Integrated Learning Program
Internship Handbook
2015-2016
Antioch University New England
Education Department
40 Avon Street
Keene, NH 03431
603-357-3122
2
Table of Contents
Introduction
4
1. Prerequisites for Beginning an Internship
5
Readiness for Beginning First Internship
Readiness for Beginning Second Internship
Registration for Internship
5
5
5
2. General Information Regarding Internships
6
Distance Internships
7
3. New Hampshire Professional Education Standards
8
4. Documentation and Evaluation Requirements
15
Interns Documentation
Cooperating Teacher's Documentation
Antioch Internship Supervisor’s Documentation
16
20
20
5. Responsibilities of Interns,
Cooperating Teachers, and Antioch Supervisors
22
Intern's Responsibilities
Cooperating Teacher's Responsibilitie
Principal’s Responsibilities
Antioch Internship Supervisor’s Responsibilities
22
24
25
26
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Introduction
The following information is designed to familiarize you with the basic structure and
requirements of internship experiences in our Elementary, Early Childhood and Holistic
Special Education programs.
Specific requirements of the internship will be drafted in the student’s Internship Contract and
approved by the Cooperating Teacher and Antioch Internship Supervisor. Several basic
requirements are outlined in the following pages.
It is important for both the Intern and School Personnel to fully understand and agree to these
requirements at the outset of the internship if the internship experience is to be mutually
rewarding.
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1. Prerequisites for Beginning an Internship
Readiness for First Internship Experience
In order for a student to begin the first internship, the following criteria must be successfully
met and approved:
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Site visits to at least 2 classrooms and written notes on your observations and teacher
interviews
Strengths and Needs Self-Assessment
Internship Search Status Reports by deadlines
General Education Requirements and related forms
All coursework from fall courses (or any prior semesters) complete
Criminal Records Checks initiated
Readiness for Second Internship Experience
Students may begin their second internship when the following criteria have been met and
approved:
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Acceptable progress on meeting the Professional Education Standards Competency
Requirements as determined by your advisor and the internship coordinator. Dual
certification candidates must have met ALL the competency requirements for the
certification category of the first internship.
Demonstration of good attendance, punctuality, and professionalism in your first
internship
A grade of Good or better in the “Overall Performance” category of your Internship
verification sheet
Successful completion of all coursework from preceding semesters
Registration for Internship
Students are expected to register for the Internship during the Registration period. All
internships, both fall and spring are 3 credits.
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2. General Information Regarding Internships
Length of Internship:
Students in their first internship are required to spend 3 to 3 ½ days per week for 15 weeks in
a supervised internship.
Students in their second internship are required to spend 4 days per week for 15 weeks in a
supervised internship
Interns must demonstrate consistently good attendance. If required to miss more than one or
two days due to illness or an emergency an intern must make up the missed days by
lengthening the time of the internship.
On Site Supervision:
The Cooperating Teacher should be certified in the grade level she or he teaches and should
have at least three years of experience in teaching.
The support and guidance of the Cooperating Teacher at the internship site is important to the
effective functioning and growth of the Intern. An Intern's need for such varies with each
person.
A regularly scheduled weekly meeting between the intern and Cooperating Teacher is
considered a minimum requirement. Your meeting schedule, including the number of weekly
sessions and the length of each session, should be specified in your Internship Contract.
Interns may utilize other School Personnel for support and supervision as appropriate. These
persons must be listed and their roles described in the Internship Contract. Meeting schedules
should be specified as well.
Special Situations
Using an Internship as a Job:
Students are sometimes employed in a setting which provides experiences appropriate for an
internship. For a job to be considered an internship, modifications must be made to ensure
that the experience allows the student opportunities to achieve the necessary certification
competencies and fosters the student's professional growth and development.
A Principal or Teacher in the school may be selected by the student to act in the role of
Cooperating Teacher. This person must be approved by the Internship Coordinator to ensure
that he/she is adequately accessible to the student.
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Substituting for the Cooperating Teacher:
Interns are permitted to substitute for the Cooperating Teacher at such time in the internship
that the Cooperating Teachers and the Principal feel that the Intern can successfully handle the
situation. The Education Department is in no way encouraging the premature assumption of
the full teaching role, but if appropriate, substituting can be a valuable learning experience for
the Intern. Should an opportunity arise, the Intern's employment should be treated in
accordance with the school policies and pay practices established for substitutes.
Distance Internships
Occasionally students are presented with an opportunity too good to pass up or a compelling
life circumstance that necessitates a distant internship. A distant internship is defined as a
situation in which travel requirements make it necessary to arrange for an off-campus
internship supervisor and alternative arrangement for final semester coursework.
In addition to the criteria for readiness for any second internship, students engaging in
