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This wikispace is presented by  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

Tanner Oman's Fall 2009 SEED 394 Internship Placement School: Avon

Field-based supervisor: Mel Fethke

Content area: History

FBS e-mail address: Mel.Fathke@k12.sd.us 

FBS phone: 605-286-3291

USD supervisor Kevin J. Reins, Phone: 605-677-5831, e-mail: kreins@usd.edu

Check List - Next Steps

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. o 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 vastly improve my comfort level with teaching and standing at the head of the room. (2) To find new ideas, methods, and tactics to help me be creative in my future classroom. (3) To Help as many students as possible to become excited about learning and their future.

Goal number 2, new ideas, methods, and tactics were added upon quite a bit in my classes, but as far as out in the field I didn't learn too many more. Since the classes were 90 minutes long, the activities were mainly larger group work activities with some short movie clips thrown in. Nothing really new was shown. Goal Three, the helping of as many students as possible to become excited about learning was accomplished to the point where I helped as many as I could, but I highly doubt many became too much more excited about their learning or their future. But i did try.
 * Post-experience reflection on my goals**: Goal number one was the most drastically improved of the three. I still was pretty nervous before each class I taught, but while teaching I settled down quite a bit, and became more comfortable leading the class.

A. 45 hours of field-based classroom participation Date Hours Description of my activities/participation in the classroom....

10/10/08

=**__1 hr. Introduction meeting with field base supervisor. We discussed the basics of when we would like to set up future meetings and I conducted my interview with him about how he is able to teach around standards. I learned from this meeting that ........ His classes are 90 minutes long and incorporate a lot of activities which i will have to create of my own when i teach my classes.__**=

10/9/09 - Went to observe under Mr. Fathke from 9:30 a.m. to 3 p.m. Had an interesting time as the school day is in a block schedule and each class is 90 minutes, so teaching this type of schedule will be quite interesting and a bit tricky to plan for. Mr. Fathke is a more laid back teacher with bits of random excitement which is where i see myself so this should be good learning from him. Plus a half hour time to prepare. 6 Hours.

10/19/09 - Went to Avon School again to observe at 9:30 a.m. and stayed until 3:30 p.m. After which i joined Mr. Fathke in his duty as the defensive coordinator for the Avon football team. Another 2 hours there in assistance. Plus, on the road trip there i had time for preparation planning of teaching a class on halloween that actually isn't going to work out. Another half an hour there. All together this trip was 8 1/2 hours of time in Avon Schools.

10/23/08 - This friday was another day of observation, which i used partly just to walk around and help the students and in the off time prepare for my lesson that i will be teaching on Monday the 26th. I arrived there for second period which is at 9:30 and stayed until the end of the day at 3:30. 6 hours spent there plus the half hour of prep time during the drive. 6 and a half total hours.

10/26/09 - Today I taught my lesson on the war of 1812. I had a former worksheet that my field supervisor used in the past that i used to break up a number of questions throughout 6 groups in the class. Having the students work on different parts of the worksheet each and then teach their parts to the class. All in all i would say it wasn't as affective as i hoped. The students all thought it was a great idea and they all seemed to enjoy it quite a bit, but i feel that the students didn't get all the information that they would have if i made them do all the questions by themselves. This way did force them to go more in depth and they learned more about each question they did, but learned less about the other questions. I also introduced technology in this lesson being that the teacher before just handed out this worksheet and sat back. I included small labtops that the school had at its desposal, and opened up new web sites to them for their deeper learning of their particular questions. I also stayed after to help coach the football team with Mr. Fathke and used my drive to plan for my lesson. Total of 8 and a half hours in Avon School.

10/30/09 - Another day of observation, we discussed having me teach my final class on November the 10th on Renaissance Europe. I will also be coming in on the 9th of November at which point we have set up an oppertunity for me to do my group work situation as well as doing my one on one time in the class directly after the group work. Also on the 9th, there is a school board meeting that I will be attending at 7:30 at night. 4 Hours in Avon today plus half hour of research and planning. So 4 1\2 hours total.

11/09/09 - Today I went in a bit early and arrived at around 8:45. Began the first class that i jumped into by joining with helping an individual student that was usually having trouble. His name was Leum, and we worked on his homework for the last 25 minutes of class. The next class i jumped into a group to help them out. It was a discussion group that was set up special for this day as a time to get to know all the kids and have the kids get to know each other. My group and I found out what our favorite foods, colors, movies, and other things and then memorized them and shared them with the class from memory. Afterwards i also worked on my lesson that i will be teaching tomorrow on the Italian Rennaissance. Following this it was time for football practice, and once that ended i went over to Mr. Fethke's home to have dinner with him and his family until the School Board Meeting started. Left for home around 9. All around i was in Avon for 12 hours today plus the half an hour of preparation. Total = 12 and a half hours.

