COASTAL CAROLINA
UNIVERSITY
Spadoni College of Education
Internship Handbook
Updated: January 9, 2015
Table of Contents
Introduction…………………...........................……………...............…………………………4
Definition of Terms……………………………........................……………………………….5
Chapter 1: Internship Experience…………………...………...................………….......8
Registering for Internship Courses
Internship Assignments
Assigning Interns to Schools
Visitation/Interview Day...............……............…………………………….………....9
PRAXIS II: PLT Examination……………....................……………………………….10
Transportation
Interns as Substitute Teachers………………...…………………..………………...11
Chapter 2: Internship………………...……………………....................…………………...12
Early Days of Internship
Introduction
Assuming Teaching Responsibilities
Arrival of the Intern: Cooperating Teacher
Attendance………………………………………………..…....................................……13
Phasing into Teaching: Cooperating Teacher and Intern
Planning: Intern……………………........................…………….............................…14
Confidentiality…....................………………...……........................................……...15
Role of the Cooperating Teacher
Role of the University Supervisor…………………......................……………....17
Observations: University Supervisor and Intern……………….............…..18
Conferencing: Cooperating Teacher and Intern…………...............………19
Seminars: Interns and University Supervisors…………....................………21
Teacher Work Sample………………………...……….........................……..……….22
Middle Period of Internship………………………...……….............……..…….....23
Duration
Assuming Increased Responsibilities:
Cooperating Teacher and Intern
Extra Duties
Independent Teaching………………………..........................….……………..……24
When Problems Occur
Policy on Observing, Evaluating, and Documenting
the Work of Interns
Formative Evaluation Conference……...................………….……...…….........25
ADEPT Evaluation………................................……………………...………………....27
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Final Weeks of Internship....……………………………………..…..............….......28
Completion/Phasing Out of Clinical Experience
Summative Evaluation Conference
Dismissal or Reassignment During Internship……….…................……....29
Chapter 3: Evaluation and Grading………………………………................………...31
Evaluation
Grading the Intern: University Supervisor
Tuition Free Courses: School Administrators and
Cooperating Teachers………………………….......................…….…….32
Recertification Credits: Cooperating Teachers
Mileage Reimbursement: University Supervisors….................…….…….33
Teacher Certification Process
Appendix A: Standards of Conduct………………………………................………...34
Appendix B: Safe School Climate Act………………………………................……...35
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INTRODUCTION
This handbook is intended to be a general reference for Coastal Carolina University Students,
Cooperating Teachers, and University Supervisors working with the Internship for the Spadoni
College of Education. The information includes a general timeline of expectations related to the
internship experience and the documentation required by the Spadoni College of Education at
Coastal Carolina University.
Each chapter relates to a specific segment of the internship program. Requirements and
expectations are listed to help guide the internship experience. If you have questions or need
additional information about the information contained in this document, contact the Clinical
Experiences office by phone (843-349-6958) or visit our web site:
http://www.coastal.edu/education.
During the internship experience, students are enrolled in EDEC 466, EDEL 467, EDML 468, EDLD
478, EDPE 479, or EDSC 590 for their education internship experience. The primary resource for
the intern and the cooperating teacher during the semester is the University Supervisor. If at
any time, as an intern or cooperating teacher, you have any questions, concerns or need
information, contact your assigned University Supervisor.
AMERICANS WITH DISABILITIES ACT STATEMENT
Coastal Carolina University provides individuals with disabilities reasonable accommodations to
participate in university activities, programs and services. Individuals with disabilities requiring
an accommodation to participate in an activity, program or service should call the activity,
program or service director. Our office can be reached at 843-349-2307.
STUDENT EMPLOYEES – WORKERS’ COMPENSATION
Student employees are covered under the University’s workers compensation insurance.
Worker’s compensation insurance applies whenever a student employee is injured on the job or
becomes ill due to an exposure or contact with any types of environmental materials while in the
performance of their job duties. Worker’s compensation insurance assists injured or ill
employees by paying for medical care, mileage to and from home to the medical provider, and
by compensating the employee when they miss work due to their workplace injury or illness.
Using the following procedures will ensure that student employees are familiar with their rights
and responsibilities under workers’ compensation.
A. As soon as a student employee is injured or has an onset of an illness performing their
duties, the student should notify their supervisor. In the absence of the immediate
supervisor, the student should notify the supervisor’s supervisor.
B. The supervisor or the student worker should immediately report the accident to
Compendium at 1-877-709-2667. Following notification to Compendium, the supervisor
and/or student employee must notify the Office of Risk Management. Compendium
Services is responsible for scheduling a doctor’s appointment if needed.
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C. In case of an accident that demands emergency room treatment due to severity of injury
the supervisor should notify Compendium as arrangements are being made to transport
student to emergency room. The Office of Risk Management is responsible for
completion of other necessary forms with the employee and supervisor, ensuring
employees are aware of their rights and responsibilities, coordinating medical care
payment/verification of worker’s compensation cases with medical providers, with
reviewing information provided for purpose of determining appropriate reporting to the
insurance carrier and claim payment, and with assisting employees in communications
with the insurance carrier and medical providers.
DEFINITIONS OF TERMS
There are several terms used throughout this handbook that may need clarification. The
definitions below are the ones used in this publication.
ADEPT – ADEPT is the South Carolina system for Assisting, Developing, and Evaluating
Professional Teaching.
Assessment – the gathering of information or data related to performance in order to make
evaluative decisions.
Candidate – university education major/student who is admitted to the Professional Program
in Teacher Education
Conceptual Framework – set of beliefs that establish the shared vision for the college’s efforts
in preparing educators to work effectively with PK-12 schools. The Conceptual Framework
provides direction for programs, courses, teaching, candidate performance expectations,
scholarship, service, and accountability. The SCOE Conceptual Framework is based upon the
concept of the Reflective Practitioner. The college has identified a set of knowledge, skills, and
dispositions that a candidate must master in order to obtain a degree.
Cooperating Teacher – public school teacher who accepts responsibility for mentoring college
students. Teachers who agree to supervise a student teacher must be recommended by their
building principal and meet the requirements as outlined in the Cooperating Teacher Guidelines.
Dispositions – candidate’s personal habits, attitudes, and behaviors that communicate
the values, commitments, and professional ethics that influence behaviors toward
students, families, colleagues, and communities and affect student learning, motivation,
and development
Diversity – differences among groups of people and individuals based on ethnicity, race,
socioeconomic status, gender, exceptionalities, language, religion, and geographical area.
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Evaluation – making decisions based upon assessment final judgments or rankings/ratings of
performance.
Clinical Experience – A variety of early and on-going field-based opportunities in which
candidates may observe, assist, tutor, instruct, and/or conduct research in actual teaching and
learning settings.
Field Placement – For most SCOE clinical experiences, the setting will be in the public schools
of Horry, Marion District 7, Florence 5, and Georgetown counties.
Formative Conference – a meeting and sharing of information at the midpoint of the clinical
experience/internship as to the current performance of the intern on assigned Performance
Dimensions, ADEPT Standards, and Dispositions.
Formative Assessment – data, information, and performance indicators at the midpoint of the
clinical experience /internship as a result of no less than two formal observations.
