XAVIER UNIVERSITY OF LOUISIANA
DIVISION OF EDUCATION
The development of reflective professionals: Collaborative change agents toward
a more just and humane society.
Course Number and Name
EDST 5372-A/B Internship in Student Teaching
Course Schedule
8am-4pm (school setting)
Course Credit
3 Credit Hours
Instructor
Dr. Timothy Glaude
Ms. Ahdija Donatto (Lead Mentor)
Spring 2022 Office Hours
Virtual Meetings Upon Request
Mission Statement for the Division of Education and Counseling
The development of reflective professionals: Collaborative change agents toward a more just and
humane society.
Course Description
This course is either the first or second part of a two semester course designed to provide teacher
candidates with supervision, mentoring, and practical experience in a school setting.
Course Goals
Through placement in school settings, this course is designed to provide teachers with practical
classroom experience combined with opportunities to enhance both their personal and professional
growth.
Core Values and InTASC Standards
The Division of Education infuses all curricula with understandings that recognize and develop the
gifts and rich heritage each person brings to their respective program. The Division identifies six
concepts: spirituality, multiculturalism, professionalism, knowledge, competence, and innovation.
These constructs as illustrated below, are continuously related to one another and to the goals of the
Division. The Core Values are aligned with the Interstate Teacher Assessment and Support
Consortium (InTASC) Standards.
Core Values
1) Spirituality – The student will encourage, realistically and emphatically, the full human
development of others. [InTASC Standard 9]
2) Diversity – The student will demonstrate the ability to function in more than one cultural
environment. [InTASC Standard 2]
3) Professionalism – The student will maintain active membership in at least one recognized
(local, state, regional, national, or international) professional organization. [InTASC Standard 9]
1
4) Inquiry – The student will use appropriate learning strategies to enhance learning and
development. [InTASC Standard 5] [InTASC Standard 8]
5) Competency – The student will demonstrate the ability to keep accurate and professional
records of classroom assessments. [InTASC Standard 6]
6) Innovation – The student will apply technology to facilitate a variety of effective assessment
and evaluation strategies. [InTASC Standard 3] [InTASC Standard 7]
Copy and paste the link to review the InTASC Standards, which are also included in the syllabus.
https://www.doe.in.gov/sites/default/files/licensing/intasc.pdf
Copy and paste the link to review the LA-Compass Performance Evaluation Rubric for Teachers,
which are also included in the syllabus.
https://www.louisianabelieves.com/docs/default-source/key-compass-resources/2014-2015-compassteacher-rubric.pdf?sfvrsn=98f59ba4_14
InTASC Standards and Learning Outcomes
The learning outcomes (what teachers will understand, have knowledge of, and be able to do) are
closely aligned with the identified InTASC Standards. A complete list of the standards is below.
InTASC Standards
The Learner and Learning
Standard 1: Learner Development—The teacher understands how learners grow and develop,
recognizing that patterns of learning and development vary individually within and across the
cognitive, linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.
Standard 2: Learning Differences—The teacher uses understanding of individual differences and
diverse cultures and communities to ensure inclusive learning environments that enable each learner
to meet high standards.
Standard 3: Learning Environments—The teacher works with others to create environments that
support individual and collaborative learning, and that encourage positive social interaction, active
engagement in learning, and self-motivation.
Content
Standard 4: Content Knowledge—The teacher understands the central concepts, tools of inquiry,
and structures of the discipline(s) he or she teaches and creates learning experiences that make the
discipline accessible and meaningful for learners to assure mastery of the content.
2
Standard 5: Application of Content—The teacher understands how to connect concepts and use
differing perspectives to engage learners in critical thinking, creativity, and collaborative problem
solving related to authentic local and global issues.
Instructional Practice
Standard 6: Assessment—The teacher understands and uses multiple methods of assessment to
engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and
learner’s decision making.
Standard 7: Planning for Instruction—The teacher plans instruction that supports every student in
meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, crossdisciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Standard 8: Instructional Strategies—The teacher understands and uses a variety of instructional
strategies to encourage learners to develop deep understanding of content areas and their
connections, and to build skills to apply knowledge in meaningful ways.
