CLINICAL INTERNSHIP HANDBOOK

Revised 05/18/2012

Table of Contents

SECTION I: DEPARTMENT OF EDUCATION3

Faculty3

Vision3

Mission4

Philosophy, Purpose, and Goals4

The Constructivist Educator6

Conceptual Framework Standards7

Candidate Progression8

Clinical Internship - Level III8

Program Completers - Level IV9

Professional Educator - Level V9

Graduation Requirements10

Candidate Progression and Proficiencies11

SECTION II: CLINICAL INTERNSHIP12

Professional Behavior and Dispositions12

Diversity Perspective13

Professional Attire17

CLINICAL INTERN18

EXPECTATIONS AND RESPONSIBILITIES18

University Supervisor Responsibilities20

Evaluation by the University Supervisor21

COOPERATING SCHOOL DISTRICT22

Cooperating Teacher Responsibilities22

EVALUATION BY THE COOPERATING TEACHER24

SECTION III: SOUTH CAROLINA TEACHER CERTIFICATION26

Teacher Certification Requirements26

South Carolina Law Enforcement Division (SLED) Criminal Background Check27

Professional Examinations27

Praxis I and Praxis II28

Principles of Learning and Teaching (PLT)28

Assisting, Developing and Evaluating Professional Teaching (ADEPT)30

SECTION IV: CLINICAL INTERNSHIP PORTFOLIO31

Clinical Internship Portfolio on LiveText31

Conceptual Framework32

ADEPT Performance Standards with Key Elements32

Clinical Internship Portfolio Sample Artifacts40

(Include a selection of your best work from the following items.)40

Frequently Asked Questions42

LiveText at a Glance:43

SECTION V: REFLECTIVE PRACTITIONER44

Writing Reflections44

How to write a reflection:44

Sample of a Reflective Journal Entry46

(Note: While this is an excellent example, your Well-Remembered Events can be shorter. Be concise and avoid entering extraneous details.)46

SECTION VI: RESOURCES47

Education Majors Club47

Teacher Education Advisory Council (TEAC)47

Career and Disability Services48

Services and Accommodations48

Classroom Accessibility49

Documentation49

Academic Support Services50

Tutoring Services50

Writing Center51

PROFESSIONAL ORGANIZATIONS52

Early Childhood Education Program Advisement Track56

Early Childhood Education Program Advisement Track PAGE 257

USCB PARTNERSHIP SCHOOLS58

CLINICAL INTERN INFORMATION SHEET59

CLINICAL INTERNSHIP AGREEMENT60

CLINICAL INTERNSHIP LOG62

INTERN ATTENDANCE CONFIRMATION REPORT65

LONG RANGE PLAN CHECKLIST66

USCB ADEPT FORMATIVE REVIEW FORM67

USCB ADEPT FORMATIVE OBSERVATION No. _______68

PERFORMANCE ASSESSMENT: UNIT PLAN RUBRIC70

MID-SEMESTER EVALUATION SUMMARY SHEET74

FINAL ADEPT EVALUATION SUMMARY SHEET75

TECHNOLOGY SELF-ASSESSMENT EVALUATION77

INTERN COMMUNICATION RATING SCALE78

EVALUATION OF THE UNIVERSITY SUPERVISOR80

EVALUATION OF THE UNIVERSITY SUPERVISOR81

EVALUATION OF THE COOPERATING TEACHER83

EVALUATION OF THE COOPERATING TEACHER84

EVALUATION OF THE USCB EARLY CHILDHOOD EDUCATION PROGRAM86

EVALUATION OF THE USCB EARLY CHILDHOOD EDUCATION PROGRAM88

(To be completed online by Cooperating Teacher at the end of the placement.88

This form provided for information only. )88

GLOSSARY OF TERMS90

SECTION I: DEPARTMENT OF EDUCATIONFaculty

Professor and Department Chair

Nancy L. Gallenstein, Ph.D., Education, Utah State University

Associate Professor

Cynthia Bolton-Gary, Ph.D., Educational Psychology, University of North Carolina, Chapel Hill

Assistant Professor

Jacqueline Batey, Ph. D., Early Childhood Regular and Special Education,

University of Florida

Renarta Tompkins, Ph. D. Education, Emory University

Instructor

Mary Hope Roseneau, M.Ed., Reading, University of South Carolina

Vision

The vision of the University of South Carolina Beauforts (USCB) Department of Education is to establish USCB as the primary resource for educators and school systems in the Lowcountry. This is accomplished through partnerships with school districts and educators, outreach to the community, and the development of USCB as the recognized source of expertise and activity in education.

Specifically, the unit envisions an education unit that educates and trains prospective teachers based on accepted research and developmental practices strengthened by professional preparation experiences in the public schools of the region. The unit envisions faculty who educate and train prospective teachers, are recognized leaders in the educational community, and who add to the knowledge base of education through research. The unit envisions graduates who have the professional knowledge base, pedagogical expertise, and the dispositions to synthesize these abilities to work effectively in the everyday environment of the education system. These graduates, working in diverse settings with diverse populations, will accept all students where they are in the learning process and devise a learning environment that will enable each student to reach his or her potential.

The unit envisions professionals in education who are able to effectively represent themselves and their profession in the community. This representation includes an advocacy for students and education, along with an ability to inform and communicate to members of the community on issues relating to students and schools in a manner that is respectful of all members of the community.

Mission

The Department of Educations mission, based on its conceptual framework, is to prepare constructivist educators who are nurturers, communicators, reflective professionals, and facilitators. The curriculum is designed to develop these qualities in educators. Candidates are encouraged to reach their academic and professional potential through exposure to highly qualified faculty, professional learning environments, and a supportive atmosphere in a multicultural setting. Candidates are prepared to work with and teach students of varied cultural, ethnic, and economic backgrounds.

At USCB, the Department of Education currently offers one program, Early Childhood Education. The Early Childhood Education Program has been designed to support and fulfill USCBs mission to offer baccalaureate degrees which respond to regional needs, draw upon regional strengths, and prepare graduates to participate successfully in the local as well as global community. In addition, the Department of Education supports and models the USCB Core Values of integrity, collaboration, innovation, responsiveness, accountability, and excellence.

Philosophy, Purpose, and Goals

The unit is committed to a learning environment that encourages students to reach their academic and professional potential through exposure to a highly qualified faculty, professional learning environments and a supportive atmosphere in a multicultural setting.

The Department of Educations conceptual framework, the Constructivist Educator, is based on a constructionist philosophy residing in the critical role of the learners active involvement during the learning process. The common belief of the unit faculty is that construction of knowledge as an activity is engaged in by teacher and student.

This shared philosophy guides the unit focus on the following beliefs:

That learning must be constructed by the learner. This construction does not take place in isolation. Teachers, peers, parents, and others effectuate the learners construction of knowledge through participation in diverse settings.

That developmentally based learning is both individual in nature, socially influenced, and that various factors contribute to the construction of knowledge.

That the candidate is a critical player in the purposeful construction of knowledge by the learner. A teacher educated in developmental levels of learners, methodology, technology integration, and content knowledge can best guide in the classroom.

That for teachers to monitor their effectiveness in the classroom and for the progress of the learners to be guided effectively, systematic evaluation must take place on a regular basis.

That the teacher must model the pursuit of learning within his or her own life and as part of the community of learners within the classroom.

The unit prepares students to become constructivist educators who are nurturers, communicators, reflective professionals and facilitators. The curriculum in the USCB Early Childhood Education program is designed to promote the development of these qualities, referred to as elements of the conceptual framework. The acquisition of knowledge, through intellectual dispositions and skills, encourage depth of understanding, tolerance of others, and individual accountability. This philosophy forms the underlying belief system that guides the development of the units curriculum, proficiencies, teaching practices and assessments.

The units purpose is to prepare candidates who are nurturers, communicators, reflective professionals and facilitators for professional careers in the classroom.

In order to achieve this overall purpose, the unit has identified the following goals:

Provide candidates with a high quality education that prepares them to work effectively and establish positive relationships with students and their families.

Provide candidates with a professional and supportive learning environment that encourages candidates to reach their academic potential.

Provide candidates with a highly qualified faculty in a multicultural setting.

Prepare candidates to believe that all students can learn and assume responsibility for their learning.

