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=This wikispace is presented by Bre Henrichsen in fulfillment of the requirements of=
 * || [[image:http://www.wikispaces.com/i/edit_nopermission.png width="128" height="37" caption="Protected"]]

=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=
 * Bre Henrichsen's Spring 2009 SEED 394 Internship Placement** || School: ||  ||
 * Field-based supervisor: || Justin Clercx ||
 * Content area: || Social Studies ||
 * FBS e-mail address: || __J__ustin.Clercx@k12.sd.us
 * FBS phone: || 605-356-5900 ||
 * 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. **February 26th (Mr. Clercx gone to State Wrestling) February 27th (School Break) March 6th (missed due to myself being in Denver, CO.)** ||

My goals for the internship:
Write three goals for your internship experience. (1) Through this internship I want to gain a better feeling and understanding effective classroom managment. (2) I want to design a lesson that is a lesson that addresses mutliple learning styles and the needs of my students. (3) I want to become more comfortable being the teacher and not a student myself.

Post-experience reflection on my goals.
(1) Looking at my first goal, I feel this experience did allow me to become more comfortable with classroom managment. I felt that by my field-base supervisor allowing me to take over more then just for the two lessons i was required to teach. I was also able to give my opinion in what could be done better to keep the students on tasks and learning. Also teaching a lesson that went way too fast, I was able to think on my feet to keep the lesson moving, and the students involved throughout all of the class. This allowed me to quickly look at how I continue the lesson and not let me students know that I had not orignally planned to do the lesson in class. I do feel that I have a more to learn about classroom managment, to be an effective teacher, and I want to continue learning about classroom managment to make sure that I remain a good, postive and effective teacher. (2) In designing my lessons for the my internship, I really tried to find ways to present the materiall in multiple ways. I do not feel that I accomplished this goal in my first lesson as all I did was lecture to them. However, in the Supreme Court lesson plan I presented the material in with a visualization acitivity, lecture, and interactive questions throughout the lesson. I feel the second lesson went really well, because my students were more engaged throughout the entire lesson. I know that as my teaching career continues I will be able to design more effective, and useful lessons that are addressing the needs of my students. (3) This goal was the one that I really wanted to accomplish as I knew my other goals will always continue to develop. I wanted make sure that I am able to take control of a classroom and act like a teacher not a student. I did accomplish this goal in my first lesson. In my first lesson I had to decide quickly what I had to do when my timing was off. I could not look back to Mr. Clercx to help me as it was my lesson and my class that day. I was able to handle the situation and maintain a professional calmness about me. I feel this was where I knew that I am making a good transition into becoming a teacher not a student when I am in the classroom.

