Internship-Andrea

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 Year-Long Residency Experience. In keeping with the School of Education’s theme of //Learning & Leading + Reflective Practice//, 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 Secondary Internship Field Experience and the associated written assignments will give the candidate the chance to reflect upon his or her progress toward becoming a teacher. Perhaps more importantly, he or she will have the opportunity to reassess and, hopefully, reaffirm his or her commitment to teaching as a career path. Graves, D. (2001). //The Energy to Teach.// Portsmouth, NH: Heinemann = = =Check List of 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.
 * SEED 394 Internship in Secondary Education**
 * 's Spring 2012 SEED 394 Internship Placement**
 * School: || Kingsley-Pierson ||
 * Field-based supervisor: || Amy Benson ||
 * Content area: || Middle School English ||
 * FBS e-mail address: || N/A ||
 * USD supervisor || Kevin J. Reins, Ph.D., SoE, email: Kevin.Reins@usd.edu ||
 * 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 if your FBS’s has recieved the URL explaining the experience and talk about the week to come. ||
 * 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 for the experience and to your wikispace and let her/him know that you will be documenting the A. through D. __requirements__ of the experience in your wikispace. Discuss the A. through D. requirements. ||
 * X || Discuss the FBS's evaluation forms on the Web site. ||
 * X || Also during the first meeting, exchange phone numbers in case of emergency (edit your wikispace and put your FBS’s prefered contact information in the table above), confirm your visitation times, and discuss what you will be doing in the class over the course of the 20-40 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 experience. Turn in your wikispace URL documenting your A.-D. requirements. ||
 * None || IF YOU MISS A SCHEDULED TIME – REPORT IT TO DR. REINS IMMEDIATELY. ALWAYS KEEP HIM INFORMED. RECORD THE DATES THAT YOU MISSED HERE. ||

**SPR12 Week-long Secondary Internship Requirements**
==(A.) **Documentation of 40 hours of field-based classroom participation (organized in a table with date, hours, and description); Options for 40 hours include:**== A. SFNTHS – Project Coyote – covering of classes while SFNTHS faculty attend professional development (8 hrs.) 1. Work with a group of students 2. Ask questions of student(s) about PBL process and procedures B. Observe the Roll Out of a PBL project at SFNTHS (6 hrs.) C. Participate and give feedback as a knowledgeable other in the Publicly Presented Product/Performance of the Roll Out observed in b. (6 hrs.) D. 20 hrs. with an assigned mentor teacher (Note: if you do not attend one or two of the options mentioned above in a. through c., you must pick up those hours in your field experience with your mentor teacher; the mentor is not responsible for any of these options, they will be provided by USD faculty.) __**Documentation of part A**:__ Note: Some hours may be completed outside of your placement at SFNTHS. Please include these hours in your table.