Prepare candidates who are able to design and integrate technologically rich experiences based on the educational needs of students in order to achieve educational goals in the classroom.

Prepare candidates to work with colleagues, students and communities of varied cultural, ethnic and economic backgrounds.

The Constructivist Educator

The units vision, mission, philosophy, purposes and goals are realized through the candidate proficiencies aligned with professional, national and state standards. The candidates proficiencies support the units conceptual framework, the Constructivist Educator.

The proficiencies are organized around the four educational standards of the Conceptual Framework; Nurturer, Communicator, Reflective Professional and Facilitator/Instructor. They include the knowledge (K), skills (S), and dispositions (D) we expect candidates to demonstrate. Key assessments and course assignments are designed to provide evidence that candidates meet the expected proficiencies and are embedded in each pre-professional and professional program course.

The following standards have been developed to prepare constructivist educators:

The Constructivist Educator as Nurturer effectively models positive teacher-parent relationships, creates positive relationships with families, recognizes developmental differences in students, and provides a safe environment for learners to develop intellectually and socially.

The Constructivist Educator as Communicator effectively models oral and written communication; identifies and responds to diverse learning styles of learners in listening, speaking, reading, and writing; integrates technology; creates a positive learning environment, and clearly identifies and communicates academic and behavioral expectations to students.

The Constructivist Educator as Reflective Professional uses reflection effectively to assess and improve pedagogical practice and student achievement, committed to lifelong learning, participates in professional activities, and demonstrates an understanding of the Code of Ethical Behavior.

The Constructivist Educator as Facilitator/Instructor effectively demonstrates an understanding of the relationship between constructivism and other learning theories, demonstrates best practices developmentally and culturally appropriate practices in classroom management skills, applies local, state, and national standards to curriculum and assessments in the classroom, and also develops and adapts curriculum to meet the learning styles and diverse needs of all learners.

The Department of Educations conceptual framework was developed with the input of all education faculty and members of the professional community including USCB faculty from other departments, staff, administration, candidates, education students, peer institutions, public school partners, members of the Teacher Education Advisory Council, Office of Institutional Effectiveness & Research, representatives from the private sector, non-profit organizations, and members of the community. The conceptual framework has evolved and been modified over time. The conceptual framework is used as a teaching document in the Department of Education and is emphasized in Senior Seminar.

Conceptual Framework Standards

The Constructivist Educator as

NURTURER

N-1. Demonstrate positive interpersonal relationships with the learner while identifying the uniqueness of each student.(D)

N-2. Demonstrate positive relationships and seek partnerships with families of learners. (D)

N-3. Demonstrate knowledge of human development and support, facilitate, and nurture learning.(K)

The Constructivist Educator as

COMMUNICATOR

C-1. Communicate effectively with students, parents, peers and the community using a variety of communication skills including verbal and nonverbal techniques, writing, technology, and media. (S,D)

The Constructivist Educator as

REFLECTIVE

PROFESSIONAL

R-1. Reflect on classroom practice utilizing these reflections to improve future practice and classroom instruction. (K,S,D)

R-2. Demonstrate a dedication to lifelong learning. (D)

R-3. Demonstrate knowledge of educational theory as well as current trends through reading, research and attendance at professional conferences. (K)

R-4. Demonstrate an understanding of the Professional Code of Ethical Behavior.(K,S,D)

The Constructivist Educator as

FACILITATOR/

INSTRUCTOR

F/I-1. Identify the principles of constructivism as well as other learning theories. (K)

F/I-2. Demonstrate best practice in the classroom including developmentally appropriate practice, differentiated instruction, and socially and culturally appropriate pedagogical skills. (S)

F/I-3. Demonstrate local, state, and national standards and their application to the curriculum. (K,S)

F/I-4. Demonstrate classroom management skills that include a wide array strategies (S)

F/I-5. Recognize and respond to the diverse needs and individual differences of learners and design appropriate assessments. (S)

Candidate Progression

The Department of Education teacher education program has five levels through which candidates progress. These are outlined in the unit assessment system, with each level acting as a transition point for program progression. Candidates who are applying for the Clinical Internship are at Level III. The complete program of study may be viewed at http://www.uscb.edu/academics/undergraduate/early-childhood-education

Clinical Internship - Level III

The Teaching Internship is the capstone experience in the candidates preparation for a career in education. Interns are placed in school districts that have cooperative agreements with USCB. Candidates applying for admission to internship must meet the following criteria:

The student must be fully admitted to the Professional Program.

Completion of Level I and II required.

The student must have at least a 2.75* overall GPA in all applicable courses, at least a 3.0 GPA in professional education courses and a grade of C or better in all pre-professional and professional education courses.

Passing score on the PRAXIS II (0021).

Completion of all key assessments with a rating of Meeting or Exceeding Expectations.

Completion of Internship Application and acceptance into Internship, including successfully completing interview requirement.

Must have an all clear FBI criminal background check as conducted by SLED.

Candidates whose applications have been rejected may appeal the decision by requesting a personal interview with the Professional Program Committee. Candidates may consult their advisors or the Chairperson of the Professional Program Committee concerning the procedures for appealing the decision of the Committee.

Applications for the clinical internship are available at http://www.uscb.edu/academics/undergraduate/early-childhood-education/forms_and_resources.php

Program Completers - Level IV

Final Teacher Certification and Graduation requirements as mandated by the South Carolina Department of Education for verification of college preparation and recommendation by the University of South Carolina Beaufort, Department of Educations Early Childhood Education Program are as follows:

Candidate must have at least a 2.75 overall GPA in all applicable courses.

C or better in all education courses.

C or better on Clinical Internship LiveText Portfolio.

Recommendation from University Supervisor and Cooperating Teacher for Certification.

ADEPT Final Evaluation Summary must reflect not more than 1 (Does Not Meet Expectations)

Completion of and passing score on Principals of Learning and Teaching (PLT).

Complete Candidate Exit Survey

Complete all University of South Carolina Beaufort Graduation requirements.

*GPA requirement for students in the academic bulletin 2007-2009 is 2.5

Professional Educator - Level V

During this final phase, program completers who have obtained employment as a Professional Educator in the state of South Carolina will be participating in the states ADEPT and SAFE-T programs for evaluating pedagogical skill. The results of these evaluations are submitted to the state, and institutions of higher education are given access to the results in order to use this data for program improvement. Other key assessment data collected during this time include: alumni surveys and employer (principal) surveys.

Graduation Requirements

In order for a degree to be granted, students must follow appropriate procedures as stated in the University of South Carolina Beaufort Bulletin which appears, in its entirety, on the USCB website. Each candidate, in order to graduate, must file an Application for Degree or Certificate form along with a Degree Audit Form signed by a Program Director in the Registrars Office by the due date as posted in the Academic Calendar. The due date for the Application for Degree or Certificate is early in the last semester/term in which the candidate anticipates graduation. Prospective graduates, who are unsure he/she has fulfilled all degree requirements for graduation, should contact his/her Chair of the Department of Education.

The baccalaureate degree in Early Childhood Education will be conferred provided the candidate successfully completes all program requirements. During the teaching internship orientation, candidates will complete an application for graduation. The application needs to be submitted to the Department of Education. Responsibility for final verification of a candidates successful completion of the approved teacher education program rests with the Chair of the Department of Education.

Application Deadlines for completing and filing the application are posted and should be carefully observed. http://www.uscb.edu/academics/registrar/graduation-info.php

(Candidate Progression and Proficiencies)

LEVELS

ASSESSMENTS

BENCHMARKS

CONSTRUCTIVIST EDUCATOR

STANDARDS

Level I

Pre-Professional

Open to all students

meeting University

entrance requirements.

GPA 2.75*

Passing PRAXIS I scores:

R 175, W-173, M-172Or (SAT or ACT)

Family Study Project

Technology Assessment

SLED check

(BEDC 210)

Professional Program Disposition Statement & Interview

Acceptance to the University

Completion of a minimum 46 hours of required USCB general education courses as identified in the Department of Education Professional Program of Study

Education majors must see program advisor two times per year.

Nurturer

N1, N2, N3

Communicator

C1

Reflective Professional

R4

Facilitator/Instructor

F1

Level II

Professional Program

Open only to education majors who have been accepted to the professional program and non-education majors by special permission.