A. 45 hours of field-based classroom participation
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....** ||
 * 02/11/09 || 1 hr. || I went and meet with Mr. Clercx. We discussed what would be expected from me and how is classroom is ran. We discussed when I would coming to his classroom. We decided to make sure to meet one week before each lesson I teach to make sure I am able to use his notes that he has created for lessons. I start attending actual class next Tuesday the 17th with Mr. Clercx. I am really glad that I went and meet with him because it took alot of my nervousness of working with middle school students and having a male based supervisor. ||
 * 02/17/09 || 2 hrs. || Today I went in an observed Mr. Clercx classroom. I was able to watch how Mr. Clercx teaches 8th grade Civics and 7th grade American History. Although I did not take a highly active role in class today i was able to get a feel on how my teaching style will be in comparison to Mr. Clercx. I liked how today i was able to get more familiar with the students and school. ||
 * 02/19/09 || 2 hrs || Today I was able to see how Mr. Clercx transitions from tests to lecture. I liked how he does an oral review of the test that students lead by asking questions that they had over the test. He then very smoothly transitioned into lecture style of chapter 13. In 8th grade Civics he did an activity that I really liked which was having the students go through their text and find points about the different governmental departments and then share those with their peers. This activity allowed students to move around, and in a way teach each other. Along with watching how the classroom worked I was able to use Infinite Campus and fix a grade. This was helpful because I was able to see how the attendance and gradebooks were set up. ||
 * 02/20/09 || 3.5hrs || In class today Mr. Clercx conitnued having the 8th grade Civics class find points in the text and share them with each other. The students really seemed to enjoy this as they were able to take an active part in the teaching of the material. The students today in this activity seemed a little more involved than yesterday. The students were making more of an effort to get to the board and make sure their facts were shared to their peers. Today I consistently helped with one of Mr. Clercx duties of **taking attendance** for his first four periods. I liked doing this part een though it is simple because I am able to not only observe but actually do something that involves me in the class and introduces and familiarize me with a very common teaching duty. ||
 * 03/03/09 || 2 hrs || Today I assisted Mr. Clercx in grading assignments in Civics and American History. I had to **correct worksheets and enter the grades into his grade book.** Within the class I was able to see Mr. Clercx actively invole a map in his lesson of Manifest Destiny. It was a good day to see how to interactive effectively to help understanding. I really like how he uses the whiteboard to write notes that are vital to the students to know for the test. I am going to do this same style when I teach my lesson next Wednesday in 8th grade Civics. ||
 * 03/05/09 || 2 hrs || Today I again assisted Mr. Clercx in **grading tests and entering them into the grade book.** Although I have been doing this alot lately it has been extremely helpful for me to see the actual time commitment teaching is. In class today was a review day in American History as they have a test tomorrow. In Civics the class moved on to the next chapter. I am a little nervous as I am teaching next week to the three periods of Civics. ||
 * 03/08/09 || 1 hr || Today Mr. Clercx and I meet in Vermillion to conduct my interview on the Standards. This was really interesting as I was able to learn how a teacher in the field feels about the importance of standards. It was really nice to meet Mr. Clercx outside the classroom because we were able to discuss alot within a comfortable environment outside of the classroom. ||
 * 03/10/09 || 5 hrs. || I spent the whole day today in Elk Point with the expection of the first two hours because it was delayed due to weather. Today was a day that really put me in the mind set of how a full day operates for teachers. I payed extra attention to how Mr. Clercx taught because tomorrow is the day that I teach my first lesson to the three Civics periods. **I again took attendance for all periods as well as entered grades into the grade book.** I also worked with a group of students in American History with a geography worksheet. At the end of the day Mr. Clercx and I went over what I was planning on doing for the lesson tomorrow. Mr. Clercx was very helpful in providing me notes of important topics that he would normally cover within my lesson. Although today was a little long since I haven't been in a classroom for that consistent amount of time, but it was really great to get the feeling of being in school again, but as the teacher and not the student. ||
 * 03/11/09 || 7.5 hrs || Today was my first day that I taught my lesson. I taught in the first, third and fifth period of CIvics. It was nice to actually teach and get the feel of being in charge of the classroom. I enjoyed teaching all three because I was able to get a feel of what my lesson was needing or where it needed adjustment. This was nice because by the time fifth period came around I was able to have the missing pieces filled in. I changed in my lesson having the students do the case worksheet and turn it on Friday to instead doing the reading and worksheet in class and presenting what they learned at the end. I felt that I need to work on my pacing because I was a lot faster then I meant to be. But i do feel that it went well because I was able to do it all on my own without the help of Mr. Clercx. Besides for teaching a full out lesson, I also **entered grades into the grade book**. I feel that I am becoming more comfortable being in the teacher role instead of the students by being able to put full time in instead of only two hours here and there. ||
 * 03/12/09 || 4 hrs. || Today was a different day. The 8th grade girls were gone and the boys had a morning of learning about violence. We had to walk to the church seven blocks away and then did had a presenter. The presenter had lots of interactive activities. I had to work with one table of 8 boys. It was different to work with them in this type of situation as I was the only girl present. So my boys that I worked with seemed a little nervous about their answers because it relates to violence against women. I helped to lead the discussions within the group to make sure they were covering the questions. I also assisted with making sure that Mr. Clercx class room was ready for the career explorartion that was taking part in the afternoon. ||
 * 03/13/09 || 7.5 hrs || Today was a pretty relaxing day as all of the Civics and History periods had worksheets they had to work on during the period. The Civics classes were provided guided notes that they had to go through the text and fill in the blanks. This activity was actually a pretty good one because it made the students get involved with the note taking procedure. I think it was good that the students were able to do this because it was something different then the normal lecture style note taking. American History has been doing a unit on Geography. Mr. Clercx implemented this to make sure the students were understanding geography because they do not take a Geography class until they are sophomores in High School. One cool thing that happend today was the Mr. Clercx was late from a meeting so I started the class without being asked and I felt very comfortable doing it. ||
 * 03/17/09 || 2 hrs || Today was the day that I taught my second lesson. I taught 7th grade American History, It was great being able to teach two different grade levels because I was able to see how even though only a year seperates them, there is alot of differences between 8th graders and 7th graders. Overall I feel that my lesson went really well. I used a visualization exercise to start the lesson off. I felt this was an interesting way to get the students involved and thinking about what was going to be discussed in the section. I was not able to complete the section within the 45 minutes class period but I knew that going in so Mr. Clercx and I had collaborted on making sure we designed the lesson together so he could take over where I left off. I feel that this experience of teaching and collaborting with other teacher allowed me to grow and see why working together is so important. ||
 * 03/19/09 || 2 hrs || Today was my last day in Elk Point. I really enjoyed my time in Elk Point I was able to learn alot and accomplish my goal of making the transition of being a teacher not the student but still being open to learn. I also accomplished my goal and becoming more comfortable being in the front of the classroom. I really felt that I learned alot from Mr. Clercx as he allowed me to be actively involved in classroom management and try things that I thought might be interesting that he had never done. He was great at providing me assistance in my lessons but yet allowed me the freedom to in a way feel that it was my classroom. He taught me alot about interacting with students and how to make sure to include fun stories that allow students to see you are human not a robot just covering the material. ||

