clinical experience handbook : internship i - fall 2021

C L I N I C A L E X P E R I E N C E S

EDUCATION.VIRGINIA.EDU

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Clinical Experience Handbook: Internship I - Fall 2021 At the School of Education and Human Development, our students – called teacher candidates - connect theory to practice in multiple, sequenced clinical experiences from the very beginning of their program through the culminating teaching internship. Clinical experiences begin with observation and individual, one-on-one work with preK-12 students, building to full management of day-to-day classroom work under the guidance of exemplary educators. Teacher candidates implement research-based pedagogical strategies to serve the needs of increasingly diverse student populations. In this way, the clinical experience is mutually beneficial for the candidates refining their craft and the students in our community whose social and academic success is impacted by the candidates. This pacing guide is designed to support teacher candidates in UVA’s graduate and undergraduate teacher education programs as they complete Internship I, a half-time clinical experience. For addition details and clinical experience policies, please refer to the UVA Teacher Education Clinical Experience Website: https://education.virginia.edu/clinical-experiences.

Table of Contents Glossary ..................................................................................................................................................................................................... 2 Clinical Experience Overview .................................................................................................................................................................. 4 Getting Started: Teacher Candidate Checklist ....................................................................................................................................... 5 Pacing Guide: Internship I ........................................................................................................................................................................ 7 Evaluation ................................................................................................................................................................................................. 10 Program Contacts ................................................................................................................................................................................... 24

https://education.virginia.edu/clinical-experiences



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GLOSSARY Anthology Portfolio (AP): Our database and assessment management system, formerly known as Chalk and Wire. Clinical Coach: The clinical coach is the liaison between the teacher candidate, the mentor teacher, and the licensure program. A clinical coach serves as a crucial resource for candidates during clinical experiences. Coaches guide candidates through their video observation cycles, provide constructive feedback, and offer ongoing support. The clinical coach is often referred to as a “university supervisor” in other contexts. When applying for jobs, candidates will likely be asked to provide a copy of the coach’s evaluation and letter of recommendation, so it is important for candidates to build and maintain a relationship with the coach. Candidates may work with the same coach all year, or a different coach may be assigned in the spring. Clinical Practice: Clinical practice encompasses all of a candidate’s work in preK-12 schools throughout their program. Candidates complete a range of clinical experiences, including practicum and internship experiences. From the AACTE Clinical Practice Commission (2018): “Teacher candidates’ work in authentic educational settings and engagement in the pedagogical work of the profession of teaching, closely integrated with educator preparation course work and supported by a formal school-university partnership. Clinical practice is a specific form of what is traditionally known as field work.” Internship I: A half-time clinical experience, completed the semester before Internship II. The candidate works closely with a mentor teacher for half of the week (either half-days across the week or 2-3 full days/week), observing and assisting the mentor in their duties. Internship II: Also known as “student teaching,” Internship II is a full time, semester-long student teaching internship. The candidate works closely with a mentor teacher and their team, gradually assuming all classroom duties (planning, instruction, assessment, parent relationships/communications, and more) and demonstrating all competencies across the semester. Mentor Teacher: A mentor teacher is a full-time preK-12 teacher who agrees to hosts a teacher candidate for a clinical practice experience (practicum, half-time internship, or full-time student teaching). The mentor teacher is licensed in the candidate’s program area, has teaching experience, and is endorsed by their department chair or administrator. Mentor teachers work closely with teacher candidates to help candidates develop their professional and pedagogical skills. When applying for jobs, candidates will likely be asked to provide a copy of the mentor’s evaluation and letter of recommendation, so it is important for candidates to build and maintain a relationship with the mentor. Candidates will work with a different mentor teacher each semester to give them teaching and learning opportunities in different contexts (e.g., grade level, school setting). Observation Cycle: During the yearlong internship sequence, interns complete structured observation cycles in which they analyze and reflect on their teaching. The clinical coach guides the candidate through the observation process, providing targeted feedback to prompt candidates’ thinking. Clinical coaches use one of two protocols for observation.



