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 =**Nick Cox** = =**SEED 394 Internship in Secondary Education** = The Internship Field Experience is the second of three required field experiences for certification in The School of Education at The University of South Dakota. The Internship is designed to give students a more extensive and participatory experience than the Paraprofessional Field Experience, and students who complete the Internship will be better prepared to enter the Student Teacher Field Experience. In keeping with the School of Education’s theme of //Reflective Decision Making + Leadership//, the Internship is designed to allow students the opportunity to examine their interactions in the school setting and to evaluate the role they play in student learning. According to Donald Graves (2001), “Awareness that grows out of the specifics of your own situation produces energy. For this reason, you need to know the details of your own experience in order to make some judgments about how to set a personal and professional direction for your life.” The activities required during the Internship Field Experience and the associated written assignments will give you the chance to reflect upon your progress toward becoming a teacher. Perhaps more importantly, you will have the opportunity to reassess and, hopefully, reaffirm your commitment to teaching as a career path.

Graves, D. (2001). //The Energy to Teach.// Portsmouth, NH: Heinemann


 * Nick Cox's Fall 2010 SEED 394 Internship Placement**


 * School: || South Sioux City Middle School ||
 * Field-based supervisor: || Mr. Whitesell ||
 * Content area: || 8th Grade American History ||
 * FBS e-mail address: || rick.whitesell@ssccardinals.org ||
 * FBS phone: ||  ||
 * USD supervisor || Kevin J. Reins, Phone: 605-677-5831, e-mail: kreins@usd.edu ||

=**Check List - Next Steps** =

Next steps: Please check off the following items by replacing the "o" with an “X” in the left hand column of the table once you have completed the task.

12/2/10 ||
 * X || Upon receiving this information, respond immediately via e-mail to Dr. Kevin Reins indicating that you have received your placement information and that you have no major conflict with the placement. ||
 * X || Contact your field-based supervisor within 48 hours of receiving your placement information either by phone or e-mail. ||
 * X || During this first e-mail or phone call to your field based supervisor, ask to set up the first meeting (at your FBS’s convenience) for you to visit the classroom. ||
 * X || Upon arriving at the school, go directly to the main office, introduce yourself, the reason for your attendance, (make a great impression from the beginning) and ask to be directed to your FBS’s classroom. ||
 * X || During the first visit to the classroom, notify your FBS of the URL to your wikispace and let her/him know that you will be documenting the __requirements__ of the experience in this space. Discuss the requirements. ||
 * X || Deliver the FBS’s packet with the evaluation forms and return envelope to your field based supervisor during the first meeting. ||
 * X || Also during the first meeting, exchange phone numbers in case of emergency (edit your wikispace and put your FBS’s prefered phone number in the information table above), confirm your visitation times, and discuss what you will be doing in the class over the course of the 45 required hours in the classroom. ||
 * X || When convenient, introduce yourself to the principal and other faculty throughout your stay at the school. Be kind, courteous and show appreciation for the opportunity to be visiting and working with the students and faculty at the school. Always try to leave a great impression on people. ||
 * X || Within the first two visits, ask for a copy of the school handbook or ask to borrow a handbook for the semester. ||
 * X || Report to Dr. Kevin Reins via e-mail after you have completed your initial visit. Briefly describe the visit and ask any questions or state any concerns you have at this time and through the semester. ||
 * || IF YOU MISS A SCHEDULED TIME – REPORT IT TO DR. REINS IMMEDIATELY. ALWAYS KEEP HIM INFORMED. RECORD THE DATES THAT YOU MISSED HERE.

= =

==**My goals for the internship:** == Write three goals for your internship experience. (1) I will find out whether I am really cut out to teach. (2) I will find more creative ways to reach my students. (3) I will find out whether I want to work with Junior High or High School Students.

