Special Education Internship Handbook

George Mason University

College of Education and Human Development

ED/LD/MR and Students with Disabilities Accessing the General Curriculum

2010-2011
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TABLE OF CONTENTS
INTERNSHIP PURPOSE AND OBJECTIVES .............................................................................3 Purpose of Internship ..............................................................................................................3 Minimum Requirements .........................................................................................................3 Before You Participate in Your Internship .............................................................................3 Internship Application/Placement/Registration Process .........................................................4 TYPES OF INTERNSHIPS AND TIME REQUIREMENTS ........................................................4 Types of Internships ................................................................................................................5 Time Requirements and Waivers ............................................................................................5 INTERNSHIP ADMINISTRATIVE PROCEDURES AND GUIDELINES .................................5 On-Site Intern Expectations ....................................................................................................6 Responsibilities of Student Intern ...........................................................................................6 Additional Requirements for Internships requiring placement ...............................................7 Responsibilities of the Field Placement Specialist .................................................................7 Responsibilities of the University Supervisor.........................................................................8 Responsibilities of the Cooperating Teacher ..........................................................................9 Documentation for Cooperating Teacher................................................................................9 Documentation for Intern ......................................................................................................10 Documentation for University Supervisor ............................................................................11 EVALUATION..............................................................................................................................11 GRADING POLICY .....................................................................................................................11 SPECIAL ASSISTANCE FOR INTERNS ...................................................................................12 APPENDICES: Internship Forms .................................................................................................14 Appendix A: Log of Hours ..................................................................................................15 Appendix B: Internship Checklist ........................................................................................17 Appendix C: Internship Evaluation by the Intern ................................................................18 Appendix D-1, D-2: Internship Planning Guide, Lesson Plan Format ................................20 Appendix E: Evaluations of Interns .....................................................................................22 Appendix F: Summary of Placement, Supervisors, Hours, & Final Grade .........................25 Appendix G: Summary Observation Report ........................................................................26 Appendix H: Bi-Weekly Progress Report on Intern ............................................................27 Appendix I: Evaluations of University Supervisor & Clinical Faculty ...............................28

INTERNSHIP PURPOSE AND OBJECTIVES

Purpose of Internship The primary purpose of the internship in special education is to integrate, apply and refine student competencies necessary for independent functioning as a special educator in a variety of settings. Expected competencies will vary according to the specific area of study within special education, licensure requirements, and professional goals of individual students. Students in each setting will apply effective techniques and procedures and will engage in activities which contribute to the smooth functioning of the specific internship experience. Depending on the internship experience, students will be expected to demonstrate competencies from among the following: human relations, organization and preparation, assessment, communication skills, classroom management, subject matter knowledge, individual and group instructional skills, and self-monitoring. Internship Requirements All students must complete two university-supervised internship experiences: one internship experience must be at the elementary level and the other at the secondary level which can be at either the middle or high school (4 credit hours total). During the internship/s, you must work with students in all areas of disabilities for which you are seeking endorsement. For example, if you are seeking ED/LD/MR endorsement, you will need to work with students with ED, LD and MR or if you are in the licensure certificate program Students with Disabilities Accessing the General Curriculum, you will need to work with students with disabilities pursuing SOL or VGLA content. BEFORE YOU PARTICIPATE IN YOUR INTERNSHIP Pre-Requisite Course/Curriculum Requirements The student must be concurrently enrolled or have completed EDSE 628 to be eligible for the elementary internship. The student must be concurrently enrolled or have completed EDSE 629 before you are eligible for the secondary internship. The student must have a GPA of 3.0 or better in professional coursework and be in good standing according to College of Education and Human Development (CEHD) criteria. The student must have attained satisfactory evaluations in special education field experiences. If the student receives a grade of C in any licensure coursework, CEHD cannot recommend the student for state licensure. The student must have taken and passed the Praxis I (or state approved substitute), the Virginia Reading Assessment (VRA), and the Virginia Communication and Literacy Assessment (VCLA) no less than 2 weeks prior to starting the internship experience.

