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=This wikispace is presented by Steve Anthony 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

=Check List - Next Steps=
 * Steve Anthony's Spring 2009 SEED 394 Internship Placement**
 * School: || Dakota Valley Middle School ||
 * Field-based supervisor: || Stacey Langley ||
 * Content area: || Mathematics ||
 * FBS e-mail address: || Stacey.Langley@k12.sd.us ||
 * FBS phone: || 712-490-2403 ||
 * 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. ||

= =

My goals for the internship:
Write three goals for your internship experience. (1) T o make more effective lesson plans. This will be the first time that I make lesson plans and then immediately pilot them. I want to remember what went well and modify what could have possibly gone better. (2) To observe student reaction and receptiveness to what I teach. I want to capture the interest of the students. I f I do teach something, but it is not interesting, the students are more likely to forget this and become turned off to my teaching or my content. (3) To find my best fit. I want to learn at what level I fit best. I enjoyed the high school and the middle school. I want to find the place where I can make the biggest difference.

Post-experience reflection on my goals.
I think that my lesson plans improved after instruction. I realize that I will likely be modifying them often (especially at first). I also think that the students were receptive to my teaching style, although I was somewhat concerned about classroom management. I do not know where my best fit is, but I do believe that I would enjoy teaching middle school math if that is where opportunity takes me.

A. 45 hours of field-based classroom participation
hours || I observed, helped individuals and small groups, and taught my first lesson today, Dividing Mixed Numbers. I also helped correct 7th grade assignments. The teaching experience went well so I then taught the following class as well. I also assisted in the 8th hour (after school) with the students who were having difficulty completing their homework on time. || hours || I observed, helped individuals and small groups. I taught my second lesson today, Weights and Capacity in Customary Units, and implemented my form of assessment- a Jeopardy game with their math terms and conversions, I also assisted in the 8th hour (after school) with a student (Darian) who wanted extra help with her math homework. ||
 * **Date** || **Hours** || **Description of my activities/participation in the classroom....** ||
 * 02/03/09 || 1 hr. || Introduction meeting with field base supervisor. We discussed the basics of when we would like to set up future meetings. She showed me around the school and a copy of her lesson plans. We talked about when I would teach my lessons. ||
 * 02/03/09 || 6.5 hours || I observed my supervisor's teaching style. I helped with answering questions in homework time. I tried to move from one group to another and help tables of students equally. I was there for one class of seventh grade math and 4 classes of sixth grade math. I also helped in the 8th hour (after school) with the students who had trouble finishing past assignments. ||
 * 02/05/09 || 6.5 hours || I worked more with small groups and individuals, especially the children that were having trouble with their assignments. I supervised and was in charge of helping students during 8th hour (after school 3:15-4:00). The students that I helped were in trouble for behavior or for failure to complete the previous day(s) work. ||
 * 02/10/09 || 8.75
 * 02/12/09 || 6
 * 02/17/09 || 5.5 hours || I helped grade papers, assisted outside for recess duty, and worked with two struggling individual students. I helped them to prepare for an upcoming quiz and complete homework from previous days/ today. ||
 * 02/19/09 || 6 hours || I supervised students that lost their recess priveleges after lunch. I assisted with the quiz that was administed two days before the test. I monitored the classroom to ensure good working conditions for the students, no cheating, and that students were staying on task. I also helped with two students that had detentions for poor behavior and one student that was requested to stay after school for failure to complete his homework. ||
 * 03/09/09 || 8.5 hours || I helped to facilitate a testing classroom and help the students to complete an enrichment assignment following the test. I also had the opportunity to see Mr. Hamm's Pre-Algebra class. Mrs. Langley sent me there for an hour to observe and compare to some of her classes. I obtained quiz and test scores from the lessons that I taught and prepared an interpretation of the results. ||

Note: Some hours may be completed outside of your placement by the SEED 394 class as a whole.

B. Work with a group of students
I worked with two groups of two boys on February 5, 2009. These boys were usually the ones most likely to cause trouble when the teacher is not looking. They usually find ways to not do their homework. All groups were required to complete some worksheets with sotry problems. One problem lead into another story, so I knew that keeping the students focused would be a challenge. When I sat with them, they wanted to read the humorous reading (it was a fun worksheet with stories about denominators and fractions). These children assigned characters and parts to read. They clapped (softly) when it said applause. I listened to them and also read parts that they wanted me to read. When they had questions on the math problems, I referred them to the paragrahps that had the missing numbers with which they needed to work. I did not give them answers, but asked questions that seemed to make them more interested. I believe that this interaction was a great experience for these students. First, they completed the entire in-class activity. Secondly, they finished most of their homework. Third, they did not get into trouble for being disruptive, getting out of their seats, or any behavior issue. Finally, and most importantly, they really seemed to like doing their math. They flipped through pages in attempts to find relevant information quicker than the partner. They seemed happier, more proud, and more satisfied as they were leaving the class. One of the boys even said, "Wow, this is nice."

