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=This wikispace is presented by Mike Weisbecker in fulfillment of the requirements of= =SEED 394 Internship in Secondary Education= The Internship Field Experience is the second of three required field experiences for certification in The School of Education at The University of South Dakota. The Internship is designed to give students a more extensive and participatory experience than the Paraprofessional Field Experience, and students who complete the Internship will be better prepared to enter the Student Teacher Field Experience. In keeping with the School of Education’s theme of //Reflective Decision Making + Leadership//, the Internship is designed to allow students the opportunity to examine their interactions in the school setting and to evaluate the role they play in student learning. According to Donald Graves (2001), “Awareness that grows out of the specifics of your own situation produces energy. For this reason, you need to know the details of your own experience in order to make some judgments about how to set a personal and professional direction for your life.” The activities required during the Internship Field Experience and the associated written assignments will give you the chance to reflect upon your progress toward becoming a teacher. Perhaps more importantly, you will have the opportunity to reassess and, hopefully, reaffirm your commitment to teaching as a career path.

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

|| =Check List - Next Steps=
 * Mike Weisbecker's Spring 2009 SEED 394 Internship Placement**
 * School: || Lennox Middle School ||
 * Field-based supervisor: || Mr. Bahnson ||
 * Content area: || 6th grade Language Arts ||
 * FBS e-mail address: ||  bahne.bahnson@k12.sd.us
 * FBS phone: || 605-647-2203 ||
 * USD supervisor || Kevin J. Reins, Phone: 605-677-5831, e-mail: kreins@usd.edu ||

Next steps: Please check off the following items by replacing the "o" with an “X” in the left hand column of the table once you have completed the task.
 * X || Upon receiving this information, respond immediately via e-mail to Dr. Kevin Reins indicating that you have received your placement information and that you have no major conflict with the placement. ||
 * X || Contact your field-based supervisor within 48 hours of receiving your placement information either by phone or e-mail. ||
 * X || During this first e-mail or phone call to your field based supervisor, ask to set up the first meeting (at your FBS’s convenience) for you to visit the classroom. ||
 * X || Upon arriving at the school, go directly to the main office, introduce yourself, the reason for your attendance, (make a great impression from the beginning) and ask to be directed to your FBS’s classroom. ||
 * X || During the first visit to the classroom, notify your FBS of the URL to your wikispace and let her/him know that you will be documenting the __requirements__ of the experience in this space. Discuss the requirements. ||
 * X || Deliver the FBS’s packet with the evaluation forms and return envelope to your field based supervisor during the first meeting. ||
 * X || Also during the first meeting, exchange phone numbers in case of emergency (edit your wikispace and put your FBS’s prefered phone number in the informatin table above), confirm your visitation times, and discuss what you will be doing in the class over the course of the 45 required hours in the classroom. ||
 * X || When convenient, introduce yourself to the principal and other faculty throughout your stay at the school. Be kind, courteous and show appreciation for the opportunity to be visiting and working with the students and faculty at the school. Always try to leave a great impression on people. ||
 * X || Within the first two visits, ask for a copy of the school handbook or ask to borrow a handbook for the semester. ||
 * X || Report to Dr. Kevin Reins via e-mail after you have completed your initial visit. Briefly describe the visit and ask any questions or state any concerns you have at this time and through the semester. ||
 * X || IF YOU MISS A SCHEDULED TIME – REPORT IT TO DR. REINS IMMEDIATELY. ALWAYS KEEP HIM INFORMED. RECORD THE DATES THAT YOU MISSED HERE. ||

= =

My goals for the internship:
Write three goals for your internship experience. (1) To find out how I will respond to the secondary school and classroom environment. (2) To apply what I have learned about secondary education in a “real world” setting. (3) To better prepare myself for student teaching and a career as a secondary school instructor.