Improvement Plan – a plan developed to address specific weaknesses in the delivery of
instruction or classroom management techniques of a candidate. The plan may also address
professional behaviors that are insufficient in the candidate.
Intern – Education candidate enrolled in a program leading to teacher certification and
completing the final field based component (student teaching) of that program.
Internship – the capstone clinical practice-teaching experience in which a candidate will spend
not less than 60 days and assume full time teaching responsibilities for a minimum of 35 days.
LiveText – is a complete web-based development, management, and assessment solution
specifically designed for colleges and universities. Clinical experiences utilize many aspects of
LiveText. Candidates are expected to be proficient in the use of this tool.
NCATE – National Council for Accreditation of Teacher Education.
Observation – viewing of candidate teaching in a field-based setting or in a simulated teaching
situation.
Observation form – used for formal observations of the candidate in teaching situations.
Observations forms are completed during weekly, formative, and summative conferences and
evaluations. These forms are used in the evaluation process.
Placement – The placement is the assigned classroom lab where the intern will complete the
clinical requirements. Only the Director of Clinical Experiences and the School District make
placements. Classrooms/labs and buildings are selected in cooperation with the school’s
designated administrator and cooperating teacher.
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Portfolio – the compiled collection of artifacts that demonstrate a candidate’s mastery of the
required Performance Dimensions and Dispositions expected of beginning teachers. The
different programs within the SCOE determine whether or not the portfolio is used.
Rubric – An assessment and evaluation tool that defines expectations and communicates to
students the expectations for various levels of performance.
SAFE-T – Acronym for Summative ADEPT Formal Evaluation for Teachers; Evaluation process
required of all teachers in the state of South Carolina.
School District Agreement – This agreement between Coastal Carolina University and the
schools’ governance boards specifies conditions for placements within the schools.
School Partners – those schools where our teacher education candidates participate in Clinical
Experiences.
SCOE – Spadoni College of Education
Seminar – In this course, interns meet regularly with their program areas to assess, analyze, and
reflect on their classroom experiences.
SPA – Specialized Professional Association
Special Education – This program prepares teachers of exceptional students at the elementary
and secondary level.
Student(s) – PreK-12 public school students
Summative Conference – A meeting and sharing of information at the culmination of the
clinical experience/internship in which final evaluative feedback and judgments related to the
candidate’s performance are reviewed.
Summative Evaluation – data, information, and performance ratings at/near the end of the
clinical experience/internship as a result of no fewer than four formal observations.
Teacher Work Sample (TWS) – exhibits of teaching performance that provides direct
evidence of a candidate’s ability to design and implement standards-based instruction, assess
student learning and reflect on the teaching and learning process. Teacher Work Samples are
one source of evidence along with classroom observations and other measures to assess
performance relative to national and state teaching standards.
University Supervisor – the full-time or adjunct program faculty assigned to supervise
candidates during the senior level field experience and internship.
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CHAPTER 1
Internship Experience
INTERNSHIP EXPERIENCE
The internship field experience (student teaching), in most cases, is the final semester of
the Coastal Carolina University teacher education program. Its primary purpose is to
transfer the theory of the teacher preparation program into experiences in a real
classroom and school environment. Certain factors may come into play when determining
the student’s placement such as major content area, school districts with agreements,
qualified teachers, and diversities needed. Please consult with the Office of Clinical
Experiences with any questions. All professional education courses must be completed
successfully prior to student teaching.
REGISTERING FOR INTERNSHIP COURSES
Undergraduate students will be registered by the Office of Clinical Experiences for EDEC
466, EDEL 467, EDML 468, EDLD 478, or EDPE 479 after they have received approval for
admission to the internship. M.A.T. students will be registered by the M.A.T. office for both
EDSC 590 and EDSC 580. It is the responsibility of the CCU intern to pay all tuition and
fees before deadlines set by the Office of Student Accounts or their schedules will be
dropped and they may not participate in the internship.
INTERNSHIP ASSIGNMENTS
The Director of Clinical Experiences, or designee, in consultation with the public school
districts will coordinate and monitor assignment of all faculty and interns. Interns are
not permitted to contact anyone in the school district to arrange placements.
Special Education and M.A.T. Art/Music faculty will make recommendations to the Office
of Clinical Experiences for preferred placements. Middle Level candidates will have one
placement in one of their content areas. Content preference will be noted on the Intern
Preference Form. M.A.T. candidates may be placed with more than one cooperating
teacher if one teacher's schedule does not provide a full load of classes in the certification
area. Much depends on the nature of the school programs and the needs of each
individual. Due to the PreK-12 endorsement on the certificates of M.A.T Art/Music and
Physical Education candidates, interns may be placed in both an elementary and
secondary experience at the discretion of the program area faculty.
ASSIGNING INTERNS TO SCHOOLS
Planning for interns begins a full year prior to the expected internship semester.
Information concerning deadlines for applications will be emailed, posted throughout the
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school and on the website. Prior to the submission of the Internship Application students
will be asked to submit a preference sheet where they must identify three geographical
quadrants/areas for their internship assignment. If there are special circumstances, such
as eligibility for ADA accommodations, single parent, parent, they must write a description
indicating their situation in the appropriate space on the preference sheet. Students
whose answers, as judged by the Office of Clinical Experiences, establish their needs
according to the above criteria will be considered first for assignment to a geographical
area.
Placements are secured by the Director of Clinical Experiences in cooperation with the
school superintendent or his/her designee. Items listed below make up CCU’s placement
policy:
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Interns cannot pursue their own placements
Interns will not be placed in the high school from which they graduated
Interns will not be placed in schools where relatives attend or are a part of the
staff
Interns, when placed in their assignment, will follow the school district
calendar
VISITATION
Once interns have been notified of their acceptance into the internship and their
placement with a cooperating teacher, it is appropriate to schedule an informational visit
with the cooperating teacher and the principal (if his or her schedule permits). Sometimes
the principal schedules an interview before the intern is accepted into the school.
The visit between the intern and the potential cooperating teacher(s) is very important.
The cooperating teacher(s) and principal(s) must feel that the intern will work well in the
assignment, and the intern must feel comfortable with the assignment. Internship is such
an important learning experience that compatibility between those who will be working
together is essential.
As part of the visit the intern and the cooperating teacher may discuss education
issues including but not limited to:
1. Classroom management and discipline.
2. Subject matter to be taught while the student teacher is in the classroom.
3. Texts, supplementary materials and teaching methods used in the classroom.
4. Basic information about the school rules and procedures.
5. The school calendar.
6. Special skills or interests which will enhance the student teacher’s performance.
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7. The intern should also use this day to become familiar with the school
community, such as: handbooks, parking, faculty workroom, media center and
office personnel.
Cooperating teachers need to know that the intern will follow the school calendar and
time schedule, just as though they were a member of the faculty. Interns are also expected
to abide by all school and district rules. The intern semester is the University semester
unless there is a reason to extend the time.
PRAXIS II: PLT EXAMINATION
The South Carolina Department of Education requires that all teaching candidates pass
the PRAXIS II: Principles of Learning and Teaching (PLT) examination BEFORE being
recommended for a teaching certificate.
