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=**This wikispace is presented by Travis Ahlers 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

7th grade American History || =**Check List - Next Steps**=
 * Travis Ahlers' Spring 2009 SEED 394 Internship Placement**
 * School: || Elk Point Jefferson High School ||
 * Field-based supervisor: || Amy Hayes ||
 * Content area: || 6th grade World History
 * FBS e-mail address: || Amy.Hayes@k12.sd.us ||
 * FBS phone: ||  ||
 * 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 information 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 get a better understanding of preparing lesson plans and creating different activities. (2) Develop different techniques to instruct students that I will be able to implement in my own classroom. (3) To develop different techniques that can be used to reach students who do not like Social Studies.

**Post-experience reflection on my goals.**
Throughout my experience at Elk-Point Jefferson Middle School i believed i accomplished the goals that I had set out for myself. My field based supervisor was very helpful in providing reasoning to why she did certain things that I had never though of before. She used a variety of different techniques to get students to learn the necessary information that was required. She used a variety of different activities and methods to teach her lesson plans that will really help me when I get into a classroom of my own.

**A. 45 hours of field-based classroom participation**
|| || evious day and handed out worksheets in which the students worked on for the remaining class period. || Note: Some hours may be completed outside of your placement by the SEED 394 class as a whole.
 * **Date** || **Hours** || **Description of my activities/participation in the classroom....** ||
 * 2-20-2009 || 4 || First day in the classroom in which i would be observing and participating it. I first went over the information that was in the packet for her. Explained exactly what i would be doing there and from that point I observed her instruction for her 6th grade World History course and also her 7th grade American History course.
 * 2-23-2009 || 3 || I first observed the instruction by the teacher throughout her 6th grade World History course and then corrected tests for her. I also assisted students with putting their notes together and then continued to observe my field-based supervisor.
 * 2-25-2009 || 3 || On this particular day the students were split into several groups in which they were to read over the section of the chapter that the teacher assigned them. After reading the section, the group wrote down important information about the section and then presented that information to the class. I participated in several different groups throughout the time I was there. ||
 * 3-04-2009 || 3 || Participated in the students annual Winter Meltdown in which students were able to leave class for a little while to go to the gym. In the gym the entire 6th grade class participated in different games and won prizes. I assisted several different teachers with observing the students at specific games. After all the games were completed the students then participated in a dodgeball tournament. After the winter melt down, my field-based supervisor went over a review guide for her 6th grade class. ||
 * 3-06-2009 || 4 || Observed field-based supervisor give out exams to her 6th grade class. During which she placed a limit on how early she would allow students to turn in their exams. She explained that she did this to make sure that no other students felt pressured into finishing their test before they are ready. Following the first class i corrected the tests that were taken by the students. ||
 * 3-11-2009 || 3 || Taught my first lesson plan which covered Chapter 10 Sections 2: The Christian Church. I first wrote down several different questions on the white board and then split the class into groups after which they read through the section to locate the answer to the questions I put on the board. Each section of 6th graders actively participated in the activity and after all students were finished answer the questions, we went over the questions to make sure that each student understood the main points of the section. ||
 * 3-13-2009 || 4 || For the first part of the day, I observed my field-based supervisor teacher her lesson plan. Then when the 7th graders arrived, I went over the correct answers to a set of questions she handed out that covered general world geography. Spend the entire class period going over the correct answer with the class. ||
 * 3-16-2009 || 3 || Observed field-based supervisor teaching her lesson plan, after first period I corrected the homework that was corrected during the previous class period. ||
 * 3-18-2009 || 3 || Observed field-based supervisor go over a review guide with the students and then they played a review game to prepare for a test which was on the following day. For the last period, I went over the review sheet with the students and then asked the class questions for the review game. ||
 * 3-23-2009 || 3 || Corrected students homework that was collected by the teacher. After I corrected their homework, i observed the students read their text books. The students used whisper phones in which they read quietly into the phone. ||
 * 3-25-2009 || 3 || Field-based supervisor finished her lesson from the pr
 * 3-27-2009 || 4 || Taught my second lesson plan which was over the Five Pillars of Islam. For the lesson I first went over what exactly the five pillars are and how they affect the followers daily life. Following the lecture I split the class into five different groups and then assigned each group a specific pillar. Along with the pillar the students received information about the pillar they received. The groups went through the information and organized it and then created a poster that depicted what their pillar was. Once they completed their poster, each group got in front of the class and presented their poster to the rest of the class. For the most part everything ran very smoothly. ||
 * 3-30-2009 || 3 || Observed students finishing up the posters they created about the Islam religion. The groups included what people should know about the religion and then colored Islamic art in the background. The class went down to the computer lab in which they printed off their posters. I followed the class down to the computer lab and made sure they behaved while the teacher was out of the room. ||

**B. Work with a group of students**
1. Describe the group of students you worked with. The class was split into several groups and they were to read through a section of the chapter and present to the class the highlights of the chapter and what would potentially be on their next exam. There was an odd number so I was assigned to work with one of the groups and assisted them with finding the important information throughout the section.

2. Did students have cleary defined role/or tasks? The students were to work together to look for key information about the section they were assigned. After they worked together to locate the highlights, they then had to create some sort of visual aid. Many choose to make a poster about the major piece of history described in their section. Each group member worked on the poster and the information portion as well. Each equally contributed to the outcome and all worked together for the most part.

3. Describe your interaction with this group of students. I was a member of the group so I basically worked with them to find the basic principles of the chapter. Being it was a 6th grade world history class, i knew what was the essential information. Instead of just giving them the important information, I guided them to the correct sections and what might be important. I did not actively participate in the poster making, because there was already enough workers putting that together. Overall, we worked good together and I was able to guide them to the correct information that was important to the section.