C. Work with students individually
I worked with several individuals during my internship. The most memorable and rewarding experinece was helping a girl named Adrianna on February 5, 2009. Adrianna was assigned the same math homework as everyone else, but she did not want to complete it. She put a couple of numbers on some lines to make it look like she had started her new assignment. I looked at the numbers and noticed that they were not even close to correct. I asked her about this, and she said, "Who cares? Math is boring anyway." I agreed with her that when you do not understand math, it can be boring. I helped her with her first couple of problems. At first, she seemed almost mad that I was there. She would slam her pencil on the desk with her hand on top of it. She would breathe heavily and would shrug when I asked her a question. With each new question, I made sure to help her less and less. I stood there for guidance. At first I told her exactly how to convert mixed numbers to improper fractions. Then I only asked her to look at the numbers again if she made a mistake. Finally, she was doing her math without me doing anything. I took a few steps away from her to see if she would continue. She did. I walked to the other end of the room. When I returned, she had completed still more problems. She left the classroom a completely different person. Whereas she was a little grouchy after getting her assignment, she was happy and had a little bounce in her step when she was leaving. I think that I really helped her eago. I am convinced that she was upset because she did not understand- not because she was upset with me or because she thought that math is boring. Sometimes it is easier to become upset rather than accept having difficulties. I really think that I made her day by helping her get her assignment started. In this case especially, I was careful in assessing my impact on her learning. Had she put her homework away as soon as I left her side, I would have considered the experience to be less than helpful. Had she continued to need me to tell her everything, I would have considered my experience a waste of my time and of her time. Since she was able to learn to work for herself and then wanted to continue even after I was gone, I consider my time with her to have been very well used. This is the difference that I hope to make in the classroom. Adrianna was did not slip back into the habit of giving up during any of my remaining hours at Dakota Valley.

D. Participate in redesign of a lesson with technology Reflection on the ISTE standards
This game of Jeopardy is an addition to follow the lesson on Weight and Capacity in Customary Terms. It reviews concepts learned from both lessons.

I did not know that the ISTE standards existed until this semester. The International Society for Technology in Education promotes the use of technology to inspire student learning and creativity. Teachers are to keep pace with the changing times and encourage the students to "move ahead" using the most recent learning opportunities. I think these standards are good because they provide guidelines for enriching and providing variety in the facilitation of learning.

E. Classroom teaching two lessons with lesson plans and documented impact on student learning
[|Dividing mixed Numbers.doc] [|Analysis of Instructional Planning and Impact on Learning (1).doc] Impact on student learning: see evaluation tools
 * Lesson #1 - Dividing Mixed Numbers**

[|Weight and Capacity in Customary Units.doc] [|Analysis of Instructional Planning and Impact on Learning (2).doc] Impact on student learning: see evaluation tools
 * Lesson #2 - Weight and Capacity in Customary Units**

F. Design an assessment tool for evaluation of one of the lessons taught
List of objectives being met in the following assessments: Students will be able to… - Divide mixed numbers. - Compare and order fractions efficiently and find their approximate locations on a number line. - Use factors, multiples, prime factorization, and relatively prime numbers to solve problems - Develop meaning for integers and represent and compare quantities with them. - Use customary units of weight and capacity. - Compare and order weights and capacities efficiently and find their approximate quantities in relation to one another. - Use factors, multiples, prime factorization, and relatively prime numbers to solve problems. <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-list: Ignore; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">- <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Develop meaning and purpose for conversions from one unit to another.

__Jeopardy Results__ Team 1: $ 0 Team 2: -700.00 Team 3: 2,999.00 Team 4: 500.00 Team 5: 400.00 Team 6: -500.00



Pretest to Test Scores: First, we administered a quiz to assess the students' knowledge. Mrs. Langley and I then conducted four days of lessons ( 2 of them were the above). Some cases of test anxiety existed, but overall, the middle school students made some mathematical improvements. The grading scale at Dakota Valley Middle School is as follows for percentages: 98-100: A+ 88-89: B+ 78-79: C+ 68-69: D+ 0-59: F 93-97: A 83-87: B 73-77: C 63-67: D 90-92: A - 80-82: B- 70-72: C- 60-62: D-

G. Share two duties with field-based supervisor
I shared after-lunch and several after-school (extra help) duties with Mrs. Langley. During 8th period, students can visit with their teacher about troubles with their homework. They can receive extra (and hopefully more individualized) help. Sometimes Mrs. Langley has many students that need her guidance. I think it was great to have me there, too. The students that want to learn deserve the best. If they are giving of their freetime, we, as teachers, should make an extra effort to help them find success. Some of the students that were there after school were there for behavior issues or failure to complete their homework. These students also need to be kept on task. I was also glad to help with this. Sometimes, we need to make sure that the students are staying on task. I learned that collaboration is always a good idea. Mrs. Langley and I are both capable of helping the students, but when dealing with a subject area as potentially complicated as mathematics, an extra helper can allow more thoroughness in explanations to each student. Also, different learning styles work better with different teaching techniques. I think that I was able to provide a slightly different approach to some of the problems.