It is recommended that you make every effort to pass the Praxis II-PLT exam prior to
completion of your internship. Your recommendation for Teacher Certification cannot be
submitted to the South Carolina Department of Education until the exam is passed. In
order to have your degree processed you must have taken the PRAXIS II: PLT and sign a
letter in the Office of Clinical Experiences acknowledging that you have taken the PRAXIS
II: PLT without passing scores and understand that you will not receive recommendation
for Teacher Certification until the University receives evidence that you have passed the
exam. However, you will be able to walk in the graduation ceremony if all other
requirements have been met. Information regarding registration dates for the PLT exam
can be found at www.ets.org.
TRANSPORTATION
Providing his or her own transportation to and from the internship is the responsibility of
the intern/ CCU student. The intern is also responsible for carrying all automobile, health,
and personal injury insurance to cover any personal needs or liabilities related to
participation in the internship. Coastal Carolina University and the Spadoni College of
Education do not assume any responsibility or liability for expenses related to
participation in the internship.
INTERNS AS SUBSTITUTE TEACHERS
At the conclusion of the internship, the intern may substitute teach before his/her license
has been processed. No intern may receive monetary compensation for substitute
teaching during the internship experience. Most districts require substitute teacher
training before substitution is allowed.
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If the cooperating teacher will be absent from the building for short periods of time, the
intern may assume responsibility for the classroom. The cooperating teacher and the
university supervisor must both agree that the intern has made sufficient progress related
to the goals and objectives of EDEC 466, EDEL 467, EDML 468, EDLD 478, EDPE 479 or
EDSC 590 to assume substitute teaching responsibilities. In this situation, it is the
responsibility of the cooperating teacher to arrange with other qualified teachers or
administrators to provide assistance and supervision, as needed, to the intern.
For all questions concerning substitute teaching, please contact the Office of Clinical
Experiences at 843-349-6958.
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CHAPTER 2
Internship
The Early Days of Internship
INTRODUCTION
During the initial stage, there is a need for the intern and the cooperating teacher to
establish a personal working relationship.
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What are you both like, in and out of school?
What educational beliefs do each of you hold?
What interests do you have in common?
Taking the time to develop rapport can lay a strong foundation for a cooperative working
relationship. One important fact to remember during this early phase is that the
cooperating teacher is the main teacher. The intern should not be left alone for more
than short periods at this point.
ASSUMING TEACHING RESPONSIBILITIES
The rate at which the intern assumes the teaching load should be based on a mutual
agreement between the cooperating teacher and the intern with input from the university
supervisor. Assigning full responsibility for the classroom should be a gradual process. A
schedule should be established that will be sufficiently flexible to allow for unexpected
changes or interruptions. The cooperating teacher will provide considerable guidance
and direction as the intern’s responsibilities are increased.
ARRIVAL OF THE INTERN: COOPERATING TEACHER
1. Provide assistance to the intern in answering the Know Your School questions;
2. Provide copies of seating charts so the intern can learn to associate names and
faces;
3. Provide books, materials, and a personal desk space for the use of the intern;
4. Share your routines and discipline methods with the intern;
5. Share your expectations of what the intern is to do while in your classroom, i.e.,
what time to arrive at school, appropriate dress, extracurricular activities and
meetings to be attended, activities that he or she should begin to assume, etc;
6. When problems and situations arise that are familiar to you, but not to the intern,
orient the intern about how to handle these situations as they occur;
7. Orient the intern about reports to parents and parent conferences.
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ATTENDANCE
A minimum of sixty (60) days is required during the internship. The Spadoni College
of Education may require additional days as needed each semester. Attendance is
expected on all internship days. Unexcused absences may result in removal from
internship and/or a grade of “U” (unsatisfactory). The University Supervisor is the only
individual who can approve excused absences. All absences must be “made-up”
according to a plan prescribed by the Cooperating Teacher and the University Supervisor.
Obviously, an absence may be necessary due to an infirmity or other serious personal
problems. If this necessity arises, the intern must notify both the University Supervisor
and the Cooperating Teacher as far in advance as possible. Interns should pay particular
attention to the following restrictions on absences:
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Unexcused absences may result in the requirement to repeat the entire
internship.
An excused absence, which would cause the Intern to have fewer than the
minimum number of days in the classroom, must be made up after the last
scheduled day of the internship. In addition, the Cooperating Teacher, the
University Supervisor, and the Director of Clinical Experiences must approve the
rescheduling of the internship completion date.
Failure to notify the Cooperating Teacher and the University Supervisor of an
absence may result in the absence being classified as “unexcused.”
It is the responsibility of the University Supervisor, in consultation with the
Cooperating Teacher, to notify the Intern of the final determination of excused or
unexcused status for an absence.
After receiving a determination of “unexcused” for an absence, the Intern has the
right to appeal this decision to the Director of Clinical Experiences.
The Intern must deliver a written request for appeal and schedule an
appointment to present his or her circumstances regarding the absence to the
Director of Clinical Experiences within five (5) calendar days after receiving
notification of the “unexcused” determination. The Director of Clinical
Experiences will notify the Intern within three business days of the final
determination of the absence and any consequences resulting from that
determination.
PHASING INTO TEACHING: COOPERATING TEACHER AND INTERN
I. Observing.
It is difficult for the intern to sit and watch for extended periods of time. Here
are some suggestions for the intern on how to make it worthwhile.
A. Observe what the teacher does:
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1.
How does the teacher start the lesson? How does he or she capture
students’ interest?
2. How does the teacher make the purpose and relevance of the lesson
apparent?
3. What procedures are incorporated into the body of the lesson?
4. What materials were used in the lesson?
5. What is the teacher’s style of teaching?
6. How was the lesson effective?
7. What provisions were made for individual differences?
8. What disciplinary techniques does the teacher use?
9. How does the teacher end the lesson?
10. What evaluation techniques were selected?
B. Observe the students:
1. To what extent did the students participate in the class?
2. Was there a balance between teacher-oriented and studentoriented activities?
3. How well do students interact with each other?
II. Initial Teaching Responsibilities.
This refers to various early teaching experiences that take only a portion of the
class period and are relatively easy to accomplish. Here are just a few of the
numerous possibilities:
A. Show a film/video;
B. Read a story;
C. Do a demonstration;
D. Work with a small group;
E. Monitor student work for those needing help;
F. Help a student who was absent catch up;
G. Sponge activities;
H. Play a learning game;
I. Make a presentation;
J. Make an activity;
K. Grade a set of papers or do a re-teaching activity for those who need it.
PLANNING: INTERN
One of the most important factors for a successful internship is the willingness to plan in
detail. Detailed lesson plans should be available for each lesson taught. Weekly
lesson plans are to be submitted to the cooperating teacher for any week that partial or
full instructional responsibility lies with the intern. The lesson plans will provide a specific
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outline of the major standards, topics, skills, and activities addressed during the week. The
plans are due to the cooperating teacher no later than the beginning of the school day
on the Friday before the week of instructional duties, or earlier if the public school policy
so dictates.
