Intern's Internship Handbook - UMBC

Intern Handbook Supplement Secondary and P-12 Education Programs

UMBC

Department of Education

The UMBC Department of Education mission is to research teaching and learning, and to develop caring, thoughtful,

knowledgeable, and skilled teachers who are responsive to children, families and the community. We expect our graduates to be

leaders in their schools as well as advocates for democracy and social justice.

Table of Contents

UMBC PDS NETWORK SITES .................................................................................................... 1

Secondary and P-12 Education Programs ..................................................................................... 1

Important Contact Information...................................................................................................... 1

My PDS Contact Information ......................................................................................................... 2

SECONDARY EDUCATION PROGRAMS INTERNSHIP ........................................................ 3

Phase I ........................................................................................................................................... 3

Phase II .......................................................................................................................................... 5

Internship Seminar ........................................................................................................................ 6

Lesson Plans .................................................................................................................................. 6

SUGGESTIONS TO ASSURE A SUCCESSFUL INTERSHIP EXPERIENCE .......................... 8

CLINICAL PRACTICE PERFORMANCE ASSESSMENT (CPPA) REQUIREMENTS AND

TIMELINE ...................................................................................................................................... 9

7-12: ENGLISH, MATH, FOREIGN LANGUAGE, SCIENCE, SOCIAL STUDIES and ALL

OTHER SINGLE ROTATIONS ................................................................................................... 9

(P-12: ART, DANCE, MUSIC AND THEATER and ALL OTHER SPLIT ROTATIONS) ...... 9

Secondary Program Lesson Plan Template ...................................................................................10

Secondary & P-12 Education Programs Intern Handbook Supplement 1

UMBC PDS NETWORK SITES

Secondary and P-12 Education Programs

Anne Arundel County Public Schools

Meade Middle School

Meade High School

Howard County Public Schools

Mount Hebron High School

Patapsco Middle School

Baltimore City Public Schools

Baltimore City College High School

Baltimore Polytechnic Institute

Digital Harbor High School

Grove Park Elementary/Middle School

Violetville Elementary/Middle School

Baltimore County Public Schools

Arbutus Middle School

Catonsville High School

Sollers Point Technical High School

Southwest Academy

Windsor Mill Middle School

Important Contact Information

General Questions and Information

[email protected]

Office of Field Experiences & Clinical Practice

Director: Dr. Pamela Morgan, [email protected]

Placement Specialist: Mr. James Lindsay, [email protected]

Faculty Research Assistant: Ms. Yeji Yoon, [email protected]

Secondary and P-12 Education Programs

Program Director: Dr. Jonathan Singer, [email protected]

Content Area Advisors

Science and Music: Dr. Jonathan Singer, [email protected]

Math and Dance: Dr. Christopher Rakes, [email protected]

English, Theatre and Art: Dr. Cheryl North-Coleman, [email protected]

Social Studies and Foreign Languages: Dr. Linda Oliva, [email protected]

Tk20

Assessment Coordinator: Mr. Justin Schaffer, [email protected]

mailto:[email protected]










My PDS Contact Information

PDS 1 Name Email Phone

School

Mentor Teacher

Supervisor

University Liaison

School Liaison

Principal

Other Interns

PDS 2 (if

applicable)

Name Email Phone

School

Mentor Teacher

Supervisor

University Liaison

School Liaison

Principal

Other Interns


SECONDARY EDUCATION PROGRAMS INTERNSHIP

Phase I The purpose of the Phase I internship is to initiate teacher-candidates to the experiences

associated with being a successful teacher. Two common questions raised regarding the

Phase I internship are:

“When do I begin?” The internship experience begins the week that teachers return to schools in August.

For the 2013/14-school-year this date should be Monday August 19. During this

week, interns are oriented to their school and classroom where they receive clear

guidelines and expectations of their eventual primary teaching role. Days that the

intern attends during this week (as well as all days prior to the start of the UMBC fall

semester) may count toward fulfilling your 20 day Phase I requirements.

“How often should I be teaching?” While the answer to this question is variable, the expectation is to aim for teaching a

minimum of seven lessons as shown in Table #1. The ultimate performance goal for

Phase 1 is to demonstrate your ability for leading student learning across consecutive

class meetings (e.g., second period on Tuesday and Wednesday). It is to your benefit

to maximize the number of your teaching opportunities. This performance is

measured by the Phase 1 to Phase 2 Transition Performance Assessment (see Row 4

of Table1).

Interns work at their school preferably two half-days per week to observe, assist, and

prepare to assume teaching responsibilities. Interns complete a minimum of 40 half-

days in their schools during this phase. The Phase I experience is linked to the content

area methods courses and Reading in the Content Area II course (see Table 2).