GPA 2.75*

Passing PRAXIS II score:158

Child Study Project

Integrated Thematic Units

Professional portfolio (LiveText)

SLED check

Internship Interview

Grades of C or better in English 101 and 102, Speech Communications, and Math 221 and 222

Professional Program Application deadline: February 1st and October 1st.

Disposition Reflection

Passing scores on all three sections of PRAXIS I.

Completion of all general education requirements and Level I education courses, with a 3.0 GPA in education courses.

Nurturer

N1, N2, N3

Communicator

C1

Reflective Professional

R3, R4

Facilitator/Instructor

F1, F2, F3, F4, F5

Level IV

Program Completion

Open only to students who have completed all requirements for Level III and have been approved for acceptance by the Education Committee.

GPA 2.75*

Passing Scores on Principles of Learning and Teaching (PLT Exam)

Recommendation for graduation

Recommendation for certification from University Supervisor

South Carolina Department of Education Application for Certification

Reflective Professional

R2

Level V

Professional Educator

Alumni Survey

Employer Survey

AEDPT Evaluation Report: IHE Portal

Nurturer

N1, N2, N3

Communicator

C1

Reflective Professional

R1, R2, R3, R4

Facilitator/Instructor

F1, F2, F3, F4, F5

*GPA requirement for students in the academic bulletin 2007-2009 is 2.5

SECTION II: CLINICAL INTERNSHIP Professional Behavior and Dispositions

One of the goals as listed in our Unit Mission is that our candidates develop the dispositions appropriate for teaching in early childhood classrooms along with working with infants, toddlers and young children, to uphold the USCB core values of Integrity, Collaboration, Innovation, Responsiveness, Accountability and Excellence. Within the Conceptual Framework, this takes the form of the Constructivist Educator as Nurturer, Communicator, Reflective Professional and Facilitator/Instructor. The proficiencies we expect candidates to display as dispositions are organized around these four educational standards of the Conceptual Framework.

These dispositions are outlined in the Conceptual Framework Elements as follows:

N-1. Demonstrate positive interpersonal relationships with the learner while identifying the uniqueness of each student.

N-2. Demonstrate positive relationships and seek partnerships with families of learners.

C-1. Communicate effectively with students, parents, peers and the community using a variety of communication skills including verbal and nonverbal techniques, writing, technology, and media.

R-1. Reflect on classroom practice utilizing these reflections to improve future practice and classroom instruction.

R-2. Demonstrate a dedication to lifelong learning.

R-4. Demonstrate an understanding of the Professional Code of Ethical Behavior.

These institutional standards in our Conceptual Framework are aligned with the South Carolina State Standards (ADEPT) and the NAEYC National Standards. These dispositions statements have been operationalized in the following behavioral indicators: attitude, diversity, enthusiasm, personal appearance, professionalism, rapport, reliability, and sensitivity. The USCB Teacher Disposition Rubric is used to measure the dispositions across candidate progression levels. (See page 15.)

While in the school setting, candidates should perceive themselves as pre-service teachers and conduct themselves in a professional manner. Candidates represent not only themselves; they represent the Department of Education and the University of South Carolina Beaufort.

Diversity Perspective

The USCB Department of Education is committed to multicultural/diversity in the education program. Graduates as Constructivist Educators:

Believe that all children can learn.

Create a learning environment that is anti-discriminatory.

Understand, respect, and accommodate group and individual differences.

Instruct for empathy, tolerance, and altruism.

Promote justice.

In order to support candidates as they develop the knowledge, skills, and dispositions necessary to teach English Language Learners, all practicum courses will use the text 50 Strategies to Teach English Language Learners (Herrell & Jordan, 2009) as a resource. Candidates will need to use at least one strategy from the text when planning units with at least 3 or more lesson plans.

Teacher Dispositions

Exceeds (3pts)

Meets (2pts)

Developing

(1 pt.)

Does Not Meet Expectations (0pt)

Attitude (1, 11%)NAEYC.1 NAEYC.2 NCATE-2007.1 SC-ADEPT-06.10.A SC-ADEPT-06.10.B SC-ADEPT-06.10.D SC-ADEPT-06.APS.10 SC-ADEPT-06.APS.4 SC-ADEPT-06.APS.8

Believes that all students can learn and be successful in the academic environment. Helps others without being asked; asks for feedback and uses it constructively.

Believes that all students can learn and be successful in the academic environment. Cooperative; accepts constructive criticism.

Some belief that all students can learn and be successful and some difficulty in accepting constructive criticism.

Uncooperative; does not accept constructive criticism.

Diversity (1, 11%)NAEYC.1 NAEYC.2 NCATE-2007.4 SC-ADEPT-06.10.A SC-ADEPT-06.4.A SC-ADEPT-06.4.B SC-ADEPT-06.4.C SC-ADEPT-06.APS.4 SC-USCB-CE-CF.C.4 SC-USCB-CE-CF.N.1

Treats all students, teachers, and parents with respect; acknowledges and celebrates various cultures, races, and religions by openly discussing, reading stories, and displaying pictures that represent different cultures, genders, and/or religions through the clinical experience.

Demonstrates respect for cultural, racial and religious differences by openly discussing, reading, and displaying materials that represent the different cultures, races, genders, and/or religions periodically; shows no impartiality toward certain groups of students.

Shows limited respect for cultural, racial, and religious differences by not including materials that represent different cultures, races, genders; show some partiality to certain groups of students.

Demonstrates no respect for cultural, racial, gender, and/or religious differences, demonstrates partiality toward certain groups.

Enthusiasm (1, 11%)SC-ADEPT-06.10.E SC-ADEPT-06.4.A SC-ADEPT-06.4.B SC-ADEPT-06.8.B SC-ADEPT-06.8.C SC-ADEPT-06.APS.4 SC-USCB-CE-CF.N.2 SC-USCB-CE-CF.R.6

Always positive, helps students outside of class time; searches for innovative methods, shares ideas.

Positive most of the time, displays interest in students, content, and teaching.

Somewhat apathetic at times, does not always have interest in students, content, teaching.

Negative attitude, displays little interest in students, content, and teaching.

Personal Appearance (1, 11%)SC-ADEPT-06.10.D SC-ADEPT-06.APS.10 SC-USCB-CE-CF.R.8

Always dresses professionally at school and at extracurricular events; exhibits care in personal hygiene.

Generally dresses professionally and observes school dress codes; exhibits care in personal hygiene.

Questionable professional dress and appearance, does not always follow school dress code.

Dresses unprofessionally, does not observe school dress code, and displays no care in personal hygiene.

Professionalism (1, 11%)SC-ADEPT-06.10.A SC-ADEPT-06.10.B SC-ADEPT-06.APS.10 SC-USCB-CE-CF.N.2 SC-USCB-CE-CF.R.6 SC-USCB-CE-CF.R.8

Treats all students fairly and without bias. Observes confidentiality; demonstrates honesty, integrity, and willingness to accept responsibilities beyond the classroom (e.g. athletics, school committees, and clubs).

Treats all students fairly and without bias. Observes confidentiality; demonstrates honesty and integrity.

Does not consistently treat students fairly. Sometimes fails to observe confidentiality, some questions about honesty and integrity.

Gossips; does not keep information confidential; dishonest.

Punctuality (1, 11%)SC-ADEPT-06.10.D SC-USCB-CE-CF.R.5 SC-USCB-CE-CF.R.8

Arrives early and stays late as necessary.

Arrives and leaves at assigned times.

Sometimes late or leaves before scheduled work times.

Arrives late to school or class and/or leaves early.

Rapport (1, 11%)SC-ADEPT-06.10.C SC-ADEPT-06.4.A SC-ADEPT-06.4.B SC-ADEPT-06.8.B SC-ADEPT-06.APS.4 SC-USCB-CE-CF.C.4 SC-USCB-CE-CF.N.1 SC-USCB-CE-CF.N.2

Interacts positively with students, faculty, staff, and parents; initiates contributions to class or school activities or parent conferences which are well received.

Interacts positively with students, parents, faculty, and staff.

Has some problems interacting positively with students, parents, faculty, and staff.

Does not interact well with students, parents, faculty, and/or staff.

Reliability (1, 11%)SC-ADEPT-06.10.B SC-ADEPT-06.10.D SC-ADEPT-06.APS.10 SC-USCB-CE-CF.R.8

Completes all tasks/assignments within prescribed times with a high degree of quality.