Interns will prepare lesson plans according to the model prescribed by the program
faculty in their program area. All internship lesson plans, and critiques of the plans, should
be kept in a folder or notebook accessible to the cooperating teacher and the university
supervisor. Always have a copy of your lesson plan for the University Supervisor upon
his/her arrival to formally observe your teaching.
CONFIDENTIALITY
The records, classroom interactions, personal and family information, behaviors, and
performance of individual public school students are considered confidential and are
protected against disclosure and/or discussion with anyone including other interns and
faculty except the public school student, the student’s parents or legal guardians, and the
teachers and staff directly engaged in the instruction and supervision of the student. In
all cases, interns must observe this confidentially protocol. In cases where there is doubt
concerning the confidentiality of an issue, interns should defer to the judgment of
someone in a position of authority and always err on the side of caution and silence.
ROLE OF THE COOPERATING TEACHER
The importance of the cooperating teacher’s role in the intern experience cannot be
emphasized enough. The collaborative efforts between the university and the public
schools are critical to the success of Clinical Experiences. Regular communication
between the university supervisor and cooperating teacher are critical and necessary.
Both the cooperating teacher and the university supervisor will make observations on a
regular basis. The cooperating teacher must have a minimum of three years of teaching
experience, state licensure in the area he/she teaches, and recommended by the principal.
ADEPT (SAFE-T) training will be provided by the university supervisor unless it has already
been documented through district mentor training preparation. Refresher training will be
given during the preliminary conference each semester.
I. Orientation:
During the first week, the intern will receive the following (this is also covered
under Arrival of the Intern):
A. Copies of seating charts so the intern can learn to associate student
names and faces;
B. Books, materials and a personal desk space for use of the intern;
C. Information about routines and discipline methods;
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D. Expectations of what the intern is to do while in the classroom, i.e., what
time to arrive at school, appropriate dress, extracurricular activities and
meetings to be attended, activities that he or she should begin to
assume;
E. Orientation about how to handle problem situations as they occur;
F. Orientation about reports to parents and parent conferences.
II. Planning:
The intern will be aware of:
A. Descriptions of the subject matter that will be taught and what aspects
of the program the intern will be responsible for implementing;
B. Suggestions and tips for preparing learning activities and materials;
C. Students with individual educational plans or special needs;
D. An idea of what has happened to date in the educational life of the
pupils;
E. Aid in generating the broad goals, which must be reached in curricular
areas, and in identifying resource materials, which must be gathered for
use in various units. Most interns start teaching by preparing a single
lesson in a single subject area. They may work to modify the cooperating
teacher’s plan or develop their own. The intern’s plans need to include
as a minimum:
1. clearly stated goals and objectives aligned to state and national
standards;
2. identification of resources needed;
3. a description of teaching activities with an approximate time
table;
4. a description of evaluation techniques for the lesson;
5. a statement of assignments for students; and
6. space for the intern to note an assessment of the lesson plan and
a reflection on changes that are needed to increase the
effectiveness of the lesson.
III. Discussion:
The cooperating teacher will discuss the following with the intern:
A. Opportunities to watch skilled, experienced teachers teach a lesson and
a chance to observe how students interact and respond;
B. Feedback to the intern as a result of watching them teach and interact
with students;
C. The importance for observation to continue throughout the entire intern
experience. Some cooperating teachers may use a journal approach in
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which they jot down observations during a lesson along with
suggestions on observed strengths and areas needing improvement.
IV. Conferencing:
The follow up conferences between the intern and the cooperating teacher
should include:
A. Opportunities to talk about what the intern is doing, why the intern is
doing it, and how things are going. These informal conferences should
occur frequently.
B. Opportunities for regularly scheduled formal conferences. These should
be planned for at least once or twice a week. Each person should feel
free to request additional conferences when the need arises.
ROLE OF THE UNIVERSITY SUPERVISOR
The Coastal Carolina University Supervisor is a faculty member in the Spadoni College of
Education and serves as supervisor of the teacher education program’s intern field
experience in the classrooms and public schools of Horry, Georgetown, Florence 5, and
Marion school districts. The university supervisor must have preparation both in the
supervision of education and the teaching major. ADEPT (SAFE-T) training must be
completed if not already documented as having been done. Refresher training is provided
at the beginning of each semester by the Director of Clinical Experiences.
The university supervisor is expected to work collaboratively with public school
personnel to:
1. Communicate the field experience program and the teacher education
programs and policies of CCU and the Spadoni College of Education to the K12 school community including ADEPT training and use of forms and
requirements;
2. Recognize and follow policies established by the public school in which interns
are placed;
3. Visit cooperating teachers and administrators to discuss the progress of interns;
4. Provide strategies for evaluative feedback related to the intern experience for
cooperating teachers;
5. Provide evaluative feedback related to university supervisor observations for
cooperating teachers;
6. Provide formative, summative and ADEPT (SAFE-T) evaluations for interns;
7. Assist and advise when there are problems involving interns during the
teaching experience;
8. Support the internship field experience in a positive and professional manner;
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9. Provide or acquire in-service experiences or consulting services, when
requested, for administrators, cooperating teachers and other public school
personnel;
10. Recognize public school personnel in various ways for services rendered.
The university supervisor is expected to work collaboratively with interns to:
1. Continuously evaluate the environment in which the intern has been placed;
2. Communicate effectively with each intern regarding placements, schedules,
meetings, observations, visitations, and evaluations;
3. Formally observe and document the progress of each intern a minimum of four
times in twelve weeks and effectively collaborate with the cooperating teacher
in the evaluative process;
4. In addition, informally visit each placement as often as necessary to provide
suggestions, recommendations and solutions regarding problems confronting
the intern or cooperating teacher;
5. Conference with interns (and cooperating teachers) after each formal
observation and ADEPT observation to provide positive feedback and
suggestions for improvement;
6. Act as a mentor/coach for assigned interns;
7. Participate in orientation experiences for interns and cooperating teachers;
8. Encourage completion of the TWS and verify the unit taught if graded by other
entities (Early Childhood Program only)
9. Read the TWS and complete the Experienced@coastal online evaluation of
SLOs
OBSERVATIONS: UNIVERSITY SUPERVISOR AND INTERN
Most observations are pre-planned with the intern and the cooperating teacher being
aware of the date and time of the expected visit. At the conclusion of each observation,
the university supervisor conferences with the intern. The university supervisor frequently
asks the intern for his or her self-evaluation first. Together, they also generally review the
effectiveness of the lesson based upon the essentials for effective instruction. In addition,
the university supervisor and the intern will discuss classroom management, strengths
and weaknesses, alternative classroom strategies and professional behaviors and
dispositions.
CONFERENCING: COOPERATING TEACHER AND INTERN
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The conference provides a designated time for both the cooperating teacher and intern
to explore areas of interest and concern. To provide for an effective conference, the
following guidelines may prove helpful:
1. Schedule specific times for regular, frequent conferences;
2. Discuss situations as soon as possible after their occurrence;
3. Share the responsibilities for preparing conference materials/agendas;
4. Plan regularly for specific conference topics;
5. Keep documentation of conference results;
6. Treat all problems, no matter how insignificant, in a professional manner;
7. Allow for honest differences of opinion;
8. Maintain a tension-free conference climate;
9. Treat all conferences as a useful tool in the development of the intern;
10. Help the intern to become self-directive, self-evaluative.
Evaluation of the intern should be a continuous and cooperative process. An intern is
entitled to know at regular intervals how he/she is progressing. If the evaluations are
done continuously, cooperatively and constructively, the intern will have greater insight
into their strengths and weaknesses as a teacher.