I also shared lunch duty with Mrs. Langley. This task meant that we had to eat lunch before the other teachers and the students. Someone had to be watching the tables to make sure that students did not throw food, hit each other, did not get too loud, or do anything else that they should not have done. I learned that lunch time is sometimes a time when students feel they have more freedom and cause extra trouble. I did stop two children from punching each other (which I could see was going to get much worse) and my presence outside scared a bully into the bathroom. It was nice to have a teammate out there with me because together we covered more ground. One day, Mrs. Langley wanted to keep two students inside during lunch-hour recess. I agreed to stay with them. I allowed them to do homework, but instructed them to stay away from the windows and to keep the talking to a minimum.

H. Attend an extra-curricular activity with students
I attended a band concert on March 3, 2009. The band played "Aline March" and "The Spirit of an Eagle". I was impacted by the fact that the students had improved so much. I had listened to an earlier rehearsal and the band seemed to be very middle schoolish. These young adults had prepared nicely and played at a high level. I was amazed at the level of improvement and accomplishment that the students showed. I learned that their learning capacities are quite large and their young age should not discount their talents.

I. Attend a school board meeting
I attended a school board meeting at the Dakota Valley Middle school on Monday, March 9, 2009. I learned that the process is very formal. There is a specific schedule, a note-taker, and budget issues are considered. Motions are proposed and must be seconded. Previous issues are discussed, then current issues are called to light, and finally, upcoming issues are brought into initial considerations.

J. Reflective interview of field-based supervisor around teaching standards
My Interview/ Mrs. Langley's responses: <span style="font-size: 90%; font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 80%; font-family: Arial, Helvetica, sans-serif;">1. How do standards impact instruction? Standards guide instruction. They allow us to have an outline of general ideas that we need to cover. The other things that we teach in the year are extra. 2. How do you incorporate standards into your teaching? I try to check the standards that are covered in each chapter before I begin the chapter. This helps me to see which lessons need more review and which lessons they will see again next year. 3. What wisdom would you like to share with a new teacher? I think that teaching at different levels is very different. You need to teach a subject matter that you really love to learn about. Also, teaching is much more than telling them about the curriculum. You have so many other tasks to do everyday, like behavior and parental issues. You also have to show them how to be respectful and nice to each other, make sure that they are wearing clean clothes and healthy, make sure that they have lunch money to eat everyday and keep them caught up on all of their other homework. 4. Has experience changed your view on standards? I don’t have to look at my standards all the time because I have a basic idea of what our standards are. I think that it is nice to have a general outline of what is expected. <span style="font-size: 120%; font-family: Arial, Helvetica, sans-serif;">5. What is your overall attitude toward standards? I think that standards are beneficial to new teachers especially because they give a general outline. In subjects like reading and language arts where you may not have a set curriculum in a school, it is great to have some idea of what to teach.

1. What is your impression of your field-based supervisor’s attitude toward teaching standards? Mrs. Langley thinks that standards are important guiding tools for approaching a lesson. Standards provide indication of how significant ideas are to student learning; the most important pieces of the lesson are incorporated in the standards and will be re-visited in future units (or even years) of instruction. 2. What is your impression of the impact of standards on instruction? Standards are good guidelines. It is true that this is what MUST be taught, not a suggestion, but rather than fear the standards, I would like to use them to guide my instruction. They tell me what is most important (the bottom line) and where my focus should lie. Standards are necessary, but instruction is about more than standards. Standards are only a part of it and should not encompass the complete attention of the teacher. 3. How do you intend to incorporate standards into your teaching? I plan to use my resources. The text book, practice workbook, and worksheets will help me. I then plan to look at the standards (probably quite a bit in my first year of teaching) and make sure that the standards are being taught. I want to then incorporate additional activities using technology and personally created assignments, tools, and supplements to enrich the learning experience. I know that I will be able to include the standards. I am hoping that my coverage can be thorough, extensive, and done using multiple techniques.

= = =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=

<span style="font-size: 14pt; line-height: 200%; font-family: 'Cambria','serif';"><span style="font-size: 14pt; line-height: 200%; font-family: 'Cambria','serif';"> <span style="font-size: 14pt; font-family: 'Cambria','serif';">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