Instructor: John M. Newman
Office: MCML 133
Phone: 753-2214 email: johnn@gwmail.gbcnv.edu
Office Hours: Tuesday, Wednesday, and Thursday
8:00am – 9:00am and 2:30pm – 3:30pm
Course Information
Course Title:
Course Number:
Course Discipline:
Course Description:
Supervised Internship – Secondary Education
EDU 451
Teacher Education
The Supervised Internship provides the student with the opportunity to experience, in depth, the full role and meaning of teaching in a school setting. Experiences include planning and organizing for instruction, developing classroom teaching competencies and skills, evaluating pupil progress, participating in extra curricular activities, working with special school personnel, and utilizing school and community resources in the instructional program.
Course Prerequisites and Co
Requisites:
Course Location:
Prerequisite: Admission to Supervised Internship
Co Requisite: Enrollment in EDU 408 Capstone Seminar
Course Times:
Course Credits:
TBA
TBA
10 – 15 credits
Textbooks
Required Textbooks: None
Recommended Textbooks:
Additional Materials:
General Information
Students will participate in a full semester of student teaching experience with responsibilities for lesson planning, teaching, and evaluation, in addition to parent-teacher conferences, department meetings, and extracurricular activities. A cooperating teacher in the students' respective disciplines and a Great Basin
College supervisor will mentor students to help develop professional teaching habits and will evaluate student teaching progress.

Course Goals
The Supervised Internship course will provide a stepping stone to becoming a professional in the field of teaching. The supervised internship experience will stimulate the student’s critical thinking skills, and provide the student with the insight to reflect upon their growth as a future teacher. Although this component is the end of this phase of the student’s formal education program, it is viewed as the beginning of the individual’s professional teaching career.
Learner Outcomes
The Supervised Internship covers all ten of the INTASC Principles and Standards.
Principle 1. Content Pedagogy
Principle 2. Human Development and Learning
Principle 3. Diverse Learning
Principle 4. Teaching Strategies
Principle 5. Learning Environment
Principle 6. Communication and Technology
Principle 7. Instruction Planning
Principle 8. Instruction Assessment
Principle 9. Reflective Practice: Professional Growth
Principle 10. School and Community Partnerships
Upon completion of this course, the student will be able to:
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Develop, teach, and assess lessons.
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Assess student learning through multiple measures.
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Accommodate for diverse learning needs of students.
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Manage a positive learning environment.
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Work with peers, parents, and superiors.
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Reflect on his/her personal growth as an educator and provide a sense of professionalism that teaching is a growth process that began with their early experiences and will continue into their future teaching career.
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Build a broad base of experience to enhance the theoretical and practical knowledge that has been emphasized throughout the student’s coursework.
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Evaluate their progress, methods, and teaching abilities.
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Expand their knowledge of children/families from a variety of cultural, ethnic, and special needs backgrounds.
Having acquired a knowledge base in a variety of methods classes and developed a beginning teaching technique during the clinical component, the student will now have the opportunity to apply their insight during the entire semester by assuming the full range of teaching duties in an exemplary setting. The ability to apply this knowledge effectively will be necessary to establish developmentally sound secondary classrooms. These efforts will combine analyzing, evaluating, and discussing the experiences with the cooperating teacher and the Great Basin College supervisor.

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Method of Instruction
The teacher candidate brings with them an extension of knowledge and skills presented throughout their program of study in Secondary Education. During the internship the teacher candidate will work closely with cooperating teacher and college supervisor to meet the standards and requirements of student teaching. The college supervisor and cooperating teacher will use direct instruction of skills when needed and serves as models providing guided practice with increasing emphasis towards independent performance in the classroom. Students will participate in periodic seminars, sharing experiences and portfolio works to facilitate mastery in student teaching.
Course Requirements
Assumptions: Students have from their respective program the basic knowledge, skills, and dispositions needed to engage in the clinical experiences to which they are assigned and they have successfully completed the required field experiences in their respective programs. It is also assumed that they have completed the requirements for graduation and teacher licensure or that they know what needs to be completed concurrent or following student teaching.
Expectations : Student teachers are expected to:
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 keep the contractual schedule/hours of their cooperating teachers and to be on time assume all the contractual responsibilities and expectations the school/district has of their teachers assume this responsibility in a gradual sequence with opportunities to observe and learn from their cooperating teachers spend the time necessary outside of school to prepare for their teaching responsibilities behave professionally and ethically maintain confidentiality dress professional according to the dress codes of the schools to which they are assigned ascertain permission from their cooperating teachers for all activities they do on the school site be observed in their assigned classrooms by school and GBC supervisors, participate in conferences where they will receive feedback from supervisors, and participate in the performance evaluation process with their supervisors attend all student teaching seminars complete assigned work (reflections and Teacher Work Samples) according to established deadlines develop lesson plans based upon the Nevada State Standards which include standards, objectives, procedures, material, and assessment. provide a copy of lesson plans to lead teacher for prior approval follow directions given in writing or orally from their supervisors and to ask questions for clarification and/or for any help needed with placement assignments, course assignments, etc
Attendance Policy: Attendance is vital during the supervised internship. No absences are allowed without the consent of both the cooperating teacher and the Great Basin College supervisor. Any absence must be made up to receive credit for the course.

Students with Disabilities: Any student who qualifies with a disability is to provide his or her instructor with a letter from the Disability Resource Center
(DRC) stating the appropriate accommodations for this course. If you have a documented disability and wish to discuss how these academic accommodations will be implemented for this course, please contact the class staff within the first two weeks of class.
Grading Policy and Grading Scale
Grades for the Student Internship Semester will be based upon the guidelines set forth in the
Student Internship Handbook. This decision rule is a guideline for converting the summative evaluation rubric scores into the required letter grade for the student internship. These conversions coincide with the Levels of Performance narrative descriptions on page 23 of the Student Teaching
Internship Handbook.
At least 30% of the ratings are 4s and the remaining ratings are 3s.
100% of the ratings are 3s or better.
A
B
At least 70% of the ratings are 3s or better and none is a 1.
Fewer than 70% of the ratings are 3s or better and none is a 1.
At least one rating is a 1.
Course Outline/Content/Schedule
Tentative Schedule of Class Meetings – Fall 2006
C
D
F
Week
Week
1+:
Week 2:
Student Intern
Responsibilities
Observe, leads routines, assume responsibilities as ready
Week 3:
Week 4:
Week 5:
Week 6:
Co-teaching and managerial duties
Reflection on readiness to take over teaching responsibilities
Co-teaching and managerial duties
Lead Teacher
Responsibilities
Establish relationship, explain management and other classroom systems
Model instruction and other routines
Assessment of intern’s readiness to take over teaching responsibilities
Informal observations
(at least one per week)
GBC Supervisor
Responsibilities
Become familiar with lead teacher, student intern, and classroom
Determine whether placement will continue
Video tape a lesson and review with intern

Week 7: Full responsibility for the classroom
Week 8:
Week 9:
Week
10:
Week
11:
Week
12:
Week
13:
Full responsibility for the classroom
Full responsibility for the classroom
Week
14:
Week
15:
Week
16:
Agree on an action plan for transition
Full responsibility for the classroom
Transition out
Co-teaching
Observe in other classrooms
Lead teacher is present
Two formal observations per week
One formal observation per week
One formal observation per week
Agree on an action plan for transition
One formal observation
Transition in
Co-teaching
Assist in scheduling observations in other classrooms
One formal observation
One formal observation
Video tape a lesson and review with intern
Meet with intern and lead teacher to complete summative evaluation