INTERNSHIP APPLICATION/PLACEMENT/REGISTRATION PROCESS Applications Procedures The student must complete and submit an internship application and all supporting documentation to the Field Placement Specialist (FPS) by the deadline. The application can be found through the following link: http://cehd.gmu.edu/teacher/intpract. Deadlines for internships are as follows: Placement by George Mason University (Mason): Summer/FallFebruary 15 SpringSeptember 15 On the Job: Summer/ Fall May 1 SpringDecember 1 The Field Placement Specialist (FPS) will contact internship applicants via George Mason University (Mason) email two to three weeks following the application deadline to confirm that the interns application has been received and approved. The confirmation email will also include an overview of the internship as well as information on the orientation meeting. Once the application is received, it will be sent to the school division for placement if you have requested that Mason place you in an internship setting. The FPS will inform you of your placement approximately two to four weeks prior to the start of the internship via your Mason email. Included in the same email will be instructions on how to proceed with your internship. A university supervisor is assigned to each intern. The university supervisor will contact the intern approximately two or three weeks prior to the start of the internship via Mason email. Once confirmation that the internship has been approved, the student will register for EDSE 790. Standard internships are 2 credits. Students who wish to complete an internship for other than 2 credits must request permission from an advisor during the application process. Cohort students will find registration instructions on the cohort Blackboard site. Traditional (non-cohort) students register at http://patriotweb.gmu.edu.

Confirmation/Approval

Placement applications (not applicable for onthe-job internships)

Assignment of University Supervisor

Credit Registration

TYPES OF INTERNSHIPS, TIME REQUIREMENTS AND WAIVER PROCEDURES

Types of Internships Due to the fact that internships vary across and within endorsement areas, students should check prerequisites for participation with their advisor.

1.

On-the-Job Internships Students fulfill their internship requirements at their job sites. The internship is monitored by an on-site cooperating teacher appointed by the schools principal. Students must contact the school principal to arrange this internship and cooperating teacher appointment. Students teaching in the Mason L.I.F.E program may also apply for an on-the-job internship with approval from the LIFE Program Director.

2.

Internships requiring placement Internships requiring placement are conducted in approved clinics, private and public schools and institutions educating students with disabilities in the intern's area of specialization. Approval of the setting is based on professional accreditation and the availability of a qualified person to serve as the cooperating teacher. On-campus internships may also be available in which several interns work with small groups of pupils in a university-operated program such as CompuWrite. Time Requirements

Internships vary in length depending upon the number of credits to be earned, the type of internship, and the number of different settings required. The following guidelines are used to determine the length of licensure internships: 1 credit hour 75 contact hours equivalent 2 credit hours 150 contact hours 3 credit hours225 contact hours 4 credit hours300 contact hours ----2.5-3 weeks full-time or its

4-5 weeks full-time or its equivalent 6-8 weeks full-time or its equivalent 9-11 weeks full-time or its equivalent

INTERNSHIP ADMINISTRATIVE PROCEDURES AND GUIDELINES

Student Pre-Internship Responsibilities 1. Students must complete an internship application based on the type of internship they choose to complete either the internship application packet for on-the-job internships or the internship application packet requesting placement. All applications must be signed by academic advisors before submission to the FPS. Deadlines are as follows: Placement by George Mason University (Mason): Summer/FallFebruary 15 SpringSeptember 15 On the Job: Summer/ Fall May 1 SpringDecember 1
Note: For students completing an On-the-Job internship, TB tests are not necessary as they are already on file with the school division. For those students seeking an internship placement, a TB test is required. Results of a chest x-ray or TB skin test must be presented to the Office of Academic and Student Affairs with the application for internship. Skin tests, valid for one year, may be obtained through Health Services at Mason, public health departments, or private physicians.

2.

