Course Designator and Title: EDUC 400--004. Internship I: Culture and Climate
Fall/2015
Instructor
Office
Office Telephone
Office Hours
Cell Phone
Email
Amy Gerald
Banc 223
4626
MW 12:30-1:30
Geralda
Credit Hours: 1
This course requires participation in a pre- and post-semester orientation that follows the school
district calendar. Contact the course instructor for specific requirements.
Course Description: Field-based internship in which teacher candidates investigate the learningteaching context of the internship classroom and individual learner characteristics. The primary focus of
the course is on applying core content and classroom experiences from previous semesters to the
learners in the internship classroom in order to design significant, challenging, and appropriate unit
goals, instruction, and assessments.
Prerequisites: Admission to Teacher Education Program; FERPA Training
The Education Core
The Winthrop Teacher Education Program is a developmental and clinically-based program that provides
teacher candidates with opportunities to construct knowledge and develop skills through course work
that is integrally linked to practical experiences in schools. Candidates learn by doing under the tutelage
of expert mentor teachers and supportive university instructors and supervisors. The core courses
require candidates to learn about and work with learners with diverse backgrounds and needs, including
but not limited to, learners with special needs, English language learners, learners identified as gifted,
and learners living in poverty. Pedagogical focus is on assessment, classroom management and the
learning environment, technology, and professional learning and ethical practice. Together with content
area courses, the array of experiences in schools and well-sequenced, coordinated content in the
education core provides candidates in all teacher education fields the opportunity to develop the
knowledge, skills, and dispositions needed for success as a teacher in 21st century schools.
Description of Clinical Component of this Core Course
Number of hours in school setting: Program Area: English
Approx. number of hours: 336
Field-performance expectations: Teacher candidates analyze the climate and culture of the internship
classroom for implications on teaching and learning.
Supervision of field performance: Mentor teacher and university supervisor
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Description of Course in Relation to Education Core
Candidates in most secondary and K-12 utilize skills developed throughout the Education Core to gather
information through observation, document analysis, and work with learners. Information is used to
understand the contextual factors of the internship classroom and construct short and long-range
planning strategies learned in EDUC 200 and STAR rotation courses to meet specific learner needs.
Experiences from EDCO 305, EDCO 306, and EDCO 350 will support candidate construction of an
inclusive environment.
Course Goals, Learning Outcomes, and Assessments
Unit Standards/Elements
Student Learning Outcome
Key Assessment
CG1. Demonstrate knowledge and skill in observation, data collection, and analysis of the internship
culture and climate to support plan instruction.
US5. Instruction and Learner
Engagement
E1. The teacher candidate
utilizes knowledge of
SLO1. Plans developmentally appropriate
pedagogical content and
standards-based lessons in accordance
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developmental science
with the requirements of the discipline.
domains to plan and implement
learner-centered lessons
aligned with curriculum goals
and standards.
CG2. Use data gathered about individual learner background and instructional needs to plan and
implement effective teaching strategies.
US4. Assessment
E1. The teacher candidate
designs, selects, and
SLO2. Designs, selects, or modifies
implements valid, reliable, and meaningful assessments that are aligned Internship I Evaluation
appropriately differentiated
with lesson objectives.
assessments that are aligned
with short and long term goals.
US4. Assessment
SLO3. Assesses student learning during
E2. The teacher candidate uses instruction by using a variety of formative Internship I Evaluation
data from a variety of
assessment strategies.
formative, diagnostic, and
summative assessments to
guide instruction, determine
SLO4. Uses student performance data to
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impact on learning,
guide instructional planning.
differentiate instruction, and
accommodate diverse learners.
US4. Assessment
E3. The teacher candidate
effectively and ethically
SLO5. Provides specific and timely
communicates assessment
instructional feedback to students
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information to learners,
pertaining to stated outcomes.
parents, guardians, colleagues,
and administrators.
US1. Diverse Needs of Learners
SLO6. Uses informal and formal
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E3. The teacher candidate plans assessments to guide instruction and
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and implements differentiated
provide feedback to students.
learning experiences that
address diverse learner needs.
US5. Instruction and Learner
SLO7. Communicates to the students (a)
Engagement
what they are expected to learn (i.e., to
E4. The teacher candidate plans know and be able to do) and (b) the
and implements instruction
overall purpose and relevance (i.e., why
that allows learners to reflect
they are expected to know and/or be
on prior content knowledge,
able to do it).
link new concepts to familiar
concepts and experiences, and SLO8. Demonstrates a command of the
use academic language to
content taught.
express content understanding.