==**Post-experience reflection on my goals.** == I have not had an eye opening experience like this in quite a while. I thought I wanted to teach history. I believed that I wanted to work with high school students.I was so sure of both. Now I can honestly say I do wholeheartedly want to teach history. However I am not so sure that I want to teach high school. In fact I am pretty sure that I want to teach in a junior high now. Part of my reasoning for wanting to teach high school was because I wanted to get extremely detailed and have complex ideas brought up. I realized that I can still have a really detailed account of history and teach a junior high class. The junior high students are very different from high school students. They are different in a few ways. One is their attitude. Junior high students have a desire to learn that by the time they get to high school sometimes gets extinguished. This is not the case with junior high. More than anything else while I was at South Sioux Middle I saw enthusiasm and it was wonderful to see these kids want to learn and while they didn't always take in everything I told them I could still tell they were paying attention and enjoyed learning. This might be an anomaly, but I don't believe it is. I know of several others who have been in junior highs across the tristate area and they get the same feeling. I really do feel privileged to have worked with these kids.

==**A. 45 hours of field-based classroom participation** == My Hours ==**B. Work with a group of students** == While completing my internship I had the opportunity to work with students in various capacities. One form of interaction I had was helping a small group of students study for a quiz. I had no preparation for it and had to come up with stuff on the fly. I was somewhat familiar with their text and I knew what they would be quizzed over. The two students I worked with were males that were in the eighth grade. One had some difficulties with the content and the other seemed to be doing ok with the content. I remember when my field based supervisor told one of them he would be working with me on studying for the quiz and he was very disappointed. I asked him why he was disappointed and he stated that he had wanted to study with his friends. The other one that joined in later didn't have as much trouble with the content participated more than the one who usually had difficulty. When I was working with both of them I asked them questions and alternated between the two of them. If one didn't know the answer I let the other one answer. The one that usually did better on quizzes and overall assessments answered more questions. He got only sixty percent of the questions right that I asked him. The one that was disappointed about working with me got only about ten percent of the questions right I asked. After the quiz I found out ninety percent of the questions I asked were on the quiz. I wish I could have done more to get the first student interested though. I understand that he's been difficult to work with at times, but I still think each student can make progress i was just unsuccessful on this attempt with him.
 * I was unable to get the original table in the template to work and so I created a separate page.

==**C. Work with students individually** == I worked with individual students on numerous occasions. Whether it was helping with homework or answering questions during lecture. One instance where I worked with a single student was during some study time the teacher gave them. Before every quiz the teacher would allow the students to study with a partner for ten minutes. This usually worked out pretty well. This time though one student didn't have partner and he looked particularly lost. I stepped over and asked him if he wanted some help with studying he said sure. I borrowed his book and opened to the appropriate section. I began asking him term related questions because I knew that the quiz would be based off of these questions. He did ok getting about seventy percent of the questions right. I asked him some other questions as well though. These ones required more than just some one word answers and he did ok with them although it seemed he was missing the main idea. I did explain some of the reasoning behind the answers to the questions, but about half way through my explanation the ten minutes was up. I asked him if he had any other questions and he responded no. I don't remember how well he did afterward though. I know that he did pass the quiz though. He was quite inquisitive of me. He wanted to know where I was from and why I was here. I thought he was in the room when I was introduced, but I was proven wrong. This was a good intro though and I didn't min repeating about myself a little.

==**D. Participate in redesign of a lesson with technology** == Reflection on the ISTE standards  Note: This is not one of the two lessons that you are teaching in requirement E.

==**E. Classroom teaching two lessons with lesson plans and documented impact on student learning** == Ch 7 Review Student Learning Analysis
 * Lesson #1 - Chapter 7 Review**

Louisiana Purchase Student Learning Analysis
 * Lesson #2 - The Louisiana Purchase**

==**F. Design an assessment tool for evaluation of one of the lessons taught** == List of objectives being assessed  