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• Capturing Observations and Collaboratively sHaring Educational Data (COACHED) is an online teacher observation and feedback system. Within COACHED is the Classroom Teaching (CT) Scan observation tool, feedback templates, and embedded professional development videos. COACHED also has a reflection matrix to help teacher candidates reflect on an assigned portion of their lesson. COACHED can be used by an observer and teacher candidate, or for self-observations. This coaching model is used for special education.

• MyTeachingPartner-Preservice™ (MTP-P): MyTeachingPartner™, or MTP, is a system of professional-development supports developed through the Center for Advanced Study of Teaching and Learning (CASTL). MTP improves teacher-student interactions, which in turn, increases student learning and development. MTP-P relies on a standardized observational assessment of teacher-student interactions—the Classroom Assessment Scoring System, or CLASS—as the primary way to observe and define effective practice. This coaching model is used for early childhood, elementary, secondary, and ESL education.

Practicum: Regular clinical experiences early in a candidate’s program that usually involve a few hours per week and/or limited direct instruction of students. Examples of a practicum experiences might be observing a classroom teacher twice a week, serving as a classroom assistant one day a week, or providing individualize instruction to a student each week. Teacher Candidate: The teacher candidate (sometimes also called intern or preservice teacher) is a student in one of the licensure programs noted above. The candidate takes education courses – which often include a clinical experience component – to learn about how preK-12 students learn and develop, content and pedagogy, and more. Candidates apply their learning through a sequence of clinical experiences, including early practicum experiences, Internship I, and Internship II. Upon completion of all course and clinical requirements, candidates are eligible for a professional teaching license. Teacher candidates may be enrolled in one of three programs:

• Bachelor of Science in Education (B.S.Ed.) – undergraduate-level • Bachelor/Master of Teaching (B/MT) – graduate-level • Post-graduate Master of Teaching (PGMT) – graduate-level

https://education.virginia.edu/classroom-assessment-scoring-system

https://education.virginia.edu/research/centers/castl/class



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CLINICAL EXPERIENCE OVERVIEW UVA teacher candidates complete a series of structured clinical experiences that connect theory to practice from the very beginning of their program through the culminating full-time student teaching internship. Clinical experiences begin with observation and individual work with students, building to full management of day-to-day classroom work under the guidance of exemplary educators in our partner schools and school divisions.

Practicum Internship I Internship II Graduate candidates (M.T.) complete a summer practicum. Placements are designed in consultation with school and community partners. Candidates focus on building relationships with students and teachers, observing and understanding planning/instruction/assessment, and becoming familiar with the P-12 school environment. Due to COVID-19, candidates did not complete a summer 2021 practicum. Undergraduate candidates (B.S.Ed.) complete two practicum experiences during their third year: • Fall: individual literacy instruction • Spring: classroom-based instruction in the

area of endorsement

All graduate and undergraduate candidates complete Internship I. Each candidate works closely with an assigned mentor teacher for half of the week (either half-days across the week or 2-3 full days/week), observing and assisting the mentor in their duties. The candidate gradually assumes responsibility for individual lessons and microteaching opportunities each week.

All graduate and undergraduate candidates complete Internship II. Also known as “student teaching,” Internship II is a full time, semester-long student teaching internship. The candidate works closely with a mentor teacher and their team, gradually assuming all classroom duties (planning, instruction, assessment, parent relationships and communication, and more) and demonstrating all competencies across the semester.

Structure: 30-45 hours per semester Structure: 16-24 hours/week in schools across the entire semester

Structure: 16 full-time weeks. Candidates complete 640 hours of clinical work, which include a minimum of 150 direct teaching hours.

Feedback and Evaluation: Candidates and their mentor teachers complete a practicum evaluation. This shortened version of the internship evaluation helps candidates identify specific areas of strength and opportunities for improvement as they move forward to Internship I.