B. Work with a group of students

 * 1. Describe the group of students you worked with.** The students I worked with was a mixture of boys and girls in 7th grade.
 * 2. Did students have cleary defined role/or tasks?** The students were suppose to work on a geography worksheet and try to complete it by the end of the shorten period so that they did not have homework.
 * 3. Describe your interaction with this group of students.** My interaction with the students was very comfortable. The students and I were able to communicate effectively so that they were able to accomplish their worksheets. I felt that our interaction was give in take because the students asked me questions about the worksheet and I would lead them to the answer but I would not give them the answer straight out.
 * 4. How did your interaction affect student learning?** I felt that my interaction helped my students learning by them becoming comfortable with asking me questions and not only Mr. Clercx. I also feel the students were able to learn from guided assistance I provided that allowed them to still discover the answer themselves making the assignment more worthwhile.

C. Work with students individually

 * 1.** **Describe the individual you worked with.** The student that I worked with was a student who needed their tests read aloud to them as an accomodation.
 * 2. Did the student have clearly defined role and/or task?** The student was to complete the test with in the time of 45 minutes.
 * 3. Describe your interaction with the student.** My interaction with the student was not to hands on because I was administering a test. By being a test administer I had to make my interaction not be robatic but close because I needed to make sure that I was not giving answers away through different cues that may be natural for a teacher.
 * 4. How did your interaction affect the student’s learning?** I don't feel my interaction really affected the student's learning because all I was doing was administering a test. I was not able to model or coach the student so my interaction really didn't affect the student's score on the test.
 * 5. How did you assess your impact on the student’s learning?** I assessed my impact on the student by looking at the student's score on other test and I was able to see that the student score consistently within the eighty percent on all of their other tests. So I was able to see that my reading the test and interaction did not change or impact the student's learning.

D. Participate in redesign of a lesson with technology
Reflection on the ISTE standards Technology Standard 4- Students will develop an understanding of the cultural, social, economic and political effects of technology** These were the two standards that I used when I re-desgined one of Mr. Clercx's 7th grade American History lessons. I re-desgined the lesson on "Nation Breaking Apart". This lesson talked the North and the South and other features such as the Underground Railroad. I showed Mr. Clercx a website that intergrated hands on activities using the internet and technology. This website allowed the students to explore some differences in the North and South as well as be able to do activities that were revelant to the lesson being taught. I enjoyed adding this element because it was an activity that students could learn from as well as enjoy because it was something different then just normal lecture and worksheet. I created step by step instructions so Mr. Clercx if he choose to use this was able to with ease. The instructions told him how to get to the website. This activity would be with the students all working together in a large group, as the activity is teacher lead. The students through the use of this activity and website are able to see how technology is changin education by having teachers do things such as webquests, and interactive activities. As well as the activity itself taught them cultural, social effects technology has based on the time period. Below are the steps I had them follow.
 * Technology Standard 7- Students will develop an understanding of the influence of technology on history.