Each student is to prepare a resume and a goals statement. The goals statement should be limited to two typewritten pages and included in the internship application packet provided to the students advisor. Students requesting internship placement must submit 4 copies of the internship packet. Students who are not requesting placement (i.e. completing an on-the-job internship) should submit 2 copies of the application packet. Students should retain a copy of the packet for their records. Interns are strongly encouraged to purchase professional liability insurance through membership in the Student Virginia Education Association, the Council for Exceptional Children, or through a private carrier in case of civil legal action. *Interns employed by a school division are encouraged to purchase additional coverage to supplement what is provided. ON-SITE INTERN EXPECTATIONS

3.

NOTE: If interns do not comply with the following on-site expectations, school divisions have the right to request an intern be removed from his/her assigned location. There is no guarantee that an intern will be approved for an alternate assignment or location. Due process will be followed by the College of Education and Human Development. ATTENDANCE Interns who are placed by Mason are required to follow the cooperating teachers daily schedule. Interns must be punctual, arrive when the cooperating teacher arrives, and leave when the cooperating teacher leaves. When an absence is unavoidable, the intern must notify the school office personnel, cooperating teacher, and university supervisor as far in advance as possible. If the intern is absent on a day when he/she is expected to teach, lesson plans and materials must be delivered to the cooperating teacher before class begins. Students who are completing on-the-job internship are expected to adhere to their regular work schedule and responsibilities.

PERSONAL APPEARANCE AND PROFESSIONAL CONDUCT Interns must dress professionally and exhibit professional behavior in their assigned school. Interns must read their assigned schools faculty handbook and conform to the professional expectations of their host school. HOLIDAYS AND VACATIONS Interns must follow the school year calendar of their assigned school. Mason may have days off that the school does not. If that is the case, interns must follow their assigned schools schedule. SUBSTITUTE TEACHING An intern may not act as a substitute teacher. A school division-designated substitute teacher is provided when a cooperating teacher is absent. EXPLORATORY ACTIVITIESInterns should participate in at least 3 to exploratory activities such as observing other classes, attending school functions, etc. to enhance their knowledge of the school environment. The intern should not have teaching responsibilities in the classroom when he/she engages in these activities. Responsibilities of Student Intern Specific responsibilities depend upon type of internship, the setting and the time commitment. Nonetheless, there are common responsibilities, which apply across settings. The following are responsibilities of all licensure internships: Internship Notebook - Each intern should organize a three-ring notebook with tabbed sections for plans and other documentation. 1. Log of Hours - Each intern is to keep an on-going time log of his/her activities in the internship experience. Instructions and the form are provided in Appendix A. (Make additional copies of the log form as needed.) The university supervisor also may request anecdotal records or other documentation. 2. Lesson Plans - Lesson plans should be kept in the notebook and be readily accessible to the university supervisor and cooperating teacher. Use the format provided in Appendix D-2. 3. Internship Evaluations - Evaluations or reports completed by the university supervisor and the clinical faculty/cooperating teacher should be kept in chronological order in this section. 4. Internship Checklist - The list in Appendix B should be kept in the internship notebook and used to record completion of responsibilities. 5. Interns will attend an initial orientation session on campus with the university supervisor. 6. Participate in internship meetings as required. 7. Turn in biweekly reports to the university supervisors. 8. Assist in drafting an IEP and attend an IEP conference. 9. At the end of the internship, complete the evaluation forms in Appendix I-1 and I-2. Additional Requirements for Interns Who Have Received Mason Placements

1.

As soon as placements are confirmed, students have responsibility for arranging an introductory conference with the cooperating teacher. Students are expected to maintain the same hours as cooperating teachers except for attendance at group meetings that are scheduled by the university supervisor. Interns will assist with playground, bus, and other duties, which are a regular part of the school day. During the first days of internship experiences, the student will be oriented to: a. the school, to observe services provided to special education students in general and special education settings; the classroom routines and management procedures through observation and discussion with the clinical faculty/cooperating teacher; review student records to clearly understand student needs for planning purposes.

2.

3. 4.

b.

c. 5.