distance internships must meet the following guidelines:
1. Student is seeking only one certification area (Early Childhood or Elementary).
2. Must have completed a successful first internship. May only be done in a second
internship.
3. The internship is necessitated by either an opportunity that significantly contributes to
the student’s program and/or a compelling life circumstance.
4. Distant supervisors must be identified for internship approval. Distant supervisors may
be identified by Antioch, but for cases in which the school is unfamiliar to Antioch the
student is responsible for identifying potential supervisors. Supervisors must have a
master’s degree or equivalent graduate credential and be approved by the Program
Director.
5. Student consults with advisor and internship coordinator. Internship Coordinator
makes final determination.
6. Must be arranged and approved by June 30th.
If Problems Occur:
Should difficulties of any nature arise during the internship, the student should contact his/her
Internship Supervisor as soon as possible.
Professional Seminars:
Teaching interns participate in a weekly internship support seminar with an Antioch Faculty
member. Attendance is required unless you have been excused -- even if a student has no
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other classes at ANE that semester. The goal of the Seminar is to establish a peer support
system around issues related to each student's professional growth. The seminar should be
used to keep the Faculty Member (who may be your supervisor) current on problems and
issues which are arising during your internship.
Professional Education Standards
Interns seeking elementary education certification are working towards fulfilling the
New Hampshire Professional Education Standards Competencies on pages 9 - 10.
Interns seeking early childhood education certification are working towards fulfilling New
Hampshire Professional Education Standards Competencies on pages 11 - 12.
Interns seeking general special education certification are working toward fulfilling New
Hampshire Professional Special Education Competencies on pages 13 - 14.
All documentation and evaluation of the internship must address these standards as a central
guideline and framework.
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STANDARD Ed 612.04 – Elementary Education
Standard (a) In the area of curriculum and assessment,
the ability to:
(1) Design, administer, and use the results of informal assessments to meet individual needs
(2) Use the results of standardized tests, observations, and daily student performance to plan
instruction
(3) Help K-6 or K-8 students develop the ability
to assess their own progress as learners
Standard (b) In the area of planning and instructional strategies, the ability to:
(1) Use the following strategies to promote student learning:
a. Development of student literacy, including reading instruction that leads to development of
student strategies for word recognition, decoding skills, and reading comprehension
b. Development of student writing skills, including writing process, usage, and grammar
c. Development of student mathematics skills, including number systems, number series, algebraic
concepts, informal geometry, measurement, data organization and interpretation skills
(2) Apply fundamental skills of social interaction, problem solving, and higher order
thinking and to foster development of these skills in students by integrating them into all
subject areas
(3) Use enthusiasm and appropriate language and behaviors to provoke interest, curiosity,
and engagement in learning for all subjects
(4) Demonstrate understanding of all subject areas through the proper use of subject specific
language, behaviors, and skills
(5) Use literature and artistic expression as teaching tools in all subject areas
(6) Use developmentally appropriate practices to create authentic learning experiences
crucial to teaching elementary students
(7) Integrate effectively a variety of content areas into a holistic, thematic approach to
teaching
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Standard (c) In the area of communication and collaboration:
(1) Knowledge of the roles and responsibilities of various personnel, including principal,
speech language specialist, speech language pathologist, occupational therapist, special
education administrator, and paraeducator, indigenous to elementary schools and
districts
(2) Ability to effectively access and collaborate with school district personnel to support
student learning
(3) Skill in using a variety of appropriate, constructive communication strategies that
effectively engage families, parents, and guardians in discussions of children’s growth
and development
Standard (d) In the area of professionalism:
(1) Knowledge of the laws governing the education of all learners and ability to use that
knowledge to create an inclusive learning environment;
(2) Ability to understand how the dynamics of the classroom and the teacher’s own
behavior and skills can impact students’ behavior and learning
(3) Ability to create systems managing time, space, and discipline that effectively promote
learning and a positive classroom climate
Standard (e) In the area of technology:
(1) Ability to discriminate between developmentally appropriate and inappropriate use of
technology with children
(2) Skill in utilizing technologies effectively to assist student learning
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STANDARD Ed 612.03 – Early Childhood Education
Standard (1) In the area of child development and learning, the ability to:
a. Use knowledge and understanding of young children’s developmental characteristics
and needs to inform curriculum planning and instruction;
b. Use understanding of the multiple interacting influences on children’s development and
learning to individualize their planning and instruction; and
c. Create environments that are healthy, respectful, supportive, and challenging for all
children, including, but not limited to, children:
1. With developmental delays or disabilities;
2. Who are gifted and talented;
3. Whose families are culturally and linguistically diverse;
