Faculty of Education

Education 406T: Introductory Internship

Fall 2017

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Preface

The focus of the introductory internship is to begin the transition from being an intern to becoming a teacher. This will occur through observation and exploration of the practical aspects of teaching (i.e. teaching methods, curricula, daily routines, etc.) as well as through reflection on beliefs and assumptions about teaching and learning. Teacher interns will assume some teaching responsibilities in accordance with their readiness and recommendation and direction of the cooperating teacher. Interns may be assigned to schools in pairs and work collaboratively on lesson planning and instruction. The information contained in this booklet is not intended to be all-inclusive but is, instead, a guide to support the intern. It provides an overview of the roles and responsibilities of the various individuals involved. As a partner in the teacher education process, team members are asked to use their professional discretion to extend or supplement the information presented in this booklet with their own experience and research.

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A message from the Dean of Education On behalf of my colleagues in the Faculty of Education, I extend best wishes to all who are involved with the internship. The internship is a very important aspect of the transition from being a student to becoming a teacher. New teachers learn from co-operating teachers and other school personnel about the profession of teaching. I wish to thank all school personnel who continue to support and enhance the teacher internship. To our teacher interns, I wish you a successful and exciting time as you spend dedicated time and energy in classroom learning and teaching, working with your co-operating teachers, and responding to the many needs of your students. You are guests in the schools and classrooms to which you have been assigned and I know that you will be respectful of all those who work there and the community the school serves. I encourage you to contribute your knowledge and enthusiasm to the school and the learning process. To our faculty instructors, I know that you will continue to work with teacher interns to deepen their understandings of teaching and learning as they reflect on and analyze their experiences. Thank you again to all who are involved in this very important part of our teacher preparation program. With sincere good wishes, Kirk Anderson, Ph.D. Dean, Faculty of Education

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Table of Contents

1. Introductory Internship Diary .................................................................................5

2. Introductory Internship and Expectations .............................................................6

3. Transition to Teaching……………………………………………………………………………………..6-7

4. Intern Workload ......................................................................................................8

5. Internship Attendance Policy ..................................................................................8

6. Absence of Co-operating Teacher ...........................................................................8

7. Evaluation ................................................................................................................8

8. Responsibilities of Interns…………………………………………………………………………………..9

9. Responsibilities of Co-operating Teachers ............................................................10

10. Responsibilities of University Instructors .............................................................10

11. Online Learning Activities and Resources…………………………………………………….11-13

12. Contact Information – Field Services, Faculty of Education…………………………………14

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Fall Semester 2017

Introductory Internship Diary

September 6, 2017 Lectures begin September 25th, 2017 Internship commences. Interns report to their assigned schools. September 25th, 2017 Brightspace (D2L) postings for instructors from interns commence. Important: Post Daily!! October 6th, 2017 Internship ends. October 9th & 10th, 2017 Fall Semester Break.

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Expectations for the Introductory Internship The introductory internship will provide opportunities for growth and development as interns begin their transition from intern to professional teacher. To facilitate their growth, interns will be expected to articulate their thoughts and ideas about teaching and learning, the nature of schools, and the education system. Ideally, interns will work with more than one teacher, in more than one subject area. They will become familiar with the roles of specific personnel, such as school administrators, guidance counselors, specialized teachers, and others. They are also expected to become familiar with curriculum, school policies, and the organization of schools.

Transition to Teaching Interns should spend the first week fully engaged in observational activities in several classrooms. The observational dimension should be regarded as an active process of seeking answers to questions. Observation focuses on the salient aspects of the work of teachers and the teaching and learning process. During this time, interns should begin to understand classroom processes and develop an appreciation for the role of the teacher. Whenever possible, interns should be given an opportunity to:

Observe different teachers at work in a variety of classroom settings;

Gather information about school routines;

Examine curriculum guides and resource materials;

Observe individual differences among students, and;

Gather information on classroom organization and management. Interns need to understand how to observe and to develop keen observational skills. To facilitate the observation process, the following is a list of questions that might be used as the basis for your observation. You will be better observers if specific objectives are stated and observations recorded. You should observe the students, the school, professional and collegiate relationships, and procedures; however, you must be mindful of the privacy of those whom you are observing and the confidentiality which is required in a school setting. Think about the complexity of the learning environment and ask yourself:

How do teachers start their lessons?

Do teachers begin with reflection on previous experiences in past lessons?

How do teachers use resources for teaching?

How do teachers communicate with students?

What types of questions do teachers ask?

What types of questions do students ask?