==<span style="font-size: 1.3em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**G. Share two duties with field-based supervisor** == <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; height: 600px; line-height: 1.5; min-height: 600px; padding-bottom: 2em; width: 843px;">One thing that I did was help with the grading of papers. One thing I learned in particular about grading is how much neat handwriting counts. There were numerous times that I graded a students work and I had to strain my eyes to find out if something was an n or an r for example. Another thing I learned while grading papers is how repetitive the process can seem. I attacked a stack that didn't seem to be that large and after what seemed like quite a while I was done with that stack. Granted much stuff was graded in class, but there were numerous things from students who didn't get their work done on time that needed to be looked at. One thing I noticed was some of of the kids either were not trying or they might not know English well. Many of the kids in the classroom were from a hispanic background and came from households where spanish is the predominant language at home. This makes some of the work difficult for some of them. I can see its difficult because while helping them work on homework I noticed that they would sometimes pick a word that would make no sense as an answer and they would ask me if it was correct. I knew they were serious about the answer and so I took it upon myself to help them figure the answer out. I never would give them the answer directly when they were working on homework. I would instead point to an area where the answer could be found. By doing this they had to read the text and find it on their own. Getting back to the language barrier. I can't be one hundred percent sure that I am right, but I noticed it was limited to several kids and all of them would pick these odd answers and all had come from an E.S.L household. Another thing I did with a supervisor was help out with preparations before the 7th grade junior high basketball game. I only had to set up a table and do a few other odd jobs to open. I was then placed on guard at a door to watch to make sure students wouldn't get in without paying. Another thing I did though was watch the student section of the game. The door I was stationed at was by the section. Several times I had to step in and get students to stop hassling each other. There were two people who were the aggressors and they just wouldn't quit. I understand that kids like to horse around and kids like to have fun, but this was getting out of hand. One kid actually was shoving around her friends for no real reason. I stepped in and got her to knock it off. One thing I learned throughout the process was kids will do anything they think they can get away with. These kids probably meant no harm, but I couldn't let someone just get picked on. It was odd if anything seeing this behavior from another side. I was at one time the one that was bullied and so it really hits close to home when I see it happen to someone else. H.Attend an extra-curricular activity with students On December 9th I had the opportunity to attend the 7th grade boys basketball game. The game was played in A, B, and C games. Before the game though I also had the opportunity to work with another educator. I came over and asked if he needed any help. He responded yes and I jumped in helping put up a couple of tables and also getting the microphone ready for the singing of the national anthem. I was then asked to watch a door in the corner. The door I was told to stand by during the game was an area where students routinely snuck in and didn't have to pay. I also would take it upon myself to deal with some situations during the games between students in the stands, but that is mentioned above in the section above. Once I had been told what to watch for I sat down and watched the kids practice. One thing I noticed was the level of effort these kids put into the game. They were just practicing but seemed to put their heart into just warm ups. They really wanted to play. Extra curricular activities are something I fully support. These kids are proof that such things are a good idea. Not only do they help with incentives for kids to keep up their grades, but also they help with camaraderie and the kids seemed to have a lot of respect for their fellow teammates. One other thing I noticed about the game was the attitude of the kids in the crowd. When the team was down they cheered for them although not near as much as when they were ahead of the other team. These kids were still young though and might not have known that cheering for a team harder when they are down can help improve morale and boost confidence.