US3. Technology
E1. The teacher candidate
models and facilitates effective
use of current and emerging
SLO9. Uses current and emerging digital
digital tools to promote
tools to enhance student learning.
authentic problem solving,
support learning, conduct
research, and/or engage in
creative expression.
US5. Instruction and Learner
Engagement
E1. The teacher candidate
utilizes knowledge of
SLO10. Implements strategies that
pedagogical content and
address the needs of students from
developmental science
diverse cultural and/or linguistic
domains to plan and implement backgrounds.
learner-centered lessons
aligned with curriculum goals
and standards.
US6. Literacy
E1. The teacher candidate
applies essential components
of literacy instruction using
evidence-based practices
SLO11. Employs literacy strategies that
appropriate for the
assist learners in accessing content in
discipline(s).
their discipline
E2. The teacher candidate
models the use of literacy
strategies within the
discipline(s).
CG3. Maintain a positive classroom and school climate.
US2. Learning Environment
E1. The teacher candidate
SLO12. Maintains a physically safe
identifies factors that promote
classroom that is conducive to learning.
a positive, safe, and caring
environment.
US2. Learning Environment
SLO13. Maintains a caring, fair, and
E2. The teacher candidate
equitable classroom environment.
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develops and implements a
proactive classroom
management plan that
promotes positive behaviors,
active engagement, and respect
for individual differences.
SLO14. Uses proactive classroom
management strategies that promote
positive behaviors and active
engagement.
SLO15. Manages instructional routines
and transitions between activities or
classes in an efficient and orderly
manner.
US2. Learning Environment
E3. The teacher candidate
SLO16. Uses appropriate voice tone,
promotes positive social
inflection and nonverbal communication
interaction and a sense of
to deliver instruction effectively.
community in the learning
environment.
CG4. Engage as a member of a professional learning community.
US5. Instruction and Learner
SLO17. Effectively co-teaches with the
Engagement
mentor teacher.
E4. The teacher candidate plans
and implements models of
SLO18. Establishes professional
collaboration (with colleagues,
relationships with school personnel and
parents and/or guardians) and
students.
co-teaching to support
learning.
US7. Professional Learning and
SLO19. Is receptive to constructive
Ethical Practice
criticism from mentor teacher, university
E1. The teacher candidate
supervisor, and administrators and
engages in professional
incorporates feedback.
learning opportunities and
SLO20. Uses self-reflection to evaluate
draws upon current education
and improve professional practice.
research and policy to reflect
SLO21. Is a member of a state or national
upon and improve practice.
professional educator organization.
CG5. Fulfill the responsibilities of the profession.
US7. Professional Learning and
SLO22. Demonstrates effective verbal
Ethical Practice
communication that is appropriate for
E2. The teacher candidate
the intended audiences and uses
meets expectations of the
standard English
profession including codes of
SLO23. Demonstrates effective external
ethics, professional standards
written communication that is
of practice, and relevant law
appropriate for the intended audience
and policy, and carries out
and uses standard English.
practice in ways that uphold
SLO24. Adheres to the university and
the rights and responsibilities
school/district rules, Standards of
of teachers and learners.
Conduct for South Carolina Educators,
and FERPA requirements and acts
appropriately when faced with legal
issues with children.
SLO25. Demonstrates professional
responsibility (e.g. preparedness,
responsibility, initiative, time
management).
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Course Requirements
Required and Optional Texts:
 Developing Teachers as Educational Leaders: Responsibilities, Policies, and Practices for the
Year-Long Internship is available on-line at http://www2.winthrop.edu/rex/rex/downloads.html

Live-Text account (available for purchase on-line or at the Winthrop Bookstore)

Reading List: Not applicable to the field experience.

Initial Teacher Preparation Unit Standards Framework: In initial teacher preparation at
Winthrop University, teacher education candidates must demonstrate knowledge, skills, and
dispositions that enable them to address the needs of a diverse group of learners. Interns must
provide evidence that their teaching results in learning for all students. To this end, interns will
reflect on objectives of lessons, develop appropriate lesson plans to address learner needs and
analyze their students’ work samples to plan for future learning. In addition, interns
demonstrate progressing skills in the areas of learning environment, technology, assessment,
instruction and learner engagement, literacy, and professional learning and ethical practice.