Feedback and Evaluation: 3 observation cycles 1 internship evaluation (end of semester)

Feedback and Evaluation: 5 observation cycles 2 internship evaluations (midpoint and end of semester)

Information regarding observations cycles and the internship evaluation is included in this guide



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GETTING STARTED: TEACHER CANDIDATE CHECKLIST This list serves as a starting point for interns, but there may be additional tasks to complete prior to and at the start of the internship. The internship and seminar instructors, mentor teacher, or clinical coach will communicate any additional requirements. It is important to check your email daily and to respond to emails in a timely and professional manner. Connect with your mentor teacher

o Email your mentor teacher to introduce yourself and find out how you can prepare for the first week of the placement. o Make plans for when you will arrive and leave each day. o Plan your schedule for the first week. Include any staff professional development and back-to-school events you need

to attend. o Ask if there are materials you should review, such as curriculum documents and pacing guides.

Complete your background check and associated paperwork o Check your inbox and spam folder daily to receive information about your background check and other requirements. o Follow the directions of your assigned school or division to complete your background check and associated

paperwork. Take care of the requirements quickly to avoid delays in processing your paperwork and starting your internship.

Review the internship policies o A complete list of internship policies is available on the home page of the clinical experience website. Review these

policies carefully and reach out to your internship instructor with any questions. Set up your portfolio table of contents in Anthology Portfolio

o Access the directions on the clinical experience website under “Anthology.” o M.T. students should choose “Master of Teaching (Class of 2022)” for the table of contents. o B.S.Ed. students should choose “Bachelor of Science in Education (Class of 2022)” for the table of contents.

Plan your travel between your home, your placement, and UVA o Connect with other students at your assigned school to discuss options for carpooling. o Review the schedules for University Transportation Services and Charlottesville Area Transit. o Do a dry run and practice traveling between locations. Do this on a weekday when traffic and public transportation

schedules will be most similar to the conditions when you will attend placement. Keep in mind that traffic will increase significantly when students return to grounds in late August.



https://parking.virginia.edu/university-transit-service

https://www.charlottesville.gov/470/Transit



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Prepare for your first triad meeting

o Your clinical coach will reach out to set up an initial meeting with you and your mentor teacher, called a “triad meeting.” At this meeting, make sure you have your CLASS Dimensions Guide and your fall schedule. You will review the pacing guide for the semester, noting approximately when your coaching cycles will take place and what dimensions they will include. You should also review important dates on the school calendar and your own calendar for the semester.

o Make a communication plan with your mentor coach (Resource: Intern Mentor Coach Communication Plan). Ask for their preferred mode of communication (text, phone call, email) and the hours they typically monitor work communications.

Ask your mentor if the school has a media opt-out form o If you can use the school form, no additional paperwork is needed. Work with your mentor to make a list of students

who cannot be recorded during your observations. o If you do not have a school form, use the form available on the clinical experience website under “Internship Forms

and Resources.” Keep copies of these forms. You do not need to submit them to the Teacher Education office. Film a trial video

o During the first two weeks of your placement, film a 15-minute trial video and submit it through your portfolio. Directions for the trial video are included on the submission page. Access the directions to submit content on the clinical experience website under “Anthology.”

o If you have difficulty with Anthology, first consult the user guide and reach out to Anthology Portfolio user support. If you still have questions, reach out to Tim Cannon at [email protected].

https://docs.google.com/document/d/1GU9gFsICy4LWsa0hkehhcaSJcMPkkwaAQb8f09yMQj4/edit?usp=sharing



mailto:[email protected]



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PACING GUIDE: INTERNSHIP I Interns in the graduate program (Master of Teaching) begin their internships August 16, while students in the undergraduate (Bachelor of Science) program begin their internships August 23. Regardless of start date, all interns are on week 2 from 8/23-8/27, week 3 from 8/30-9/3, and so forth to maintain alignment between the programs. All interns should plan on completing the first observation cycle by the end of week 5 (9/13-9/17).