The directions to get to the website and activity were as followed: 1. Go to the webpage: [] 2. Search The North and South Differences 3. On the left side of the screen selected Grade 6-8 4. Procede to then select on the left side of the screen Grade 7 5. Scroll down the page and select [|**The Underground Railroad: Escape from Slavery Teacher Activity Guide**] 6. Once selected that page under "Important Note to Teachers" again select [|The Underground Railroad: Escape From Slavery online activity]. 7. After the activity opens follow through the activity at your chosen pace or at the level your students are understanding.

E. Classroom teaching two lessons with lesson plans and documented impact on student learning
[|The United States Supreme Court Lesson plan.docx] [|American Supreme Court Outline.docx] [|Analysis of Instructional Planning and Impact on Learning.docx]
 * Lesson #1 - The Supreme Court**

[|American History 14.1.docx] [|American History 14.1 Lecture Outline.docx] [|Analysis of Instructional Planning and Impact on Learning.docx]
 * Lesson #2 - The Hopes of Immigrants**

F. Design an assessment tool for evaluation of one of the lessons taught
List of objectives being assessed: 1.The student will be able to explain how the case of Marbury vs. Madison affected the power of the Supreme Court. 2. The student will be able to explain how a president may try to influence the Court through the appointment of Supreme Court Justices. [|Assessment tool for Supreme Court.docx] [|Students Work on Supreme Court.docx] Overall, this assessment tool was well recieved by the students and my field based supervisor because it caused the students to learn the material in a way that they could apply it to a real world situtation. The students seemed to enjoy working in pairs to find the information they need, and then teach their fellow peers about their specific courtcase. The worksheet was very common for the students because they were used to doing a worksheet for every section. I was glad I added the court case assignment to give the students a variation in how and what they were assesed.

G. Share two duties with field-based supervisor

 * 1. What were the two duties you shared with your field-base supervisor?** I helped Mr. Clercx with the 8th grade boys violence presentation that he was in charge of. I also assisted him in the presentation for the Citizen of the Week.
 * 2. What did you learn about collaborating with another colleague?** I learned the most from the violence presentation because I was working with the presenter and two other teachers I have never met. I learned that each person has a different interaction technique they have personally developed. I learned that is one of the most important tasks to accomplish with students because each class has their own style of what you have in common with them.

H. Attend an extra-curricular activity with students

 * 1. What did you learn from your extracurricular activity(ies) with students?** By attending the High School Basketball game I was able to see how my students interact outside the classroom. I learned that although things have changed in just a few years since I was in High School, the students are the same. The go to the games to be with there friends and support their school. I learned alot about the social comfort level of my students.
 * 2. Describe what had the most impact on you from this outside-the-classroom requirement**. I fell this experience led me to understand the social comfort level of my students, and how that could impact them on how they interact with me in the classroom. I enjoyed being able to be there and watch them and be not quite a student again but remember why I am going into the teaching field, to help students grow intellectually, socially, and emotionally.

I. Attend a school board meeting

 * 1. What date and school board meeting did you attend?** March 9th, 2009 Elk Point-Jefferson
 * 2. What did you learn about the policy and procedures of middle/secondary schools?** I learned that Elk Point-Jefferson school is all about empowering the students with knowledge and to achieve new skills successfully. I was able to hear about how the school board is doing the most they can to continue to have the school be a laptop school, and make sure the students are in an enviroment that is allowing them to succeed successfully. I really liked getting to see how the administration is so actively involved with the students of EPJ. The administration was really focused on the students versus the business aspect of schools.