As soon as possible, the intern will assume individual and small group responsibilities and later will gradually assume responsibility for the entire group. The timeline for complete takeover of responsibilities is to be developed with the cooperating teacher and the university supervisor.

Responsibilities of the Field Placement Specialist 1. 2. Provides clarification for any questions that the student has at the time an application is presented. When placement is requested, forwards the completed application for the internship to the appropriate school division office or agency for placement. Employs adjunct faculty to serve as university supervisors. Assists the student, the public school supervisor, and university supervisor as necessary. For internships requiring placement: a. b. 6. Informs students when placements are confirmed. Provides the local school or agency supervisor with a copy of the Internship Manual.

3. 4. 5.

Establishes and maintains communication and administrative procedures, including scheduling of orientation meetings.

Responsibilities of the University Supervisor 1. 2. 3. Serves as liaison between CEHD, the Special Education Program, and the school/agency. Provides intern with syllabus. Completes observations of direct teaching skills demonstrated by the intern and completes written interim summaries of such observations. (Use Appendix G.)
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4. 5. 6. 7. 8.

Observes the intern a minimum of two times (2 credit hours) to four times (4 credit hours). Maintains regular contact with the cooperating school, agency official and cooperating teacher. Maintains contact with the intern throughout the internship. Delineates particular requirements in conjunction with the cooperating teacher as appropriate. Provides feedback to students and to the clinical faculty/cooperating teacher, usually in conjunction with observation visits. Reports unsatisfactory student performance or other problems as they occur to the Director of Teacher Education.

9.

10. Provides a final evaluation of the interns performance and determines the grade, in consultation with the cooperating teacher (use Appendix E-1). 11. Provides the intern with a copy of the final evaluation form. Completes the summary of placement (Appendix F), which is the official record of the internship. 12. Collects and returns all forms in the appendices to the FPS at the end of the internship, including the evaluation of cooperating teacher and supervisor in sealed and signed envelopes (Appendix I). Responsibilities of Cooperating Teacher(s) 1. Specifies, during the introductory conference, overall goals and specific objectives of the school system or agency and how they relate to the intern. Develops an Internship Planning Guide using Appendix D-1 with intern and university supervisor. Assists the intern in meeting school system, university, and classroom requirements. Provides an effective role model of research-based teaching. Provides bi-weekly written feedback to the intern, using the Progress Report (Appendix H). Contacts the university supervisor as soon as any internship concerns arise so corrections can be implemented. Conducts telephone or in-person conferences with the university supervisor as needed to review the interns progress. Includes intern in most teaching duties, (e.g., IEP conferences, parent conferences, phone calls, child study, staff meetings, professional development). On-the-job intern will assume all duties per their contracts. Supports intern through encouragement, guidance and professionalism. Consults with supervisor and reaches consensus with the university supervisor concerning final evaluation of the interns performance and grade.

2. 3. 4. 5. 6.

7.

8. 9.

10. Completes the evaluation of the university supervisor (Appendix I) and returns it to the FPS.
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DOCUMENTATION
Cooperating Teachers

Form Appendix E-1 (Profile for Evaluation of Special Ed Interns) Appendix F (Summary of Placement, Supervisors, Hours, and Final Grade)

How Form Should Be Used At the end of the internship, the cooperating teacher and the university supervisor work collaboratively to provide an evaluation of the Intern. The university supervisor submits this form to the FPS. At the end of the internship, the cooperating teacher and the university supervisor determine the grade by reaching a consensus. The university supervisor submits this form to the FPS.

Appendix H (Biweekly Provide these to the interns/student teachers every two weeks during the Progress Reports) internship. Appendix I-3 (Evaluations) At the end of the internship, the cooperating teacher evaluates aspects of the internship program. The cooperating teacher submits this form to the university supervisor in a signed, sealed envelope.