==<span style="font-size: 1.3em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;"> **I. Attend a school board meeting** == I had the opportunity to attend a school board meeting on Monday December 13th. Having never attended a school board meeting I didn't know exactly what to expect and decided that I would bring my laptop and try to copy down what was said and try to make sense of it all later. This didn't happen. Since I never had been to a school board meeting before I soon realized that I was in an area that didn't have a lot of sound. I was clear across the room. I followed other people who had arrived and sat at a table by myself. Once the meeting started we opened with the pledge of allegiance which was a nice touch. I don't know if every school board does this. Throughout the entire meeting Roberts Rules or order were used. This made everything run smooth and those that wanted to talk got their chance. The first issue addressed was from a gentleman that issues with facilities. I could not hear exactly what he wanted, but I did surmise that he did not get what he wanted. They had mentioned they were going to set up a committee to take a look at what he discussed. The next order of business was about adding another class to the math curriculum. It would be a type of pre-geometry course. They presented a good case. The last issue to be brought up was whether a teacher could get out of her contract early. She was going to take a new teaching job in another town but to do that the school had to let her out of her current one. She needed the new job because she was following her husband who had to take a job in another city. The school board talked about it for a while and seemed as though they were going to say yes or no and then they voted to go to closed session and everyone not on the board had to vacate. The meeting took all of a half hour and according to a teacher who was there the meeting was the shortest in nine years. I never realized that teachers could possibly get out of contract. Although it makes sense they were extenuating circumstances. Overall though the meeting went about how I expected it to go with the Parliamentary procedure and the issues were what I expected to come up in meeting of that nature. I don't think I will enjoy going to school board meetings, but I will respect and abide by procedures when I am in attendance.

==<span style="font-size: 1.3em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**J. Reflective interview of field-based supervisor around teaching standards** ==

Interview and Reflection 1. What is your impression of your field-based supervisor’s attitude toward teaching standards? 2. What is your impression of the impact of standards on instruction? 3. How do you intend to incorporate standards into your teaching?

=<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;"> Wikispace Grade – SEED 394 Grade = =<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">** Name: ** = =<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">** _ Completing the Internship Application Form (3 points) ** = =<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">** _ Writing goals for internship (3 points) ** = =<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">** _ Post-experience reflection on goals (5 points) ** = =<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">** _ Log of: A. 45 hours of field-based classroom participation (10 points) ** = =<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">** _ Reflection on: B. Work with groups of students (5 points) ** = =<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">** _ Reflection on: C. Work with students individually (5 points) ** = =<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">** _ Artifacts for: D. Participate in redesign of lesson with technology (10 points) ** = =<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">** _ Artifacts for: E. Classroom teaching two lessons with lesson plans and documented impact on learning (40 points) ** = =<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">** _ Artifacts for: F. Design an assessment tool for evaluation of one of the lessons taught (10 points) ** = =<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">** _ Reflection on: G. Share two duties with field-based supervisor (2 points) ** = =<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">** _ Reflection on: H. Attend an extra-curricular activity with students (2 points) ** = =<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">** _ Reflection on: I. Attend a school board meeting (2 points) ** = =<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">** _ Transcript and Reflection on: J. Reflective interview of field-based supervisor around teaching standards (5 points) ** = =<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">** _ Documentation form for field experience (3 point) ** = =<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">** _ Maintaining wikispace (6 points) ** = =<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">** _ Performance on Knowledge and Skills from Evaluative Comments (21 points) ** = =<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">** _ Performance on Professional Dispositions (18 points) ** = **Total points possible: 150 points**

=<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">** (Using the Nines System) ** = =<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">** 150 – 135 points is assigned an A ** = =<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">** 134 – 120 points is assigned a B ** = =<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">** 119 – 105 points is assigned a C ** = =<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">** 104 – 90 points is assigned a D ** = = =
 * Grading Scale**
 * <=89 points is assigned an F **

=<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**Items that I have included that might be helpful for accomplishing the requirements of the internship** =


 * Suggested Routines for Participating in the classroom**

1. Make a seating chart. 2. Take attendance. 3. Run errands for the classroom teacher. 4. Help with classroom housekeeping. 5. Organize materials needed for a lesson. 6. Make copies of materials needed for the lesson. 7. Help pass out materials to the students. 8. Arrange a bulletin board. 9. Check out books from the library to be used by students in the classroom. 10. Check out media to be used in a lesson. 11. Make a chart or graph. 12. Make a transparency or stencil. 13. Run a film, filmstrip, videotape, etc. 14. Get supplementary materials needed for a lesson (e.g., magazine illustrations, pamphlets, maps, etc.). 15. Develop a bibliography for an upcoming unit. 16. Correct papers. 17. Set up or help set up a lab. 18. Write news/assignments on the chalkboard. 19. Set up a learning center. 20. Set up an experiment or a demonstration. 21. Obtain a speaker to come to class, or help organize a class field trip. 22. Help gather materials for a class party. 23. Help make costumes for a class play. 24. Send out a class newsletter to parents. 25. Help individual students with seatwork. 26. Assist a small group. 27. Assist students with library research. 28. Monitor a test. 29. Hand out and collect materials. 30. Listen to an individual student read or recite a lesson. 31. Give a test or a quiz. 32. Read aloud or tell a story. 33. Help students in a learning center. 34. Accompany students to school office, bus, playground, after-school programs. 35. Help monitor the hallway, lunchroom, or playground.


