Handbook for Internship Special Education: EBD
Preface
The purpose of this handbook is to serve as a guide for teacher interns and their cooperating teachers throughout the internship experience. It is hoped that the use of this handbook will result in a comprehensive and rewarding experience for all involved.
We recognize that many teacher interns will also be school district employees with roles and responsibilities defined by their job descriptions. This handbook, however is written from the perspective of the roles and responsibilities inherent to the internship. If job responsibilities and internship requirements conflict, please contact the college supervisor to negotiate a resolution.
Augsburg College, in collaboration with cooperating school districts, offers a four-year major in the area of emotional and behavioral disabilities. The major is offered through the Weekend College.
This program is based on an internship model. Students in the program will continue to be employed by their district at one of several designated sites. This will allow coursework and experience to occur simultaneously. Student teaching will also occur within these sites. During the summer of the senior year, students will be assigned an additional field placement where they will gain experience working with students from an age group different from their internship site.
Internship
á This experiential model is designed to build on emerging skills acquired through current or previous job experience in EBD settings.
á For undergraduate students the internship year will fall during the senior year of course work. For students who already hold a 4 year degree the internship year will be the final year of the licensure program. In most cases students will be employed in paid positions during the internship year. They will function within their designated job title as well as in an intern capacity. Interns are members of an educational delivery team where duties include: working with the process of instruction and evaluation, exposure to development and delivery of Individualized Program Plans, supporting the cooperating teacher in managing the learning environment, preparing materials and working with students to facilitate learning. Students will be involved in coursework during this year. As much as possible, assignments will relate directly to their job setting.
á Augsburg faculty will meet with the student and cooperating teacher at least two times prior to student teaching.
á During the spring trimester, students will, ideally within the same setting, complete their student teaching. During this time they will be required to gradually take over management of the classroom with cooperating teacher in a supervisory role. Augsburg faculty will conduct a minimum of three observations during this time.
¥ Year long teacher training experience in the field; opportunities to know the school year from start to finish rather than the Òsmall sliceÓ of the traditional 12-week student teaching period.
¥ Hands on, in depth broad-based experience; a chance to be involved in the teaching/learning experience.
¥ Opportunity to bring theory and practice together
¥ Opportunity to be involved in innovative delivery models
¥ Working as members of an instructional team where they can take on increasingly advanced and responsible roles as they become ready and more comfortable.
¥ Opportunities to work with different professionals who have various styles and expectations.
¥ Increased confidence as they enter the teaching profession.
It is within the context of a school setting that teacher intern has the opportunity to test the realities of the role and responsibilities of a classroom teacher. It is our wish that this experience be as professionally productive and personally satisfying as possible. The following expectations are meant to facilitate this process.
Role: Teacher Interns are expected to be an integral part of the teaching staff. Through their involvement and participation, we expect them to be viewed by students and fellow staff members as members of the teaching team.
Duties: It is the duty of the teacher intern to plan lessons, to be in charge of classroom management, to provide meaningful instruction and appropriate assessment. Another focus of the intern experience is to strengthen personal and professional relationships as they relate to teaching.
Assessment:
1. The teacher intern and cooperating teacher will meet on an on-going basis to discuss lesson plans, program issues, and teacher intern goals.
2. The teacher intern and the college supervisor will meet on an on-going basis as part of SPE 315.
3. The teacher intern, cooperating teacher and college supervisor will meet periodically to evaluate progress.
1. Accept the teacher intern as a member of the teaching team, and introduce the intern as such to the class and to all school personnel.
2. Acquaint the teacher intern with instructional materials, community resources, supplies and equipment that are available, and any specific behavioral method used in classroom.
3. Explain at least the major needs of the age group or groups with whom the teacher intern will be involved, and provide background information on the pupils in the class. (This is an ongoing process throughout the year)
4. Make available a list of the studentÕs names and a seating chart.
5. Provide a daily schedule of classes, information about special groups, and a listing of those students who receive individual or small group assistance from teacher aids and specialists. We recommend that the teacher intern follow one studentÕs schedule for a day.
6. Acquaint the teacher intern with student records and the manner in which they are kept and used.
7. Set aside time for daily, weekly, and long term planning and evaluation.
Rank: 1 Ð Needs Improvement 2 Ð Satisfactory 3 Ð Excellent
_____ Demonstrates understanding of subject matter by such things as presenting accurate information, using correct terminology and appropriate vocabulary.
_____ Conveys information clearly and at a level appropriate to the learner.
_____ Makes directions and expectations clear
_____ Provides appropriate introductions and conclusions to lessons.
_____ Implements lesson in logical sequence
_____ Paces lesson to meet students needs and assure student involvement
_____ Provides for individual differences while teaching
_____ Provides for active student participation
_____ Stimulates original and higher level thinking
_____ Uses a variety of resources
_____ Uses concrete materials, experiences and visuals to aid understanding
_____ Uses a variety of teaching strategies (direct instruction, individualized instruction, etc.)
_____ Keeps students motivated and on task
_____ Maintains a positive atmosphere
_____ Teaches effectively to various types of instructional groups (large, small, individual students)
_____ Shows enthusiasm
_____ Uses good voice quality
_____ Uses physical movement
_____ Adapts or revises unsuccessful plans or lessons.
_____ Is prepared to engage student in curriculum
_____ Is familiar with individual needs of students (academically and behaviorally) through IEP and daily interaction
_____ Constructs and uses appropriate assessment tools
_____ Keeps accurate records of student growth and progress
_____ Evaluates fairly and objectively
_____ Assesses student progress informally on an ongoing basis as well as formally and share with team.
_____ Uses information from formal an informal evaluation to guide future planning and instruction
_____ Engages in realistic self-evaluation
_____ Provides feedback to students
D. Teacher Characteristics
_____ Accepts suggestions and directions willingly
_____ Listens carefully to adults and students
_____ Displays a healing attitude
_____ Demonstrates responsibility and dependability
_____ Demonstrates an awareness of personal strength and weaknesses
_____ Demonstrates a spirit of personal inquiry
_____ Displays creativity and effectiveness in lesson design, instruction, and problem solving
_____ Displays flexibility in planning and teaching
_____ Displays initiative by developing materials and ideas beyond the minimal level
_____ Reflects mature judgement and emotional balance
_____ Works effectively as a member of a teaching team
_____ Is a Òself-starterÓ who puts forth extra effort
_____ Enjoys students and displays concern for their welfare
_____ Displays a sense of humor
_____ Uses appropriate grammar