*Honoraria for cooperating teacher cannot be paid until pay forms or reimbursement forms have been returned to the FPS.
Interns

Form Appendix A (Log of Hours) Appendix B (Intern Checklist) Appendix C (Internship Evaluation by the Intern) Appendix D-1 (Intern Planning Guide) Appendix D-2 (Lesson Plan format)

How Form Should Be Used Intern uses these forms to keep track of hours. Forms must be submitted to the university supervisor. Intern also keeps a copy for records and for notebooks. Intern uses this form to plan for internship. Intern keeps this form in notebook. Intern uses this form to reflect and report on the internship experience. Interns should submit a copy of this form to the FPS. Intern uses this form to plan for internship. Intern keeps this form in notebook. During independent teaching, interns must provide weekly lesson plans for prior review by the cooperating teacher and for the university supervisor. Without approved lesson plans, the intern will not be allowed to teach. Onthe-Job interns will be expected to submit approved lesson plans as well. Lesson plans must be turned into university supervisor.

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Appendix I (Interns Evaluations for Cooperating Teacher/University Supervisor) Notebook

At the end of internship, complete a thorough evaluation of the cooperating teacher/university supervisor. Submit to the university supervisor in a signed, sealed envelope.

Lesson plans, informal observations and feedback, observation reports, and other documentation must be kept in a notebook for review by cooperating teacher and the university supervisor. Interns also must keep a log of hours and attendance in the notebook. Intern submits this to the university supervisor and cooperating teacher.

The lesson plan format is designed to 1) help the students plan discipline-related content in their methods courses; 2) facilitate the Interns thinking on all aspects of planning for meaningful learning experiences; 3) enable Interns and Cooperating teacher to discuss particular aspects of teaching; and 4) provide a framework for discussion about teaching practice by the Intern, University Supervisor, and Cooperating teacher. University Supervisors Form Appendix E-1 (Profile for Evaluation of Special Ed Interns) Appendix F (Summary of Placement, Supervisors, Hours, and Final Grade) Appendix G (Summary Observation Reports) Appendix I (Evaluations) How Form Should Be Used At the end of the internship, the cooperating teacher and the university supervisor work collaboratively to provide an evaluation of the intern. Submit to the FPS. At the end of the internship, the cooperating teacher and the university supervisor determine the grade by reaching a consensus. Submit to the FPS.

University supervisors should observe their interns at least 2 times during a 2 credit internship and 3 times during a 4 credit internship. University supervisors provide their interns and the cooperating teacher with a written evaluation of each classroom observation. Submit to the FPS. At the end of the internship, the university supervisor evaluates aspects of the internship program. Submit to the FPS.

Travel vouchers for university supervisors also should be submitted to the FPS. Instructions and forms are provided at the beginning of the semester. Please submit all of the previously mentioned forms to the FPS, via the university supervisor, at the end of the internship period, unless there is additional documentation related to marginal or unsatisfactory performance.

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EVALUATION One of the chief objectives of the internship is to help students become their own best critics and to teach a method of self-monitoring which will endure beyond the internship experience. For this reason, evaluation should be looked upon as a helping process so that the intern will develop and maintain a reflective attitude as a teacher of children with disabilities. By the same token, internship feedback is vital to the process of on going program evaluation and the development of excellence. Interns are provided with copies of all evaluation reports, which are kept in the notebook. If there are questions regarding the interns performance/evaluation or any other internship-related issues, please contact the interns advisor, or the FPS. Issues that cannot be resolved should be directed to the Director of Teacher Education at 703.993.4047.