Dates Areas of Focus

Candidate Activities and Responsibilities

Ways Candidates Can Engage with and Support Students and Mentor Teacher

Week 1 8/16-8/20

Professional Engagement

Attend all pre-year meetings, conferences, and professional development with the assigned Mentor Teacher (MT)

Review curriculum/pacing guides, materials, and resources available from the MT and the school/school division

Become acquainted with school community, including school division policies and priorities, faculty and staff

Actively assist and work with individual and small groups of students

Participate in initial triad meeting with clinical coach and mentor teacher

• Actively observe/listen in team/PLC/grade level/departmental meetings

• Support with the preparation of instructional materials and resources for learning

• Actively participate in professional development opportunities

Week 2 8/23-8/27



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Week 3 8/30-9/3

Positive Climate

Instructional Learning Formats

Attend all meetings with the assigned Mentor Teacher (MT)

Actively assist and work with individual and small groups of students

Complete first observation cycle by the end of week 5

• Greet students and use students’ names regularly • Establish positive rapport with students • Take attendance (with modeling/guidance) • Compile materials for absent students (with

modeling/guidance) • Work with individual students/groups of students in in

ways identified by the MT • Prepare instructional materials and resources • Check student homework/classwork • Assess and provide feedback on student work with

guidance (i.e., answer key, rubric, guidelines, sample comments)

• Reflect on own efficacy related to interactions with students and supporting instruction

Week 4 9/6-9/10

Week 5 9/13-9/17

Week 6 9/20-9/24

Behavior Management Content Understanding

Assume and maintain responsibility for 2-4 microteaching opportunities per week (i.e., short segments of whole-class instruction such as reviewing homework, leading warm-up activities, providing directions, etc.) Continue to actively assist and work with individual and small groups of students

Complete second observation cycle by the end of week 8

All of the above and… • Plan and implement lesson segments (such as mini-

lessons, review sessions, etc.), 10-20 minutes in length (with gradually decreasing guidance and increasing autonomy)

• Effectively provide verbal and non-verbal redirection cues to students (with gradually decreasing modeling/guidance and increasing autonomy)

• Participate in team/PLC/grade level/departmental meetings as appropriate

• Reflect on own efficacy related to classroom management and instructional planning and delivery

Week 7 9/27-10/1

Week 8 10/4-10/8

Week 9 10/11-10/15



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Week 10 10/18-10/22

Teacher Sensitivity

Quality of Feedback

Assume responsibility for planning and implementing at least one full lesson each week

Continue to actively assist and work with individual and small groups of students

Complete third observation cycle by the end of week 13

All of the above, and… • Demonstrate positive rapport with students,

individually, in small groups, and whole class via synchronous sessions

• Plan, build, and implement full lessons (with gradually decreasing guidance and increasing autonomy)

• Develop/select assessment prompts (with gradually decreasing guidance and increasing autonomy)

• Provide oral and written feedback to students Develop/select assessment prompts (with gradually decreasing guidance and increasing autonomy)

• Articulate and uphold clear expectations for student behavior and performance (with gradually decreasing modeling/guidance and increasing autonomy)

• Reflect on own efficacy related to classroom management and instructional planning and delivery

Week 11 10/25-10/29

Week 12 11/1-11/5

Week 13 11/8-11/12

Week 14 11/15-11/19

Reflection and Goal Setting

Continue planning and implementing at least one full lesson each week

Continue to actively assist and work with individual and small groups of students Complete self-evaluation in Anthology Portfolio Participate in final triad meeting with clinical coach and mentor teacher

All of the above, and… • Reflect on own efficacy related to instructional delivery

and classroom management • Set professional goals for Internship II

Week 15 11/22-11/24



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EVALUATION Observation Cycles During the yearlong internship sequence, interns complete structured observation cycles in which they analyze and reflect on their teaching. The clinical coach guides the candidate through the observation process, providing targeted feedback to prompt candidates’ thinking. The use of video allows the intern and coach to review specific lesson segments aligned with identified areas of focus. Students complete three observation cycles during Internship I and five observation cycles during Internship II.