Table 1:

Phase I Minimum teaching opportunities

Row

#

Number of

Lessons

Description Approximate Dates

1 2 or 3

Focus Lessons

1 (may be observed), 2

& 3

Mid October

Early November

2 1 Informal Supervisor

Observation

Mid September

Early October

3 2

Formal Supervisor

Observations

(CPPA 1 and 2)

Mid October

Late November

4 2

(must be consecutive

class meetings)

Phase 1 to Phase 2

Transition Performance

Assessment

Late November

Mid December


Table 2:

Phase 1 Assignments connected to UMBC course work

Assignment Description Course Approximate

Due Date Contextual Analysis Reflection of Field Placement

School Culture

Seminar Early September

Focus Lesson 1

Classroom

Management

Reflection of classroom

management practices in field

placement (may be observed)

Methods of

Teaching Courses

and

RICA II

Mid-September

(see course

syllabus)

Focus Lesson 2

Student Learning

Reflection of how/why students

did/did not learn material in a

particular lesson

(must be taught by intern)

Methods of

Teaching Courses

and

RICA II

Mid-October

(see course

syllabus)

Focus Lesson 2

Differentiated

Instruction

Reflection of how individual

student needs were addressed

in a particular lesson

(must be taught by intern)

Methods of

Teaching Courses

and

RICA II

Early November

(see course

syllabus)

Curriculum Unit Plan 500-minute sequence of lessons about a key idea developed in conjunction

with mentor teacher

ID Content Standards Mid-September

Development of Pre/Post Assessment(s) Mid-October

Outline of Lessons Early November

One Completed Lesson Plan Early November

Full Unit Completed Finals Week

CPPA Informal

Observation

Lesson fully taught by intern or

co-taught and led by intern

Internship

(Supervisor)

Prior to Formative

1

CPPA Formative 1 Lesson fully taught by intern or


Internship

(Supervisor)

Phase I Week 8

CPPA Formative 2 Lesson fully taught by intern or


Internship

(Joint Mentor

Teacher and

Supervisor)

Phase I Week 17

Phase I to Phase II

Transition

Assessment

Determination by supervisor

and mentor teacher of intern

preparedness for Phase II

Internship

(Joint Mentor

Teacher and

Supervisor)

End of Phase I

SLOPE Student Learning Objective

Process Experience

Seminar End of Phase II

Reviewing Baseline Student Data Early October

Developing appropriate research questions Mid-November

Developing appropriate research design, methodology, and measures End of Phase I


Phase II Interns return to their school full-time, typically working with the same mentors as in Phase

I. Interns follow the county specified start date for when classes resume after winter break

and take the Spring Break for the school system in which they are assigned, not the UMBC

Spring Break. Public schools in Maryland typically begin school within the first couple of

days of January (e.g. Jan. 2nd

or 3rd

). Interns assume progressive responsibility for

providing instruction and should provide full instruction for a period of at least six weeks.

Figure 1 (see below) illustrates the “ideal” circumstance for the Phase II teaching

progression. Beginning in January, the intern should begin by taking over primary

instructional responsibility for one class and maintaining this class for 12 – 14 weeks

(bottom dashed line in Figure 1). Teaching responsibilities should increase around week 4

or 5 of Phase II with the intern picking up additional courses and maintaining this teaching

load for approximately 10 – 12 weeks. Finally, the intern is expected to be responsible for

all of his or her mentor’s classes (co-teaching is acceptable) by week 6 or 7 of Phase II and

maintain this full teaching load for at least 6 – 8 weeks.

Figure 1 Phase II Progression of Teaching Responsibilities.

Note. Percent of Teaching Responsibilities includes planning, teaching, grading, attendance taking, parent

conferences, faculty meetings, hall/bathroom/cafeteria duties, and any other duties normally fulfilled by the

mentor teacher.

The Formative 4 evaluation cycle is a joint mentor teacher-university supervisor, full-evaluation

cycle (approximately week 12 or 13 in Figure 1). At this time, any potential concerns that may

prevent the intern from successfully completing the Phase II internship must be explained to the

intern and reported to the Field Experience office. The nature of the concerns and potential sources

of observable evidence that will need to be demonstrated to pass the internship will be submitted to

the intern in writing. A contract may or may not be completed by the intern at the discretion of the

mentor teacher and supervisor.

0

20

40

60

80

100

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Pe

rce

nt

of

Teac

hin

g R

esp

on

sib

iliti

es

Weeks

January February March April May

All Classes 6-8 Weeks (Some Co-Teaching OK)

Most Classes 10-12 Weeks

At least 1 Class 12-14 Weeks

Feedback for

possible issues that may prevent successful completion of Phase II Internship [CPPA 4]


Internship Seminar Interns will “officially” register for the internship seminar (EDUC 457/797) during the spring

semester. Starting in the 2013/14 academic year the Secondary Education Program will, however

be holding seminar sessions during both academic semesters. The rationale for extending seminar

meetings into Phase I include:

Providing greater cohesion and consistent support between the two internship phases.