 * Andrea Roberts || Kingsley-Pierson || Supervisor: Amy Benson Total Hours: 40.25 ||
 * 5-Mar-12 || 7:30-3:45 || First, I got a small tour and was introduced to several of the faculty. A full day in Mrs. Benson's language arts classroom consists of two classes each of 6th, 7th, and 8th grade students. With one prep and one studyhall at the end, this makes for a full day. Today I mostly observed. I graded 6th grade worksheets on transitive and intransitive verbs. I proofread through 8th grade essays, and then individually talked to each student about the great work in their paper, as well as some points of improvement. I learned how to do the "Daily Oral Language" at the beginning of each class, and I will take over this duty everyday for the rest of the week. During 8th grade writing, I aided the lesson with a writing model that focuses on the placement of the thesis sentence. I ended the day correcting a few tests and reviewing the day with Mrs. Benson. ||
 * 6-Mar-12 || 7:45-3:45 || I got to school this morning and finished correcting the 6th grade English tests that I started correcting tomorrow. I began teached Daily Oral Language today. At first, it was a little tough because I wasn't sure how much time I should give the students to do the set amount of problems. I quickly learned that I may be going too fast for them, and I had to adjust my speed properly. Afterward, I advised more students on papers that they were writing. In 8th grade language arts, I demonstrated the writing model that I had shown the other section the day before. Lastly, I talked to my supervisor about a possible lesson plan that I would teach on Thursday. We decided that I would teach both 6th grade sections on confusing word pairs. ||
 * 7-Mar-12 || 7:45-3:45 || Today was a really busy day. I began by proofreading second drafts of the 8th graders persuasive essays. This is a great way to practice my Enlish skills that I have learned as well as interacting with the students. Also, today I wrote out my lesson plan that I will teach tomorrow. I got advice from my supervisor of how to best go about pre-assessing the students. I designed a powerpoint program to aid the lesson in the book. I taught all six DOL sections again, as well as went over a cumulative review with both 8th grade sections. This was interesting because I got to see how well the students met the objectives, as well as make decisions over questionable answers. The last period of the day, I reviewed a DVD on the Holocaust to pick out what section of the film would be fitting to show the 8th grade class as they prepare for their trip to Washington D.C. ||
 * 8-Mar-12 || 7:45-3:45 || Today was a big day as I taught my lesson plan. It went really well with only minor mistakes. Although I still have room for improvement, the post-assessment from the students ensured that they learned the lesson well enough to move onto something new tomorrow. I got to introduce the video that the 8th graders watched about the Holocaust, as well as tell them about my experience of when I went to the Holocaust Museum. It was fun to relate my experiences to the students knowing that they will be able to experience it for themselves in a few weeks. I, again, did DOLs with each class and checked more papers throughout the week. As conferences near, I corrected many late papers that had been turned in. I always knew that it was a hassle to grade late papers, but now I understand just how much of a hassle it is to do each one. At the end of the day, my supervisor and I talked about my internship as a whole, and decided to sit down and talk about my experience tomorrow. Tomorrow will be a short day for the students, but I will go to the teacher in-service with the teachers in the afternoon. ||
 * 9-Mar-12 || 7:45-3:45 || Today we wrapped up a lot of the things that we have been working on throughout the week. The 8th graders turned in their final drafts of the papers that I helped proofread. They also finished watching the Holocaust video that we started yesterday. The 6th graders turned in their assignments that I gave them yesterday, and I corrected them. It was nice to view a whole lesson in its entirety. It was also fun to watch the process of a paper being written, as the papers became better and better with each draft. The students got an early out, and the teachers went to an in-service. It was neat to see the behind-the-scenes of the faculty. Lastly, I talked to my supervisor about my time at the school. It was interesting to see how much I had learned from the beginning of the week. It was a very successful week in the classroom. ||
 * Total Hours: || 40.25 ||  ||

**(B.) 750-1000 word paper that is an analytic reflection of PBL**
A. Advantages and benefits of PBL (wall-to-wall and/vs. integrated approach 1. Limitations and concerns 2. Possible solution(s) for each limitation/concern raised __**Documentation of part B**:__ ==**(C.) Collaboratively plan/design, teach, assess, and analyze a lesson during the week-long experience**== A. Select and prepare a lesson 1. Collaborate/decide upon a lesson to teach 2. Prospective secondary teacher prepares ideas individually first 3. Collaboratively discuss both parties’ ideas for the lesson 4. Prospective secondary teacher plans the lesson and prepares a formal lesson plan B. Design a __brief__diagnostic/pre-assessment tool for the lesson. The candidate is trying to capture naïve ideas/conceptions, well-known misconceptions pointed out by research, influencing prior knowledge, and/or knowledge of the concept/topic prior to the lesson to help inform the design of the lesson. 1. Give it to the students prior to teaching the lesson 2. Analyze the results 3. Make design changes to the prepared lesson based on results C. Design an assessment (formative/summative) tool(s) to analyze the degree to which the lesson impacts student learning 1. Options: pre- and post-test (pre-test would replace the diagnostic), exit slip, performance task, one-minute write, journal prompt, etc. D. Teach the lesson and collect data on impact __**Documentation of part C.**__
 * Lesson Plan:** [[file:Goofy Verbs Lesson Plan.doc]]
 * Diagnostic/pre-assessment: Second Page of Powerpoint** [[file:6th Goofy Verbs.pptx]]
 * Assessment(formative and/or summative) tools: [[file:ENGL 6 Goofy Verbs Ind. Practice.pdf]], [[file:ENGL 6 Goofy Verbs Reteach.pdf]]**
 * Data from assessments:** [[file:Analytical Data of ENGL 6 Goofy Verb Pairs.docx]]

**(D.) Written reflection of your planning, teaching, and assessing of the lesson**
The candidate is to discuss in a paper the engagement of students, evaluation of the learning of all students, data (possibly in the form of charts and graphs) from assessments, how the instructional decisions that were made impacted the data/results, and adjustments necessary for the instructional plan. __**Documentation of part D.**__