Completes tasks within prescribed times.

Reliability is not always present in tasks and assignments.

Tasks are not completed within a prescribed time.

Sensitivity (1, 11%)SC-ADEPT-06.10.A SC-ADEPT-06.8.A SC-ADEPT-06.8.B SC-ADEPT-06.APS.8 SC-USCB-CE-CF.FI.12 SC-USCB-CE-CF.FI.13 SC-USCB-CE-CF.R.5

Exhibits care and concern for students' abilities and needs; spends additional time (after school/class) with students who need help; seeks information and advice from parents and staff to improve students' education.

Exhibits care and concern for students' abilities and needs.

Does not always exhibit care and concern for students abilities and needs, and does not offer additional time for help. Does not accept information or advice well.

Displays a lack of concern for students' abilities and/or needs. Refuses advice or information from parents and staff regarding students education.

Professional Attire

Professional attire is expected and required. Practicum students and teaching interns will be excluded and/or removed from the classroom if these policies are not followed. Not following these policies could have an impact on your grade, progress through the program, and future recommendations.

All of our placement schools have a uniform policy in place for student and teachers. At the very least, education practicum students and teaching interns should follow these policies. It is acceptable to wear the USCB Education polo shirt to identify yourself as a USCB intern.

The following are strictly prohibited in field experiences:

Jeans

Tee Shirts (unless special school spirit days with school team shirts)

Shorts

Flip Flops

Facial Piercings including tongue (other than ears)

Visible Tattoos

Ball caps/Hats

Sweatpants/suits

Hooded Sweatshirts

Cell phones

In addition, keep in mind that Early Childhood Education Majors will be expected to dress in a way that allows one to interact with the children on the floor and outside (i.e. no short skirts or dressesabove the kneeor high heels that impact ones ability to effectively work with young children).

CLINICAL INTERNEXPECTATIONS AND RESPONSIBILITIES

The intern should always serve as a positive model for pupils with respect to speech, grammar, handwriting, and spelling.

The intern should strive to maintain a courteous, cooperative, and professional relationship with parents, faculty, staff, and university personnel at all times.

The intern should welcome constructive suggestions.

The intern should carry out all of his/her professional responsibilities with attention to detail and pride.

Professional communication is and expectation and requirement throughout the Department of Education. All communication, including email, phone, online and interpersonal communications, with faculty, advisors, professional education community, and students should adhere to grammatical constructs and professional code of ethics. During field experience or clinical internship, no non-school related communication on school computers or cell phones during school hours.

To ensure a positive and professional experience during the internship and to fulfill internship requirements, the teaching intern is expected to:

Contact the cooperating teacher prior to the beginning of the internship assignment. Visit the school, if possible and become familiar with the classroom and school schedules, routines, and procedures.

Report on time each day and to all activities and duties assigned to the cooperating teacher.

Become familiar with all rules and procedures applicable to students and teachers in the school. The intern should read over the school handbook and become very familiar with policies and procedures set forth by the school and school district.

Analyze and evaluate the instructional procedures and the classroom management strategies of the assigned school.

Prepare lesson plans, assignments, and units that reflect the constructivist standards. Daily lesson plans and units must be reviewed and approved by the cooperating teacher several days in advance. Rubrics for both lesson plans and units are provided to the cooperating teacher and the university supervisor. Copies of lesson plans and units must also be turned into the university supervisor at least 48 hours before an observation.

Specify instructional goals and objectives.

Demonstrate knowledge of appropriate subject matter content.

Demonstrate a variety of appropriate teaching strategies.

Analyze and evaluate program and pupil evaluation systems of the assigned school.

Create and manage a classroom environment conducive to learning.

Demonstrate reliable and responsible behavior in a professional setting.

Use technology, especially including lessons on interactive whiteboards and materials for appropriate instructional purposes.

Demonstrate effective written and oral communication skills.

Demonstrate the ability to manage the instructional environment for a full school day over an extended period of time.

Demonstrate respect for colleagues and parents.

Evaluate learner performance using a variety of formal and informal assessment tools.

Analyze and evaluate the roles of all school personnel in varied school settings.

Observe other teachers working with students.

Participate in settings with students of differing ability levels and cultures.

Learn from all of those around you, including your cooperating teacher, teachers in your school, your administrators, university supervisor, and most importantly your students.

These expectations provide an overview of the objectives for, and types of experiences desired in the course: Internship for Directed Teaching. First and foremost, the teaching intern is a learner.

Special notes:

Liability is a serious issue for education professionals today. Clinical interns are strongly urged to join a professional organization that will provide liability insurance. Speakers will visit the Senior Seminar from two of the organizations.

Professionalism guidelines, as defined by the SC State Ethics standards for teachers, are found at www.scteachers.org/cert/certpdf/standardsofconduct.pdf . Any of the issues of concern listed in this document will result in immediate termination of the internship.

Interns are strongly urged not to work in outside employment during the internship semester. The successful completion of this semester cannot be over-emphasized, and student teaching is an intense time. Nights and weekends will be needed to complete the necessary lesson preparation.

Student Improvement Plans will be implemented as needed throughout the internship.

University Supervisor Responsibilities

The university supervisor is the representative of the university who assumes responsibility for the off-campus supervision of a university student. The university supervisor serves as the liaison between the university, the cooperating teacher, and the intern, and is involved in the orientation, supervision, and evaluation activities required by the program. The amount of required supervision of the intern will vary from intern to intern. Even the most skilled student teacher needs, and desires, constructive feedback on his/her performance. Supervision will be provided on a daily basis by the cooperating teacher and at various times by the university supervisor. The supervisor serves as a teacher to the intern in the following ways.

The supervisor demonstrates qualities of a caring professional by:

Providing examples of support, interest, and concern for the interns professional growth and development.

Maintaining solid communication between all members of the evaluation team.

Arranging an introductory visit with the interns before or during the first week of internship.

Working as a co-partner with the cooperating teacher to assure a successful internship experience for the intern.

Providing sympathetic understanding and professional counseling to help alleviate the tensions that often accompany student teaching.

Assisting the intern in gaining overall confidence in the teaching profession.

Helping cooperating teachers to understand their supervisory role and the assessment requirements of the intern.

The supervisor demonstrates qualities as an effective constructivist practitioner by:

Acting as a resource and an instructional guide by recommending strategies, techniques, books, videos, journal articles, and other resources that may assist the intern in teaching.

Assisting the student teacher in gaining meaningful school-wide experiences during the internship experience.

Encouraging and assisting the intern in the preparation and implementation of lesson plan writing with an emphasis on scaffolding learning experiences.

Assisting the intern with the selection of appropriate grade level and technology standards.

Providing meaningful observations of the interns teaching which reflect and highlight ways in which the intern assisted students in constructing knowledge.

Conferencing with the intern after each observation on the strengths and needs of the teaching episode and highlighting constructivist strategies.

Conferencing with the cooperating teacher on the growth and development of the intern.

Evaluation by the University Supervisor

In accordance with State Requirements, interns must have six 6 classroom observations, one (1) midterm conference, and one (1) final conference. The University Supervisor will complete three (3) of these observations completing the USCB ADEPT Formative Observation Form for each observation. After each observation, the University Supervisor conferences with the Intern to provide supportive feedback and brainstorm alternative instructional strategies as appropriate. The Intern completes a self-reflection in the Intern Reflective Journal. APS 2 and APS 3 are evaluated by both the University Supervisor and the Cooperating Teacher by assessing the Integrated Thematic Unit. APS 1 and 10 are evaluated by the University Supervisor by assessing the Clinical Internship Portfolio artifacts and self-reflections.

The Mid-Semester Evaluation is completed and signed by the cooperating teacher and the university supervisor. The teaching intern must also sign this form indicating that the information has been shared. This evaluation addresses each of the observable ADEPT Performance Standards (APSs 4-9, Instructional and Environmental Domains) and should include APS 1, 2, and 3, (Planning Domain).

The Final Evaluation is completed by the cooperating Teacher and the University Supervisor using the USCB ADEPT Summative Review Form. Prior to the final evaluation conference, the cooperating teacher and the University Supervisor make consensus judgments about the teaching interns performance. An evaluation judgment is made for each of the 10 ADEPT Performance Standards and an overall judgment of Met or Not Met is rendered.