How active are students’ voices in the lesson?

What activities do students initiate?

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What is the connection between students and the material with which they are working?

How is that connection created in the classroom?

What are the relationships among students, (i.e. working independently, working in groups)?

Is student work individual or collective?

Are students working on problems? Who sets the problems?

Are students actively listening?

Is the teacher listening to students?

Are both verbal and non-verbal communication present and valued?

What is the relationship between the teacher and students in the class?

What kinds of demands does the teacher make on the students?

What motivates the actions of the teacher?

How does the teacher motivate the students?

What kinds of behaviors do teachers adopt?

What kinds of behaviors do teachers expect from students?

Are the students’ experiences related to what they are learning?

How would you describe the students’ experiences: active, passive, individual, small group, whole group?

What role does reflection play in the lesson? How does the teacher create opportunities for reflective thinking? What techniques does the teacher use to enable students to reflect?

How do teachers change direction during the lesson?

How do they change the connection between students and material with which they are working?

How many decisions does the teacher make in a class lesson?

What kind of language and tone does the teacher use? How does it change? What initiates these changes?

Do teachers engage in negotiation with students? How? When?

Do teachers address student questions? How much value is given to student questions?

What is the pace and timing in the lesson like?

Can you see and hear evidence of short-term objectives and long-term objectives?

Do students leave the classroom? How is that managed?

What other kinds of interruptions occur that teachers have to manage?

Are female and male students treated equally in the classroom? Following the initial period of observation, interns will assume some responsibility to engage in classroom teaching. When actual teaching begins will depend on the readiness of the intern and the recommendation of the co-operating teacher. Some interns will enter the program with experiences that may allow them to feel more comfortable teaching a full lesson. Others may require more support from the co-operating teacher to adequately prepare for a classroom teaching experience.

Therefore, teaching responsibilities may be increased if the co-operating teacher determines that the intern is ready to assume additional classroom teaching. It is important that the teaching experiences be carefully planned with the co-operating teacher in order to ensure that interns experience success.

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Intern Workload

The interns will spend the full day in their assigned school and will participate in various school activities during the introductory internship, including teaching a minimum of two lessons. Interns are expected to observe different types of learning environments and when not in class, should participate in online learning activities with their peers and university supervisors. Interns are required to successfully complete all online activities and be available during the day to meet with co-operating teachers, other teachers, and school administrators. If these are evening activities, such as “Meet the Teacher” night, interns are expected to participate. If professional development days are scheduled, interns are expected to participate.

Intern Attendance Policy Attendance in the introductory internship is mandatory. Memorial University’s policy requires interns to follow the school’s schedule and not the University’s schedule as it pertains to holidays. Interns, therefore, assume the same responsibility for attendance as regular school staff. With the exception of illness or bereavement and sessions organized by the Faculty of Education or School District, interns are not permitted to leave school early or take days off. If an intern anticipates being absent, a written request must be made in writing to the Field Services Office, (c/o Sheri Roberts, email: sherir@mun.ca). In the event of absences due to illness or other legitimate reasons, an intern is expected to notify the co-operating teacher before classes begin for the day. We ask the co-operating teacher to inform the Field Services Office, Faculty of Education, of any absences. This includes unplanned school closures such as storms, heating or environmental problems, etc. The Field Services Office, in consultation with the co-operating teacher and university supervisor will determine how the intern will make up any missed time. This attendance policy is necessary to ensure that interns meet academic and teacher certification requirements.

Absence of the Co-operating Teacher In the event of any absence of the co-operating teacher, the Field Services Office will work with the school to ensure that the internship continues. During this time, the interns should continue their observations, or participation in teaching experiences. In the event of an absence of the co-operating teacher for the remainder of the introductory internship, the Field Services Office should be contacted immediately by school officials.

Evaluation The introductory internship is a period when interns are developing an analytical approach to teaching and need to be encouraged constantly to reflect on who they are as teachers. As part of the formative evaluation, interns should be encouraged to share ideas and be open to ideas and suggestions. This should be done on an ongoing basis throughout the two weeks of the internship and should involve both the co-operating teacher and the instructor. At the end of the introductory internship, co-operating teachers and university instructors will each assign a Pass/Fail grade that reflects the overall performance of the interns. Evaluation forms are provided by the Field Services Office to the co-operating teachers. These forms should be completed and returned to the Field Services Office to become part of the interns’ student file.