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Internship Evaluation The internship evaluation provides a framework for interns, mentor teachers, and clinical coaches to monitor and support the interns’ growth during the yearlong internship sequence. Developed in collaboration with P-12 stakeholders, the internship evaluation measures interns’ development on competencies aligned to the Virginia Department of Education’s Uniform Performance Standards for Teachers and the InTASC Model Core Teaching Standards and Learning Progressions for Teachers. Interns are evaluated three times during the internship sequence: at the end of Internship I, at the midpoint of Internship II, and at the end of Internship II. During each evaluation period, the intern completes a self-evaluation, while the mentor and coach complete evaluations of the intern. After completing their evaluations, the intern, mentor teacher, and clinical meet to discuss areas of strength and next steps for growth. There are four categories on the evaluation rating scale: exemplary, proficient, developing, and unacceptable.

• Unacceptable refers to consistent performance below the established standard or in a manner that is inconsistent with the school’s mission and goals. If a candidate scores in the unacceptable range, the mentor, clinical coach, and internship instructor meet with the candidate to discuss strategies for improving performance.

• Developing refers to inconsistent performance below the established standard expressed in the evaluation criteria. A developing teacher candidate's performance may require more support than is typically provided to a first-year teacher. UVA teacher candidates are developing throughout much of the program, and candidates should expect to see some developing ratings during early practicum experiences, Internship I, and a portion of Internship II.

• Proficient refers to performance that consistently demonstrates a particular competency or indicator expressed in the evaluation criteria. A proficient teacher candidate’s performance requires only the support routinely provided to first year teachers. The program expectation is that candidates will be proficient in most or all areas by the end of the teacher education program.

• Exemplary refers to performance, accomplishments, and behaviors that consistently and considerably surpass the established standard and the expectations of a first-year teacher. Candidates may be exemplary in a few areas at the end of the program, but there is no expectation that teacher candidates are exemplary in all areas.

The internship evaluation is a developmental continuum, the expectation is that interns meet the proficient rating in most or all areas by the end of the teacher education program. The program does not expect interns to be proficient in every area during the first few clinical experiences, nor are interns expected to earn exemplary ratings by the end of the program. Directions for completing the internship evaluation in Anthology Portfolio are available on the clinical experience website and will be shared via email during the evaluation periods. A copy of the evaluation is provided below.

https://www.doe.virginia.gov/teaching/performance_evaluation/teacher/index.shtml

https://www.doe.virginia.gov/teaching/performance_evaluation/teacher/index.shtml

https://ccsso.org/sites/default/files/2017-12/2013_INTASC_Learning_Progressions_for_Teachers.pdf



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PROGRAM CONTACTS Interns: If you have questions or concerns, reach out to your mentor teacher, clinical coach, and internship instructor. Coaches and mentors: If you have questions or concerns, reach out to the internship instructor listed below. Anthology Portfolio support: Tim Cannon, [email protected]

Master of Teaching (Graduate Students) Internship Instructors

Elementary – PGMT students Kristen Jones, [email protected] Elementary – B/MT students Judy Paulick, [email protected] English Natasha Heny, [email protected] English as a Second Language Chris Chang-Bacon, [email protected] Mathematics Kyong Mi Choi, [email protected] Science Frackson Mumba, [email protected] Social Studies Stephanie Van Hover, [email protected] Special Education Jane Quenneville, [email protected]

Bachelor of Science in Education (Undergraduate Students)

Internship Instructors Early Childhood Allison Leach, [email protected] Elementary Stephen Plaskon, [email protected] Special Education Jane Quenneville, [email protected]

Additional Contacts

Director of Clinical Practice and Partnerships Jeff Davis, [email protected]

Teacher Education Specialist Cody Lloyd, [email protected]

Counseling and Psychological Services (CAPS) https://www.studenthealth.virginia.edu/caps

Student Disability Access Center (SDAC) https://studenthealth.virginia.edu/sdac















https://www.studenthealth.virginia.edu/caps

https://studenthealth.virginia.edu/sdac

clinical experience handbook : internship i - fall 2021

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