Post-experience reflection on my goals.
I believe I did indeed find out how I will respond to the secondary school and classroom environment. I’m not sure if sixth grade is for me (I believe I still prefer eleventh or twelfth grade), but at least now I have a better idea of what I’m up against. I tried the best I could to apply what I have already learned in class to the real world, but I tend to always fall back on what I already know in the real world and apply that rather than really stick to what I have been taught in class. I need to try harder to working things through use what I’ve learned in class more to become a better teacher. I am much better prepared for student teaching, though not quite ready for a career as a secondary school teacher. I have a long way to go still. I think keeping these goals in mind (something I failed to do during this semester) should be one step in achieving all my goals.

A. 45 hours of field-based classroom participation

 * **Date** ||= **Hours** || **Description of my activities/participation in the classroom....** ||
 *  3/27/09 ||=  10 ||  I participated in the Omaha trip to Bensen High School. This is a magnet school that focuses on Academic Research and Innovation. I was placed in the classroom of English teacher Paula Vazzano, room 212C. The opportunity was an interesting experience. The classroom was very open and Mrs. Vazzano appeared incredibly laid back. She lead the classroom discussion and disciplined when needed. Students were generally attentive, but at times, many were not. I think it would be interesting to get more experience at a school like Benson and see what really goes on there on a day-to-day basis rather than the small glimpse we got while visiting.

||
 * 4/01/09 ||= 3 || Today was the introductory meeting with my field based supervisor. I showed up about 15 minutes early and went straight to the office. I was warmly greeted by the secretary Dawn Timmerman She remembered my name from an earlier email. She informed me that my field based supervisor was currently outside (on recess duty). I waited for Mr. Bahnson and the students to come inside and then proceeded to his classroom.

Mr. Bahnson and I discussed the packet, exchanged a few pleasantries, and went over a list of tentative dates for me to visit. I learned they did not have school on April 10th (Good Friday) nor did they have school the following Monday, April 13th. Mr. Bahnson also informed me he would be out of the classroom on Monday, April 27th. Eventually, we can to a consensus as to what days would work in order to meet the required 35 hours.

I sat in back and observed the class for the majority of my first day.

Students were asked to write an opinion piece on the topic (provided by Mr. Bahnson) of team sports. The class was assigned __Someone Was Watching__ by David Patneaude (1993). I was provided a copy of the book. I also requested a copy of the text. ||
 * 4/03/09 ||= 3 ||  I read to the class (3rd and 4th block) from __A Year Down Yonder__ by Richard Peck (2000). It was nice to be able to simply read to a class of young people. The students were generally attentive.

I noticed that Mr. Bahnson stresses what are labeled the "6 Writing Traits". 1. Organization 2. Idea 3. Word Choice 4. Voice 5. Fluency (use transitions*) 6. Conventions I mention this because they are written or rewritten on the classroom whiteboard almost every time I visit class.

Students were assigned an opinion writing exercise. ||
 * 4/06/09 ||=  3 ||  Each student was assigned a poem (tree related for Arbor Month) to memorize and recite later in the week. Students were also to write down a list of 25 transitions to memorize for Thursday 4/09. I accompanied the class (3rd and 4th block) to the library. I spoke with Mr. Bahnson about AR Tests. He mentioned he uses them minimally (admittedly less than other teachers). The class was assigned __The Westing Game__ by Ellen Raskin (1978). He stated he does not incorporate __The Westing Game__ into class Rather, students read and complete the AR Tests related to the novel on their own. I plan on meeting with the school librarian in order to learn more about how AR Tests are used.

I read over the student's (4th block) opinion essays (generally one paragraph, with a maximum length of 8 - 10 sentences) and was instructed by Mr. Bahnson to make notes regarding spelling, punctuation, grammar, and overall fluency). Observations: At the end of class Mr. Bahnson handed back the papers I corrected and instructed the students to make the appropriate corrections. He also mentioned the class would be going to the computer lab to type their opinion pieces. ||
 * 4/14/09 ||=  3 ||  Today Mr. Bahnson covered material for the __Someone Was Watching__ test. A few of the Elements of Literature are listed below. He also began an writing assignment involving Thunderboy, a character he apparently made up for the sake of the assignment.