11/10/09

- Taught my final class on the Italian Renaissance. I incorporated a worksheet assessment that i created based off of key words, people, and overarching questions within the chapter discussed. Had the students read through the chapter and then divide into working groups to focus on ideas that they all had together. The class went fairly well, it was a bit difficult to keep one group on track and they ended up holding the class back a little bit, though we finished everything i wanted to in the appropriate time so it was no big deal. Once i get my own class, i will probably pick the groups after getting to know the kids, to make sure they won't be as distracted while working together. The kids still had a little trouble with the final question which was in an essay form. I worded the question in a way i figured they would be able to understand, and then give their own opinion about, without having to use the book. I either over estimated their critical thinking skills, which is what i believe happened, or I just didn't prepare the question well enough, which could of happened as well obviously.

B. Work with a group of students 1. I worked with two different students, both freshman, one boy and one girl. 2. We had many clear defined tasks to which we were discussing together as a group and then had to relate to the rest of the class. 3. Mainly i just led the group through the tasks and helped them memorize their needed ideas so they could properly relate them to the class. I pretty much just used basic memorization techniques like backtracking to previous questions and repeating the answer a lot in order for them to hear the answer repeatedly until they had it memorized. 4. My group easily had the largest number of task items memorized. The other groups had trouble keeping on task while our group was spot on. Hopefully the kids i worked with noticed my techniques and will use them to help study for tests and other assessments.

C. Work with students individually 1. Leum is the boys name, he is a younger student who has troubles keeping on task. 2. The students task was fairly simple in that he just had to complete a worksheet assignment. 3. My interaction consisted of keepin Leum on task and helping him find the answers properly in the book. 4. I affected the students learning by helping him keep focused and aided the student in noticing important information inside the book and relating it to the questions on the worksheet. 5. My assessment was mainly my understanding of his grasp of the topic matter which he seemed to understand well enough. I also noticed that he got a large number of questions done which is usually not the case apparently, according to Mr. Fathke. So i believe i helped him our fairly well.

D. Participate in redesign of a lesson with technology Reflection on the ISTE standards ---The redesign with technology didn't include a piece of technology such as a particular website, but included the use of labtops to research greater information than the textbook had about the War of 1812. Students were asked to complete questions that I as the instructor felt included greater in-depth understanding than the students could get out of the book. So after checking with Mr. Fathke about how to better incorporate these questions, we came to the conclusion that we should include labtops, borrowed from the tech room, to allow the students a greater search area and depth. Having the labtops in the classroom did give a greater bonus to understanding and attention.

E. Classroom teaching two lessons with lesson plans and documented impact on student learning Lesson #1 - The War of 1812 Link to Lesson Plan number 1 on the War of 1812, as well as my reflection of it. Lesson #2- The Italian Renaissance Link to Lesson Plan Number 2 on Italian Renaissance, as well as my reflection of it. F. Design an assessment tool for evaluation of one of the lessons taught List of objectives being assessed  

G. Share two duties with field-based supervisor 1. A. Lunch duty where we walk through the lunch hall to make sure everyone's acting in line. B. 30 minute discussions with students on bullying and Integrity. 2. With the half hour discussions, we just sat down with a designated group of students to discuss these ideas and allow the kids to share their thoughts. I learned that everyone in the group had felt bullied at one time and that these little group meetings really help the kids share problems that they had been holding in for quite a while. Seemed like a good idea.

H. Attend an extra-curricular activity with students (Football Practice) 1. I learned that at this school, football is pretty much life. Even in class the kids and coaches think about very little else besides football. 2. The greatest impact that this extra curricular activity had was that I got to know the students on the football team much better than i would have in class. This also aided in me being able to rely on them in class for aid or discussion.

I. Attend a school board meeting 1. November 9th 2. The Meeting was a shorter one but i learned about the money situations that the school faces and also the outside influences on the school in regards to helping with money, and with receiving money from the school. They went over time periods, money, students futures, and the activities and well being of students who left Avon to go onto college.

J. Reflective interview of field-based supervisor around teaching standards How do you work around the standards for your different stubjects? - Mr. Fethke "Well there is a lot of flexability because the history standards are fairly general. So as long as you line up you subject and the time period with the standards that are required; and if you try to overlap subject matter with similar standards, the kids can usually understand everything well enough and you cover the standard." Mr. Fethke has a graph lined out that cover standards, essential questions, content, skills, activities, and assessments for each lesson, so he makes sure all of those are covered and that incorporates everything that is needed.

1. What is your impression of your field-based supervisor’s attitude toward teaching standards?- Very similar to mine, cover the standards as thoroughly as possible and that should be enough since the standards are so flexible. 2. What is your impression of the impact of standards on instruction? They are very good guides to important points that need to be taught. 3. How do you intend to incorporate standards into your teaching? Anyway i can, i hope to be creative with their inclusion into my teaching and lesson plans.

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. 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.

Analysis of Instructional Planning and Impact on Learning 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.

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

Wikispace Grade – SEED 394 Grade 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)

Total points possible: 150 points