Undergraduate Pathway SEMESTER 2
Suggested Guidelines for the
Gradual Increase of Responsibility (GIR) by the Interns
Internship Semester 2 Spring 2015
This guide to internship is not intended to be a one-size-fits-all approach, but rather an
idea of how a schedule for increasing teaching responsibilities might look. The target is
to experience two weeks of lead and partner teaching. This document will give you a
sense of what is generally expected as well as some ideas you may not have
considered. Hopefully, it will also help with long range planning.
Classroom Placement begins Tuesday, January 19. Classroom Placement ends Friday
April 15. Interns should be in their placement for a minimum amount of time equivalent
to 3 days a week until their full-time lead teaching week during which they will be in the
classroom full-time.
Intern Classroom Expectations during the second internship semester in the
undergraduate pathway:
·
Interns study the classroom curriculum for the spring, including target standards
and content benchmarks. Interns create a Content Readiness Profile in which they rate
their content knowledge from the perspective of preparing, instructing, and assessing to
each of the standards or curriculum benchmarks : Strong Background, Comfortable
Background, Weak Background.
·
Interns study the classroom organization plan, schedule, and routines and
procedures, placing special emphasis on transitions. From the outset of the placement,
interns adhere to the established classroom system.
·
Interns begin working with students immediately in support roles. Increasing
teaching responsibility should gradually but steadily increase to solo and co-teaching
across the daily schedule. Interns maintain a weekly teaching log of their instructional
activities.
·
Interns design, implement and evaluate a Disciplinary or Interdisciplinary Unit to
last 5 - 10 lessons teaching to a content standard or curriculum benchmark. The Unit is
typically taught during Lead Teaching, but may begin prior to, or end after, the two
weeks of full time partner teaching. The Unit addresses: Context for Learning, Planning
Instruction and Assessment, Instructing Students and Supporting Learning, Assessing
Student Learning, and Reflecting on Teaching and Learning.
·
Interns complete two weeks of full-time partner teaching with the mentor teacher.
The two weeks combine co-teaching and solo teaching opportunities. The mentor and
intern prepare a schedule of teaching responsibilities for the two weeks.
Interns in elementary classrooms typically complete ten consecutive days. The
mentor teacher can determine if it is in the best interest of the curriculum to split
the two weeks into two five day segments.
Interns in middle and secondary classrooms have responsibility for partnering for a
minimum of two different preps and supporting the other sections of the mentor
teacher’s schedule for ten instructional days. The start and finish of the ten days
may extend across more than two calendar weeks due to alternating day or block
scheduling.
After the two weeks of partner teaching are scheduled, the mentor teacher and
intern designate the teaching responsibilities of both parties for the partner
teaching days, ie, a planbook calendar showing for each instructional block
whether intern is lead instructor or co-teacher and the days of the unit. The
calendar for the ten days is submitted to the internship supervisor and faculty
internship instructor at least a week before those dates.
·
Interns complete their final standards field binder and self-assessment of the
teaching standards.
·
Interns develop and present a Showcase Portfolio.
·
Interns comply with all school policies and procedures. The school administrator
reserves the right to immediately suspend or terminate the placement for intern
violation of school policies and procedures.
Intern Professional Development for Spring
● Across the semester, to the degree possible, the intern is meant to participate in
any faculty, grade-level, department, or other school-related meetings,
workshops, and in-service trainings that do not conflict with USM class meetings.
● The intern should participate in any IEP, 504, or other student-related meetings
as deemed appropriate by the mentor teacher and building administrator.
● The intern should participate in parent-student-teacher conferences as deemed
appropriate by the mentor teacher and building administrator.
● The intern attends school duties assigned to the mentor teacher as deemed
appropriate by the mentor and building administrator.
ELEMENTARY SCHOOLS
MIDDLE/HIGH SCHOOLS
January
January
Intern will:
● Become familiar with and
conduct classroom schedule,
routines, and transitions
● Learn all students’ names
● Plan and teach Introductory
Lesson with full lesson plan
(optional)
● Compose and send
introductory letter to student
families. Letter approved by
building administrator
● Begin working with small
groups or individual students
● Co-teach or solo teach one or
two parts of the class each
day, including at least one full
lesson plan
Intern will:
● Become familiar with and
conduct classroom schedule,
routines, and transitions
● Learn all students’ names
● Plan and teach Introductory
Lesson with full lesson plan
(optional)
● Compose and send
introductory letter to student
families across all sections.
Letter approved by building
administrator
● Begin working with small
groups or individual students
● Co-teach or solo teach small
parts of one prep each day,
including at least one full
lesson plan
February
February
Intern will:
● Share responsibility for
classroom schedule, routines,
and transitions
● Increase co-teaching or solo
teaching responsibilities
● Simulate a full-time partner
teaching day late February or
early March, including full
lesson plans
● Meet with mentor to discuss
topic(s) and timeline for unit
Intern will:
● Share responsibility for
classroom schedule, routines,
and transitions
● Increase co-teaching or solo
teaching responsibilities
● Simulate a full-time partner
teaching day late February or
early March, including full
lesson plans
● Meet with mentor to
determine topic(s) and
and full-time partner teaching
weeks
March - April
Intern will:
● Continue increasing partner
teaching progressing to two
weeks of full-time partner
teaching.
● Design and deliver teaching
unit
● The intern may gradually
decrease extensive coteaching and solo teaching
April 4 -15 if the full-time
partner teaching and unit are
complete.
timeline for unit and full-time
partner teaching weeks
March - April
Intern will:
● Continue increasing partner
teaching progressing to two
weeks of full-time partner
teaching.
● Design and deliver teaching
unit
● The intern may gradually
decrease extensive coteaching and solo teaching
April 4 -15 if the full-time
partner teaching and unit are
complete.