Salisbury University
Seidel School of Education and Professional Studies
Department of Teacher Education –Fall 2013
ELED 411 – Internship Seminar (3 credit hours)
Instructors:
Ms. Susan Jones
First Grade
Fruitland Primary School
sjones@wcboe.org
Dr. Kim McCormick
Teacher Education
Salisbury University
kmmccormick@salisbury.edu
Home Locations: Fruitland Primary School, Media Center
Meeting Time: Thursdays, 4:30 p.m. to 7:00 p.m.
Text: Willingham, D. T. (2009). Why don’t students like school? A cognitive scientist answers questions about
how the mind works and what it means for the classroom. San Fransico, CA: Jossey-Bass.
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 courseare 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 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.
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.
Conceptual Framework: Competent, Caring, Committed
ELED 411 – Fall 2013 – Salisbury University – Page 1
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.
Assignments/Requirements:
Three focus lesson plans and reflections
including video analyses (Arts Integrated,
Technology Enhanced, Differentiated
Instruction) *formally called “Showcase Lessons
LiveText portfolio completed and reviewed
at semester’s end
Student Impact Study
Reading Reflections
Self-Analysis Reflection Assignment
Mid-term Reflection
End-of-semester Gallery Walk
Attendance, Participation, and
Professionalism
100 points each - 50 points for the lesson plan, 50 points for
the analysis and reflection
100 points - Culminating representation of your
professional growth that addresses standards (Physical
Education and Health standard may be left blank)
100 points - Related to students’ academic achievement
and/or aligned to a Professional Development School’s SLO
(Student Learning Objective) component.
100 points - Weekly responses to discussion questions that
relate to the course reading (10 points per reflection)
100 points – Three (3) 15-20 minute teaching segments
(one near beginning, middle, and end of semester) must be
videotaped and then a brief reflection/analysis of your
teaching will be written. At least one video at each
internship placement, could overlap with (1) focus lesson, 23 pages analysis/reflection per video segment
50 points - Online, anonymous post required midway
through your internship
100 points - Held at Salisbury University to showcase
Student Impact Studies, participation mandatory to pass
ELED 411
150 Points - Weekly attendance required (5 points per
seminar) and active participation and preparedness (5
ELED 411 – Fall 2013 – Salisbury University – Page 2
points per seminar)
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
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 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 Wednesday seminar that evening and we will shift into “online
mode” for that week.
Refer to ELED 411 Calendar to determine weekly location of seminar and requirements for each meeting.
All assignments must be submitted via My Classes with the exception of the Student Impact Study which is
due at the Gallery Walk and will be uploaded to LiveText.
The Gallery Walk will be held on Tuesday, December 3rd at Salisbury University from 3:30 p.m. to 5:30
p.m. Location is to be determined. 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.
Due the nature of ELED 411 being completed during internships, exact due dates for each
assignment and requirement must be flexible to fit the needs of individual interns. It is
expected that interns will complete and submit at least one major assignment each
month.
ELED 411 – Fall 2013 – Salisbury University – Page 3
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