4. From diverse socioeconomic groups; and
5. Who have individual learning styles, strengths, and needs.
Standard (2) In the area of family and community relationships, the ability to:
a. Use knowledge and understanding of the complex characteristics of children’s families
to establish positive relationships with the families of children in the classroom;
b. Use knowledge and understanding of the complex characteristics of community life to
develop an understanding of:
1. The community in which the individual teaches;
2. The resources available to children and families; and
3. Ways of connecting families to those resources;
c. Involve all families in the children’s development and learning through respectful,
reciprocal relationships and using multiple strategies and approaches; and
d. Use community resources to enhance the curriculum.
Standard (3) In the area of observing, documenting, and assessing to support
young children and families, the ability to:
a. Know about and understand the goals, benefits, and uses of formal and informal
assessment;
b. Demonstrate understanding of responsible assessment practices that are culturally,
linguistically, developmentally, and individually appropriate;
c. Use effective assessment strategies, including, but not limited to, systematic
observations and documentation, to identify areas of growth and challenge in individual
children;
d. Design, adapt and improve instructional programs; and
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e. Design, implement, and evaluate assessments in partnership with families and other
professionals.
Standard (4) In the area of teaching and learning, the ability to:
a. Know, understand, and use positive relationships and respectful, supportive
interactions with all children as the foundation for curriculum and instruction;
b. Know, understand, and use a wide repertoire of effective approaches, strategies, and
tools to positively influence all children’s development and learning;
c. Know and understand the importance of each content area in young children’s
learning, including:
1. Understanding the essential concepts and tools of inquiry; and
2. Identifying resources to deepen the candidate’s content
knowledge;
d. Demonstrate knowledge and understanding of w hat is important in each content area,
why it is important, and how it links with earlier and later understandings;
e. Integrate content areas across the curriculum;
f. Use knowledge and other resources to design, implement, and evaluate meaningful,
challenging curriculum that promotes comprehensive developmental and learning
outcomes for all children;
g. Use technology as an instructional tool in developmentally appropriate ways for
the setting in which the candidate teaches.
Standard (6) In the area of professionalism, the ability to:
a. Know and use professional standards related to early childhood education and ethical
guidelines, as defined by the National Association for the Education of Young Children’s
Code of Ethical Conduct as revised April 2005;
b. Know and comply with federal and state laws and regulations pertaining to the
education, health, and safety of young children;
c. Collaborate with school colleagues, families, other professionals, and the community to
meet the needs of children and improve professional practice;
d. Demonstrate knowledgeable, reflective, and critical perspectives on one’s work, and
make informed decisions that integrate knowledge from a variety of perspectives; and
e. Advocate for sound educational practices and public policies that support children,
families, and early childhood education.
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STANDARD Ed 612.07 – General Special Education
Standard (a)
(3) In the area of (3) learning differences, the ability to:
c. Demonstrate understanding of a student’s learning differences in the development of the IEP and
transition needs; and
e. Relate levels of support to the needs of the student with disabilities, creating instructional
opportunities that are adapted to diverse learning needs.
(4) In the area of learning and social environments, the ability to:
a. Design learning environments that encourage individual academic success in one-to-one, smallgroup, and large-group settings;
c. Use functional assessments to develop plans related to instruction, behavior, intervention, and direct
service;
d. Use a variety of positive behavior intervention techniques to control targeted behavior, support
learning, social relationships, and maintain attention of students with disabilities;
e. Recognize and use strategies for crisis prevention and intervention;
g. Organize, develop, and sustain learning environments that support positive strategies to live
harmoniously and productively in a culturally diverse world;
h. Foster skill development in self-advocacy for increased independence in learning and daily
functioning; and
k. Encourage students’ development and use of self-assessment, study skills, and other cognitive
strategies to meet their learning needs.
(5) In the area of assessment, the ability to:
c. Administer and write a report for a formal academic assessment instrument;
e. Interpret and report information from formal and informal assessments; and
f. Identify and implement national, state, and local assessment accommodations and modifications for
students with disabilities.
(6) In the area of instructional planning and strategies, the ability to:
a. Participate in co-teaching to strengthen learning and achievement in the general curriculum for
students with disabilities;
b. Implement and evaluate individualized learning goals, prioritizing areas of the general curriculum;
c. Design and implement instructional programs that address independent living and career education
for students;
d. Identify resources and techniques used to transition students with disabilities into school, from grade
to grade, and into post- school environments;
e. Create and utilize lesson plans that demonstrate a repertoire of evidence-based instructional strategies
to individualize instruction for students with disabilities;
f. Identify reading, writing, math, and study skills of students with disabilities and use methods to