Elements of Literature Protagonist - Chris Antagonist - Bud and Clover Setting - Point of View - 1st and 3rd omnipotent Plot - Loss, disappearance and subsequent search and rescue of Molly Theme - Never stop believing. Don't ever give up

Thunderboy Story with introductory sentences for each chapter - add to each (introductory) topic sentence to create a chapter (a paragraph or more) for your story final copy will be typed (computer lab) on Friday

schematic: Introduction: - taste - variety - availability Support #1 Support #2 Support #3 Support #4 Conclusion

Schedule: - Newspaper "South Dakota sun lovers smarter than most" = write 35 words (focus on sentence structure) - __Someone Was Watching__ = Review for Test, cover various Elements of Literature. - Thunderboy (Chapter 1) = "Thunderboy rarely became tired from running". - __Ruby Holler__ - __Down Yonder__ - "He aimed and "pow," the rifle exploded". subject verb conj. interj. article noun verb (pronoun) predicate_ _ _ _ _ <span style="font-family: 'Times New Roman',Times,serif;"> My Introduction to Ruby Holler by Sharon Creech (see Lesson Plan) ||
 * <span style="font-family: 'Times New Roman',Times,serif;">4/15/09 ||= <span style="font-family: 'Times New Roman',Times,serif;"> 3 || <span style="font-family: 'Times New Roman',Times,serif;"> Today's class typifies the structure applied daily in Mr. Bahnson's classroom. He leads off with a quote/passage (often including a vocabulary word from the assigned reading or a literary element of importance) and has students write 35 words about the quote/passage. After this, he moves to the back "Yellow Chair" and reads an article from The Argus Leader newspaper to students while they take down notes about the main ideas in the article. Sometimes, for a little change of pace, he will read a more light-hearted article as well, but only asks the students to write 35 words about one of the articles he reads. Next, Mr. Bahnson transitions back to the front of the classroom and covers the writing lesson for the day, in this case, the adventures of Thunderboy. After covering the basics, students write for 10 - 20 minutes, and then move on to the novel they are reading for class. They are allowed to move to a comfortable area of the room for this (there are pillows, beanbag chairs, etc.). If they are disruptive, they have to return to their desk. Towards the end of class, he reads aloud from __Down Yonder__ just for the sake of reading (there are no grades associated with the book). He ends the class diagraming a sentence on the board with the assisstance of the class as a whole.

I appreciate how the class is structured, as I myself, ideally, am a very structured person. The students seem to do well with the structure as well, and I think they benefit from the change of pace and movement Mr. Bahnson employs.

Mr. Bahnson's lesson plan consists of what is written in his planner, and generally does not deviate much from what is listed on the board each day. The Schedule is the lesson plan. Mr. Bahnson knows what works for him and his students, and he keeps it simple.

Schedule: - "She saw a spider __scurrying__ down the wall". = write 35 words - Newspaper "Federal officials back wind energy 'superhighway" = write 35 words - Thunderboy (Chapter 2) = "Thunderboy's wits were sharp"! - __Ruby Holler__, Review 1-11, Read 12-24 - __Down Yonder__ - "The sky wept bitterly all day". (did not get to) ||
 * <span style="font-family: 'Times New Roman',Times,serif;">4/20/09 ||= <span style="font-family: 'Times New Roman',Times,serif;"> 3 || <span style="font-family: 'Times New Roman',Times,serif;"> Starting off the week once again, and that means a trip to the library to begin class. I got an opportunity to speak with the librarian about the AR Tests I mentioned on April 6th. AR, or Accelerated Reader Tests are developed by a company called Renaissance Learning Inc. The tests are 10 multiple choice questions over the book the teacher selects. The questions are appear largely based upon plot and characters from the novel. I have listed a sample question below:

Sydelle Pulaski was surprised to discover that Angela ... a. was really the bomber b. had given away their clues c. had stolen a copy of the will d. was involved with Theo

Upon completion, a RP Score Summary is provided, listing the number of correct answers, possible answers (10), percent, points possible (8), and points earned. It states a 60% is required to pass the quiz and then prompts if you "would like to see the questions you answered wrong?" I scored a 40% (having no knowledge about the novel __The Westing Game__.