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Responsibilities of Interns

The intern is a guest in the school and in the classroom of the co-operating teacher(s) and accepts the responsibilities associated with the role of a teacher. Interns are expected to:

Display professional appearance in dress and etiquette

Be prompt, courteous and dependable (if illness or some other justifiable reason makes it necessary to be late or absent, the co-operating school should be notified at the earliest possible time)

Display competence in academic disciplines (teachable areas)

Develop plans for teaching experiences in conjunction with the co-operating teachers

Engage in critical and reflective analysis of their teaching experiences

Assist with classroom routines, such as maintaining attendance records, organizing and distributing materials, preparing visual displays and assisting with supervision

Respond to constructive criticism in a reflective and positive manner

Attend professional development sessions provided by the school

Teach two lessons under the guidance of co-operating teachers

Complete required online tasks within the stated timelines

Follow the professional Code of Ethics for teachers in the applicable jurisdiction (e.g., see the NLTA Code of Ethics – http://files.nlta.nl.ca/wp-content/uploads/public/documents/abcbook.pdf)

Maintain confidentiality with respect to information given by or about students. This includes information derived from student performance, student records, meetings and/or other sources.

Meet all school and university deadlines and schedules Interns are also expected to:

Participate in co-curricular activities

Become familiar with educational programs and the physical plan of the school

Engage in collaborative work in planning for teaching

Participate fully in the Brightspace (D2L) course activities and maintain contact with the Ed. 406T instructor on a daily basis.

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Responsibilities of Co-operating Teachers Co-operating teachers introduce interns to the realities and responsibilities of teaching in today’s classrooms. They will guide, coach and support the intern as they make this initial transition to the teaching profession. Co-operating teachers are encouraged to:

Prepare their own students to accept interns as professional teachers

Introduce interns to other school personnel and clarify their roles

Provide the opportunity for interns to observe various teachers/grades/subject areas

Familiarize interns with curriculum outcomes, guides, texts and resources

Share with the interns the yearly plan for the grade or course

Model various instructional strategies

Help interns to analyze and understand good teaching

Introduce interns to lesson planning and student assessment

Demonstrate a variety of classroom management techniques

Provide feedback to interns on his/her teaching session(s)

Complete a brief evaluation of the interns teaching

Discuss performance and expectations with interns

Assign a grade of pass or fail for interns.

Submit Introductory Internship Report to the Field Services Office c/o Sheri Roberts, via fax # 864-2001 or via scan and email to sherir@mun.ca.

Responsibilities of University Instructors University instructors are responsible for the effective delivery of Education 406T and should work with the Field Services Office to achieve that goal. They are encouraged to:

Provide a direct link between the university and the school

Interns should provide teachers with the email address of their 406T instructor

Maintain contact with the interns on a daily basis through the course

Support the work of administrators and co-operating teachers

Collaborate with other Education 406T instructors and other Fall Semester instructors

Mentor the interns in their introduction to curriculum and effective teaching

Introduce interns to skills of observing, listening and reflecting

Address inquiries from interns pertaining to their school experience

Create assigned tasks for interns

Select and post relevant literature

Maintain daily contact time online throughout the 10-day internship

Assist the interns in critical-reflective analysis of lessons by relating theory to practice

Assist the interns in planning for teaching

Read and respond to interns’ online postings

Participate in online discussions

Confirm that the interns have completed the online component of the internship

Confirm that interns have engaged in at least two teaching experiences

Assign a pass/fail grade for each intern at the end of the 10-day internship.

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Online Learning Activities Interns enrolled in Education 406T will participate in online activities organized within the Brightspace (D2L) course shell. The learning activities that follow complement the school component of the introductory internship and provide a forum for interns to reflect on their experience, dialogue with their peers and engage in activities to connect the theoretical and practical dimensions of teaching. Activity 1 - Reflective Journal: Seeing, hearing, thinking and feeling school Interns will write a daily reflection on their observations, as outlined below: For 8 out of the 10 days write a 250-300 word reflection on one or more of the questions listed below. At the end of 10 days you will have addressed close to half of the questions in each group. Please ensure to maintain confidentiality in your responses. Do not cite the names of students, teachers or schools. Be sure to clearly identify the question you have selected for your reflection. Instructional Planning:

1. How does a teacher open a lesson? 2. What do you think about planning for teaching? 3. Why do you think planning is important? 4. What positives and negatives do you think planning brings? 5. What different types of planning can you see yourself doing? 6. What is mental planning? 7. As a teacher, how will you prepare yourself for teaching? 8. What does it mean to ‘think on your feet’? Why do you need to do this? 9. How does a teacher close a lesson? Should the closing relate to the introduction? 10. How does a teacher know whether the students learned what he/she wanted them to learn?

