisions that support clearly stated goals

The intern demonstrates command of subject matter by: identifying major concepts of the subject selecting appropriate content for the level of the class identifying skills basic to the subject area integrating knowledge from various disciplines using a variety of questioning techniques and levels guiding students to recognize the relevancy of topics or activities presenting accurate and in depth knowledge

The intern demonstrates effective lesson preparation by: specifying or selecting learner objectives for lessons specifying or selecting teaching protocols for lessons researching information on content/skills to be taught

The intern demonstrates effective classroom management by: providing feedback to learners about their behavior promoting comfortable interpersonal relationships maintaining appropriate classroom behavior managing disruptive behavior

The intern demonstrates ability to perform a variety of critical teaching tasks by: reinforcing students’ positive self-images diagnosing class and individual problems planning for the individual needs of students handling confidential information appropriately asking thought-provoking questions identifying students’ achievement and prescribing appropriate learning activities

and materials

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The intern demonstrates competence in assessing students by: using teacher-made or teacher selected assessment materials or procedures which arevalid

and reliable to collect information about student progress communicating with individual learners about their needs and progress

using a variety of procedures, techniques, and instruments in assessment using the results of assessment for diagnostic and planning purposes using assessment as a basis for re-teaching establishing clearly stated standards for students’ achievement

The intern demonstrates ability to motivate learners by: showing enthusiasm through voice, actions, and preparation setting realistic expectations making subject matter relevant using student interest as a means of motivation

The intern demonstrates a fair and just attitude in dealing with students by: setting realistic standards of behavior practicing courtesy with students exhibiting honesty and integrity as a model for students showing no bias towards students refraining from derogatory comments about students to colleagues

The intern demonstrates a commitment to teaching by: spending adequate time in preparation actively participating in intern seminars or in-service activities focusing attention on students’ needs rather than on personal concerns continuing to correct weaknesses and enhance strengths giving internship top priority

The intern engages in continuing professional growth by: participating in professional growth activities sharing and seeking professional materials and ideas participating in professional organizations

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Professional Tips

Confidentiality

Personal and academic information about students is considered confidential and should only be discussed with appropriate school personnel. When in doubt, ask your directing teacher or building administrators. In addition, ask yourself, “Would this information hurt a student or parent if repeated?” and “Who really needs to know this information?” Lawsuits have resulted from a failure to maintain confidentiality.

Wardrobe

First impressions count!! It is important to dress as a professional. Your mode of dress should allow students to recognize you as a teacher. Directing teachers and principals often stress the point. Even if your directing teacher and other teachers dress more casually, remember that you are the person who wants to be hired. Dress with future employment in mind.

Communication

Keep lines of communication open with your directing teacher and college supervisor. Learn how to communicate positively with parents, principals, fellow teachers, and students. Communication is an important first step in building a relationship with your directing teacher. If you have a question, ask it! When you fail to keep the lines of communication open, problems and misunderstandings may develop.

Gossip

Gossip has no place in the internship experience. It leads to lack of trust and contributes to closing the lines of communication. Principals deplore gossiping because it is detrimental to a positive school climate. A true professional does not listen or contribute to the gossip cycle.

Teamwork

Learn to be a team player. Teamwork is an important lesson to learn. You, your directing teacher and other professionals in the building are a team because education is a collaborative effort. You cannot be effective without help in a school setting. Work together with all professionals in the building.

We are Guests

As a guest, take every opportunity to learn from your directing teacher and other professionals. Approach the internship with a bit of humility and humbleness. You may not always agree with your directing teacher. Do not try to change the system or give unsolicited advice about problems you see within the school. You will have many opportunities to share your ideas. Good relationships with your directing teacher, administrators and staff are important.

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Preparation

Preparation goes hand in hand with planning. The delivery of effective instruction reflects the level of planning and preparation. Be sure all materials are on hand so that there is no down time for students as you hunt for materials. Preparation will lead to appropriate pacing.

Paperwork

In the age of accountability and performance evaluation, interns will encounter volumes of paperwork. Paperwork is a necessary and important part of interning and teaching. The University requires projects and documentation paperwork as do the school and classroom. Your college supervisor will explain what paperwork is necessary for the University. Check with you directing teacher about the paperwork and documentation responsibilities at the school. Completing paperwork on time is a valuable skill to develop.

Planning

The well-planned intern will experience fewer surprises from the students during the teaching day. Over plan initially until you become familiar with your students’ needs and abilities. Remember to always plan for individual differences. Someone is certain to finish early or need more help. HAVE A PLAN.

Management

Good management implies good managers and vice versa. Internship is the time to practice management strategies learned in your course work and field experiences, from your directing teacher, and in the intern seminars. An effective classroom teacher relies on a variety of management strategies. Use your internship experience to add to your own repertoire.

All students need to feel that they are capable of learning, that they have something to contribute to the class, and that they have a connection with the teacher and other professionals in the building. Use management strategies that capitalize on these needs.

Sense of Humor

A sense of humor is a valuable attribute in your growing list of professional qualities. Nurture it diligently; no teacher can afford to be without it! A sense of humor is a vital tool for classroom management, for human relations in general, and, at times, in instructional presentation.

Get Involved

The intern who plays an active role in the school setting is more likely to be perceived as an energetic, dedicated professional than one who is minimally involved. Look for ways to take a role in the school by joining a committee, participating in after school events, and showing enthusiasm and diligence for assigned duties.

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