Although I think the AR Tests are perhaps a bit to basic and not much of a learning tool, they could be incorporated more by teachers to further include technology into their classrooms.

schematic: Support sentence #1 Support sentence #2 (transition) Support sentence #3 (transition) Concluding sentence

Schedule: - Library - Thunderboy Essay - Waffles vs. Pancakes Essay (see schematic) - __Ruby Holler__, Review 25-33, Read 43-53 - __Down Yonder__ - "Well, that takes the cake"! interjection _ ...idiom... ||
 * <span style="font-family: 'Times New Roman',Times,serif;"> 4/21/09 ||= 3 || I began teaching my lesson today (see lesson plan).

Schedule: - "The boat has this __specially__ __tailored__ back end". = write 35 words (focus on transitions) - Newspaper "Plasma donation booms amid economic bust" = write 35 words - Waffles vs. Pancakes Essay (turn in) - My Lesson (see Lesson Plan) - __Ruby Holler__, Review 34-42, Read thru 66 - __Down Yonder__ - "The rooster crowed "cocka-doodle-doo"! article noun verb (subject) interjection ||
 * <span style="font-family: 'Times New Roman',Times,serif;"> 4/22/09 ||= <span style="font-family: 'Times New Roman',Times,serif;"> 3 || <span style="font-family: 'Times New Roman',Times,serif;"> Earth Day (lights were turned off for the day). It was interesting and a little difficult to read the whiteboard because of the glare from the sun coming in the windows. I taught today.

Schedule: - "I'm feeling __crotchety__, I want those blasted kids to leave". = write 35 words - Newspaper "Everyday steps to save energy, cash" = write 35 words - My Lesson (see Lesson Plan) - __Ruby Holler__, Review 43-53, Read thru 66 - __Down Yonder__ (did not get to) "The wind danced through the leaves". article subject predicate _ article noun (adj.) (noun) (verb) prepositional phrase personification ||
 * <span style="font-family: 'Times New Roman',Times,serif;">4/23/09 ||= 3 || I continued teaching today.

Schedule: - "Maybe we ought to do some __whittling__ tonight". = write 35 words - Newspaper "Lawsuit would pay Sioux in land dispute" = write 35 words - My Lesson (see Lesson Plan) - __Ruby Holler__, Review 54-66, Read 67-80 - __Down Yonder__ - " I was __hopping__ mad about her comment". subject verb adj. noun preposition pronoun noun (pronoun) hyperbole (idea) (idea) ||
 * <span style="font-family: 'Times New Roman',Times,serif;">4/24/09 ||= <span style="font-family: 'Times New Roman',Times,serif;"> 3 || <span style="font-family: 'Times New Roman',Times,serif;"> I taught the class again today.

Schedule: - "He patter the nearest tree and __sauntered__ down the trail". = write 35 words - Newspaper "Realtor rescues cat in concrete" = write 35 words - My Lesson (see Lesson Plan) - __Ruby Holler__, Review 67-80, Read 81-94 - __Down Yonder__ ||
 * <span style="font-family: 'Times New Roman',Times,serif;"> 4/27/09 ||= <span style="font-family: 'Times New Roman',Times,serif;"> 3 || Aware there was a substitute in for Mr. Bahnson today, I was interested and a little scared to see how the students would respond. There weren't any major issues, but the students were aware of the fact they could try to get away with little things Mr. Bahnson would not allow, and they took advantage of that knowledge.

We spent the first thirty minutes of the block at the library (as is customary every Monday). Students returned and renewed book. Students are also encouraged to complete their AR test during the library session. Next, we transitioned to the computer lab for each student to begin and complete typing up their written essay to hand in their Final Copy for grading. Some students were unable to finish typing their essays in the 30 minutes allotted.