address these learning needs;
g. Identify and teach essential concepts, vocabulary, and content across the general curriculum;
h. Use instructional methods to strengthen and compensate for deficits in perception, comprehension,
and memory;
i. Implement systematic instruction to teach accuracy, fluency, and comprehension in content area
reading and written language;
j. Identify and use federal, state, and local curriculum standards in planning the scope and sequence of
general and special education curriculum;
k. Incorporate instructional and assistive technology into the educational program;
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l. Encourage students’ development and use of self-assessment, study skills, and other cognitive
strategies to meet their learning needs;
m. Use a variety of assessment data and information to make modifications or accommodations to the
instructional plan; and
n. Develop and select instructional content, resources, and strategies that respond to cultural, linguistic,
and gender differences.
(7) In the area of language development and differences, the ability to:
d. Demonstrate the ability to select, design, and use augmentative, alternative, and assistive
technologies, materials, and resources to support and enhance communication of students with
disabilities; and
e. Provide effective language models and use strategies and resources to facilitate learning of the
general curriculum.
(8) In the area of professional and ethical practice, the ability to:
a. Demonstrate educational practice within the code of ethics, including confidentiality and other
standards of the profession;
d. Reflect on one’s practice to guide professional growth and improve instruction to meet the needs of
students with disabilities; and
g. Advocate for appropriate services for students with disabilities.
(9) In the area of special education law,
b. The ability to develop and implement comprehensive IEPs and transition plans which address the
abilities and needs of the students with disabilities;
(10) In the area of collaboration, the ability to:
a. Collaborate with families, school personnel, agencies, and community members in culturally
responsive ways to facilitate access for students with disabilities in a variety of settings;
b. Recognize the roles of professional groups and referral agencies in identifying, assessing, and
providing services to students with disabilities;
c. Participate in co-planning to strengthen learning in the general curriculum for students with
disabilities;
d. Facilitate the successful transitions of students with disabilities across settings and services;
e. Foster respectful and beneficial relationships between families and professionals;
f. Use facilitation and group problem-solving skills to develop, implement, and evaluate IEPs;
g. Structure, direct, and support the activities of paraprofessionals, volunteers, peer and adult tutors; and
h. Collaborate with families, other educators, service providers, and personnel from community agencies
to implement instructional strategies for student self-management and advocacy.
Standard (c)
(2) Ability to engage in the full range of teaching activities, roles, and responsibilities encountered in the
school and community settings of a child with disabilities.
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4. Documentation and Evaluation Requirements
The intern’s experiences and accomplishments will be documented and evaluated based upon
input from (a) the teaching intern, (b) the cooperating teacher, and (c) the Antioch supervisor.
The Teaching Intern
A. Creation of an internship contract
B. Regular records and reflections in a journal to document learning during internship.
The journal is to be read and responded to regularly by the Antioch Supervisor.
C. Final self-evaluation
The Cooperating Teacher
D. Regular observation of the intern in instructional and management activities and
feedback/discussion about those observations
E. A final narrative evaluation
The Antioch Supervisor
F. Completion of evaluation form based on classroom observations, discussions with
intern and cooperating teacher, and intern’s journal entries
G. Completion of Supervisor’s Checklist.
H. Completion of final Evaluative rubric and narrative evaluation.
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4 A. Internship Contract
Internship contracts should be negotiated and signed by the student and cooperating teacher in the first
or second week of the internship.
Once Interns have negotiated the specific work they will do relevant to the program competencies and
identified and negotiated with an appropriate Cooperating Teacher, they must formally submit their
Internship Contract to their Internship Supervisor, then to the Internship Coordinator.
Your Internship Contract must include the following information:
1. Your name and address
3. Length of internship
2. Name, address and telephone number of internship site
From:
To: ____________________
4. Weekly schedule days per week and hours per day
5. The name of the Cooperating Teacher and best email address
6. A brief description of how you will be supported and advised during your internship experience.
Be specific: include the number, length, and exact times of regularly scheduled meetings you plan
to engage in with your Cooperating Teacher. If more than one teacher is going to be used, a
description of the role each will play must be clearly spelled out.
7. Name specific New Hampshire Professional Education standards from either elementary or early
childhood standards that you plan to focus upon during your internship in conjunction with
specific goals you hope to achieve and associated activities in which you plan to engage.
Elementary certification students should choose two goals related to “Standard (b) In the area of
planning and instructional strategies”, and one goal for each of the other 4 standards. They may
also state one or two personal goals, if desired. They will have a total of 6 – 7 goals.
Early childhood certification students should choose two goals related to “Standard (4) In the area
of teaching and learning” and one goal for each of the other standards. They may also state one