Final Grades are assigned by the University Supervisor with input from the Cooperating Teacher based on the Summative ADEPT review. The university supervisor is charged with the responsibility to assign the final grade and determine eligibility for state certification recommendation.

COOPERATING SCHOOL DISTRICT

The faculty of the Early Childhood Education program at USCB and the partner school districts recognize the vital role that the cooperating schools play in improving the quality of teachers entering the profession. The school districts have accepted a twofold responsibility: (1) to support the directed teaching internship program by providing necessary leadership in the development and adoption of policies regarding the internship program; and (2) to act as a liaison between the partner schools, the teacher education program, and the community. USCB considers the school districts valued partners in the education of students.

Cooperating Teacher Responsibilities

The single most important influence upon the teaching intern is the cooperating teacher. Consequently, a quality internship for directed teaching program utilizes as cooperating teachers those persons who have demonstrated success in teaching children and who are successful in helping teacher education candidates develop as teachers. A cooperating teacher must meet the following criteria to serve as a cooperating teacher:

Be approved by the principal and the district office.

Be able to serve as a model for excellence in teaching.

Be ADEPT certified or trained by the university.

Additionally, the cooperating teacher produces a learning climate for teaching interns that:

Facilitates professional growth.

Permits teaching interns to put theory into practice in a supportive learning environment.

Helps teaching interns formulate and implement goals/objectives.

Assists them in modifying plans in accordance with classroom realities.

The cooperating teacher is legally responsible for the pupils at all times. This legal responsibility makes it imperative that the cooperating teacher be in or near the classroom at all times. In the event of the cooperative teachers absence from school, a qualified substitute teacher must be employed. If the absence is prolonged, the teaching intern will be reassigned.

The cooperating teacher demonstrates qualities as a caring professional by:

Creating an atmosphere in which the intern feels welcome. Establishing a supportive climate of acceptance, enthusiasm, and open communication.

Encouraging questions from the intern.

Offering positive remarks and encouraging comments when success is met.

Providing time for and maintaining communication with the university supervisor.

Generating the necessary faculty cooperation for school-wide acceptance of the intern.

Encouraging other teachers to allow the intern to observe.

Helping the intern develop a positive perception of the profession, a commitment to teaching, and a realistic concept of the total teaching experience.

Supporting the intern as a co-teacher.

The cooperating teacher demonstrates qualities of an effective constructivist practitioner by:

Recognizing that planning and classroom management are two areas most interns need to develop during their internship semester. Encouraging the intern to try new classroom management strategies that might be different than your own.

Involving the intern in a variety of instructional methods and strategies including cooperative learning, portfolio assessment, and the use of technology.

Arranging for the intern to visit the classroom of other teachers who are using innovative approaches or techniques.

Demonstrating differentiated instruction strategies and plans.

Demonstrating and explaining strategies for developing thinking skills in the students.

Providing plenty of hands-on experimental learning. Helping the intern to anticipate possible management problems for experimental learning activities.

Encouraging as much creativity as possible in the interns teaching.

Providing daily oral feedback on professionalism, instructional skills, classroom management, communication skills, content knowledge, methodology, and rapport with students.

Encouraging the interns self-evaluation and reflection.

Providing the university supervisor with written assessments of the interns teaching performance.

EVALUATION BY THE COOPERATING TEACHER

The Cooperating Teacher will complete two (2) formal observations using the USCB ADEPT Formative Observation Form for each observation. Following each formal observation, the Intern will reflect on the ADEPT evaluation in their reflective journal.

The Intern with the Cooperating Teacher will also complete using the Long Range Plan Checklist and the USC Beaufort ADEPT Formative Review Form. APS 1, APS 2, APS 3 and APS 10 are evaluated by both the University Supervisor and the Cooperating Teacher by reviewing lesson plans, assessment strategies and professional development throughout the semester. The USCB ADEPT Formative Review Form is completed at this time for APS 1, APS2, APS3 and APS10.

The Mid-Semester Evaluation is completed and signed by the cooperating teacher and the university supervisor. The teaching intern must also sign this form indicating that the information has been shared. This evaluation addresses each of the observable ADEPT Performance Standards (APSs 4-9, Instructional and Environmental Domains) and may include APS 1, 2, and 3, (Planning Domain).

The Final Evaluation is completed by the cooperating Teacher and the University Supervisor using the USCB ADEPT Summative Review Form. Prior to the final evaluation conference, the cooperating teacher and the university supervisor make consensus judgments about the teaching interns performance. An evaluation judgment is made for each of the 10 ADEPT Performance Standards and an overall judgment of Met or Not Met is rendered.

All evaluations must be completed online, using links to LiveText, which will be sent to the Cooperating Teacher. Copies of evaluations should be provided to the intern during conferences.

Final Grades are assigned by the University Supervisor with input from the Cooperating Teacher based on the Summative (ADEPT) Review. The University Supervisor is charged with the responsibility to assign the final grade and determine eligibility for state certification recommendation.

SECTION III: SOUTH CAROLINA TEACHER CERTIFICATION Teacher Certification Requirements

Teacher candidates must meet the following requirements for South Carolina certification:

The approved program of study must be completed and a candidate must hold a Bachelors Degree.

Passing scores on the required Praxis II and PLT Exams must be submitted to USCB.

Prior to the internship semester, the candidate must submit application materials for teacher certification to the South Carolina Department of Education and obtain fingerprint clearance. The application will include:

Completion of finger print scan and registration fee

A processing fee for the SC Department of Education

The application form completed by the candidate for the SC Department of Education, Educator Application.

A request form for an official transcript and applicable fee(s)

Copy of social security card

Original score report for the required Praxis II tests sent from the testing service to the Department of Education.

The following documentation is submitted by USCB to the State Department of Education following graduation and completion of all requirements for certification:

Verification and recommendation form completed by USCB.

Official transcript, following graduation.

The candidate is responsible for ensuring that all application parts have been received in the USCB Department of Education. USCB will not submit the Verification Form until all criteria have been met.

South Carolina Law Enforcement Division (SLED) Criminal Background Check

Pre-candidates and candidates are required to have a criminal background SLED check on file. The candidate must have an all-clear report on the criminal records review (or, if an arrest record is documented, be approved by the State Board of Education). It is very important that the background check questions on the certification application be answered truthfully. Failure to answer the questions truthfully could result in denial of certification.

South Carolina requires a state criminal records check supported by fingerprints by the FBI in the semester before the internship semester. This check will need to be repeated if the candidate does not apply for certification within twelve months. Candidate not cleared by this review will not be permitted to begin their internship semester.

Teacher candidates are required to disclose whether they have ever been arrested, convicted, found guilty, entered a plea of no contest, paid a fine or otherwise had adjudication withheld in a criminal offense other than a minor traffic offense. Any criminal record that has not been sealed or expunged by written court order must be reported. Candidates who have questionable offenses will have their file reviewed by the Professional Program Committee (in consultation with legal experts) for clearance. Field based practicum assignments may be undertaken only after candidates obtain a satisfactory SLED report. The Department of Education advises candidates who are denied clearance for practicum assignment of their alternatives. Candidates with questions should consult with their academic advisors or the Chair of the Department of Education.

Professional Examinations

For all candidates seeking initial certification, the State of South Carolina requires a passing score on the Principles of Learning and Teaching Examination (PLT) in addition to the appropriate PRAXIS II Specialty Area Examinations. In order to be certified, teaching interns must take these exams no later than the end of the semester during which they intern. A teaching intern who successfully completes a planned program will be recommended for certification upon application. Teacher certification is granted by the South Carolina Department of Education upon the recommendation from the Department of Education at USCB. Teaching interns can obtain applications for certification from the Department of Education. No intern may be considered as completing the program until passing scores on the Praxis II and the Principles of Learning and Teaching examination are on record in Department of Education.

Praxis I and Praxis II

All Education Majors must take the examinations described below:

The PRAXIS I Pre-Professional Skills Test (PPST) is comprised of three tests Reading, Writing and Mathematics. Official passing scores must be received by USCBs Department of Education before admission to the Professional Program.

The PRAXIS II Education of Young Child. Official passing scores must be received by USCBs Department of Education prior to the semester of the Teaching Internship.