GRADING POLICY
NOTE: All grades must be submitted in the folder university supervisors receive from the FPS. Grades are to be submitted using Appendix F within 2 days of the internships completion. Grade S Definition SatisfactoryIntern successfully meets internship requirements and can be recommended for teacher licensure No CreditIntern will not be recommended for teacher licensure unless he/she repeats all or part of the internship with satisfactory performance (This may require enrolling and paying tuition for additional credit hours in a subsequent semester, or paying a fee for extended supervision.) In ProgressInterns performance cannot be evaluated at the end of the grading period. IP grade can be changed to S or NC for graduate students, upon completion of requirements

NC

IP

The final grade for the internship, i.e. satisfactory (S), no credit (NC), or in progress (IP), will be determined by the university supervisor and the cooperating teacher. Interns will be evaluated on the course objectives and requirements above and those listed on the Internship Observation forms. Grades will be determined by the following: 1. 2. 3. 4. 5. Ratings on evaluation forms completed by cooperating teacher/clinical faculty and the university supervisor. Progress reports Contents of notebook: each of the required sections completed and organized Timely completion of all requirements and submission of exit materials. A grade of In Progress (IP) will be given if materials are not turned in at end of internship. In some cases, a grade of No Credit (NC) may be accompanied by a recommendation that the student not be allowed to repeat the internship. In such cases, the student may be counseled out of the licensure program although not necessarily out of the degree program.

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SPECIAL ASSISTANCE FOR INTERNS Occasionally interns need special assistance and extraordinary arrangements to successfully complete their licensure programs. In such cases, the university supervisor and the cooperating teacher will collaboratively develop an individualized plan. The Director of Teacher Education, who will involve the interns advisor, must approve the plan. Some of the ways to provide special support for an intern are:

Arranging for observation of another intern or a teacher who models the skills, which the intern lacks, followed by a conference. Changing a placement within the school on rare occasions to provide a better match of intern and cooperating teacher. Changing a placement to another school on rare occasions if a suitable alternative placement is not available in the same school. Modifying the schedule for independent teaching to begin more gradually and/or to add days. Providing special experiences during the period after independent teaching in order to address areas needing improvement. Sending the intern to the Mason Counseling Center for personal or therapeutic support. Sending the intern to the Mason Financial Planning and Assistance Office for advice on financial aid. Sending the intern to the Mason Student Health Center or other source of medical assistance. Facilitating conferences with the interns academic advisor and/or course instructors. Assigning a grade of In Progress (IP) and extending the internship, possibly in a different placement. Advising an intern that it is in their best interest to repeat all or part of an internship in the following year.

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APPENDICES: Special Education Internship Forms

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George Mason University Office of Teacher Education Special Education

Appendix A

Instructions for Log of Hours

In Virginia, the application for teacher licensure requires reporting the amount of time spent in certain activities during student teaching/internship. The state mandates a minimum of 300 hours in such activities, of which 150 hours must be independent teaching. requirements. The George Mason state-approved program requires more than the States minimum

Students are encouraged to record times daily, which will improve accuracy. A separate log should be kept for each cooperating teacher/clinical faculty, and verified by them before being submitted to the university supervisor.

Conferences include discussion with the cooperating teacher, the university supervisor, the principal, and other faculty; attendance at seminars and professional meetings.

Teaching includes full responsibility for instructing or supervising an entire class, specific individuals or small groups.

Preparation includes time spent during or outside the instructional day in planning, preparation, and evaluation of students work.

Observation includes all other activities such as observations in classrooms, cafeteria, hall or bus duty, or time spent in the office or library.

Hours are to be totaled by the intern/student teacher, and each page of the log verified by the cooperating teacher/clinical faculty and reviewed by the university supervisor. A separate log sheet should be started when working with a second (or third) cooperating teacher/clinical faculty. During the last visit, the student teacher/intern submits the summary of hours (Appendix F) to the university supervisor, which may require estimating for the final days.

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George Mason University Office of Teacher Education Special Education

Appendix A (cont.)