or two personal goals, if desired. They will have a total of 6 – 7 goals.
Special education certification students should choose one goal from Standard (a) (4 -learning and
social environments); one goal from Standard (a) (5-Assessment); two-three goals from Standard
(a) (6 - instructional planning and strategies); one-two goals from Standard (a) (7- language, 8professional practice, or 9- law); and two goals from Standard (a) (10 - collaboration). They will
also state one or two personal goals, if desired. They will have a total of 7-8 goals.
7. A description of the documentation you plan to submit to verify your internship experience.
For most students documentation will include the following:
1. Internship Journal
2. Self-Evaluation
3. Cooperating Teacher's Final Evaluation
4. Participation in weekly Professional Seminar
9. You are responsible for obtaining the necessary signatures on your Internship contract. Once your contract
has been negotiated and has been agreed upon, it should be typed in final form and signed by the following
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members: 1) Intern, 2) Cooperating Teacher, 3) Antioch Internship Supervisor, 4) Antioch Internship
Coordinator. A copy of this final contract must be submitted to the Internship Coordinator for the department
files. Any subsequent alterations of the contract must be submitted to the Internship Coordinator in writing.
SAMPLE Integrated Learning Classroom Internship Contract
Amy DesRosier
18 Home Lane
Village, VT 05423
Tel. (808)632-2223
adesrosier@antioch.edu
Length of Internship:
January 7-end of April 2013
(14 weeks)
Cooperating Teacher:
4th Grade:Petra Gilliam
Ideal School
120 Bronson Ave.
Lovely, VT 05321
(802)831-7350
Weekly Schedule:
M-W, 7:30am-3:30pm
pgilliam@idealschool.org
(802) 221-3775
Meeting Time:
Petra and I will meet Mondays from 1pm-2pm to discuss classroom issues, their needs, and my progress
towards my goals.
Goals (NH Professional Education Standards -- Ed 612.04 -- Elementary Ed.):
In the area of curriculum and assessment (standard A):
(2) Use the results of observations and daily student performance to plan instruction
 Use a variety of formal and informal assessment strategies to understand student learning and
to use this information to adjust instruction appropriately
o Grading student work
o Organizing student portfolios
o Leading students in the co-creation of a rubric for essays
o Recording informal assessments/observations in internship journal
In the area of planning and instructional strategies (standard B):
(1c.) Promote student learning of math skills, including number systems, number series, algebraic
concepts, informal geometry, measurement, data organization, and interpretation skills
o Teach lessons using the Investigations curriculum
o Provide differentiated support for students needing more challenge/more assistance in
math
o Create math challenge problems
(6) Use developmentally appropriate practices to create authentic learning experiences necessary to
teach 4th grade students
 Understand how to plan lessons with differentiated instruction
o Incorporating more challenge/more support into lesson plans
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
Become familiar with the literacy and math curricula (Words Their Way and
Investigations) and be able to plan and implement lessons using these frameworks
o Discuss during planning meetings with PG how and why she modifies and
supplemenst these curricula
o Teaching material from both these curricula
In the area of collaboration and communication (standard C):
(2) Ability to effectively access and collaborate with school personnel to support student learning
 Attend staff and team meetings when possible and appropriate
o Weekly meeting with PG
o Attending weekly planning meeting between PG and Grade Level Team
In the area of professionalism (standard D):
(2) Ability to understand how the dynamics of the classroom and the teacher’s own behavior and skills
can impact students’ behavior and learning
 Discuss classroom dynamics in weekly meetings with PG
 Weekly journal entries based on Discipline as Learning course at AUNE
 Ask PG for feedback on my own teacher language
 Try to lead classroom transitions later in internship
In the area of technology (standard E):
(2) Skill in utilizing technologies effectively to assist in student learning and teacher planning
 Technology mini-lesson as part of weekly team meeting with PG
 Incorporate technology into a lesson I will teach
Personal goals:
 To understand how to create a positive, supportive classroom environment and be able to
adapt my teaching to meet the needs and interests of the students
 To inspire in students a passion for lifelong learning
 To contribute fully to my classroom placement
Documentation:
 Internship journal
 Self-evaluation (end of semester)
 Cooperating teacher narrative evaluation (end of semester)
 Antioch University supervisor evaluation (3 observations over semester)
 Participation in the weekly professional practice seminar at Antioch University
Intern signature
Cooperating Teacher Signature
Antioch supervisor signature
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4 B. Intern's Internship Journal
4 B. Journal Requirement
During their internship interns are required to maintain a journal of their activities and reflections.
The Antioch Supervisor will read the journal at least once each month and it should be available for
reading at the time of each supervisory visit. Loose leaf notebooks or electronic journals in which
you can give pages to your supervisor to read while you continue to add entries to the journal work
best.
This document is considered confidential and entries are meant to be shared only with your
Supervisor and not with your Cooperating Teacher.
Expectations for Internship Journals
Goals:
A. To facilitate professional growth by providing an avenue for regular reflection on practice
B. To systematically document growth in meeting goals as stated in the internship contract and the
NH Professional Standards
C. To facilitate communication with the Antioch supervisor
Requirements:
In two separate entries of approximately 300 words each (about one typewritten page) or more each
week:

Reports and reflections on key plans and actual implementation of those plans for lessons,
activities and use of particular strategies

Reflections on successes, challenges and questions as they arise

Reflections on observations and interactions with children

Description of activities that indicate you are gaining experience with each of the NH
Professional Standards
In addition to the above requirements you may:

Include notes on schedules, meetings, observations, etc.

Include reports and reflections related to coursework and assignments

Include collections of activities, games, songs, books, verbal cues, strategies used by the
cooperating teacher
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4 C. Intern’s Self-Evaluation
At the end of each semester of internship, interns are required to evaluate their own performance
relative to the New Hampshire Professional Education Standards and to the goals as established in
their Internship Contracts. Each goal should be addressed and discussed adequately. At the end
of the semester of internship, the Intern's Self-Evaluation is to be submitted promptly to the
Supervisor by the Intern.
4 D. Cooperating Teacher's Final Written Evaluation
Cooperating Teachers will be asked to write a final report/evaluation of the intern’s work and
progress. Evaluation Report guidelines are sent to Cooperating Teachers one month before the end
of the semester of your Internship. Interns are responsible for meeting with their Cooperating
Teacher in order to review and discuss the Evaluations. Both intern and Cooperating Teacher
will need to sign the Evaluation Report after it has been reviewed and discussed. At the end of
the semester of internship, the cooperating Teacher's Evaluation Report is to be submitted
promptly to the Supervisor by the Intern.
4 E. Antioch Internship Supervisor: Completion of Professional Standards evaluation form
Each time the Antioch Supervisor observes an intern she or he is required to document
observations on an Evaluation form that addresses his or her growth toward mastery of the New
Hampshire Professional Education Standards. The supervisor may also make additional notes
addressing aspects of the observation not listed in the provided evaluation form. This information
will be shared with the intern as a part of a meeting between the supervisor and intern
immediately following the observation. This follow-up meeting is also a time in which the
supervisor provides general feedback and support to the intern. Cooperating teachers may attend
these meetings as well, or they may check in with the supervisor at a different time if needed or
desired.
In addition, Supervisors should record information about aspects of the intern’s experience that
address any standards on the evaluation form that they were not able to directly observe. They
may do this through discussions with the intern and through information gained from the intern’s
journal. The goal is to have examples of the intern’s experience related to as many of the
Professional Standards listed in the evaluation form as appropriate and possible.
4 F. Antioch Supervisor: Final Evaluation
Interns will be given a final overall evaluation by their Antioch Supervisor at the end of each
semester of internship. The completed Final Evaluation will become a permanent part of your file
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at Antioch. Your performance will be evaluated relative to the New Hampshire Professional
Education Standards and the specific goals as established in the Internship Contract. Interns will
also be evaluated in terms of the professional growth they have shown as a teacher. Evidence of
continuous application of new learning derived from course work will be assessed. Supervisors
will utilize the following sources of information in the Final Evaluation.
1.
2.
3.
4.
Intern’s Contract
Intern's Internship Journal
Cooperating Teacher's Final Evaluation
Supervisor’s Checklist of NH Professional Standards
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5. Responsibilities of Interns, Cooperating Teachers, and Antioch
Supervisors
Intern’s Responsibilities