Providing additional support for the development of the Student Learning Objective

Process Experience (SLOPE). Two or three seminar meetings will be held during Phase

I focusing on constructing measureable research questions, required student base-line

data, and research-based learning interventions.

Decreasing the number of outside classroom obligations during the full time teaching

experience.

The UMBC academic calendar does not align with the dates associated with the Phase I

and II internships since many of the starting and transitions periods occur when UMBC

is not in session.

The seminar participation is mandatory. There will be three seminars during Phase I, two at UMBC

and one at each PDS school. The seminars at UMBC will be held on Friday, September 27, 2013

and Friday, October 18, 2013 from 4:30 – 6 pm, location to be determined. The school-based

seminar will be schedule by the liaisons between mid-November and mid-December. The first

seminar session for Phase II will be held in early January.

Lesson Plans Interns submit lesson plans to the mentor teacher and supervisor at least two (2) school days in

advance and have them approved prior to implementation. For lessons that are for assignments and

observations (including CPPA observations, focus lessons, and unit plans), interns use the official

UMBC lesson plan format.

For officially/formally observed/evaluated lessons

CPPA Formative Lessons 1-6,

Methods Course Focus Lessons,

Curriculum Unit Plan Lessons and

Enacted Lessons,

interns must submit their lesson plans using the official Secondary Program Lesson Plan Template

(available on Blackboard through Methods courses). A copy of this template is found on the final

two pages of this handbook.

All observed lessons (officially and unofficially observed) must be submitted to the mentor teacher

at least two days in advance. All officially observed lessons must be submitted (on the official

Secondary Program Lesson Template) to the university supervisor at least two days in advance.


Officially Observed Lessons (CPPA Formative Lesson 1-6) Process

2. Supervisor and mentor teacher provide lesson plan feedback.

5. Supervisor and mentor teacher provide feedback on lesson enactment.

4. Intern teaches lesson.

6. Intern completes reflection on lesson enactment.

3. Intern revises lesson plan based on feedback.

7. Intern uploads lesson plan with reflection to TK-20.

1. Intern submits lesson to mentor teacher and supervisor (at least 2 days in advance)

8. Supervisor and/or Mentor Teacher upload scores and evidence to TK-20.


SUGGESTIONS TO ASSURE A SUCCESSFUL INTERSHIP EXPERIENCE

Take time early in the internship experience to have a series of conversations with your mentor

regarding goals for the classroom and the internship experience. Discuss daily, weekly, and long-

term objectives, as well as instructional goals, classroom management, parent involvement, and

student evaluation. These early conversations are a good time to outline the progression of your

responsibilities over the internship and to plan a schedule of observations and reviews with your

mentor and supervisor.

These guidelines span the full school year of engagement in the school community, learning to

teach, and having experiences with students of diverse backgrounds and abilities.

Interns are expected to report to their placement, starting on the first day of school for teachers in

the school system in which interns will complete their internship. Active participation in these

teacher professional development days provides interns with an additional and invaluable learning

to teach experience.

The following list provides ideas of important topics that you may want to discuss during your

initial orientation with your mentor, supervisor and other individuals important to the success of

your internship.

With your mentor’s assistance, construct a letter to the students’ parents describing your role

in the class. (See Appendix in general handbook).

It is expected that you will participate in your school’s “Back to school night.”

Logistics including where to park, tour of building, orientation to physical classroom,

check-in procedures, faculty roster, administrative tasks, supplies and equipment

Timeline and lists of things that must be done to set up a room (e.g., texts, manuals,

furniture arrangement, bulletin boards, class lists, student supply lists, permanent records,

schedules, audiovisuals, resources, classroom library and supplementary materials, etc.).

Meet administrative staff, other colleagues, specialists, secretaries, cafeteria, and custodial

staff.

School procedures and expectations for interns (When are meetings? Where are meetings?

Who’s in charge? What’s expected?).Student attendance procedures

School’s policies and procedures (e.g., fire drill, plan book, sign in and sign out sheets,

student attendance, discipline policies, etc.).

School calendar of activities (e.g., holidays, standardized test dates, mentor’s lesson plan

book, schedule of field trips, etc.).

Legal matters associated with teaching, including confidentiality, child abuse reporting,

I.E.P.