Professional Responsibility
Standard 9: Professional Learning and Ethical Practice—The teacher engages in ongoing
professional learning and uses evidence to continually evaluate his/her practice, particularly the
effects of his/her choices and actions on others (learners, families, other professionals, and the
community), and adapts practice to meet the needs of each learner.
Standard 10: Leadership and Collaboration—The teacher seeks appropriate leadership roles and
opportunities to take responsibility for student learning, to collaborate with learners, families,
colleagues, other school professionals, and community members to ensure learner growth, and to
advance the profession.
CLASS MEASURES FRAMEWORK TO GUIDE EDUCATION TEACHER
PREPARATION
https://www.classmeasures.com/
With the goal of improving student learning, Class Measures reviews teacher preparation programs
to determine how the programs can expand their promising practices and address areas of
improvement.
Domain 1: Quality of Recruitment and Selection
Context and Rationale:
This domain addresses the teacher preparation provider’s responsibility to recruit and select candidates who
show potential for the teaching profession and the current regional educational context.
Indicator 1.1: To what extent do the selection and recruitment criteria and practices result in candidates who
show potential for success in the teaching profession?
3
Indicator 1.2: To what extent is there convincing evidence that recruitment and selection processes result in
candidate cohorts that represent the students of the region?
Domain 2: Quality of Content Knowledge and Teaching Methods
Context and Rationale:
This domain focuses on how effectively the program ensures teacher candidates acquire content knowledge
and the key teaching methods and skills needed to grow students by one academic year or meet IEP goals.
Indicator 2.1: To what extent does the provider prepare candidates to teach students to write and to read
utilizing the five essential components of reading instruction?
Indicator 2.2: To what extent does the provider ensure that all candidates master the content knowledge and
content pedagogy needed to effectively grow students by one academic year or meet IEP goals?
Indicator 2.3: To what extent does the provider ensure teacher candidates practice and implement effective
planning for instruction utilizing high‐quality curricular materials and practice and implement effective
teaching skills* needed to grow students by one academic year or meet IEP goals?
Domain 3: Quality of Feedback and Candidate Performance
Context and Rationale:
This domain focuses on how effectively the program provides feedback to candidates within their residency
placements. It also assesses how well program supervisors use observation and feedback data to inform
individual goal tracking and interventions to candidates in the field.
Indicator 3.1: To what extent does the program utilize a process for written and oral feedback that is grounded
in PK-12 student learning and includes measurable growth goals for candidates?
Indicator 3.2: To what extent does the observation and feedback process result in improvement in the quality
of student learning in the K‐12 setting?
Domain 4: Quality of Continuous Improvement Process
Context and Rationale: This domain examines how the program collects and utilizes data, and works with
school system partners, to continually improve the quality of the teacher preparation program.
Indicator 4.1: To what extent do program leaders and faculty systematically collect and collate high‐quality*
data to facilitate continuous program improvement?
Indicator 4.2: To what extent do program leadership, faculty, partner district and school leaders, and mentor
teachers engage in continuous improvement planning?
LA-Compass Domains
Domain 1: Planning and Preparation
Outcomes must refer to what students will learn, not what they will do, and must permit viable
methods of assessment.
4
Domain 2: Classroom Environment
Evidence of a well-managed classroom are that instructional groups are used effectively, noninstructional task are completed efficiently, and transition between activities and management of
materials and supplies are completed with maximal use of instructional time.
Domain 3: Instruction
Uses questioning and discussion techniques that invite students to formulate hypotheses, make
connections, and/or challenge previously held views. Teacher gradually steps out of the central or
mediating role to promote high levels of student participation in the discussions.
Course Requirement
1. Unless virtual, report to school site during regular teaching hours.
2. Submit the required artifacts for your internship portfolio. A complete listing of the artifacts
is included in the syllabus and also in Brightspace.
3. Using the guidelines from TORSH (Today’s One Room School House), record a minimum
of two (2) lessons for your classroom observations. (A minimum recording of @45 minutes
is suggested).
4. Complete all required lesson plans and/or unit plans using the form on Brightspace.
5. Attend all professional development workshops provided for teachers through your place of
employment.
6. Schedule an exit interview if you are completing the second semester of Internship (Binterns). Opportunities to schedule the interview will be available later during the semester.