Demonstrate professional conduct at all times.

Carefully observe the style and routines of your Cooperating Teacher and adopt the
routines of the teacher for the duration of the Internship.

Ask about the policies of the school in which you are teaching and abide by the same
policies as the regular teaching staff whenever appropriate.

Gradually take on increasing amounts of responsibilities for lesson planning,
instruction, and classroom management (See “Internship Teaching Responsibilities” and
“Sample Integrated Learning Internship Time Line” below).

Arrive at least one half hour before children & work with the teacher to set up for the
day. Interns are expected to keep the hours required of the teachers in the school.

Spend the equivalent of 3 full days a week in the classroom if the internship is a first
internship, and at least four full days a week in the classroom if the internship is a
second internship.

Assume extra classroom duties that regular teachers assume according to schedule
(such as playground and lunch supervision).

Attend staff meetings and meetings between teachers and parents whenever possible
and appropriate.

Participate in planning with the Cooperating Teacher after school for at least one hour
each week.

Notify the school and your cooperating teacher prior to the beginning of the school day
if illness or emergency prevents attendance.

Realize that you are under the direction of both your cooperating teacher and your
Antioch supervisor. You need to accomplish the tasks assigned by both.

Demonstrate openness and willingness to modify your teaching based on feedback and
suggestions from your cooperating teacher and Antioch supervisor.

Try lessons or activities that are different from those of the cooperating teacher by
discussing the ideas with him/her first to work out how new approaches might fit into
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the current classroom agenda.