CLINICAL PRACTICE PERFORMANCE ASSESSMENT (CPPA) REQUIREMENTS AND TIMELINE

7-12: ENGLISH, MATH, FOREIGN LANGUAGE, SCIENCE, SOCIAL STUDIES and ALL OTHER SINGLE ROTATIONS

TEACHER CANDIDATE

Stage of Evaluation:

Phase I Observation Phase II Observation

□ formative 1 □ formative 2 □ summative

□ Internship Survey

End of Phase I (Phase II Week 11) End of Internship

MENTOR TEACHER



□ formative 1

□ P1 to P2 Transition Performance assessment □ formative 2

□ summative



UNIVERSITY SUPERVISOR



□ formative 1 □ formative 2 □ formative 3 □ formative 4 □ formative 5 □ formative 6 □ summative


Middle of Phase I End of Phase I (Phase II Week 4) (Phase II Week 8) (Phase II Week 11) (Phase II Week 13) End of Internship

(P-12: ART, DANCE, MUSIC AND THEATER and ALL OTHER SPLIT ROTATIONS)

TEACHER CANDIDATE

Stage of Evaluation


□ formative 1 □ formative 2 □ summative



MENTOR TEACHER

Stage of Evaluation

1st MENTOR TEACHER


□ formative 1 □ formative 1 □ formative 2 □ Internship Survey

Middle of Phase I Middle of Placement 1 End of Placement 1 End of Internship

2nd MENTOR TEACHER


□ formative 1

□ P1 to P2 Transition Performance Assessment □ formative 3 □ summative □ Internship Survey

End of Phase I Middle of Placement 2 End of Placement 2 End of Internship

UNIVERSITY SUPERVISOR

Stage of Evaluation


□ formative 1 □ formative 2 □ formative 3 □ formative 4 □ formative 5 □ formative 6 □ summative


Middle of Phase I End of Phase I Middle of

Placement 1 End of Placement 1

Middle of

Placement 2 End of Placement 2 End of Internship

Double Click to Edit Header: Lesson Plan Title

[Name]


Standards Content

Standard Description Type of Standard

Should include both national and local standards Choose an item.

Objectives Performance Objective Bloom’s

Taxonomy Level Level of Relevance

[Performance Objectives (Observable; Measurable); Use Bloom’s Taxonomy Verbs; “Students will…”]

Choose an item. Choose an item.

Assessment Formative

Assessment Description Objective Assessed Describe how the teacher will determine that students are making progress toward the objective: [Note: Most lessons include “observing” the students. What are you specifically looking for to tell you that the students are learning/need more attention?]

Objective Assessed

Summative Assessment Description Objective Assessed

Describe how the teacher will determine that students have reached the objective

Objective Assessed

Context Background Information/Demographics

Grade level, number of students, number of students with an IEP or identified as Gifted/Talented or Limited English Proficiency (LEP)

Differentiation Differentiation for students with special needs (e.g., IEP, ESL, Gifted/Talented)

Alignment within Unit How this lesson fits into the substance of the unit; where it falls in the unit

Materials Include all materials not normally present in the classroom

Double Click to Edit Header: Lesson Plan Title

[Name]


Procedures

Type of Activity

Activity Description Assessment/

Evaluation

UDL Principles

Introduction/Engagement

What will the teacher do to draw students in on the lesson and focus on the learning that follows? How will the teacher ensure that all students are engaged in the introductory activities?

☐ Engagement

☐ Representations

☐ Action and

Expression

Core Learning Activities/ Explore-Explain-Elaborate

[Step by Step, Accounts for every minute] [This section will include the specifics of what both the students and teacher will be doing, but not scripted: It should be detailed enough for someone else to teach the lesson if needed] [Includes Potential Questions/Problems] [Includes Relationship of Activities to Assessment and Objectives] [Includes all tasks, worksheet questions, etc.]

☐ Engagement

☐ Representations

☐ Action and

Expression

Closure [How will the lesson be wrapped up? How will the teacher/students connect all the different ideas and concepts that have been learned in the lesson? Do not forget about the metacognitive aspects of your lesson. Revisit with the students why this lesson was important and how they could use it in their lives. Remember that you have to be able to answer this question yourself. Include an explanation of how the teacher will ensure that all students are engaged in the closure activity.]

☐ Engagement

☐ Representations

☐ Action and

Expression

Reflection On the Lesson Plan

[Research Addressed; Rationale for this Lesson; Explain How UDL Principles Addressed; Relevant Feedback from Pre-Observation Conference or Lesson Plan Feedback]

On the class time: [What went well; What didn’t go well; Why; Relevant Feedback from Post-Observation Conference]

What would I do differently or the same next time? [Describe potential changes or enhancing something that worked Rationale for why changes/enhancements are expected to improve student learning; Evidence from the class to support the rationale. Relevant Feedback from Post-Observation Conference]

Intern's Internship Handbook - UMBC

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