University of North Florida
College of Education and Human Services
INTERNSHIP HANDBOOK
2015-2016
Internship Handbook
TABLE OF CONTENTS
Purpose 1
Goals of the Internship Experience 2
I. Internship Organization 2
A. Introduction 2
B. Three-Way Partnership for Internship 3
C. Roles, Responsibilities, and Expectations of the Internship Team 5
1. COEHS Interns 5
2. Directing Teacher 6
3. College Supervisor 7
4. Resident Clinical Faculty 8
5. Director of Educational Field Experiences 9
II. Internship Experience 11
A. Policies and Procedures 11
1. Placement Policies 11
2. Placement Procedures 12
3. Directing Teacher Selection Criteria 12
B. Internship Expectations and Requirements 13
1. Internship Responsibilities 13
2. Termination of Internship 15
3. Internship Evaluation 15
C. Internship Experiences/Tasks 16
1. Internship Experience 16
2. Internship Team 16
3. Mentoring 17
4. Professional Development Plan 17
5. Conference Guide for the Internship Team 19
6. Sample Weekly Sequence for Internship 21
7. Lesson Plans 23
8. Teaching Portfolios 24
D. Internship Responsibilities and Documentation 25
1. Responsibilities of the Intern 25
2. Responsibilities of the Directing Teacher 26
3. Responsibilities of the College Supervisor/
Resident Clinical Faculty 26
4. Feedback Instruments 27
III. Appendices
Appendix A: Assessment of Internship Performance 30
Appendix B: Checklists 32
Appendix C: Feedback Instruments
· Intern Lesson Observation Rubric 35
· Internship Accomplished Practices Profile 41
· Directing Teacher Report of Time Distribution 50
and Certificate Request Form
· UNF College Supervision Feedback Form 51
· Record of Interns Hours 52
· Intern Record of UNF Supervisor’s Visitation 53
· Professional Development Plan 54
Appendix D: Categories of Internship Hours 55
Appendix E: State Statutes/Board Rules Affecting Internship 58
Appendix F: Sample Data Collection Forms/Questions for Focused 78
Observations
Appendix G: Lesson Planning and Sample Lesson Plan Formats 82
Appendix H: Self-Evaluation Instruments 87
Appendix I: Portfolio Requirements and Feedback Rubric 93
· The Educator Accomplished Practices
· Portfolio Contents
· Impact on Student’s Learning Checklist and Time Line
· Portfolio Feedback Rubric
Appendix J: Attributes of a Successful Intern/Professional Tips
Revised 8/2012
College of Education and Human Services
University of North Florida
“Educating Professionals Who Impact the Lives of Children and Adults”
Internship Handbook
Purpose
The purpose of the Internship Handbook is to provide a guide for Directing Teachers, College Supervisors, Resident Clinical Faculty, and interns for planning, implementing, and assessing the internship experience. Included in the handbook are a variety of materials, observation tools, assessment instruments, and suggestions for problem situations. Members of the internship team should feel free to copy and use any of the materials contained in the handbook.
UNF professional education programs prepare candidates who are:
Multiculturally proficient. They understand, respect, and value differences in individuals and model best practices for designing and delivering instructional programs to fit the needs of diverse learners.
Professionally aware. They hold to high ethical standards, professional dispositions, and a code of professional conduct worthy of the education profession. They value fairness and believe that all students can and should learn.
Analytically adept. They engage in reflective thinking about classroom practices and contexts; assess and analyze a variety of data from those contexts; use reflective practice to make appropriate adjustments to curriculum and instruction; and make data-informed instructional decisions to benefit the learning of all students.
Competently prepared. They possess and demonstrate the content knowledge, pedagogical content knowledge and skills, and pedagogical and professional knowledge and skills necessary to help all students learn.
Technologically capable. They use technology effectively to facilitate design of instruction, engage students in the learning process, and communicate with colleagues, parents, and other key stakeholders.
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Goals of the Internship Experience
· To provide the intern with intensive field based clinical experience that develops the knowledge, skills, and dispositions required for a career in education.
· To provide the intern with opportunities to observe, assist and learn from experienced directing teachers.