SUGGESTIONS TO CONSIDER:
1.
2.
3.
4.
The first conference will be used to become acquainted and to help the intern adjust
to the new environment. This should take place at the earliest possible time.
While it may be necessary to repeat some information later, this is a time for both
the cooperating teacher and the intern to outline their expectations for the
experience and test them against those of the other. If possible, the university
supervisor should be included so that all parties understand the goals as outlined,
and are in a position to deal with any small problems which may arise. At this
point, problems should be small enough to be easily handled. Left unchecked,
they could escalate out of proportion. See the form, Preliminary Conference
Checklist, as a guide for this conference.
Parts of several early conferences will be spent on an overview of the past work of
the class, showing how the present work fits into the long-range plan.
Conference time will also be used to help the intern learn more about the students
in the classroom. Family background information and help in locating cumulative
records may be beneficial to the intern.
Conferences will occur in order to help the intern develop methods of observation.
This is due to the fact that they will be spending a considerable amount of time
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observing the cooperating teacher at the very beginning. For this to be a
meaningful experience, the observations should be discussed in a conference.
5. Another important period spent in conferences will be devoted to planning.
Learning to plan lessons effectively is one of the most important skills interns
have to develop. One of the most difficult phases in learning to plan is to realize
that the plan must be based upon clearly identified learning objectives. Interns
sometimes fail to look beyond the subject matter involved in planning with the
result that they spend much time with “what” and not enough on “how to”. Before
the intern has begun to take responsibility for the class, both the cooperating
teacher and the intern will wish to discuss the cooperating teacher’s lesson plans
so that the intern will better understand purposes as they observe the
cooperating teacher teaching. When the intern begins to teach, the cooperating
teacher will want to discuss plans and assist the intern with improvement of the
lesson plans.
6. The cooperating teacher will help the intern develop a number of teaching skills,
such as questioning, leading discussions, locating information, and helping all
children learn. Conference time will be needed for the cooperating teacher to
give guidance in these areas.
7. Conference time will be required to evaluate the work of the pupils cooperatively
and to help the intern develop the ability to recognize and measure pupil progress.
The intern will need help in understanding the philosophy and standards to be
met in the evaluation of pupils, reporting progress to parents, and interpreting
testing scores.
8. It is important to listen to the intern’s personal problems.
9. A conference is worthwhile before or after extra-class activity. The intern needs to
be aware of why the activity is important.
10. A major purpose of conferences is regular and continuous evaluation of the intern’s
work.
A. Decide with the intern what is to be evaluated. What is to be evaluated will be
determined by the policies of the school system as well as the university’s
procedures. Within this framework, however, wide latitude for individual
preference is allowed. One may wish to stress, for example, such things as
planning and teaching skills, relationships, classroom management, personal
qualities and characteristics or professional attitudes and abilities.
B. The evaluation will be a continuous process which helps the intern evaluate and
reflect on his/her own progress. Ask the intern such questions as: What seemed
to go well? What should have been changed? How did you make transitions
from one part of the lesson to another? How did you modify the lesson to
meet the interests of the children with whom you were working? What could
have been done to improve this lesson?
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C. Evaluation with the intern will be done throughout the entire placement period.
The cooperating teacher will have frequent formal and informal evaluation
conferences with the intern. The final goal is to have an effective teacher who,
because of their intern experiences, has started on the road to becoming a
professional educator.
D. The development of the intern’s self-concept as a professional educator is of
extreme importance. Consequently, the intern should have an active part in
the evaluative procedures. It is extremely important that the evaluation
procedures take place in an open and cooperative manner. It will be a shared
responsibility.
E. Identify the difference between the use of evaluation procedures for the
developmental growth of the intern and the type of information which a
prospective employer might wish to know about the intern as a teacher. Written
evaluations serve at least two purposes. On one hand, the evaluations are
used for purposes of self-development. On the other hand, they are
administrative devices for placement records. The written evaluations
represent a comprehensive picture, not only of the intern’s strengths and
weaknesses, but of their professional desires and potential as well. The
cooperating teacher will want to seek help from a variety of sources as he/she
records the development of the intern. For example, discuss the evaluations
with the intern and principal, but, in some cases, secure pupil evaluations of
the intern as well. The university supervisors can be a valuable aid in helping
evaluate the intern.
SEMINARS: INTERNS AND UNIVERSITY SUPERVISOR
Concurrent with their internship experience, interns participate in a semester-long
seminar. A seminar schedule will be provided by the program areas. All students are
expected to attend ALL seminar sessions and complete the assigned work.
The University Supervisor may or may not be the individual that is the instructor of record
for the seminar. If the University Supervisor is not the instructor of record, it is imperative
that the supervisor make every effort to be aware of information that is shared during the
seminar as it relates to the interns and their requirements.
The content of this seminar is directly related to issues being faced as part of the intern
experience. Topics such as unit and lesson planning, classroom management, meeting
diverse needs of students, becoming a reflective practitioner, and finding a teaching
position after graduation are a few of the components of this program.
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It is the responsibility of the intern to purchase a parking decal for the internship semester
and to park legally on campus for all required seminars or other meetings. The Office of
Clinical Experiences will not intercede with the campus police if you fail to procure a decal
and are ticketed.
TEACHER WORK SAMPLE
The Spadoni College of Education requires the Teacher Work Sample Project from every
intern. Individual program areas may have specific additional requirements with the
Teacher Work Sample. It is the responsibility of the intern to discuss specific programrelated requirements during the program area seminars. All TWSs in the Spadoni College
of Education must include a Literacy component. South Carolina Standards are available
at www.scteachers.org.
The Impact on Student Learning Data Collection Sheet is an integral part of the Teacher
Work Sample and is required from all interns in both a “bubble sheet” format as well as a
tabular format. The tabular format is provided in the Forms section. The bubble sheet
will be distributed at the end of the internship on Paper Work Day. No grade will be
entered for the internship if this information is not submitted in a timely fashion.
All University Supervisors should read the TWS in its entirety and verify the unit that was
taught as well as the analysis of data.
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Middle Period of Internship
DURATION
The middle period of interning is both crucial and lengthy. It extends from approximately
the third week to the eleventh week of the twelve-week assignment. During this time the
intern will move from limited responsibility to assuming the majority of the teaching load
and its related duties. A minimum of thirty-five (35) days of full-time teaching is required
during the internship.
ASSUMING INCREASED RESPONSIBILITIES: COOPERATING TEACHER AND INTERN
Assuming full responsibility for the classroom should be a gradual process. The rate at
which the intern increases responsibility for the teaching load should be based on a joint
agreement between the cooperating teacher and the university supervisor. A schedule
should be established that will allow flexibility for unexpected changes or interruptions.