7. Maintain an active University email account.
8. Maintain an active Brightspace account while enrolled in the Internship Course.
9. Notify the instructors immediately in cases regarding terminations, resignations, sickness,
and/or transfers during the academic year.
10. Follow the guidelines provided in Brightspace to submit your attendance each and every
Friday.
5
Evaluation Instrument
The evaluation instrument is accessible through Brightspace and TORSH.
Grading Scale:
The following scales represent points earned through submission and/or completion of the required
artifacts. A complete breakdown of points can be found in the Grade Book on BrightSpace.
Criteria
Portfolio Artifacts
Virtual Observations
(TORSH)
Lesson Plans
Required Zoom Meetings
Zoom Exit Interview
Interns A
248 points
400 points
Interns B
573 points
400 points
42 points
150 points
42 points
150 points
130 points
Total
840 points
1295 points
Grade and Point Equivalent
Interns A
A > 752 points
B = 668 – 751 points
C = 584 – 667 points
F < 584 points
Interns B
A > 1160 points
B = 1030 – 1159 points
C = 901 – 1029 points
F < 901 points
Use of Technology
To increase the awareness of the role that technology plays in professional practices and instructions,
the use of Word Processing and Presentation Softwares are encouraged as you matriculate through
the student teaching experience. Each teacher will be expected to demonstrate proficiency in the use
of all. Additionally, a Xavier University email address along with Brightspace and TORSH
registrations are required.
In the event of an emergency evacuation, course materials will be posted on Brightspace.
6
The Portfolio
The Internship is a yearlong course and the Portfolio is expected to be complete by the end of your
second semester. Below are the required artifacts that you will submit to complete the portfolio.
Portfolio Requirements for Internship A
Part I: General Information
Introduction / Autobiographical Information (15 points)
 Present a chronology of the major events in your personal and professional life, and how
the road ultimately led you to the profession of teaching.
 Maximum two pages.
Current Résumé (15 points)
 Maximum two pages
Philosophy of Education (24 points)
 Include the following: Purpose of Education; Teacher’s Role in Fulfilling Purpose: Student’s
Role in the Purpose; Action Plan for Improvements; and Site the works of pioneers who you
believe have similar philosophies or who have shaped yours.
 Maximum two pages.
Two (2) Lesson Plans (42 points)
 First Lesson Plan is due on or before
 Second Lesson Plan is due on or before
Fall Semester
Spring Semester
October 7
December 7
March 15
April 24
Praxis Score Report (25 points)
 Register and take PLT and/or SPED by the end of the semester
Copy of Unofficial Transcript (14 points)
Part II: The InTASC Standards
For each standard explain how your teaching or your actions were similar to the information that is
provided in the writings below the standard. Read the information below each standard and submit
an example of what you did (or intend to do) that is similar to the information you read. You can
submit your lesson plan, pictures w/explanations, or a short narrative.
A: The Learner and Learning
Standard 1: Learner Development (20 points)
The teacher creates developmentally appropriate instructions that takes into account
individual leaners’ needs in each area of development (cognitive, linguistic, social,
emotional, and physical) and scaffolds the next level of development.
7
Standard 2: Learning Differences (20 points)
The teacher brings multiple perspectives to the discussion of content, including
attention to learner’s personal, family, and community experiences and cultural
norms. The teacher also incorporates accommodations (adaptations and/or
modifications) that are appropriate for an inclusive environment.
Standard 3: Learning Environment (20 points)
The teacher manages the learning environment to actively and equitable engage
learners by organizing, allocating, and coordinating the resources of time, space, and
learns’ attention. (Rules, Rewards, Disciplinary Actions)
B: Content
Standard 4: Content Knowledge (20 points)
For Elementary Schools:
The teacher incorporate lessons that deal with one of the four content areas:
ELA/literacy, mathematics, science, social studies
For Secondary/Middle Schools
The teacher uses supplementary resources, labs, and/or technology to
demonstrate a strong knowledge of their content
Part III: The Teaching Profession
Evidence of Professional Membership (10 points)
Sample Organizations














American Council on the Teaching of Foreign Languages (ACTFL)
American Federation of Teachers (AFT)
Association for Childhood Education International (ACEI)
Council for Exceptional Children (CEC)
International Reading Association (IRA)
International Technology Education Association (ITEA)
National Association for the Education of Young Children (NAEYC)
National Council for the Social Studies (NCSS)
National Council of Teachers of English (NCTE)
National Council of Teachers of Mathematics (NCTM)
National Education Association (NEA)
National Middle School Association (NMSA)
National Science Teachers Association (NSTA)
Teachers of English to Speakers of Other Languages (TESOL)
 Note: The organizations listed above are presented as suggestions. Do not forget to research
FREE on-line organization specific to your discipline both nationally and in the state of
Louisiana.