Work with the cooperating teacher and Antioch supervisor to plan the supervisor’s
observation time to observe the intern in a teaching role in the classroom and meet
immediately afterward. Supervisors will do their best to schedule this time based on
input about the normal classroom schedule,within their time limitations. Interns and
cooperating teachers may need to be flexible about the intern’s responsibilities and
schedule however.
Internship Teaching Responsibilities
Interns will have the opportunity to participate in different teaching situations during the
course of the program. As the Intern becomes familiar with the children and the teaching
methods employed in a given setting, his/her responsibilities for planning and carrying on
lessons will be gradually increased. Each student’s internship should be personally designed
to meet his/her special interests and learning needs.
Sample Integrated Learning Internship Time Line:
As the Intern becomes familiar with the children and the teaching methods employed in a
given setting, his/her responsibilities for planning and carrying on lessons will be increased.
For example, in a fifteen week internship:
1-2 week
general observation, work with small groups, sustained activity with
a few individuals
3-4 week
planned lessons with small groups
5- 7 week short activity with the whole class as a group
8-12 week
13-15 week
further activities with the whole group including both lessons and
organizational tasks such as taking roll, distributing materials, etc. Interns may
complete a “solo week” at any time they and their cooperating teacher feel they
are ready. In a solo week the intern handles full teaching responsibilities
including responsibility for planning and teaching in all classroom subject areas
for several days in a row.
each of these weeks the intern might carry full responsibility for a subject
area, or for a major project/theme plan and teach several entire class days.
If the intern did not complete a “solo week” before, she or he should do so
during this time if feasible.
The schedule above is only a guide. If Interns are confident in assuming greater responsibilities early on in
the internship, we encourage such involvement. The counsel of the Cooperating Teacher and the needs of the
classroom are most important in determining the Intern’s readiness for the assumption of earlier and greater
participation in teaching.
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Cooperating Teacher’s Responsiblities
Cooperating Teachers are experienced full-time teachers in public or private schools with at
least three years of teaching experience. They will work with the Intern on many levels,
having the Intern gradually assume more responsibility for the workings of the classroom
during the duration of the Internship.
The Cooperating Teachers should make clear to the Intern his/her teaching style and the levels
of responsibility the Intern is expected to assume in any given classroom situation.
All students are asked to study a particular child. The child’s identity would be protected.
Other responsibilities for Cooperating Teachers:
1. Meet with the Intern after school for at least one hour on one school day each week for
feedback and discussion and to plan further classroom activities.
2. Communicate school policies to the Intern and notify the Intern of staff and parent
meetings and other school and community functions
3. Support the intern to address the New Hampshire Professional Education Standards as
outlined in his/her contract.
4. Complete an evaluation of the Intern's work at the end of the Practicum
5. Meet with the Intern's Antioch Internship Supervisor during the course of the Internship.
Whenever possible, meetings should include the Intern. A Cooperating Teacher/Supervisor
check-in might also be appropriate.
6. Discuss the following with the Intern at some time, if appropriate to the learning
situation:
Record Keeping
Lesson Planning
Assessments
Classroom Displays
Individual Program Plans
Curriculum Materials & Content Areas
Evaluations
Diagnostic Prescriptive Plans
Children’s Special Needs
Physical and Emotional Growth of the Children
7. Our students will be required to conduct some conversations and activities with students in
their internship classroom as a part of their Antioch course requirements. We ask that you
support the student to designate appropriate times in the schedule or as a part of class lessons
for such work.
All students are expected to conduct a child study or to participate in a structured New
Hampshire Teacher Candidate Performance Assessment (NH TCAP) as part of their
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internship. In all cases, children’s identity will be protected.
Principal's Responsibilities
Principals are responsible for the initial contact with the Teachers in their school regarding the
placement of an Intern. The Antioch Internship Coordinator may consult with the Principal
about the availability of Intern placements. During the course of the Internship, the Principal
has the following responsibilities:
1. Inform the Intern of school or community functions he/she might attend
2. Be available for appointments with Interns and/or Cooperating Teacher about the
progress of the Internship
1. Clarify school policies for the Intern and specify exceptions when necessary
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Antioch Internship Supervisor's Responsibilities
At least three times during the internship, the Intern will be visited by an Antioch Faculty
member (or designee) who will act as the Intern’s Antioch Internship Supervisor. The exact
dates and times of each site visit will be negotiated between the Intern and the Supervisor. The
objectives of these visits are to:
1. Assess the progress of the Intern’s experience
2. Assess outside support for the Intern
3. Give the Cooperating Teacher direct contact with an Antioch Faculty member
The supervisor serves as a consultant and guide to the Intern during the internship. The
Intern will have an opportunity to meet privately with his/her Supervisor immediately
following each visit.
Internship Supervisors are responsible for the following:
1. Helping the Cooperating Teacher and Principal to arrange the Internship
2. Be available for appointments with the Intern &/or Cooperating Teacher during the week
3. Visit the classroom of the Intern at least three times during the semester and meet with
the Intern immediately afterward to discuss observations
4. Evaluate the intern based on the standards in the evaluation form provided
5. Read journal reflections & observations of the Intern and return with comments or discuss
6. Meet with Intern to discuss strengths & needs & plan future internships with each student
These are the Intern’s responsibilities for Supervisor visits:
1. To inform the Cooperating Teacher and Principal of the dates and times of the
Supervisor's planned visits
2. To plan a time during each visit when the intern and Supervisor can meet together immediately
following the observation. This may be planned as a time for the Cooperating Teacher to join the
meeting as well or the Cooperating Teacher and Supervisor may plan a separate time to meet if
needed or desired.
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Paula Denton
Internship Coordinator
Department of Education
Antioch University New England
40 Avon Street
Keene, NH 03431
pdenton@antioch.edu
413-247-3364
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