The cooperating teacher will provide considerable guidance and direction in the early
stages of this middle period. Toward the end of this period, as the intern’s responsibilities
are increased, the cooperating teacher will leave the intern in charge of the room for short
and then increasingly longer periods of time, provided the intern is demonstrating
progress in the development of teaching and classroom management skills. The
cooperating teacher will communicate the elements of effective teaching to the intern:
verbal explanation, demonstration, printed material, video taping, role modeling. The
cooperating teacher will demonstrate “Best Practice.”
At the midpoint of the intern experience the cooperating teacher, the university
supervisor, and the intern will each complete a detailed midterm evaluation (formative
evaluation) and ADEPT (SAFE-T) evaluation of the intern’s progress and discuss them with
each other. This provides the cooperating teacher and the university supervisor with the
opportunity to assess the intern’s strengths and weaknesses. As with the daily
observations, it is extremely important that the cooperating teacher and the intern share
their perceptions of the intern’s progress and needs. A consensus score is derived from
the university supervisor and cooperating teacher and kept by the university supervisor.
EXTRA DUTIES
Interns will gradually assume the full teaching responsibilities of a classroom teacher
during the internship. The intern will adhere to the daily schedule of the cooperating
teacher during the internship including all extra-curricular duties. These extra-curricular
duties may include, but are not limited to:
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








bus, hall, cafeteria, or playground duty,
general faculty meetings,
parent conferences,
open house or PTA meetings that the faculty or department is required to attend,
departmental meetings,
in-service training and activities which are required for all faculty or for the
specific department to which the intern is assigned,
team planning meetings,
rehearsals or practice sessions, and
field trips planned during the school day.
The intern is not responsible for participation in activities or duties assigned to his or her
cooperating teacher that are “extra-duty paid positions.” The cooperating teacher may
ask the intern not to participate in committee meetings that are specialized and are of a
confidential nature for either the public school student or the school (e.g.: due-process
discipline hearings, placement meetings for students that the intern does not teach).
INDEPENDENT TEACHING
When the cooperating teacher determines that the intern is ready to assume all
responsibilities of teaching, the intern will assume the planning, implementation, and
evaluation of all aspects of the lesson and classroom. The purpose of independent
teaching is to provide the intern the opportunity to assume the role and all responsibilities
of a full-time educator in the classroom for a minimum of thirty-five (35) days.
WHEN PROBLEMS OCCUR…
Problems may arise from time to time. All problems should be addressed as soon as
possible, but not in the presence of public school students. The cooperating teacher and
the intern should work collaboratively to resolve the issues at hand. The university
supervisor will be consulted if the problem persists and alert the Director of Clinical
Experiences if needed.
POLICY ON OBSERVING, EVALUATING, AND DOCUMENTING THE WORK OF INTERNS
The university supervisor will:
1. Make formal and informal visits to the assigned classrooms/schools to observe
and assess the intern’s work based on identified criteria;
2. Record observed strengths and needs of each intern;
3. Share observed strengths and needs that have been recorded with the intern
and provide copies to the cooperating teacher and intern;
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4. If needed, discuss and establish a plan of action (Improvement Plan) for
addressing the identified needs.
a. Continue to give feedback on progress toward addressing identified
needs.
b. If the intern does not show appropriate progress in addressing needs,
discuss continuing concerns with the intern and cooperating teacher and
notify the SCOE Department Chair and Director of Clinical Experiences,
or designees.
c. Inform the intern that the SCOE Department Coordinator and Director
of Clinical Experiences, or designees, will be apprised of the situation.
d. Provide copies of observation evaluations to the SCOE Department
Coordinator/Chair and Director of Clinical Experiences, or designees.
e. Develop an extensive improvement plan with the intern and the
cooperating teacher to address the area(s) of concern. Improvement
plan requirements should be signed by all parties involved and a copy
sent to the SCOE Department Coordinator/Chair and the Director of
Clinical Experiences, or designees.
f. After a period of time as specified in the improvement plan and
additional observations by the university supervisor and cooperating
teacher, progress should be assessed. If no significant progress occurs,
the SCOE Department Coordinator/Chair and Director of Clinical
Experiences, or designees, will be contacted to determine the next
course of action for each situation.
5. Interns who have a valid concern relating to their placement or evaluation by
their university supervisor or the SCOE Department Coordinator/Chair or the
Director of Clinical Experiences, or designees, must utilize the appeal process
for CCU students. Initiation of the appeal process is the responsibility of the
intern and must be commenced within five days of the disputed decision.
Interns who have a concern should contact their university supervisor.
FORMATIVE EVALUATION CONFERENCE
The purpose of the Formative Evaluation Conference is to give the intern a formal
assessment of his or her progress. The conference is held at the midpoint in the Internship,
not later than week eight. The conference will also serve to document the intern’s mastery
of required Professional Behaviors and Dispositions.
The Formative Evaluation is completed during this conference. This evaluation should
identify both the strengths and weaknesses of the intern at this point in the
internship. Specific improvement goals and suggestions must be written for all areas of
weaknesses. This Formative Evaluation is not a final evaluation, but rather a checkpoint
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of progress. All three parties, Intern, Cooperating Teacher, and University Supervisor will
share their perspectives based upon prior written observations and conversations relating
to the Intern’s performance on the formative evaluation and ADEPT (SAFE-T) Summary.
A consensus is reached by the university supervisor and cooperating teacher.
In preparation for the Formative Evaluation Conference the Intern should:
1. complete a self-reflection on the teaching experience to that point in time,
2. complete a self-evaluation listing strengths and weaknesses to that point in time,
3. complete a Formative Evaluation and ADEPT (SAFE-T) Summary on his or her
progress and bring to the conference to share,
4. complete a self-evaluation of the Dispositions Rating Form and bring to the
conference to share,
5. generate a set of suggested strategies for further improvement and
enhancement of his or her teaching abilities,
6. remind the Cooperating Teacher to complete the Formative Evaluation,
Dispositions Rating Form and ADEPT (SAFE-T) Summary in advance of the
conference, and
7. compile all of the written observations on his or her performance to that point in
time to have at the conference.
In preparation for the Formative Evaluation Conference the University Supervisor and
the Cooperating Teacher should each:
1. complete a Formative Evaluation on the Intern’s progress and bring to the
conference to share,
2. complete a Dispositions Rating Form and ADEPT (SAFE-T) Summary on the Intern
and bring to the conference to share, and
3. generate a set of suggested strategies for further improvement and
enhancement of the Intern’s teaching abilities.
At the conclusion of the evaluation conference, the University Supervisor will summarize
the conference conclusions based upon a consensus by the university supervisor and
cooperating teacher and record the Intern’s scores on the Formative Evaluation and
ADEPT (SAFE-T) Summary Sheet. A rating of 1 for any area of the Formative Evaluation
requires the attachment of written evidence to support the ratings and the development
of an Intern Improvement Plan. A rating of a 4 for the Formative Evaluation also requires
the attachment of written evidence to support the rating.
The University Supervisor and the Cooperating Teacher will each complete an official
Professional Behaviors and Dispositions Rating Form at the conclusion of the Formative
Evaluation. An attachment of written evidence is required for each Disposition that bears
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a rating of 1. In addition, the Dispositions showing weaknesses must be addressed on an
Intern Improvement Plan.
