The student teaching internship
experience is the most significant practicum in the elementary teacher
education program. The practicum comes after major methods/practica
work in literacy and inquiry and offers the opportunity to deepen professional
expertise and make a positive difference in the lives of learners through
intensive applied school centered work. Student teaching is also
the place for you to develop an informed point of view over time
about instructional decisions that create learning and achievement for
every child. In this regard, EdEl 185 is a kind of practicum for
EdEl 188, the classroom management and organization course you take as
a part of your student teaching experience.
The Mentor Teacher. The Mentor
Teacher serves as the central figure in communicating practical expertise
to the student intern. This is done by being simultaneously a model
of professional expertise and a critidal friend. The Mentor Teacher,
more than anyone else, has the responsibility of facilitating the movement
of the intern's instructional ideas to the reality of informed, reflective,
effective classroom practice.
The Student Teaching Supervisor.
The UVM Supervisor is the "voice of the program" in the internship experience.
The primary role of the supervisor is to provide sustained and informed
feedback to the intern and Mentor Teacher relative to program, state, and
national requirements. The Supervisor ensures the internship is assessed
continuously and that all parties of the internship our kept current with
the intern's progress relative to program expectations.
The Student Intern. The intern's
role is to approach the internship with as much positive energy, professional
honest, and will to succeed as possible. Riding the growth curve
of this highly focused experience isoften a risk-taking adventure.
Much of your early internship time will be spent in your own zone of proximal
development. You must look to your mentors for assistance while simultaneously
pushing the envelope of what you know you are capable of doing. As
time goes on, what is strange will become more familiar as you recognize
and identify specific areas of expertise. Key to your success is
your ability to have honest, ongoing conversations with your Mentor and
Supervisor. A second equally important key is to be a planner like
you've never been a planner before. Review what's required of you
- the expectations - and make a plan early in the semester to serve as
your guide for accomplishing your expectations. Being able to see
the parts and whole of the internship picture simutaneously will be valuable
for you as you plan what you are going to do week to week.
1. Be a Professional.
A significant part of the intership experience is developing your professional
persona. This involves, among other things, appropriate dress and
a responsible professional demeanor. Dirty and frayed clothing, bare
skin, exposed underwear, low cut tops are not okay in school settings.
Being a professional also involves open communication with your mentor
and supervisor. You have to take the lead in establishing this professional
dialogue. Finally, while it may seem self evident, it is important
to stay healthy. You will change your sleep habits from that of a
UVM student to that of a working professional. If you are sick, heal.
Don't expose your young charges or your mentor teacher to infectious colds
2. Complete the Internship Plan
(Handbook). The experience plan asks you to get the "big picture"
of the internship by the end of its third week. The purpose of the
plan is to make sure you and your Mentor have thought through all the experiences
you want to have during the internship. In addition to the suggested
entries in the Handbook, review program and state expectations and and
target dates for those on the experience plan.
3. Arrange for Formal Visitations.
You will be observed at least eight times formally over the course of the
semester. A formal visit is defined as a pre-arranged observation
where you provide the supervisor with a plan of what you are going to teach
and the supervisor provides you with a written commentary relative to his
observation of your teaching. It is useful to review the lesson one-on-one
with the supervisor after the lesson's conclusion. Even fifteen minutes
to sit and talk is a good amount of time. A calendar is posted in
the copy room showing the Supervisor's availability for observation.
Your supervisor plans to be in the building on Tuesdays, Thursday mornings,
and Fridays. It is your responsibility to schedule these observations.
Of course there will be informal contacts with your supervisor many times
over the course of the semester.
4. Attend and participate in Quarterly
Assessment Conferences. Three way conferences will be held three
times over the course of the semester to assess your progress. Using
forms provided in the Handbook, your role is to engage in self-assessment
prior to each Quarterly Conference by completing the assessment forms so
you can be part of the conversation. These conferences are always
held to assess progress to date and to plan next steps as the intensity
of the experience rises over the semester.
| semester plan
| first quarter
| third quarter (opt.)
28-33, 34, 36 (MT)
5. Watch Yourself Teach. As
part of an observation, schedule your Supervisor to video tape a segment
of your teaching at least once during the semester. Prior to taping,
complete a brief free-write on what specifically you are interested in
focusing on as you review the tape. Plan to spend twenty minutes
with your supervisor after the taping to review the tape. Your supervisor
will use digital tape so taped segments can by imported into iMovie for
your portfolio should you choose to do so. Tapes cost approximately
6. Student Teaching Notebook.
You must create a maintain a notebook of lesson plans over the course of
the semester. Please have you plans available for your supervisor
prior to formal and taped observations. Pay special attention to
the behavioral specificity of your lesson's objectives. Your objectives
should answer the questions: "What does it look like?" and "What Does It
Sound Like?" with respect to learning on the part of your children.
New plans do not have to be written for each repetitive experience e.g.
and entire Morning Meeting. Just create a plan for the portion that
is new to you.
7. Collection of Portfolio Items.
Familiarize yourself with evidence that will prove useful for your professional
portfolio. EdEl 189 is organized to assist you in the process.
Collect at least two captioned items each week. Keep these in a folder
so you can discuss these with your Supervisor from time to time.
8. Interdisciplinary Unit / Complex
Instruction Assignment. You are required to teach an interdisciplinary
unit, taught to you in EdEl 187, as part of your student teaching.
You are required to teach a Complex Instruction Rotation as part of EdEl
188. Plan early for these major assignments with your Mentor Teacher.
While they will occur in the last half of the semester, they might be combined.
The CI Rotation could be a part of the interdisciplinary unit. Early
planning will definitely create a smooth transition for this requirement,
especially with regard to establishing groupwork norms, teaching group
process roles, and giving the learners some practice with working collaboratively.
This is an assignment that can't sneak up on you!
9. Attend Student Teacher Seminars.
Your Supervisor will organize several seminars with your group to be held
at the school. Plan to attend thise meetings and bring with you one
captioned piece of stsudent work that you find especially rich in
terms of what it shows about the kind of teaching and learning situations
that you value. Your Supervisor will also use this time to work with
the group on teaching issues that surface during the course of your internship.
| January 17th
|| 740am Orchard Library
| February 18th - Tues.
|| 330pm TBA
| March 11th - Tues.
|| 330pm TBA
| April 22nd - Tues.
|| 330pm TBA
10. Wall Display/Cooperation.
Attached is an idea from Spencer Kagan's version of Cooperative Learning.
It is a teaching device to use with your children as they learn the specifics
of working together. The goal is create a common language shared
by all children about effective collaborative learning roles and behaviors.
This will make your groupwork more intentional and give you an opportunity
to talk about it with the children in their language.
The University Supervisor and Mentor
ateacher will work together on the derivation of a final grade for the
Internship. A preliminary grade will be mentioned during the important
mid-semester three way conference. Ultimately, the final grade is
awarded by the Coordinator of the Elementary Education Program upon the
recommendation of the University Supervisor. You should have a clear
idea of where you stand by mid-semester on the basis of the performance
review conducted with you and your Mentor and Supervisor. Work with
your Supervisor to achieve clarity on the details of performance issues.