· To provide the intern with experiences in planning instructional activities, designing curriculum materials, implementing effective instructional and assessment strategies, utilizing technology, and assessing learners’ progress and achievement.
· To provide the intern with opportunities to engage in reflective self-analysis of their own teaching performance, as well as to use constructive feedback from others to refine their teaching skills.
· To involve the intern in the academic and extracurricular activities of the school.
· To encourage the intern to draw upon theories of teaching and learning in order to solve problems.
· To sequentially provide the intern with increasingly comprehensive and complex experiences in classroom instruction, management, and assessment.
· To permit the intern to demonstrate the knowledge, skills, and dispositions that warrant recommendation for a teaching certificate in his/her specialty area.
I. Internship Organization
A. Introduction
Learning to teach requires pre-professional teachers to develop frameworks of understanding, knowledge, skills, and dispositions to use in making teaching decisions. Field experiences provide the link between theory and practice to facilitate the acquisition of those critical frameworks.
The internship experience is organized around the State of Florida’s Accomplished Practices. Each intern in cooperation with a college supervisor and directing teacher will develop a teaching portfolio.
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This portfolio will help document the intern’s demonstration of the identified teaching competencies. In addition, each intern will develop a Professional Development Plan. This diagnostic plan assists interns in identifying areas of improvement or growth and specifies enabling activities to accomplish this task.
Interns also develop an Impact on Student Learning Component. This component documents how the intern has impacted the achievement of a group of students.
Internship provides structured opportunities for pre-professional teachers to integrate theory and practices to further develop and refine their teaching competencies.
Finally, the COEHS internship program is based on several guiding principles:
· Emphasis on collaboration, partnerships, teaching and collegiality
· urban focused and multi-culturally oriented
· research based and outcomes oriented
· inquiry oriented and open to experimentation and risk taking
· reflection, both technical and critical
· responsibility for self-development and assessment
B. Three-Way Partnership for Internship
The internship experience is conceptualized as a partnership among Northeast Florida’s school districts, individual school sites, and the College. Each partner brings a special and necessary area of expertise to the partnership which enables pre-professional teachers to progress to novice professional. The College greatly appreciates the time and effort provided by the public school partners.
Internship Partners
Internship requires that a partnership between the district, school, and university be developed and sustained.
District Level Partners
The district representatives work directly with the COEHS Director of Educational Field Experiences as the primary liaison for all internship activities. The district representative in consultation with the Director of Educational Field Experiences, works with principals and directing teachers to make intern assignments, and resolve problems arising during the internship experience. Feedback provided by the district level partners assists the college in identifying program modifications and refinements.
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School-based Partners
The principal works closely with district and college representatives to place interns with directing teachers. The principal encourages outstanding classroom teachers to become directing teachers, and is urged to place interns only with teachers or teams of teachers who request to participate, meet college and state requirements, and have the approval of the principal. The principal also assists with the transition of the intern into the ongoing activities of the school and provides feedback about the program to the college.
The directing teacher meets certification standards of the State of Florida. Directing teachers should have at least three years of successful teaching experience, have demonstrated expertise in the classroom, have strong interpersonal and communication skills and be willing to serve as a mentor and coach for the intern. In addition, directing teachers must have completed the State’s mandated Clinical Educator Training (C.E.T.)and have been deemed an effective or highly effective.
The directing teacher plays a critical role in the internship process and demonstrates a commitment to the profession by assisting in the development of a novice professional. As a member of the Internship Team, the directing teacher provides both formal and informal feedback to the intern throughout the internship experience. The directing teacher also provides feedback to the college about the preparation of it’s students and about the program.
University-based Partners
The college supervisor/resident clinical faculty works closely with the principal and directing teacher(s) in planning, implementing and assessing the internship experience. The college supervisor/resident clinical faculty will visit a minimum of four times during the semester to observe, meet with the intern and directing teacher, and document the intern’s progress. By using three-way conferences, information is shared regarding the development of teaching competencies, and assistance and suggestions are shared. Some visits are prearranged while others are impromptu. Interns and directing teachers are encouraged to maintain frequent contact with the college supervisor/resident clinical faculty throughout the internship.