 * Analysis of Instructional Planning and Impact on Learning**

1. What did the students learn from your lesson? How do you know they learned from your lesson? (Attach assessment tools from the lesson.) 2. What did you think about or consider when planning the lesson? (Be specific.) 3. What do you think was the most effective part of the lesson? Why? 4. How closely did you follow your lesson plan? If you deviated from the lesson plan, what decisions did you make during the lesson and why? 5. Were the activities/materials/visuals/aids appropriate? Why? Why not? 6. What part or parts of your plan would you consider changing before teaching this lesson again? 7. What do you see as your teaching strengths? 8. Identify a goal you would like to have your field-based supervisor assist you in achieving.


 * Checklist of Interview Techniques for Teaching Standards**

1. Before the Interview a. Establish the purpose for the interview. b. Request an appointment (time and place), giving sufficient time for the interview. c. Plan specific questions related to the purpose of the interview. d. Prioritize questions, asking the most important first.

2. During the Interview a. Be on time for the interview. b. Start the interview by restating the purpose of the interview. c. Take careful, objective notes-- try to list direct quotes as often as possible. d. Avoid inserting your own impressions or judgments. e. Limit the interview to no more than 15-30 minutes.

3. After the Interview a. Review with the respondent what has been said or heard. b. Express your appreciation for the interview. c. Offer to share the interview report with the interviewee.


 * School of Education Standards for Initial Preparation of Teachers**


 * 1. Understands Content:** The teacher understands the central concepts, tools of inquiry, and the structures of his/her discipline. The teacher demonstrates the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn meaningful subject matter.


 * 2. Understands Development:** The teacher understands how children learn and develop and can provide opportunities leading to active learning that support their intellectual, social, personal, and physical development.


 * 3. Understands Difference:** The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.


 * 4. Designs Instructional Strategies:** The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills while incorporating state and national standards.


 * 5. Manages and Motivates:** The teacher uses an understanding of individual and group motivation and behavior to establish a safe, orderly, and equitable learning environment that fosters positive social interaction, active engagement in learning and self-motivation.


 * 6. Communicates:** The teacher uses knowledge of effective verbal ,nonverbal, and media communication techniques with students and their constituents within and beyond the classroom. The teacher fosters active inquiry and engagement in lifelong learning to prepare students for workforce readiness.


 * 7. Plans for Instruction:** The teacher plans instruction based upon knowledge of students, subject matter, technology, curriculum goals, and the community.


 * 8. Evaluates:** The teacher understands, creates, selects, and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.


 * 9. Reflects on Practice:** The teacher is a reflective practitioner who continually evaluates the effects of his/her instructional choices and action on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.


 * 10. Participates in the Professional Community and Seeks Professional Growth:** The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being, reflects on their professional behaviors, and actively seeks opportunities for professional growth and development.

1 **1. Integrates Technology to Enhance Learning:** The teacher uses current technologies, software, and telecommunications networks to plan, design, deliver, and evaluate learning experiences to enhance learning. The teacher employs the ethical use of technology and uses it to further his/her professional productivity.


 * 12. Understands Evolution of Public Education and Its Legal and Ethical Responsibilities:** The teacher understands the foundations of public education, technological and societal changes in the schools, and upholds the legal and ethical responsibilities of the teaching profession.