Log of Hours
(Make sufficient copies for the student teaching/internship period) Intern Verified by Cooperating Teacher
(Signature)

Log Sheet #

Reviewed by University Supervisor

(Signature)

Date

Hours in Conference

Hours in Teaching

Hours in Preparation

Hours in Observation

Hours Per Day

Total Hours

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George Mason University Office of Teacher Education Special Education

Appendix B

Internship Checklist
Intern Check off as completed. a. Pre-internship Responsibilities i. Application with resume and statement of strengths and weaknesses submitted to advisor for signature ii. Placement confirmed by FPS iii. Skin test where required iv. Download copy of Internship Manual for self and cooperating teacher b. Internship Responsibilities i. Orientation meeting with university supervisor ii. Discuss internship goals with the cooperating teacher and university supervisor iii. Ensure that cooperating teacher's pay form is completed and returned iv. Develop timeline of expected responsibilities with cooperating teacher and university supervisor v. Examine individual student histories and IEPs/IFSPs vi. Videotape one lesson being taught by intern; discuss intern's critique (OPTIONAL) vii. Cooperating teacher's bi-weekly progress reports discussed and then maintained and filed in notebook viii. Participate in seminar meetings as required by university supervisor ix. University supervisor's or cooperating teachers evaluations discussed and assembled x. Maintain notebook with time log and record of lesson/intervention plans Site

c. Concluding Internship Responsibilities i. Internship evaluation by the intern completed and submitted to university supervisor ii. Confer with the cooperating teacher and university supervisor about the evaluation and grade iii. Send your evaluation of the university supervisor (Appendix I-2) and cooperating teacher/clinical faculty (Appendix J) to the FPS or seal in an envelope and give to the university supervisor to submit to the FPS. iv. Submit bi-weekly progress reports, observation reports, time log, evaluations and summary form to university supervisor

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George Mason University Office of Teacher Education Special Education

Appendix C

Internship Evaluation by the Intern

Intern Area Taught Cooperating Teacher Type of Classroom: (please circle one) Self-Contained Resource Home-Based Center-Based Residential Other School Semester: Fall/Spring/Sum Date

A.

Rate yourself according to the following:

5 = Consistently Demonstrated 4 = Usually Demonstrated 3 = Emerging Competency 2 = Marginal 1 = Unsatisfactory

5 Teaching Competencies Knowledge of subject area(s) .............................................................. Understanding of human development ............................................... Knowledge of learning processes........................................................ Planning and preparation..................................................................... Motivation of students......................................................................... Use of teaching methods ..................................................................... Provision for individual differences .................................................... Classroom management ...................................................................... Use of resources .................................................................................. Assessment of learning ....................................................................... Reflection on performance .................................................................. Personal/Professional Development Responsibility...................................................................................... Judgment ............................................................................................. Self-confidence ................................................................................... Initiative .............................................................................................. Resourcefulness .................................................................................. Interpersonal relations with students ................................................... Interpersonal relations with families ................................................... Interpersonal relations with professional peers ................................... Oral communication ............................................................................ Written communication....................................................................... Attitude toward work .......................................................................... Response to suggestions...................................................................... Organization ........................................................................................

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Appendix C (cont.)

B.

Rate the following:

5-Excellent 4-Good 3-Average 2-Fair 1-Poor 5 1. I felt the internship orientation was................................................... 2. Clarification of my role as an intern was .......................................... 3. There were ample opportunities for me to discuss the internship experiences with the: a) cooperating teacher/clinical faculty ............................................. b) university supervising teacher ..................................................... 4. I feel that communication between me and a) the cooperating teacher/clinical faculty was ................................ b) the university supervisor was....................................................... 4 3 2 1

C. 1.

General Evaluation of Self Areas in which I believe I show high competence are:

2.

Areas in which I need strengthening are:

3.

Is there anything further concerning your internship that we should talk about? (Please be as frank as possible in identifying any factor.)

