ELED 411 – Internship Seminar (3 credit hours)
Salisbury University
Seidel School of Education and Professional Studies
Department of Teacher Education –Spring 2015
Section
Instructors
ELED 411 – 151
Amy Walstrum
ELED 411 – 152
ELED 411 – 153
ELED 411 – 154
ELED 411 – 155
April Winterson
Melissa Reid
Kim McCormick
(edTPA)
Kim McCormick
(non-edTPA)
Pam Lipka
Megan Franco
Location
Higher Ed Center
HEC 212
Buckingham Elem.
Art Room
Salisbury Univ.
TETC 277
Salisbury Univ.
TETC 156
Pemberton Elem.
B113
Night
Time
Tuesday
4:30 to 7:15
Wednesday
4:00 to 6:45
Tuesday
4:30 to 7:15
Thursday
4:30 to 7:15
Wednesday
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:
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.
ELED 411 – Spring 2015 – Salisbury University – Page 1
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 – Spring 2015 – 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 – Spring 2015 – Salisbury University – Page 3
Salisbury University - ELED 411 – Calendar Spring 2015
Week
Tentative Agenda

1
Jan 27-29



2



Feb 3-5
Introductions and
overview
Child Abuse
Sexual
Harassment
What is a “Focus
Lesson?”
Action Research
SLO’s
Student Impact
Studies
What to bring…



Plan Book
Lesson Plans
Copy of an (SLO)
from your school
Interview Question

Tell us about
yourself.

What positive
contributions will
you bring to our
school?
Firm Due Date




WORK SESSION
This time can be used to work on your Student Impact Study, LiveText
Portfolio, or other course projects
3
Feb 10-12


Resumes
Certification

4
Feb 17-19


5
Cover letters
How do I apply for
a position?

Feb 24-26

6
Mar 3-5





7
Mar 10-12
Drafts of your job
search
documents (i.e.
resume, cover
letter)
Drafts of your job
search
documents (i.e.
resume, cover
letter)




Questions for
new teachers
How did you/will you
motivate and
challenge your
students?




Exceptional
Learners
Special Education
Gifted and
Talented
Differentiation
New Teacher
Panel
LiveText Portfolios
– Part I



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?
What is your
classroom
management
philosophy?
How will you
effectively integrate
technology and the
arts?









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.
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 3
Read AYTI
Chapters 3-4
Complete Blog in
MyClasses by 11:59
p.m.

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.
Read RTRT
Chapter 7
Read AYTI
Chapters 8-9
Complete Blog in
MyClasses by 11:59
p.m.






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
Continue
implementing your
“plan of action” for
your Student
Impact Study
Tape your first
Self-Analysis Video
Submit first SelfAnalysis reflection
Continue
implementing your
“plan of action” for
your Student
Impact Study

Continue
implementing your
“plan of action” for
your Student
Impact Study

Finish
implementing your
Student Impact
Study
Update your
LiveText Portfolio
with new artifacts
you have collected
from the semester

ELED 411 – Spring 2015 – Salisbury University – Page 4
Week
Tentative Agenda
What to bring…
Interview Question
Firm Due Date

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.
WORK SESSION
This time can be used to work on your Student Impact Study, LiveText
Portfolio, or other course projects
8
Mar 17-19


Principal Panel
LiveText
Portfolios – Part II

Questions for
principals

What are your future
goals as an educator?

9

Mar 24-26
10
Mar 31-Apr 2


11
Apr 7-9
Riall Lecture – Tuesday, March 31st
Rafe Esquith
Salisbury University – 7:00 p.m.
FULL PARTICIPATION MANDATORY
*ALL SECTIONS*
How Data Drives

Data from your SIS

How comfortable are
Decisions
project
you with the
Common Core?
Wrapping Up
Your SIS Project

What are your
thoughts on how to
transition
successfully to being
a first year teacher?

Complete Blog in
MyClasses by 11:59
p.m. (SUNDAY)

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



Mock Interviews
12
Each intern will come to class during a designated time as if he/she was taking part in an actual
interview. Bring all necessary professional materials.
Apr 14-16


2015 Spring Intern Gallery Walk – Tuesday, April 21st
Salisbury University – Wicomico Room – Guerrieri Center
4:30 p.m. to 6:30 p.m.
FULL PARTICIPATION MANDATORY
13
April 21

WORK SESSION
This time can be used to work on your Student Impact Study, LiveText
Portfolio, or other course projects
14
Apr 28-30


15
May 5-7
Course Wrap-Up
Celebration

Prior to class post
goals for work
session on
MyClasses, with 24
hours after class post
accomplishments of
work session on
MyClasses

Read AYTI
Chapters 12-14


Tape your third
Self-Analysis
Video
Submit third
Self-Analysis
reflection
Have your
“Technology
Rich” Focus
Lesson Done
Submit your
“Technology
Rich” Focus
Lesson reflection
Student Impact
Study
showcased at
Gallery Walk
and uploaded to
LiveText
Have your
“Differentiated
Instruction”
Focus Lesson
Done
Submit your
“Differentiated
Instruction”
Focus Lesson
reflection
All course
requirements
and assignments
MUST be
submitted by
last day of class.
ELED 411 – Spring 2015 – Salisbury University – Page 5
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 Tuesday, April 21st at Salisbury University from 4:30 p.m. to 6:30 p.m. in
the Wicomico Room in the Guerrieri Center. 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 – Spring 2015 – Salisbury University – Page 6