ELED 411 – Internship Seminar (3 credit hours) Salisbury University Seidel School of Education and Professional Studies Department of Teacher Education –Fall 2014 Instructor Kim McCormick Instructor(s) Susie Jones Heather Charlton Instructor(s) Pam Lipka Megan Franco Instructor(s) April Winterson Melissa Reid Northern Shore – Section 154 Location Night of Class Higher Ed Center Tuesday Wicomico - Section 152 Location Night of Class Fruitland Primary School Thursday Wicomico - Section 153 Location Night of Class Pemberton Elementary Wednesday School Worcester – Section 151 Location Night of Class Buckingham Elementary Thursday School Time of Class 4:30 to 7:15 Time of Class 4:30 to 7:15 Time of Class 4:00 to 6:45 Time of Class 4:00 to 6:45 Texts: Esquith, R. (2013). Real talk for real teachers: Advice for teachers from rookies to veterans: “No retreat, no surrender!” New York: Penguin Books. (Called “RTRT” on syllabus) *This can be purchased at the SU Bookstore or from Amazon.com Fredericks, A. D. (2012). Ace your teacher interview: 149 fantastic answers to tough interview questions. St. Paul, MN: JIST Works. (Called “AYTI” on syllabus) *This can be purchased at the SU Bookstore or from Amazon.com Description: ELED 411 is the seminar that complements the student teaching internship for elementary education/early childhood education majors. The course attempts to integrate theory and practice, to facilitate the process of learning to reflect upon one’s teaching, and to provide support for students making the transition from teacher-candidate to professional educator. This class meets at school sites on a schedule to be announced as part of Salisbury University’s Professional Development School partnership. Conceptual Rationale: The “essential question” at the heart of the seminar is: How do teachers achieve selfefficacy as professionals? All of the components in this course are designed to help you develop the skills, dispositions and self-confidence needed to join the profession. These learning experiences are grounded in the conceptual framework of SU’s teacher education program. Additional beacons guiding the PDS internship seminar are taken from sources in the panoply of organizations and agencies that shape the dimensions of teacher education: NCATE, INTASC, ACEI, NAEYC and their affiliated disciplinary partners; the Maryland State Department of Education; The Maryland Higher Education Commission and its Redesign of Teacher Education initiative; the University System of Maryland; our local school district partners, and the University’s Regional Professional Development School Partnership. We believe that these sources of inspiration are compatible with the essential foundation of our conceptual framework, to wit: ELED 411 – Fall 2014 – Salisbury University – Page 1 Course Goals: Interns will pursue self-efficacy as teacher candidates by: 1. Demonstrating and documenting their proficiency as a candidate for the teaching profession. 2. Contributing to the fulfillment of their schools’ missions. 3. Participating positively in a collaborative learning community consisting of teacher candidates, school faculty and university faculty. 4. Developing and refining teacher decision-making and professional judgment. 5. Growing professionally through reflection, inquiry and career development activities. Assignments/Requirements: Interns will meet course goals through completing the following: Major Assignment Component Three Focus Lesson Reflections (Arts YES Integrated, Technology Enhanced, Differentiated Instruction) *formally called “Showcase Lessons LiveText Portfolio YES Points Possible 50 points each – Thorough analysis and reflection for each of the Focus Lessons that are executed during Block D. *Please use graphic organizers on MyClasses to organize your reflections. (Seminar instructors evaluate the Focus Lesson Reflections and Supervisors evaluate the Focus Lesson Plans) 100 points - Culminating representation of your professional growth that addresses standards (Physical Education and Health standard may be left blank) Student Impact Study YES YES Intern Gallery Walk Self-Analysis Reflection Project YES 100 points - Related to students’ academic achievement and/or aligned to a Professional Development School’s SLO (Student Learning Objective) component. 50 points - Held at Salisbury University to showcase Student Impact Studies, participation mandatory to pass ELED 411 25 points each – Three (3) 15-20 minute teaching segments (one near beginning, middle, and end of semester) must be videotaped and then a reflection/analysis of your teaching will be written. *Please use graphic organizers on MyClasses to organize your reflections. (At least one video at each internship placement, At least one video MUST be instruction from SIS project, 2-3 pages analysis/reflection per video segment, Submitted as three individual documents to MyClasses) Reading Blogs Work Session Blogs Attendance, Participation, and Professionalism 80 points - Weekly responses to discussion questions that relate to the course readings (10 points per reflection) 20 points - Goals set prior to work sessions and accomplishments posted within 24 hours of work session ending (5 points per work session blog) 150 Points - Weekly attendance required (5 points per seminar) and