Schedule: - Library - Computer Lab = Compare & Contrast Essay - __Ruby Holler__, Review 81-94, Read 95-104 - __Down Yonder__ (did not get to) - "The most accurate estimate of beetles was one million". (did not get to) ||
 * <span style="font-family: 'Times New Roman',Times,serif;"> 4/29/09 ||= <span style="font-family: 'Times New Roman',Times,serif;"> 3 || <span style="font-family: 'Times New Roman',Times,serif;"> Wednesday, April 29th marked the my 12th and final day at Lennonx Middle School. The student were restless when I arrived (after their recess/lunch block), more restless than I had ever seen them. The students started class by writing 35 word from the prompt "Dallas was waving away bees that had long since vanished", focusing on good transitions. The class also worked on their next assignment, an autobiography essay. After writing, students read __Ruby Holler__ and reviewed the vocabulary for a test the next day (Thursday). They were also assigned to read through page 132 in __Ruby Holler__.

Afterward, Mr. Bahnson handed the class over to me. I proceeded to address the class with regard to their compare and contrast essays (see lesson plan).

Schedule: - "Dallas was waving away bees that had long since vanished". = write 35 words - Soil activity = 35 words - Autobiography Paragraph #2 - __Ruby Holler__, Review Vocab (Test Thursday 1-12), Read thru 132 - __Down Yonder__ - "The __pitter, patter__ of rain was heard __on the roof__". onomatopoeia prepositional phrase || Hours may be completed outside of your placement by the SEED 394 class as a whole.


 * Classroom Text and Resources**:





B. Work with a group of students I stepped in to help a group of four girls, all friends. Each of the four girls was to go over each other’s essays in a type of open peer review, taking ideas from their textbook. The girls had trouble coming up with main ideas for the paragraphs of their compare and contrast essays. They had all picked to write about two friends. I tried to get them to answer their own questions, to some extent. I would ask them if they could think of a specific instance, a funny story, or an event that they were all at together, that they could use for their essay. I also tried to push them for more information about each friend they were writing about. I was surprised how little a few of the girls had about their best friends. Here, I tried to ask them somewhat silly, almost rhetorical questions about their friends to get them talking aloud about their subjects. I believe my interaction helped this group of girls gather more information and write more about the two people they were comparing and contrasting.

C. Work with students individually I worked with a girl. She was somewhat shy, and was having trouble coming up with enough to write about for here compare and contrast essay. The problem seemed to be that her two friends were too much alike, and difficult to contrast. The student’s goal was clearly defined to pick two friends and compare and contrast them (their qualities, personalities, quirks, etc). I knelt down next to the student and simply went over what she was struggling with and tried to get her thinking more outside the box about her two seemingly so alike friends. I used the example from when I introduced Ruby Holler to aid in my explanation and give her a personal frame of reference. I agreed that the two girls were very alike, but still very different. I used an example from what I knew of the two girls the student was writing about. One was much more of a button pusher and center of attention. I asked her to just think about events that happen in school or even our own class. After this suggestion, as well as a few others, she finally came to the conclusions I was looking for. I believe the interaction really helped the student move from the mental block she was experiencing (because she was thinking too broad) to the more general idea of how her two friends might be different. The student’s impact on learning was assessed upon completion and grading of the essay.

D. Participate in redesign of a lesson with technology The ISTE standards tend to be a lot more simple and straight forward than traditional standards, perhaps because they deal with technology.

My field-based supervisor’s lesson plan generally looks something like this:

Schedule: - "She saw a spider scurrying down the wall". - Newspaper "Federal officials back wind energy 'superhighway" - Thunderboy (Chapter 2) = "Thunderboy's wits were sharp"! - Ruby Holler, Review 1-11, Read 12-24 - Down Yonder - "The sky wept bitterly all day". (did not get to)

In order to redesign Mr. Bahnson’s lesson plans I simply took them off the whiteboard and onto the smartboard. All the work that is done on the board continues to be done on the board, and then some. The smartboard also allows putting the vocab words, study guides, schematics, and sample student work all up in front of the class in a fast, simply, and helpful manner.

E. Classroom teaching two lessons with lesson plans and documented impact on student learning

Lesson #1 - Title

Lesson #2 - Title

F. Design an assessment tool for evaluation of one of the lessons taught

G. Share two duties with field-based supervisor I shared recess duty with my field-based supervisor on Thursday, April 23rd. I also rode along with my field-based supervisor as he bussed Lennox School District students home from school on Wednesday, April 29th.