The Dynamics of the School and Classroom:

1. Are your observations consistent with your memories of school and classrooms? 2. Is the use of classroom space and building space different? How has it changed? 3. Has the school schedule changed? What do you remember about school schedules? 4. How many different roles and responsibilities do you remember from the schools you attended?

Are they the same in your introductory internship school? 5. What do you understand by ‘instructional time’? How do you remember instructional time as a

student in school? Is it the same or different as you see, hear, think and feel your introductory internship school?

6. Were you engaged in extracurricular activities in school? How do they compare with your introductory internship school? What is the value of such activities?

7. How are your school and community related? Do you believe it is an important relationship? 8. What do you think is meant by ‘student engagement’? As a student, how were you engaged in

classes? How is engagement in the introductory internship school similar to or different from your experience as you remember it?

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9. How do you describe an effective learning environment? Describe an effective learning experience from your days as a student.

10. You are learning about educational relationships. What have you observed about the ways that teachers relate to students daily? What conclusions can you draw about the teacher-learner relationship? Is this relationship the same as when you were in school? How has it changed?

11. What are some of the challenges in motivating students today? What motivated you when you were in school?

12. What effective classroom management techniques have you observed being used by teachers? Why do you think these approaches were successful?

Activity 2 – The Engaged Learner (Due: Friday, October 6, 2017) Meaningful and engaged learning addresses the role of teachers and their students in a unique way. Teachers become facilitators of learning and co-learners with students in their classrooms. Teachers are not simply givers of information. Teachers also act as guides to finding information, demonstrators of certain skills, and models of reflection. Teachers raise questions, mediate differing perspectives, and challenge assumptions. Classroom students explore concepts, apply skills and reflect upon their discoveries. They also become teachers themselves by integrating what they’ve learned. Hence, they become knowledge generators in their own right. As interns in the Intermediate/Secondary program you will make the transition from intern to teacher in the classroom. As such, you begin to understand the nature of student engagement and to examine the different ways that teachers engage their students. In the first five days of the introductory internship, you will have the opportunity to observe teachers in different disciplines and learning environments. Identify and describe three ways in which teachers you observed have engaged the students in their classroom and post your own ideas on effective ways to engage learners. Include what you consider the criteria for engagement.

Activity 3 – Reflection Paper on your Introductory Internship (Due: Sunday, October 8, 2017) In the ED 5000 Teacher Development Seminar you wrote an autobiography outlining why you want to become a teacher. Please review your autobiography, then consider and respond to the following questions:

1. Has your perspective of teaching changed as a result of your first field experience? 2. Describe a moment where a student’s question, thought or action impacted your idea of what it is

to be a teacher. 3. How have your beliefs about teaching and learning been affected? 4. What new insights have you gained through your experience in the school? 5. What new goals have you established for yourself?

Reflection on these questions should contribute to writing your Philosophy of Teaching for your ED 5000 course.

(Source: (Silvern, Stephen B. “Early Childhood Pre-service Teachers’ Beliefs,” Free Library, retrieved April, 2011)).

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Library Holdings and/or Resources Introductory Internship Handbook: Memorial University of Newfoundland, St. John’s. 2012.

Newfoundland & Labrador Teachers’ Association: www.nlta.nl.ca.

Brightspace (D2L) – Online Component A D2L online component will be available for this course. The intern and the university supervisor will use this forum to engage in the learning activities designed for the introductory internship.

Other Links: Faculty of Education: http://www.mun.ca/ed NLTA Code of Ethics: http://files.nlta.nl.ca/wp-content/uploads/public/documents/abcbook.pdf Schools’ Act (1997): http://www.assembly.nl.ca/legislation/sr/statutes/s12-2.htm Department of Education: http://www.ed.gov.nl.ca/edu/ Newfoundland and Labrador English School District: www.nlesd.ca Centre for Innovation in Teaching and Learning: https://www.citl.mun.ca/

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Contact Information Faculty of Education - Field Services The Field Services Office, Faculty of Education, co-ordinates the internship programs and is responsible for their administration. Academic Program Administrator: Sheri Roberts, email: sherir@mun.ca, Tel: (709) 864-8599 Fax: (709) 864-2001. Co-ordinator, Field Services: Hayward Blake, email:hblake@mun.ca, Tel: (709) 864-2169

Mailing address:

Field Services Office Undergraduate Programs

Faculty of Education Memorial University of Newfoundland

E2024 St. John’s, NL, Canada

A1B 3X8