active participation and preparedness (5 points per seminar) 725 Total Points are Possible for ELED 411 *Each intern MUST receive a passing grade on each “Major Assignment” in order to receive a passing grade for ELED 411. ELED 411 – Fall 2014 – Salisbury University – Page 2 Conceptual Framework: Competent, Caring, Committed As a professional learning community, our charge is to serve our candidates and our local school partners. This mission is grounded in shared professional dispositions and in a tradition of caring that can be traced to the University’s origins as a normal school founded in 1925. There are four interdependent themes in this tradition that provide the foundation for our current practices and future growth: Informed and reflective pedagogy: We believe in teachers as decision-makers. Through careful preparation and a thorough grounding in research and best practices, we support candidates and collaborative partners who are disposed to question and reflect continuously in pursuit of sound educational judgments. Enhanced student learning: We celebrate human diversity and we are passionately committed to the belief that skilled and caring educators enhance learning and achievement when they recognize, appreciate and build upon the individual strengths and differences of every learner. Scholarship: We are committed to academic excellence, ongoing scholarly inquiry, and integrity – in our own work, in the efforts of our candidates, and by extension, in the primary mission of student learning in local schools. Collaboration: We believe that the integrated mission of preparing teachers, advancing the knowledge base, supporting teachers’ professional development and improving student achievement in P-12 schools can best be accomplished through synergistic partnerships. These partnerships must include all stakeholders in the greater educational community. Grading Scale: A B C D F 100% - 90% 89% - 80% 79% - 70% 69% - 60% 59% - 0% Excellent performance – Reserved for the highest of accomplishments Praiseworthy performance Average/satisfactory performance Below average performance Unacceptable performance ELED 411 – Fall 2014 – Salisbury University – Page 3 Salisbury University - ELED 411 – Calendar Fall 2014 Week Tentative Agenda 1 Aug 26-28 2 Sept 2-4 Introductions and overview Child Abuse Sexual Harassment What is a “Focus Lesson?” Action Research SLO’s Student Impact Studies What to bring… Resumes Certification 3 Sept 9-11 Interview Question Tell us about yourself. Plan Book Lesson Plans Copy of an (SLO) from your school What positive contributions will you bring to our school? Drafts of your job search documents (i.e. resume, cover letter) Firm Due Date How did you/will you motivate and challenge your students? WORK SESSION This time can be used to work on your Student Impact Study, LiveText Portfolio, or other course projects 4 Sept 16-18 5 Cover letters How do I apply for a position? Sept 23-25 6 Sept 30-Oct 2 Exceptional Learners Special Education Gifted and Talented Differentiation Drafts of your job search documents (i.e. resume, cover letter) Give an example of a lesson that went very well and explain why. What is an area of weakness for you? How will you work on this weakness? How do you feel about differentiating instruction? How will you handle children with special needs in an inclusion classroom? 7 Oct 7-9 Riall Lecture – Wednesday, October 8th Dr. Freeman A. Hrabowski Salisbury University – 7:00 p.m. FULL PARTICIPATION MANDATORY *ALL SECTIONS* Highly Suggested Due Date Begin looking through your LiveText Portfolio and see where artifacts are needed. Read RTRT Chapters 1-2 Read AYTI Chapters 1-2 Complete Blog in MyClasses by 11:59 p.m. Read RTRT Chapter 3 Read AYTI Chapters 3-4 Complete Blog in MyClasses by 11:59 p.m. Prior to class post goals for work session on MyClasses, with 24 hours after class post accomplishments of work session on MyClasses Read RTRT Chapter 4 Read AYTI Chapters 5-6 Complete Blog in MyClasses by 11:59 p.m. Read RTRT Chapters 5-6 Read AYTI Chapter 7 Complete Blog in MyClasses by 11:59 p.m. Continue implementing your “plan of action” for your Student Impact Study Complete Blog in MyClasses by 11:59 p.m. (SUNDAY) Finish implementing your Student Impact Study Update your LiveText Portfolio with new artifacts you have collected from the semester. Tape your first Self-Analysis Video Submit first SelfAnalysis reflection Talk you’re your mentor teacher about the SIS project Pick your Student Impact Study topic Collect your baseline data for your Student Impact Study Begin to implement your “plan of action” for your Student Impact Study Begin to implement your “plan of action” for your Student Impact Study ELED 411 – Fall 2014 – Salisbury University – Page 4 Week Tentative Agenda 8 New Teacher Panel LiveText Portfolios – Part I What to bring… Questions for new teachers Principal Panel LiveText Portfolios – Part II What is your classroom management philosophy? How will you effectively integrate technology and the arts? What are your future goals as an educator? Oct 14-16 Interview Question Questions for principals Firm Due Date 9 Oct 21-23 WORK SESSION This time can be used to work on your Student Impact Study, LiveText Portfolio, or other course projects 10 Oct 28-30 11 Nov 4-6 How Data Drives Decisions