The PLT Principles of Teaching and Learning. This test must be taken in order to fulfill graduation and certification requirements. Official passing scores must be received by USCBs Department of Education prior to graduation.

Registration forms for the Praxis I, Praxis II and PLT can be obtained from the Department of Education or Education Faculty members who may serve as advisors. Candidates wishing to take the computerized exams are directed to contact a Sylvan Learning Center that has locations in Savannah, GA, Columbia, SC and Augusta, GA. The candidate should confer with his/her advisor concerning preparation for the exams. Registration information and practice tests can be found by visiting www.ets.org or calling 1-800-772-9476.

Principles of Learning and Teaching (PLT)

The Principles of Learning and Teaching test is designed to assess a beginning teacher's knowledge of a variety of job-related criteria. Such knowledge is typically obtained in undergraduate preparation in areas such as educational psychology, human growth and development, classroom management, instructional design and delivery techniques, evaluation and assessment, and other professional preparation.

The test includes four case histories, each presenting a particular teaching situation. For each case history, the examinee will respond to three short-answer questions related to the teaching situation described in the case history. The twelve short-answer questions will cover all of the content areas listed under Topics Covered. Each short-answer question will be scored on a scale of 0-2. Questions may require the examinee to do any of the following: demonstrate understanding of the importance of an aspect of teaching, demonstrate understanding of the principles of learning and teaching underlying an aspect of teaching, or recognize when and how to apply the principles of learning and teaching underlying an aspect of teaching. Each case history with short-answer questions will require approximately 25 minutes.

In addition, the test contains two sections of twelve multiple-choice questions covering an array of topics listed under Topics Covered. Each multiple-choice question section will require approximately 10 minutes.

Test Name

Paper Test Code

Computer Test Code

South Carolina

Passing Score

Principles of Learning and Teaching

0621

--------

157

Number of Questions:

12 short-answer questions and 24 multiple-choice question

Format:

4 case histories will be presented, each followed by 3 short-answer questions; 24 multiple-choice questions are included in two sections of 12 questions each

Categories that will appear on your score report

Approximate Percentage of Total Score[footnoteRef:1] [1: Information obtained from the ETS website, www.ets.org ]

I.

Students as Learners (multiple-choice questions)

11%

II.

Instruction and Assessment (multiple-choice questions)

11%

III.

Teacher Professionalism (multiple-choice questions)

11%

IV.

Students as Learners (short-answer questions)

22%

V.

Instruction and Assessment (short-answer questions)

22%

VI.

Communication Techniques (short-answer questions)

11%

VII.

Teacher Professionalism (short-answer questions)

11%

Assisting, Developing and Evaluating Professional Teaching (ADEPT)

ADEPT is South Carolina's system for assisting, developing, and evaluating professional teaching. Based on state expectations, ADEPT Performance Standards (APS) that are aligned with nationally recognized teaching standards, the ADEPT system forms a seamless continuum for teachers throughout the entirety of their careers. The ADEPT system also includes standards and evaluation models for teacher candidates. The ADEPT performance standards will be prefaced throughout your classes within the Education Program. You will find additional information at the Educator Certification website at http://ed.sc.gov/agency/se/Educator-Certification-Recruitment-and-Preparation/Certification/?CFID=1121656&CFTOKEN=79935103 .

SECTION IV: CLINICAL INTERNSHIP PORTFOLIOClinical Internship Portfolio on LiveText

Rationale: The purpose of the Clinical Internship Portfolio is to allow candidates the opportunity to show evidence of the candidates work and professional growth during the clinical internship. Additionally, the portfolio will serve as a guide for use during clinical internship and subsequent job interviews.

Evaluation: Sections of the portfolio will be due on specific dates of the clinical internship. APA style format will be required, and scoring rubrics will be given to candidates at beginning the process. The portfolio will be based upon the conceptual framework and ADEPT Standards. Candidates must describe the standards in their own words and submit artifacts which prove that understanding.

Portfolio Contents (subject to change):

Cover page

Table of Contents

Background Information

Inspirational quote and reflection on how the quote applies to the candidate as a future teacher.

Reflection paper based on candidates beliefs about teaching and learning (philosophy of education) as these beliefs relate to the programs conceptual framework. The paper must be organized around the elements of the conceptual framework and must be APA style with a reference page.

Resume

Video of a lesson taught, with self evaluation

Personal Information

Professional Activities (workshops, conferences, etc.)

Community/School Service

Unique Experiences and Talents

Academic Honors/Awards (artifacts should be provided for this section, including photos, news clippings, certificates, programs, etc.)

Conceptual Framework

Constructivist Educator as Nurturer, Communicator, Reflective Professional, and Facilitator/Instructor.

ADEPT Performance Standards with Key Elements

(from ADEPT Website) http://ed.sc.gov/agency/programs-services/50

All ADEPT standards addressed.

APS 1: Long Range Planning

APS 2: Short-Range Planning of Instruction

APS 3: Short-Range Planning, Development, and Use of Assessments

APS 4: Establishing and Maintaining High Expectations

APS 5: Using Instructional Strategies to Facilitate Learning

APS 6: Providing Content for Learning

APS 7: Monitoring and Enhancing Learning

APS 8 Maintaining an Environment That Promotes Learning

APS 9: Managing the Classroom

APS 10: Professional Development

This document, copied from the SC State ADEPT website presents each APS with its Key Elements listed in the left column and an explanation of what to look for as documentation of that Key Element in the right column. This document provides guidance for artifacts to include in your Clinical Internship Portfolio.

Domain 1 PLANNING ( includes APS 1-3)

Domain

Focus Areas

APS1: Long-Range Planning

1.A: Obtaining and analyzing student information and using this information to guide instructional planning

Identifying the types of student information that impact student learning in this subject area and/or at this grade level

Obtaining each of these types of student information

Using student information to inform planning and instruction

Other:

1.B: Establishing appropriate learning and developmental goals for all students

Identifying the South Carolina academic standards for this subject area and grade level

Overlaying Blooms Taxonomy (revised) onto the academic standards

Other:

1.C: Identifying and sequencing appropriate instructional units

Developing appropriate units of instruction that cover key themes, concepts, skills, and standards

Incorporating the principles of curriculum design and alignment

Other:

1.D: Developing appropriate processes for evaluating and recording students progress and achievement

Developing effective processes for evaluating student performance

Analyzing student performance

Determining the appropriate evaluation criteria for each assessment

Determining and reporting students overall progress and achievement

Developing/selecting a student record-keeping system that permits accurate, efficient, and confidential data keeping and analysis, using technology, as appropriate

Other:

1.E: Planning appropriate procedures for managing the classroom

Identifying the various types of instructional and non-instructional routines

Incorporating school and district policies that relate to classroom management

Describing appropriate procedures for reinforcing appropriate student behaviors

Describing appropriate procedures for minimizing and dealing with student misbehaviors

Describing appropriate procedures for minimizing and dealing with disruptive behaviors

Other:

APS 2: Short-Range Planning of Instruction

(Note: This standard is a drill-down of key element 1.C.)

2.A: Developing unit objectives

Developing objectives that clearly define what the students are expected to know and be able to do when the unit is completed.

Connecting unit objectives to standards

Linking unit objectives to previous and future learning objectives

Other:

2.B: Developing instructional plans for the unit (content, strategies, materials, resources)

Determining appropriate sources of content

Determining appropriate instructional strategies and materials to effectively teach the content

Accommodating learning differences

Applying the content into real-life contexts (EEDA)

Integrating technology into instruction, as appropriate

Other:

2.C: Using student performance data to guide instructional planning

Collecting, aggregating and disaggregating, and analyzing student data

Using student data to inform planning

Other:

APS 3: Planning Assessments and Using Data

(Note: This standard is a drill down of key element 1.D.)