I learned that Lennox Middle School has recess for their students. Mr. Bahnson explained this is mostly out of necessity rather than a attempt to fight childhood obesity. See, the grade school also shares the lunchroom with the middle school (which is actually the old high school). My ride along on the bus was interesting, long, and bumpy. Overall, both experiences helped me appreciate a little more just exactly how much goes into being a secondary education teacher.

H. Attend an extra-curricular activity with students Sixth grade band contest at Canton Middle School/High School on Saturday, May 2nd. I’m not sure what I really learned from my extracurricular activity. I found out there were a lot more students active in band from the two blocks of 6th grade I was a part of at Lennox Middle School than I was aware of. I had noticed a few students had been pulled out of class or had to leave early, but it only seemed to be a student, two at the most. So when I saw more than a dozen students I recognized or even knew from class, I was a bit surprised.



That probably had the most impact on me, seeing that many students outside of class, and in Canton of all places. Being in a small town, especially in a school setting, is always a different experience for me.

I. Attend a school board meeting I attended the Sioux Falls School District school board meeting on Monday, April 27th at 5:30 p.m. [|Sioux Falls School District] media type="custom" key="3801839" [|Good News PTA Reflection Winners] media type="custom" key="3801859" [|Writing Assessment Results]

I have attended school board meetings before in both Vermillion, SD and Sioux Falls, SD. This particular school board meeting had a positive tone and wasn’t too bad to sit through. The information about the writing assessment was of particular interest to me.

J. Reflective interview of field-based supervisor around teaching standards




= = =Items that I have included that might be helpful for accomplishing the requirements of the internship=
 * Suggested Routines for Participating in the classroom**

1. Make a seating chart.<span style="font-family: 'Courier New',Courier,monospace; font-size: 10%;"> 2. Take attendance. 3. Run errands for the classroom teacher. 4. Help with classroom housekeeping. 5. Organize materials needed for a lesson. 6. Make copies of materials needed for the lesson. 7. Help pass out materials to the students. 8. Arrange a bulletin board. 9. Check out books from the library to be used by students in the classroom. 10. Check out media to be used in a lesson. 11. Make a chart or graph. 12. Make a transparency or stencil. 13. Run a film, filmstrip, videotape, etc. 14. Get supplementary materials needed for a lesson (e.g., magazine illustrations, pamphlets, maps, etc.). 15. Develop a bibliography for an upcoming unit. 16. Correct papers. 17. Set up or help set up a lab. 18. Write news/assignments on the chalkboard. 19. Set up a learning center. 20. Set up an experiment or a demonstration. 21. Obtain a speaker to come to class, or help organize a class field trip. 22. Help gather materials for a class party. 23. Help make costumes for a class play. 24. Send out a class newsletter to parents. 25. Help individual students with seatwork. 26. Assist a small group. 27. Assist students with library research. 28. Monitor a test. 29. Hand out and collect materials. 30. Listen to an individual student read or recite a lesson. 31. Give a test or a quiz. 32. Read aloud or tell a story. 33. Help students in a learning center. 34. Accompany students to school office, bus, playground, after-school programs. 35. Help monitor the hallway, lunchroom, or playground.

1. What did the students learn from your lesson? How do you know they learned from your lesson? (Attach assessment tools from the lesson.) 2. What did you think about or consider when planning the lesson? (Be specific.) 3. What do you think was the most effective part of the lesson? Why? 4. How closely did you follow your lesson plan? If you deviated from the lesson plan, what decisions did you make during the lesson and why? 5. Were the activities/materials/visuals/aids appropriate? Why? Why not? 6. What part or parts of your plan would you consider changing before teaching this lesson again? 7. What do you see as your teaching strengths? 8. Identify a goal you would like to have your field-based supervisor assist you in achieving.
 * Analysis of Instructional Planning and Impact on Learning**


 * Checklist of Interview Techniques for Teaching Standards**

1. Before the Interview a. Establish the purpose for the interview. b. Request an appointment (time and place), giving sufficient time for the interview. c. Plan specific questions related to the purpose of the interview. d. Prioritize questions, asking the most important first.