ADEPT EVALUATION
The South Carolina Department of Education requires that every intern be evaluated using
the state ADEPT process. Training in the ADEPT process is required for interns, university
supervisors, and cooperating teachers. This training is a part of the orientation for the
internship. University Supervisors are required to traini/review the process with the
Cooperating Teachers and familiarize them with the SAFE-T forms used during the
internship experience. This training may take place during the Preliminary Conference or
at a separate time. University Supervisors who have not had formal training for the ADEPT
SAFE-T will be trained by the Director of Clinical Experiences using state websites and
individual instruction. Signed documentation of training must be submitted to the Office
of Clinical Experiences following the Preliminary Conference.
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Final Weeks of Internship
COMPLETION/PHASING OUT OF THE CLINICAL EXPERIENCE
During the final few weeks of the field experience, there will be a gradual transition of
responsibilities from the intern back to the cooperating teacher. This will allow time for
the intern to:
 Complete all classroom teaching responsibilities;
 Observe other teachers;
 Complete the intern final evaluation;
 Self-reflection;
 Complete ALL program requirements (TWS, Portfolio, etc.).
SUMMATIVE EVALUATION CONFERENCE
The Summative Evaluation Conference is held during the last week of the internship. The
university supervisor, cooperating teacher, and the intern will review all observation
feedback, Formative Conference evaluations, ADEPT (SAFE-T) Summary, and any
Improvement Plans created for the intern. Each party will have the opportunity to share
their comments and ratings on the Summative Evaluations and ADEPT (SAFE-T) Summary
as well as the Professional Behaviors and Dispositions. This conference will produce a
final consensus evaluation of the intern’s progress and ability to take on the
responsibilities of a classroom teacher.
In preparation for the Summative Evaluation Conference the Intern should:
1. complete a self-reflection on the teaching experience to that point in time,
2. complete a self-evaluation listing strengths and weaknesses to that point in time,
3. complete a Summative Evaluation and ADEPT (SAFE-T) Summary Sheet on his or
her progress,
4. complete a self-evaluation of the Dispositions Rating Form and bring to the
conference,
5. remind the Cooperating Teacher to complete the Summative Evaluation, ADEPT
(SAFE-T) Summary, and Dispositions Rating Form in advance of the conference,
and
6. compile all of the written observations on his or her performance to that point in
time to have at the conference.
In preparation for the Summative Evaluation Conference the University Supervisor and
the Cooperating Teacher should each:
1. complete a Summative Evaluation on the Intern’s progress and bring to the
conference, and
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2. complete the ADEPT (SAFE-T) Summary and the Dispositions Rating Form on the
Intern.
The university supervisor will complete the final, and official, ratings on the Performance
Standards, ADEPT (SAFE-T) Summary, and Professional Behaviors and Dispositions. The
university supervisor will take responsibility for providing SCOE with written copies of the
Formative and Summative Evaluations, ADEPT (SAFE-T) Summary, as well as the final
Professional Behaviors and Dispositions Rating Forms that were completed by the
university supervisor and the cooperating teacher individually. The university supervisor
will also take responsibility for entering the Formative and Summative Evaluations, ADEPT
(SAFE-T) Summary, and the final Dispositions Rating Forms from the cooperating teacher
and the university supervisor into LiveText.
A rating of 1 (Unsatisfactory) or 2 (Developing) for the Summative Evaluation results in a
“U” for the internship and requires the attachment of written evidence to support the
ratings and a referral to the program Coordinator/Chair and Director of Clinical
Experiences. The program Coordinator/Chair will schedule a conference with the
university supervisor, Director of Clinical Experiences and the intern to decide on a course
of action, which will be forwarded as a recommendation to the Dean. A rating of a 4 for
the Summative Evaluation also requires the attachment of written evidence to support
the rating.
A rating of 1 (Rarely evident) for any Disposition requires the attachment of written
evidence to support the ratings and a referral to the program Coordinator. The program
Coordinator/Chair will schedule a conference with the university supervisor, the Director
of Clinical Experiences and the intern to decide on a course of action, which will be
forwarded as a recommendation to the Dean.
A rating of Met or Not Met will be given for each of the ADEPT Key Elements. If the
Consensus Judgment is not within the specified range for “Met” on the Formative
Conference, an Improvement Plan must be given. Interns must successfully complete the
ADEPT (SAFE-T) during the internship experience to graduate.
DISMISSAL OR REASSIGNMENT DURING INTERNSHIP
In certain situations, an intern may need to be moved to a second teaching assignment
or removed totally from the internship. Difficulties which the intern cannot overcome,
such as: personality conflicts, conflicting expectations, excessive absences, inadequate
performance, lack of professional behaviors and dispositions, and insurmountable
discipline problems are typical causes. It is imperative that the university supervisor
identify these difficulties early in the semester and notify the Director of Clinical
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Experiences as soon as the problem becomes evident. If the intern is withdrawn from the
internship experience, a meeting of the University Supervisor, intern and Director of
Clinical Experiences will be held to assess the particular issues. The following actions may
be taken:
1. An improvement plan is developed by the university supervisor and the
cooperating teacher. All parties will meet to discuss and sign the improvement
plan. A copy of the improvement plan will be filed with the Office of Clinical
Experiences and the Director notified.
2. If improvement does not occur and the university supervisor recommends
reassignment or dismissal, a meeting will be held with the intern, university
supervisor, and the Director of Clinical Experiences. The Director may contact
additional individuals prior to the meeting for information that is pertinent to the
situation.
3. If the recommendation is for reassignment, the Director of Clinical Experiences will
arrange for another classroom situation. The intern will not be guaranteed
placement in the same school district where the problem occurred. It is likely that
the time period for the internship will be extended and additional observations
required if a reassignment occurs. The intern may choose to withdraw (under
standard university polices for class withdrawal) from the internship and reapply
for the internship during another semester if he or she is dissatisfied with the
reassignment or is in danger of failure.
4. If the intern is unable to complete the internship through a no-fault situation (such
as: family emergencies, medical situations, military activation) a grade of
Incomplete will be entered and the intern may complete the internship the
following semester (under standard university polices for completion of an
Incomplete) and may be assigned to the same school district.
5. If the recommendation is for dismissal, the intern will be referred to the Dean of
the Spadoni College of Education. The Dean is the only individual in the Spadoni
College of Education who may dismiss an intern with a failing grade in the
internship. The intern has the right to appeal the decision through standard
university procedures for appeals as written in the Coastal Carolina University
handbook.
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CHAPTER 3
Evaluation and Grading
EVALUATION
University supervisors evaluate the intern’s progress throughout the semester through
formal observations and an ADEPT (SAFE-T) specific observation.
Formative evaluation is a measure of how well a person is doing on an ongoing basis,
while summative evaluation measures how well a person has done after a period of time.
During the internship the emphasis is on formative evaluation, but this process should
provide the basis for summative evaluation at the end of the internship. The major focus
of all evaluations is to assist interns to develop the skills, knowledge and dispositions of
a professional educator.