3.A: Developing/selecting and administering appropriate assessments

Developing/selecting assessments that align with the standards-based learning objectives and the instruction in terms of the content, types of knowledge, and cognitive processes

Developing/selecting assessments that are free from error

Developing/selecting assessments that include clear directions, models, and/or prompts

Administering assessments at appropriate intervals

Providing appropriate student accommodations, as needed

Other:

3.B: Gathering, analyzing, and using assessment data

Using appropriate formative assessment strategies

Obtaining information about current levels of student understanding

Analyzing the information to determine the appropriate next steps for learning for the students

Using the information to guide instructional planning

Other:

3.C: Using assessment data to reflect student progress and achievement

Using appropriate summative assessments that align with the learning objectives

Establishing appropriate evaluation criteria

Establishing appropriate weightings relative to the importance of each assessment

Making accurate decisions in terms of student performance

Maintaining accurate, current, well-organized, and confidential student records

Other:

Domain 2 Instruction (includes APS 4-7)

APS 4: Establishing and Maintaining High Expectations for Learners

4.A: Establishing, communicating, and maintaining high expectations for student achievement

Determining appropriate expectations for what students are to learn

Communicating expectations effectively to students

Other:

4.B: Establishing, communicating, and maintaining high expectations for student participation

Determining appropriate expectations for student effort

Communicating expectations effectively to students

Other:

4.C: Helping students assume responsibility for their own participation and learning

Making learning relevant to the students (EEDA)

Encouraging student initiative and follow-through

Assisting students in self-assessment and reflection

Other:

APS 5: Using Instructional Strategies to Facilitate Learning

5.A: Using appropriate instructional strategies

Using strategies that are appropriate for the content

Using strategies that are appropriate for the students

Using strategies that are appropriate for the levels of learning

Other:

5.B: Using a variety of instructional strategies

Varying strategies within and among lessons

Using of a variety of instructional formats

Making appropriate use of instructional technology

Other:

5.C: Using instructional strategies effectively

Enhancing student interest and engagement

Creating opportunities for student success

Other:

APS 6: Providing Content for Learners

6.A: Demonstrating a thorough command of the subject matter

Presenting accurate, current subject matter, conceptual relationships, and procedural steps

Recognizing and correcting students content errors

Other:

6.B: Providing appropriate content

Presenting content that is aligned with the curriculum requirements, grade-level academic standards, and/or student learning objectives

Other:

6.C: Structuring the content to promote meaningful learning

Extending content beyond factual knowledge

Identifying key concepts

Organizing content in a clear, logical fashion

Making content relevant and applicable (EEDA)

Other:

APS 7: Monitoring, Assessing, and Enhancing Learning

7.A: Monitoring student learning during instruction

Using formative assessment strategies to determine how learning is progressing and what next steps need to be taken

Actively engaging students in the formative assessment process

Other:

7.B: Enhancing student learning during instruction

Adjusting the lesson content and/or instructional strategies, as necessary, based on student needs

Adjusting the lesson format and/or pace, based on student needs

Making appropriate student accommodations, as needed

Providing appropriate enrichment activities to extend student learning

Other:

(SECTION I: DEPARTMENT OF EDUCATION) (3)

7.C: Providing appropriate instructional feedback to all students

Providing formative and summative feedback to all students

Individualizing feedback, based on student performance

Providing formative and summative feedback that is clear, descriptive, and criterion-based

Providing timely formative and summative feedback

Other:

(39)Domain 3 Environment (APS 8-9)

APS 8: Maintaining an Environment That Promotes Learning

8.A: Creating a safe physical environment that is conducive to learning

Facilitating student safety in the classroom

Arranging the classroom so that all students are included and can participate

Displaying items that are of interest and personal relevance to the students

Other:

8.B: Creating and maintaining a positive classroom climate

Modeling a positive attitude and enthusiasm toward the students and the subject matter

Creating a climate of mutual respect

Other:

8.C: Creating and maintaining a classroom culture of learning

Facilitating student interest in and enthusiasm for learning

Promoting success and a sense of belonging for all students

Encouraging student collaboration and involvement

Other:

APS 9: Managing the Classroom

9.A: Managing student behavior appropriately

Establishing appropriate and effective rules for classroom behavior

Reinforcing appropriate student behaviors

Using techniques to prevent student misbehaviors

Managing student misbehaviors appropriately

Managing student disruptive behaviors effectively

Promoting student self-management skills and behaviors

Other:

9.B: Making maximum use of instructional time

Student engagement throughout the entire instructional period

Organization of materials and equipment

Other:

9.C: Managing non-instructional routines effectively

Effectively managing safety routines

Effectively managing classroom operations

Effectively managing transitions between activities, subjects, and classes

Other:

Domain 4 Professionalism APS 10

10.A: Advocating for the students

Collaborating with other professionals in the school to address the needs of specific students or groups of students

Collaborating with others outside the school to address the needs of specific students or groups of students

Other:

10.B: Working to achieve organizational goals

Participating in school- and/or district-wide initiatives

Participating in and contributing to professional learning communities

Other:

10.C: Communicating effectively

Determining what and how much information needs to be communicated, to whom it should be communicated, and how it should be communicated

Ensuring that communications are accurate and free from errors

Maintaining communications on a frequent and ongoing basis

Matching communication style to the intended audience

Other:

10.D: Exhibiting professional demeanor and behavior

Adhering to professional requirements (e.g., certification), conduct (e.g., Standards of Conduct for South Carolina Educators), ethics, and policies and procedures

Consistently exhibiting professional self-management skills (e.g., responsibility, initiative, time management, appearance) and quality of work (e.g., completing required tasks in an accurate, timely, and effective manner)

Other:

10.E: Becoming an active, lifelong learner

Exhibiting professional interest and inquiry that extends beyond fulfilling minimal requirements

Engaging in professional development and inquiry (a) to extend own knowledge and skills and (b) to contribute to others and to the profession

Pursuing appropriate, challenging professional goals

Other:

Clinical Internship Portfolio Sample Artifacts

(Include a selection of your best work from the following items.)

ADEPT Standards:

Section 1: Planning

APS 1: Long Range Planning

Course Requirements

School Calendar and Schedule

School Information

Grading Policy

The Constructivist Educator Conceptual Framework

Time Sheet

Class Roll/ Student Information

Discipline Code

Curriculum Goals

Long Range Plan Evaluation

APS 2: Short-Range Planning of Instruction

Lesson Plans (USCB format)

One 10-day Unit Plan

Copy of Plan book Pages

APS 3: Short-Range Planning, Development, and Use of Assessments

Teacher Made Tests and Answer Keys

Evidence of Authentic Assessment

Copy of Grade/Record Book

Two examples of Rubrics used

Section 2: Instruction

APS 4: Establishing and Maintaining High Expectations

Copy of Objectives that reflect appropriate curriculum standards.

Standards used are based on student achievement levels.

Strategies for communicating expectations for completing assignments, class participation.

Source: Class procedures, Lesson Plans, Student Information.

APS 5: Using Instructional Strategies to Facilitate Learning

Diversity Artifact

Record of Technology Instructional Support

Record of Instructional Strategies Used

Record of Instructional Strategies for Future Use (Idea Bank).

Photos/Samples of Activities and Lessons You Conducted.

Copy of Lesson Plans

APS 6: Providing Content for Learning

Content is based on appropriate standards

Content is presented by identifying key concepts

Content is linked to previous and future learning

Source: lesson plan- Strategies and evaluation notes on why the lesson was taught and its effectiveness

APS 7: Monitoring and Enhancing Learning

Cooperating Teacher Observations

University Observations

Post Observation Conference Notes

Self-Reflections of Your Lessons

Journal Notes

Section 3: Environment

APS 8 Maintaining an Environment That Promotes Learning.

Evidence of your school observations

Floor plan of the classroom, photos of centers, organizational ideas

APS 9: Managing the Classroom

Classroom management plans observed

Classroom management strategies that you would use

School wide Positive Behavior Plan.

Section 4: Professionalism

APS 10: Professional Development

Evidence of Professional Organization Membership

Reflection of attendance at a Professional Conference

This must be a professional meeting or seminar sponsored by an educational organization such as the SC Science Council, SCATE, SC Reading Association, or your school or school district.

Written summary of any Parent Conferences

Evidence of participation in after school events and activities

Copy of Your Resume

Copy of Your Philosophy of Education

Copy of your Disposition Reflections

Frequently Asked Questions

What is a portfolio?

An essential component of the USCB Department of Education is each candidates development of a portfolio to guide, organize, document, support and assess candidate competence. A portfolio is an organized collection of artifacts and reflections upon those artifacts, selected for the purpose of substantiating success in meeting standards set for excellence in teaching. The portfolio should also document the candidates professional growth over the course of the internship experience. It is each candidates responsibility to collect exemplary work which document mastery of each ADEPT standard.