2. During the Interview a. Be on time for the interview. b. Start the interview by restating the purpose of the interview. c. Take careful, objective notes-- try to list direct quotes as often as possible. d. Avoid inserting your own impressions or judgments. e. Limit the interview to no more than 15-30 minutes.

3. After the Interview a. Review with the respondent what has been said or heard. b. Express your appreciation for the interview. c. Offer to share the interview report with the interviewee.


 * School of Education Standards for Initial Preparation of Teachers**


 * 1. Understands Content:** The teacher understands the central concepts, tools of inquiry, and the structures of his/her discipline. The teacher demonstrates the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn meaningful subject matter.


 * 2. Understands Development:** The teacher understands how children learn and develop and can provide opportunities leading to active learning that support their intellectual, social, personal, and physical development.


 * 3. Understands Difference:** The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.


 * 4. Designs Instructional Strategies:** The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills while incorporating state and national standards.


 * 5. Manages and Motivates:** The teacher uses an understanding of individual and group motivation and behavior to establish a safe, orderly, and equitable learning environment that fosters positive social interaction, active engagement in learning and self-motivation.


 * 6. Communicates:** The teacher uses knowledge of effective verbal ,nonverbal, and media communication techniques with students and their constituents within and beyond the classroom. The teacher fosters active inquiry and engagement in lifelong learning to prepare students for workforce readiness.


 * 7. Plans for Instruction:** The teacher plans instruction based upon knowledge of students, subject matter, technology, curriculum goals, and the community.


 * 8. Evaluates:** The teacher understands, creates, selects, and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.


 * 9. Reflects on Practice:** The teacher is a reflective practitioner who continually evaluates the effects of his/her instructional choices and action on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.


 * 10. Participates in the Professional Community and Seeks Professional Growth:** The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being, reflects on their professional behaviors, and actively seeks opportunities for professional growth and development.

1 **1. Integrates Technology to Enhance Learning:** The teacher uses current technologies, software, and telecommunications networks to plan, design, deliver, and evaluate learning experiences to enhance learning. The teacher employs the ethical use of technology and uses it to further his/her professional productivity.


 * 12. Understands Evolution of Public Education and Its Legal and Ethical Responsibilities:** The teacher understands the foundations of public education, technological and societal changes in the schools, and upholds the legal and ethical responsibilities of the teaching profession.

=How your wikispace will be graded=

<span style="font-size: 14pt; line-height: 200%; font-family: 'Cambria','serif';"><span style="font-size: 14pt; line-height: 200%; font-family: 'Cambria','serif';"> <span style="font-size: 14pt; font-family: 'Cambria','serif';">Name: _ Completing the Internship Application Form (3 points) _ Writing goals for internship (3 points) _ Post-experience reflection on goals (5 points) _ Log of: A. 45 hours of field-based classroom participation (10 points) _ Reflection on: B. Work with groups of students (5 points) _ Reflection on: C. Work with students individually (5 points) _ Artifacts for: D. Participate in redesign of lesson with technology (10 points) _ Artifacts for: E. Classroom teaching two lessons with lesson plans and documented impact on learning (40 points) _ Artifacts for: F. Design an assessment tool for evaluation of one of the lessons taught (10 points) _ Reflection on: G. Share two duties with field-based supervisor (2 points) _ Reflection on: H. Attend an extra-curricular activity with students (2 points) _ Reflection on: I. Attend a school board meeting (2 points) _ Transcript and Reflection on: J. Reflective interview of field-based supervisor around teaching standards (5 points) _ Documentation form for field experience (3 point) _ Maintaining wikispace (6 points) _ Performance on Knowledge and Skills from Evaluative Comments (21 points) _ Performance on Professional Dispositions (18 points)
 * Wikispace Grade – SEED 394 Grade**

Total points possible: 150 points