8
Professional Development (50)
 Attendance at Professional Development Workshops (submit rubric)
Reflective Essay (15 points)
 Highlight your personal and professional growth during the course of the semester.
Portfolio Requirements for Internship B
Part I: General Information
Update all of your general information from Internship A and submit two lesson plans by the dates indicated.
Part II: The InTASC Standards
For each standard explain how your teaching or your actions were similar to the information that is
provided in the writings below the standard. Read the information below each standard and submit
an example of what you did (or intend to do) that is similar to the information you read. You can
submit your lesson plan, pictures w/explanations, or a short narrative.
A: Content
Standard 5: Application of Content (20 points)
The teachers use a problem-based approach that lesson focuses on an authentic
global/local problem along with samples of student work. (Example: a math lesson
that uses data from a real-world problem; a social studies or science lesson that
focuses on a real-world problem; an English lesson in which students relate a text to a
real-world problem). The lesson must engage learners in critical thinking and have
students collaborate to solve a problem.
B: Instructional Practices
Standard 6: Assessment (50 points)
See attachment in Contents on Brightspace
Standard 7: Planning for Instruction (20 points)
Artifacts from EDUC classes that demonstrate planning abilities (a lesson plan
submitted for the internship course or one that you have used at your school site is
acceptable)
9
Standard 8: Instructional Strategies (20 points)
The teacher varies his/her role in the instructional process (e.g., instructor, facilitator,
coach, audience) in relation to the content and purpose of instruction and the needs of
the learner.
 Create a chart highlighting all of the instructional strategies that you have
used in teaching a lesson and indicate why they were, or were not successful;
list the strategies on the left and your reflections on their success on the right.
Sample strategies might include collaborative learning, making connections,
summarizing, modeling, activating prior knowledge, etc.
C: Professional Responsibility
Standard 9: Professional Learning (20 points)
Professional Developments attended by the teacher
Evaluations of Professional Development (rubric will be provided)
List of Professional Membership
Standard 10: Leadership and Collaboration (20 points)
Emails or communication process with parents/guardians
Examples of home-school connections
Record of attendance at PTO meetings or other community events
Part III: The Teaching Profession
Evidence of Professional Membership (10 points)
Sample Organizations














American Council on the Teaching of Foreign Languages (ACTFL)
American Federation of Teachers (AFT)
Association for Childhood Education International (ACEI)
Council for Exceptional Children (CEC)
International Reading Association (IRA)
International Technology Education Association (ITEA)
National Association for the Education of Young Children (NAEYC)
National Council for the Social Studies (NCSS)
National Council of Teachers of English (NCTE)
National Council of Teachers of Mathematics (NCTM)
National Education Association (NEA)
National Middle School Association (NMSA)
National Science Teachers Association (NSTA)
Teachers of English to Speakers of Other Languages (TESOL)
 Note: The organizations listed above are presented as suggestions. Do not forget to research
FREE on-line organization specific to your discipline both nationally and in the state of
 Louisiana.
10
Professional Development (50)
 Attendance at Professional Development Workshops (submit rubric)
Video Clip (75 points)

Fifteen minute excerpt of you teaching a lesson. Submit a copy of the lesson plan associated with
your video. (Determine the school’s policy on videotaping in the classroom before beginning.)
Video Reflections (25 points)
 Candidate review video and provides a self-reflection
Reflective Essay (15 points)
 Highlight your personal and professional growth during the course of the semester.
Exit Interview (130 points)
 Required for graduate students enrolled in Internship B. Interview times will be posted
near the end of the semester. You will be required to select a 45 minutes time slot for
your interview.
11