At the midpoint of the intern experience the cooperating teacher, the university supervisor
and the intern will complete a detailed midterm evaluation (formative evaluation) of the
intern’s progress. Copies of those evaluations are given to the university supervisor, the
cooperating teacher, and the intern.
A final internship evaluation (summative evaluation) will be completed by the cooperating
teacher and the university supervisor near the end of each internship experience. School
administrators are encouraged to contribute to the final evaluation. The original form,
including the intern’s signature, must be submitted to the Office of Clinical Experiences in
the Intern packet that includes all of the hardcopy documentation. The signature is an
indication that the intern has read the evaluation but does not indicate that the intern
necessarily agrees with the evaluation. The cooperating teacher’s evaluation should
reflect a fair and accurate assessment of the intern’s professional growth during the
internship semester.
The formative, summative, and ADEPT (SAFE-T) evaluation forms are available online to
the University Supervisor and the Cooperating Teacher throughout the semester.
GRADING THE INTERN: UNIVERSITY SUPERVISOR
Interns will receive S/U for the Internship and a letter grade for the seminar course (if the
program area has an individual seminar course). Both courses must be passed
successfully (Internship with “S” and Seminar with C+ or better) in order to earn credit for
either course.
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The university supervisor assigns the Internship grade based on a consensus from
evaluations of the university supervisor and the cooperating teacher. In the event of
subject matter weakness of secondary M.A.T. interns, the opinion of a subject matter
specialist may be sought.
During the first two weeks of the semester, the university supervisor will be required to
indicate any “no-shows” to their internship course. This is a university-wide requirement
and must be completed online through the WebAdvisor link in MyCoastal during the time
period indicated. It requires you to log in, select your course, and check a box indicating
that you have no one to report. You will receive an email only through your campus email
from the registrar’s office indicating that it is time to complete this task. Instructions are
given indicating how to complete this task in the email announcement. Therefore, it is
imperative that university supervisors check their campus email and watch for this
particular announcement. Any difficulties or confusion on this task should be addressed
earlier rather than after the deadline.
It is the responsibility of the university supervisor to submit the final grades to the
university prior to the deadlines for grade submission as determined by the registrar’s
office. Grades must be submitted online through the WebAdvisor link in MyCoastal.
Supervisors who have not completed this process before should seek assistance prior to
the deadline for grade submission.
TUITION FREE COURSES: SCHOOL ADMINISTRATORS AND COOPERATING TEACHERS
Cooperating teachers and principals are offered the opportunity for tuition free graduate
courses or recertification points for hosting a CCU intern. The principal’s certificate for
the tuition free graduate courses is mailed during the middle of the spring semester as a
thank you for their participation with intern as well as practicum placements for the entire
academic year. The principal may use the certificate or give the certificate to another
member of the faculty or staff in that school. Principals receive two certificates per
academic year.
Cooperating teachers are entitled to either six semester hours of graduate CCU credit on
a tuition waiver basis or 20 recertification points as an honorarium for working with an
intern. The certificate will be mailed to the cooperating teacher at the end of the
internship semester. Certificates are not transferrable.
RECERTIFICATION CREDITS: COOPERATING TEACHER
School districts provide recertification credits for cooperating teachers through an
agreement with the South Carolina State Department of Education and Coastal Carolina
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University. The certificate indicating that the cooperating teacher is eligible for this credit
is mailed to the cooperating teacher at the end of the internship semester. It is the
responsibility of the cooperating teacher to follow the school district policy for submission
of recertification credits. Coastal Carolina University does not process recertification
credits. Replacement certificates can be issued only at the discretion of the Director of
Clinical Experiences.
MILEAGE REIMBURSEMENT: UNIVERSITY SUPERVISORS
University supervisors receive compensation for travel to the placement schools based on
distance from the university. An official mileage calculation chart is available from the
Office of Clinical Experiences for mileage from the university. Home based supervisors
may also request travel compensation for required orientation meetings held at the
university.
The local mileage reimbursement log is available from CCU’s website on the MyCoastal
page under “forms” and then under “financial services”. A signature is required before
the log is submitted to the budget control officer for the Spadoni College of Education.
TEACHER CERTIFICATION PROCESS
Upon completion of the internship and the seminar course, several things will happen
that relate to issuing a teaching certificate. First, the staff in the Office of Clinical
Experiences will review your records. If you have met all of the requirements, you will be
issued a “pending certification letter” for possible employers. This document is issued
through the Spadoni College of Education Dean’s Office while your records are being
reviewed. The letter states that you have successfully completed your program of study
at CCU and will be recommended to the South Carolina Department of Education for
provisional certification. You will be able to use this “pending certification letter” to apply
for professional teaching positions while your teaching certificate is being processed.
Within 90 days, you will be notified that your provisional teaching certificate from the
South Carolina Department of Education can be accessed online through the State
Department of Education website. No paperwork will be processed or “pending
certification letters” issued without documentation of passing scores on the required
PRAXIS II: PLT examination.
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Appendix A
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Appendix B
State of South Carolina General Assembly ‘Safe School Climate Act’
to Prevent School Harassment, Intimidation, or Bullying
Findings
Section 1.
(A) The General Assembly finds that:
(1) A safe and civil environment in school is necessary for students to learn and achieve high
academic standards.
(2) Harassment, intimidation, and bullying, like other disruptive or violent behaviors, are
conducts that disrupt both a student’s ability to learn and a school’s ability to educate its
students in a safe environment.
(3) Since students learn by example, school administrators, faculty, staff, and volunteers should
be commended for demonstrating appropriate behavior, treating others with civility and
respect, and refusing to tolerate harassment, intimidation, or bullying.
(B) The purpose of this act is to protect the health and welfare of, and improve the learning
environment for South Carolina school children.
Safe School Climate Act
Section 2. Chapter 63, Title 59 of the 1976 Code is amended by adding:
Section 59-63-110. This article may be cited as the ‘Safe School Climate Act’.
Section 59-63-120. As used in this article:
(1) “Harassment, intimidation, or bullying’ means a gesture, an electronic communication, or a
written, verbal, physical or sexual act that is reasonably perceived to have the effect of:
(a) harming a student physically or emotionally or damaging a student’s property,
or placing a student in reasonable fear of personal harm or property damage; or
(b) insulting or demeaning a student or group of students causing substantial disruption in, or
substantial interference with, the orderly operation of the school.
(2) ‘School’ means in a classroom, on school premises, on a school bus or other school-related
vehicle, at an official school bus stop, at a school-sponsored activity or event whether or not it is
held on school premises, or at another program or function where the school is responsible for
the child.
Section 59-63-130. (A) A person may not engage in:
(1) harassment, intimidation, or bulling; or
(2) reprisal, retaliation, or false accusation against a victim, witness, or one with reliable
information about an act of harassment, intimidation, or bullying.
(B) A school employee, student, or volunteer who witnesses, or has reliable information that a
student has been subject to harassment, intimidation, or bullying shall report the incident to the
appropriate school official.
Section 59-63-140. (A) Before January 1, 2007, each local school district shall adopt a policy
prohibiting harassment, intimidation, or bullying at school. The school district shall involve
parents and guardians, school employees, volunteers, students, administrators, and community
representatives in the process of creating the policy.
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