Further information about the Initial Teacher Preparation Unit Standards is available at the
following web address:
http://www.winthrop.edu/uploadedFiles/coe/UnitStandardsJuly2012IndividualPages.pdf
Assignments: Lesson plans are required for each lesson taught during the field experience or Internship
I. The university supervisor will complete two summative observations of lessons taught by the teacher
candidate and the mentor teacher will complete four formative observations (two before midterm and
two after midterm).
Grading System: Students are evaluated using Internship I Midterm and Final Evaluation Reports.
Results are conveyed to students during mid-term and final evaluation conferences with the university
supervisor and mentor teacher. Copies of the Internship Midterm and Final Evaluation Reports are
located on the Office of Field and Clinical Experiences website:
http://www2.winthrop.edu/rex/rex/downloads.html. Final Grades are determined using the following
scale:
Letter Grade
Point Range for English Program
342-400
A
277-341
B
212-276
C
135-211
D
Note: At final evaluation, if any Domain in the evaluation instrument is rated Below
Expectations, the highest possible Course Grade is D (regardless of point total).
Class Attendance Policy: Absences are not allowed. The attendance policy is described in the handbook,
Teachers as Educational Leaders: Responsibilities, Policies, and Practices for the Year-Long Internship
(available on the Office of Field and Clinical Experiences website).
.
Students with Disabilities Policy: Winthrop University is dedicated to providing access to education. If
you have a disability and require specific accommodations to complete this course, contact Gena Smith,
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Program Director, Services for Students with Disabilities, at 323-3290. Once you have your official notice
of accommodations from Services for Students with Disabilities, please inform your university supervisor
as early as possible in the semester.
Final Exam Date and Time: The final assessment is the Internship I Final Evaluation Report. The Director
of the Field and Clinical Experiences specifies the date that this assessment is due each semester (will be
completed prior to 12/7).
Student Code of Conduct: As noted in the Student Conduct Code, “Responsibility for good conduct rests
with students as adult individuals.” The policy on student academic misconduct is outlined in the
Student Conduct Code Academic Misconduct Policy in the Student Handbook online
(http://www2.winthrop.edu/studentaffairs/handbook/StudentHandbook.pdf).
Syllabus Change Policy: The syllabus reflects expectations for the course; however, the instructor may
find it necessary to make changes in the syllabus after the course begins. In such cases, students will be
notified accordingly.
Tentative Schedule and Important Dates for Internship I
Fall, 2015
Friday, August 7
Week of August 10 – refer
to host school district
calendar for start date
Wednesday, August 12
Internship I

Deadline for completing the EEDA and BBP on-line courses, through
Blackboard
 Report to assigned schools for professional development days; interns
engage all day, every day until Winthrop classes begin
 Attend introductory meeting with mentor teacher and university
supervisor at assigned school
Required Seminar “A Look into Internship I” 4:30 pm -7:00 pm (Plowden
Auditorium)
Monday, August 24
Winthrop University classes begin at 5:00 pm – report to your host school
as usual for the entire school day
Tuesday, August 25
Winthrop University classes begin at 8:00 am – begin reporting to your
host school on a modified calendar – refer to your program area for
specific days in your host school
Monday, September 21
Long Range Plan (APS 1) uploaded to LiveText for grading by university
supervisor (ECED, ELEM, MLED, SPED, PHED)
Midterm evaluation conferences to be held
Internship I midterm evaluation grades due on Wingspan by 5:00 pm by
university supervisor
Internship I Midterm Evaluation Report Cover Page with supporting
evidence due to the Office of Field and Clinical Experiences and midterm
evaluation grade submitted on LiveText by university supervisor
Week of October 5
Thursday, October 8
Friday, October 16
Wednesday, November 4
Week of November 30
Tuesday, December 8
Wednesday, December 9 –
Tuesday, December 15
Wednesday, December 16
Friday, December 18
Friday, December 18
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Required Seminar NAMI (National Alliance for Mental Illness) 5:30 pm –
7:00 pm (Plowden Auditorium)
Final evaluation conferences to be held
Study Day - no classes, no internship
Final Exams (see fall exam schedule) – interns are not required to go to
host school
Required Seminar “Stewards of Children, Darkness to Light Training” –
1:00-4:00 pm (Plowden Auditorium)
Internship I final evaluation grades due on Wingspan by 5:00 pm by
university supervisor
Internship I Final Evaluation Report Cover Page with supporting
evidence due to the Office of Field and Clinical Experiences and final
evaluation grade submitted on LiveText by university supervisor
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