J. Reflective interview of field-based supervisor around teaching standards
**1. ** **What is your impression of teaching standards?** a. I think that the content standards do serve an important purpose, especially if we are going to be expected to teach to a national test. However, I do feel that the standards do need some work to make them more teacher friendly and content relevant **2. **  **What is your impression of the impact of standards on instruction?** a. With NCLB legislation still in place I think that content standards give teachers an idea of what they should focus on in terms of creating lesson plans and determining what information to allot more time for within their lesson plans. I do believe that content standards are probably more valuable for new and inexperienced teachers in terms of creating lesson plans **3. **  **How do you incorporate standards into your teaching?** a. Very loosely. As I stated above, I do not necessarily think that the standards are all relevant or teacher friendly. What I have found in my five years of teaching US History and Civics is that there is more to teaching those subjects than just cold hard facts. I buy more into the storytelling method of teaching social studies (especially in History) and, in my mind, the standards can force the teacher to focus too much on covering content and their teaching becomes restricted. In Civics I have a really hard time with the fact that they expect us to spend too much time on the origin of government and comparing different governments. What I have found is that there is so much to learn about our government and I feel that it is more important to focus on those concepts and make them relevant to a student’s everyday life **4. ** **If you had only one piece of advice to give to an upcoming teacher what would it be?** a. <span style="color: black; font-family: 'Arial','sans-serif';">Love what you do. I really believe that if you enjoy coming to school everyday you will be a good teacher, even if you can’t write a lesson plan. The kids will pick up on your enthusiasm very quickly and buy into what you are trying to teach them. <span style="color: black; font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">**5. ** <span style="color: black; font-family: 'Arial','sans-serif';">**What made you choice History/Physical Education?** <span style="color: black; font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">a. <span style="color: black; font-family: 'Arial','sans-serif';">I always enjoyed history and sports. When I went to college at USD I wanted to go pre-vet until I took my first majors biology class and did poorly. I decided to go to Northern and they only offered teaching and business courses. I always wanted to be a coach and I thought that if I was good at history then that should be the discipline that I should go into. Once I got into the education program I realized that I had made a good choice. Today, I enjoy the teaching as much as the coaching <span style="color: black; font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">a. <span style="color: black; font-family: 'Arial','sans-serif';">Depends on how much experience you have. Detailed lesson plans are good for new teachers to use as a resource year after year. The longer you are in teaching the less you will need to be restricted by the parameters of a detailed lesson plan. I like the flexibility of not having a detailed lesson plan, but that may be a personal choice <span style="color: black; font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">a. <span style="color: black; font-family: 'Arial','sans-serif';">If you are talking about working with another teacher on a cross-curricular lesson I do not use it. I have to say that it is this area that I feel is my weakest in my teaching. As a social studies teacher there is a lot of connections that I can make with other disciplines, however, I always come up with the excuse of not having enough time. I would really like to work on this in the coming years. I think that it can be an effective teaching tool <span style="color: black; font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">a. <span style="color: black; font-family: 'Arial','sans-serif';">No, my rules are simple and on my podium. I preach the 4 pillars of respect. Respect property, respect each other, respect teachers/adults, repect yourself. Follow these and we will get along. <span style="color: black; font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">a. <span style="color: black; font-family: 'Arial','sans-serif';">Because I do not use detailed lesson plans from year to year each of my lessons is different and redone to a certain extent. I like that, it keeps if fresh for me too. <span style="color: black; font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">**10. ** <span style="color: black; font-family: 'Arial','sans-serif';">**How do you determine if a teaching strategy is working?** <span style="color: black; font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">a. <span style="color: black; font-family: 'Arial','sans-serif';">You can feel it in the classroom climate when the kids are into a lesson. They are engaged and asking questions. You can also use review exercises and tests as a way to gauge student learning. I don’t necessarily like to use these because some kids are not good test takers and some kids cheat on daily assignments. = = =Items that I have included that might be helpful for accomplishing the requirements of the internship=
 * <span style="color: black; font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">6. <span style="color: black; font-family: 'Arial','sans-serif';">How important do you feel it is to have extremely detailed lesson plans? **
 * <span style="color: black; font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">7. <span style="color: black; font-family: 'Arial','sans-serif';">How do you incorporate collaboration into your classroom? Or do you? **
 * <span style="color: black; font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">8. <span style="color: black; font-family: 'Arial','sans-serif';">Do you allow students input on the rules of the classroom? **
 * <span style="color: black; font-family: 'Arial','sans-serif'; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">9. <span style="color: black; font-family: 'Arial','sans-serif';">How often do you re-do or restructure a lesson? **
 * 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.


 * 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';"> **Wikispace Grade – SEED 394 Grade** <span style="font-size: 14pt; font-family: 'Cambria','serif';">Name: Bre Henrichsen _ 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 ||=