Wrapping Up Your SIS Project Data from your SIS project How comfortable are you with the Common Core? What are your thoughts on how to transition successfully to being a first year teacher? Read RTRT Chapter 7 Read AYTI Chapters 8-9 Complete Blog in MyClasses by 11:59 p.m. Read RTRT Chapters 8-9 Read AYTI Chapter 10 Complete Blog in MyClasses by 11:59 p.m. Prior to class post goals for work session on MyClasses, with 24 hours after class post accomplishments of work session on MyClasses Read RTRT Chapters 10-11 Read AYTI Chapter 11 Complete Blog in MyClasses by 11:59 p.m. Highly Suggested Due Date Tape your second SelfAnalysis Video Submit second Self-Analysis reflection Have your “Arts Integrated” Focus Lesson done Submit your “Arts Integrated” focus lesson reflection Tape your third Self-Analysis Video Submit third Self-Analysis reflection 12 Nov 11-13 13 Nov 18-20 14 Nov 25-27 Prior to class post Have your goals for work “Technology session on Rich” Focus WORK SESSION MyClasses, with 24 Lesson Done This time can be used to work on your Student Impact Study, LiveText hours after class post Submit your Portfolio, or other course projects accomplishments of “Technology work session on Rich” Focus MyClasses Lesson reflection Each intern will come to class during a designated time as if he/she was taking part in an actual interview. Mock Interviews Bring all necessary professional materials. Have your Prior to class post “Differentiated goals for work Instruction” session on Focus Lesson MyClasses, with 24 Thanksgiving Break and/or Work Session Done hours after class post This time can be used to work on your Student Impact Study, LiveText Submit your accomplishments of Portfolio, or other course projects “Differentiated work session on Instruction” MyClasses Focus Lesson reflection 15 Dec 2-4 2014 Fall Intern Gallery Walk – Wednesday, December 3rd Salisbury University – Great Hall – Holloway Hall 4:30 p.m. to 6:30 p.m. FULL PARTICIPATION MANDATORY Student Impact Study showcased at Gallery Walk and uploaded to LiveText ELED 411 – Fall 2014 – Salisbury University – Page 5 Week Tentative Agenda Course Wrap-Up Celebration 16 Dec 9-11 What to bring… Interview Question Firm Due Date Highly Suggested Due Date Read AYTI Chapters 12-14 All course requirements and assignments MUST be submitted by last day of class. Additional Course Information: Some classes throughout the semester will be taking place “online” instead of as a “face-to-face” class. This is to allow for interns to have quality work time for assignments and requirements (i.e., Student Impact Study, LiveText Portfolio) of the course. When these online classes take place, interns are responsible for submitting two pieces of documentation through blogging on MyClasses: o 1) What plans do you have for your work session? (posted prior to the start of “class”), and o 2) What did you accomplish during your work session? (posted within 24 hours of “class”). If the county closes school, there will be no seminar that evening and class will shift into “online mode” for that week. All assignments must be submitted via My Classes with the exception of the “Student Impact Study” which is due at the Gallery Walk and the electronic file will be uploaded to LiveText. It is a requirement that each intern submit one poster file into LiveText of their “Student Impact Study.” *More information of how to create your electronic file can be found on MyClasses. At the Gallery Walk each intern is required to have a display of their “Student Impact Study.” This can either be a professionally printed “poster” done of their PowerPoint slide through the IT Department at Salisbury University (more information about this will be shared in class) or a traditional display board “poster” printed using an intern’s own desktop printer. There is no requirement that interns must professionally print their “Student Impact Study” poster. All that is required is that one electronic “poster” be submitted through LiveText and there is a display for the Gallery Walk. A completed LiveText portfolio is due by the last day of the course. The Gallery Walk will be held on Wednesday, December 3rd at Salisbury University from 4:30 p.m. to 6:30 p.m. in the Great Hall of Holloway Hall. In order to pass ELED 411, participation in the Gallery Walk is mandatory. It is expected that every intern will attend the full two hour Gallery Walk. *If this requirement is not met, interns will not receive a passing grade in ELED 411. The ELED 411 Calendar includes “firm” and “highly suggested” due dates for the various assignments and requirements that are a part of ELED 411. There is no flexibility in the “firm” due dates on the calendar. However, due the nature of ELED 411 being completed during internships, “highly suggested” due dates for assignments and requirements may be flexible to fit the needs of individual interns. Still, interns are STRONGLY encouraged to follow the “highly suggested” due dates. The dates listed on the calendar are EXPECTED to be meet by each intern, but alternative due dates may be discussed with the ELED 411 instructors. This must be done and confirmed in writing from the instructor PRIOR to the calendar’s “highly suggested” dates in order to not receive a penalty. ELED 411 – Fall 2014 – Salisbury University – Page 6