4. How did your interaction affect student learning? I believe my interaction with the students allowed for them to find more information and work more diligently than they would have with out me. I showed them where to look for the correct information and expanded on what they already knew about the chapter. They worked well together and I made sure that everybody was participating and not just one person doing all the work. Young students can easily get distracted by their environment, especially when they work in groups of their peers. I was able to keep them working throughout the time alloted and and kept them focused on the task at hand.

**C. Work with students individually**
1. Describe the individual you worked with. I worked with numerous students individually when I was at Elk-Point Jefferson Middle School, but probably the greatest example was when I was teaching my lesson on the Five Pillars of Islam. This individual did not want to work in groups and I had to work with him to see why he did not want to work with his group members and actually get him to participate in the group.

2. Did the student have clearly defined role and/or task? All the group members were to assist in the creation of a poster and looking up facts about the specific pillar they were going to present to the class. This individual did not want to initially do anything with his group and just wanted to sit at his desk. I eventually got him to work with his group members and to present the information he went through with the rest of his group.

3. Describe your interaction with the student. My initial interaction with the student was when i noticed he was just sitting at his desk while his group members were busily working on their assignment. I went over to him and explained that this was a group assignment and asked why he was not working with the other students. He explained that he simply did not want to work with them and they were doing all work with out him. I talked with the other group members and explained that he needed to participate with them.

4. How did your interaction affect the student’s learning? Following my interaction with this particular student he began working with the group and was looking through information about his particular pillar of Islam. He and his group gave a great presentation to the rest of the class and highlighted exactly what needed to be said about his pillar.

5. How did you assess your impact on the student’s learning? I assess my impact on the student by simple observation. Prior to me working with the student he did not want to do anything and did not want to be apart of his assigned group. Following my interaction with him, he began working with the other students and did a great job of presenting his information. He worked with the group members and presented along with them.

**D. Participate in redesign of a lesson with technology**
Reflection on the ISTE standards

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

 * Lesson #1 - The Rise of the Christian Church**




 * Lesson #2 - The Five Pillars of Islam**

**G. Share two duties with field-based supervisor**
For my two duties I assissted my field-based supervisor with hallway duty and also the students annual Winter Melt down.
 * 1. What were the two duties you shared with your field-base supervisor? **

2. What did you learn about collaborating with another colleague? Working at the Winter Melt down really showed me how much teachers actually interact with one another and how must work they have to do besides teacher full time. There were several teachers who assisted with the activity who were not even assigned to do so. These teachers could have been doing something else, besides being in the Gym. It shows their dedication towards their students and that when other teachers need help they would be there. Activities such as this are not to often spoke about in college courses, but there are a lot of out of classroom events that you are expected to attend. The teachers that were apart of the Winter Melt Down worked together and put together and event that was really enjoyable for the students.

**H. Attend an extra-curricular activity with students**
1. What did you learn from your extracurricular activity(ies) with students? For my extra curricular activity, I attended one of my field-based supervisors basketball games. I attended a game while they were in the playoffs and were in a position to go to state. I really noticed how much her students were really interested in the sport she coached, even though it was High School and they were in Middle School. During class the next day, a lot of the students continued their interests in the sport by asking questions about who they played next and whether or not they were good. The students were really interested in the basketball game and a lot actually went to support them. They were concerned on whether or not they won or lost and during the next day in class they congratulated Mrs. Hayes.

2. Describe what had the most impact on you from this outside-the-classroom requirement. The most impact from this outside the classroom experience was probably how must her students supported her, even though they were not even in High School yet. A great majority held a deep interest in the outcome and congratulated her following her victory. They supported the Varsity Girls Basketball team and were actually concerned with whether or not the team won or lost. It is easy for younger students to not even care who wins or looses because they do not actually participate in the event, but I believe these students did actually care and wanted their teacher to succeed with coaching the team.

**I. Attend a school board meeting**
1. What date and school board meeting did you attend? I attended the Elk-Point Jefferson school board meeting on April 13, 2009.

2. What did you learn about the policy and procedures of middle/secondary schools? I learned a lot about the different functions that go outside of the classroom and how decisions are made. At some point throughout the school year, one of the teachers had decided not to teach anymore. The Superintendent had found a replacement and it was up to the school board to approve the new teachers contract. Another aspect that I previous did not know was that parents of potential home schooled children have to fill out an application to do this. Not only does the school board deal with classroom issues, they also deal with the problems associated with the building itself. During this particular school board meeting they had to set a meeting on the putting new bleachers in the Middle School Gymnasium.



**J. Reflective interview of field-based supervisor around teaching standards**
Type your interview questions and the field-based supervisor's responses.

1. What is your impression of your field-based supervisor’s attitude toward teaching standards?

She believes that the teaching towards the standars are important, but they are not the only thing that needs to be addressed when teaching. She believes there needs to be a balance between the standards and everything else that being an educator calls for. Overall, she believes it gives a great measuring point to where your students are with learning the material.

2. What is your impression of the impact of standards on instruction?

She just makes sure that she hits every standard when teaching a unit. At some point in the unit, the standards must be addressed and fullfilled. She just overall makes sure that while teaching a lesson that in some form Social Studies Content Standards are hit on some level. They are there for a reason.

3. How do you intend to incorporate standards into your teaching?

Depends on which standard she is trying to address. For the most part it is a part of the lesson and that they have to be hit at some point when teaching that particular lesson. NCLB judges the standard, so they it is important that they hit them sompoint in their lesson. To make sure that the standards are met, the teachers in the building meet together just to make sure that each standard is addressed at somepoint in their instruction. = = =**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.

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**=

 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