How do I organize my portfolio?

The candidate or professor may decide upon how the information will be constructed on LiveText. Each section of the portfolio should be clearly labeled with appropriate artifacts/products included which will document successful understanding and performance of each standard.

What happens if the portfolio is unsatisfactory?

If any part of the portfolio is unsatisfactory, the candidate will revise and resubmit the relevant documentation to the reviewer or advisor. The candidate will not meet the requirements for completion of the internship requirements until the entire portfolio is submitted and rated as meeting expectations or above.

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SECTION V: REFLECTIVE PRACTITIONER

Writing Reflections

The process of reflecting on practice is an important step in professional growth. In depth reflection requires that you closely examine an action as well as its result and to honestly analyze areas in which improvement needs to be made. Further, an in-depth reflection involves a plan of action for improvement.

All Interns are required to keep and submit a reflective journal in which weekly (or more often) reflections are made. The reflective journal should be submitted through LiveText. It is important to keep your journal up-to-date and available during your formal evaluations. Reflective journal entries should be numbered and dated.

How to write a reflection:

Description

The description should emphasize the following: who, what, where, how and what next? This portion provides the foundation for the rest of the reflection and provides important information for the audience. The description is simply accurate information, with no editorial comments, opinions, or conclusions included.

Analysis

The developer analyzes the evidence by breaking the whole apart to find patterns. In this stage, the developer identifies strengths within the evidence and areas on which to improve. Thoughtful reflections are honest analyses of ones own strengths and weaknesses. Ask yourself why did this happen and attempt to explain the underlying causes.

In this section, you refer to what is learned and used for analysis. For example, cite textbook sources, journal articles, or classes where you learned about best practice. This cited information illustrates why what you are seeing or doing does, or does not, align with what you know.

Initial Planning

This component is the most important part of the reflection. The developer must address how he or she will use the information to improve practice. This component emphasizes positive change in teachers behavior and provides the intrigue for reading portfolios.

Action

This component takes the initial planning stage and describes the developers plan of action in more detail. This component becomes an articulation of the way that the teacher chooses to change, learn, and grow in understanding the complexity of teaching.

Weekly Reflection Suggested Topics

A list of questions is presented with the intent of guiding your reflection on activities with which you are involved. These questions are presented as ideas that may help you structure a questions of an event that you experienced with your instruction or class routine or specific student behavior. Select an item from the list that follows and develop your response. Close each entry with a paragraph explaining what you have learned from the experience. Include how you plan to apply this learning for the remainder of student teaching and as a new teacher.

Complete the sentence. Then, offer support and detail for your response: This week in the classroom for me was

What was your biggest project of the week? Comment on its success.

Discuss the high point(s) of the week.

Who was your most rewarding student during the week? Discuss your answer; include a description of your interaction with the student.

Which student presented the biggest challenge for you this week? Discuss your answer; include a description of your interaction with the student.

Consider the expectations of teaching that you had prior to student teaching.

What has been revealed to you about teaching that you had not envisioned before the beginning of this experience?

What confirmations about teaching have been made for you during this experience?

Talk about specific steps that you have taken during the experience to improve your skills as a developing teacher.

Describe an experience in student teaching that has positively contributed to your development as a teacher.

Discuss effective methods of managing student behavior that you have observed or used.

In what ways do teachers sometimes contribute to the development of behavior problems?

Your CT and US have worked closely with you during this experience. Discuss their contributions to your growth. Note suggestions that you may have for them in their work with future student teachers.

Anticipate your first year of teaching. Discuss features of teaching about which you feel most confident.

Identify paperwork responsibilities of teaching. Describe your plan for efficient management of these responsibilities.

Identify instructional expectancies that the school system has. Discuss your plan for meeting these expectancies.

Identify non-instructional responsibilities that you have assumed. How do these contribute to the total education program?

Offer specific examples of your use of technology in: a. Planning for instruction. b. Implementing instruction. c. Developing and maintaining records.

Discuss steps you have taken in meeting needs of a culturally diverse student population.

Sample of a Reflective Journal Entry(Note: While this is an excellent example, your Well-Remembered Events can be shorter. Be concise and avoid entering extraneous details.)

Journal Entry 4

September 1

Today I fumbled around on the science lesson. We discussed some questions in the students activity log and the first section went fine. But on the last two my CT had to jump in and explain the answer to question #3 because the results didnt really turn out perfectly and I didnt know how to make sense of it.

I realize some important things about this experience. I needed to re-consider the questions that I developed. I didnt set them up in appropriate format or according to the scientific method we learned in science methods class. I am checking my notes later and future questioning formats will be improved. I also needed to remember what Dr. B. said concerning lab experiments. I panicked because the results were different. I needed to throw the question back to the students as my CT did with some leading questions rather than always having the answer ready. I also assumed the students would make connections to the content covered in the book. Again, I needed to clarify those references in my directions. We certainly have discussed clarity in directions given often enough in methods class activities.

However, I felt awful that the CT had to speak up and clarify things. Afterward I didnt know if she would talk about it with me or if she was disappointed in me or angry or what! I need to use those conflict resolution strategies we talked about in Dr. Ds class sooner than I thought! I decided to plan my approach carefully. I discovered that my CT understood. She was just great when she lead the discussion concerning my lesson. She didnt berate me, but asked simply, How did the lesson go for you? (As if she didnt know that I was near tears and total frustration!) But she allowed me to identify the problem and the solutions I had to offer. I told her I felt like such an incompetent and should have anticipated that the results might not turn out exactly perfectly. I just drew a blank right in the middle of the lesson, and then talked in circles until she helped me out! The CT made me feel better about the experience. That it was actually good to experience this because this happens to experienced teachers too. She said that she was proud of my ability to identify the positive and negative parts of the lessons. Most importantly, I could identify what to do next time and I knew where to get the information.

I also did not plan the timing of the lesson very well. Students this age need more time. I was rushing them and did not think on my feet to adjust the lesson. Today I learned what it was to have a really bad lesson and a really supportive CT. I learned from my mistakes and will not make assumptions about what the students will already know or be able to do. I will not let this get me down. I will fix the lesson for tomorrow and will go on with determination.

SECTION VI: RESOURCESEducation Majors Club

The USCB Department of Education sponsors the Education Majors Club which gives (pre-) candidates an opportunity to meet with Department of Education faculty, staff and peers in a round-table format on a monthly basis. Topics to be discussed are fielded by the Education Club President and President Elect, with all final approval of agendas by the faculty advisor. Guest speakers, vendors and educators in the field are invited to speak, and fund-raisers are planned and implemented.

Libraries

Both campuses, Historical Beaufort and Gateway to Hilton Head, have extensive childrens literature collections that may be checked out and used by the community and candidates.

Curriculum Lab

There are many curricular resources available at the Gateway to Hilton Head campus library. Candidates are able to check out the curricular materials for use in field experiences or clinical practice.

Teacher Education Advisory Council (TEAC)

Two candidates nominated by faculty to serve on the TEAC. The Teacher Education Advisory Committee shall be comprised of all education faculty and staff, students, members of the community, principals and teachers from partnership schools, and educators from the USCB service region. The purpose of the committee shall be to review and monitor the USCB Early Childhood degree program and the quality of its graduates. In addition the committee may make suggestions for the improvement of the program. The committee shall meet at least once a year. The committee membership will be as follows:

All USCB Education faculty and administration

The principal (or designee) and two faculty members from each partnership school

The Beaufort and Jasper County School District Superintendent(s) (or designee)

Four community members from the USCB service region

Two principals (or designees), in addition to partner school principals from Beaufort and Jasper school districts

Two faculty members, in addition to partner school faculty members from Beaufort and Jasper

Two current cooperating teachers in the internship program

Two students from the USCB Early Childhood Degree Program

Career and Disability Services

Both services are located in the Student Service Suite in the Hargray Building. Call 843-208-8263 for more information or to set-up an appointment.

Career Services provides comprehensive career development and planning services for students. Specific services include: career/major exploration assessments, a career resource library, resume and cover letter review, mock interviews, a job posting website for both full and part time jobs, and assistance finding internships and permanent employment. Career Services is also available to present workshops to classes or small groups on topics such as making a resume, interviewing skills, or job search strategies.

Disability Services coordinates accommodations and services for