The Director of Educational Field Experiences works closely with the college supervisor/resident clinical faculty and directing teachers in planning and implementing the internship experience. The Director assists in solving specific problems interns may encounter and is the contact person for the interns in the event that the college supervisor/resident clinical faculty is not available.
The Director of Educational Field Experiences works closely with the district level and school-based partners in placing interns. The Director manages field placements, record keeping and program evaluation and serves as the primary liaison among the school districts and the College of Education and Human Services.
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The Director assists in solving problems which interns may encounter during the internship experience and convenes problem resolution teams if needed.
The COEHS intern is a university student in good standing who has completed the required university and college coursework, critical tasks and has met all COEHS eligibility requirements. Interns are pre-professional teachers learning to refine their pedagogical skills under the guidance of an experienced teacher and college supervisor/resident clinical faculty.
C. Roles, Responsibilities and Expectations of the Internship Team
The internship experience is collaborative in nature. Three individuals comprise each Internship Team. These include the COEHS intern, the directing teacher(s) and the college supervisor/resident clinical faculty. In addition, the district level partner and the Director of Educational Field Experiences provide an important support network for each Internship Team.
COEHS Interns
COEHS pre-professional teachers are referred to as interns. Interns assume the roles of observer, teacher-as-decision-maker, reflective thinker, facilitator, communicator, and team member during the internship experience. The internship experience assists pre-professional teachers to develop a set of professional understandings and skills, to learn to examine their practice and learn from their experiences while seeking to meet the needs of their students.
Interns are:
· expected to demonstrate commitment to their students and their learning;
· expected to know the subjects they teach and how to effectively teach those subjects to all students (including diverse, special needs, and language minority students);
· responsible for managing and assessing student learning;
· expected to assume the professional roles and responsibilities linked with the directing teacher;
· expected to systematically reflect upon their practice and learn from their experiences;
· responsible for demonstrating proficiency with the Florida Educator Accomplished Practices during the internship experience; for developing an internship teaching portfolio and professional development plan, attendance at all seminars, and all other internship requirements.
· Responsible for positively impacting student learning during the internship experience.
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Directing Teachers
Directing teachers are excellent classroom teachers who have assumed the role of teacher educator, coach, and mentor. They serve as exemplars to the intern by modeling “best practice” in the classrooms. They assist and encourage interns as they develop their professional practice. Directing teachers are reflective practitioners who, in collaboration with the college supervisor or resident clinical faculty, act as a resource, guide and planner of the internship experience. Directing teachers are open to new possibilities provided by the internship experience and are active learners themselves. Directing teachers should set aside a time each week to meet with the intern, participate in three and two way conferences, and provide ongoing verbal and written feedback to the intern. They should assist the intern in completing internship requirements and developing the Internship Teaching Portfolio and Professional Development Plan.
Directing Teachers:
· work as a collaborative member of the Internship Team along with the college supervisor/resident clinical faculty and the intern to plan internship experiences, assess performance, and suggest ways in which competencies can be strengthened and/or enhanced;
· assist the intern in planning for instruction, review and provide feedback on the interns written lesson and unit plans and their implementation, and make suggestions and assist in locating relevant materials and resources:
· clearly communicate their expectations of the intern regarding the curriculum, management of student learning and behavior, and other professional concerns;
· orient the intern to the school, the faculty and staff, the class organization, the students, and the parents;
· regularly confer with the intern and the college supervisor/resident clinical faculty regarding the intern’s professional development, establish and maintain a professional development plan with specific objectives and suggested activities, and encourage creativity and innovation in the intern;
· provide ongoing written documentation concerning the intern’s demonstration of competencies and internship time allocation;
· confer with the college supervisor/resident clinical faculty concerning the mid-term and final evaluation of the intern, and complete the appropriate feedback/assessment instruments;
· attend the Directing Teacher’s Orientation meeting at the beginning of the semester and provide feedback to the College at the end of the semester regarding the preparation and performance of the intern and the internship program.
Other university professionals assist directing teachers in carrying out the responsibilities associated with the internship experiences. Members of the Internship Team are professionals who provide support and assistance during the Internship. These members include the College Supervisor/Resident Clinical Faculty, and the Director of Educational Field Experiences.