Signature of intern Permanent address Telephone number

Date

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George Mason University Office of Teacher Education Special Education

Appendix D-1

Internship Planning Guide

WEEK Week 1 ACTIVITIES TENTATIVELY SCHEDULED

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

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George Mason University Office of Teacher Education Special Education

Appendix D-2

The Active Teaching Model

Subject and Grade: ___________________________________ Number of Students in group: _______________ Length of Session (s): ________________________________ Date (s): ________________________________ Teacher: ___________________________________________ Big Idea(s): ______________________________

Goal: Tell the purpose of the lesson related to the key concept(s)/big idea. Specific Objectives: [Tell what the student(s) should be able to do as a result of the lesson. Note the source(s) of the objectives (e.g., SOLs Stanford 9, textbook, local curriculum guide, personal, etc.)] Prerequisite Skills: (Note the prior knowledge and/or experience students should bring to this lesson. What information should they transfer/activate from previous lessons/experiences?) The Lesson: I. Structuring Phase Tell how the link to previous learning/experience is made to todays lesson (promote transfer: focus examples on similarity, association, critical attributes, or mastery of previous information); denote expectations for behaviors that promote attention to task; communicate todays lesson objective(s) to students. (Include any examples, diagrams, etc. used) II. Active Demonstration & Practice of New Concepts (Include any strategies being taught; give examples being used, including non-examples; note any special materials and equipment involved) III. Consolidation & Overlearning (Describe or include examples, materials, texts, etc. being used) Follow-up: Describe related homework or post-lesson activities; include a description or example(s) of follow-up activities. Evaluation plans: After the instructional episode, describe how achievement of the stated objectives will be determined (include description or example of assessment procedures).

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George Mason University College of Education and Human Development

Appendix E-1

Profile for Evaluation of SPECIAL EDUCATION INTERNS

Student Teacher/Intern: Evaluator: End-of-Semester Grade _____ Use this list of standards and rating scale for self-assessment and assessment of the students performance by the cooperating teacher and university supervisor at the beginning and end of independent teaching. Write the number of the appropriate rating in the space provided. The intern should demonstrate growth throughout the experience. At the end of the first semester, performance should be assessed according to expectations for a student teacher/intern and, at the end of the second semester, according to expectations for a beginning teacher. The evaluators judgments about the students performance should be made in relation to the following criteria. Comments must be provided for ratings of 2 or 1, which indicate marginal or unsatisfactory performance. Performance Rating Scale 5 = Meets the standard consistently, exceeding expectations. 4 = Meets the standard frequently, usually meeting expectations. 3 = Meets the standard occasionally, progressing in meeting expectations. 2 = Meets the standard inconsistently, seldom meeting expectations. 1 = Meets the standard rarely, never meeting expectations. NR = Not rated during this evaluation. The end-of-semester grade is based on this profile, but may not be numerically correlated. Graduate grading scale: S=Satisfactory; NC=No Credit; IP=In Progress PLANNING AND PREPARATION 1. 2. 3. 4. 5. 6. 7. 8. 9. Using curriculum guidelines, develops unit and lesson plans to meet the developmental and academic needs of diverse learners. Describes instructional objectives in terms of learning outcomes. Plans a sequence of activities, which are focused on achievement of the instructional objective(s). Selects learning experiences and materials to accommodate different styles and levels of learning. Relates activities to students interests, knowledge, and experiences. Integrates materials and activities, which promote equity (including gender equity) and infuse multicultural elements in lessons. Gathers, creates, and organizes materials and equipment in advance. Plans for using various methods to assess students learning. Collaborates with other teachers and specialists in planning. Rating Univ. Sup. School: Coop Tchr. Intern Subject(s)/Level(s): Spring Fall Yr

Comments: (Use reverse side if needed.) Appendix E-1 (cont.) INSTRUCTION AND ASSESSMENT 1. Uses a variety of teaching methods, techniques, and strategies. 22 Rating

2. 3. 4. 5. 6. 7. 8. 9.

Presents content accurately and instructions clearly. Provides opportunities for learners to participate actively and successfully at different levels. Provides opportunities for learners to work independently and in cooperative groups. Encourages critical thinking and problem solving through prompts, questioning, and application. Uses a variety of media and materials appropriately to achieve instructional objectives. Demonstrates competence in using technology to achieve instructional objectives. Adapts pacing, methods, and materials utilizing feedback from students. Assesses for understanding and mastery through observation of students performance and evaluation of their work.

10. Keeps records of students progress and problems. 11. Involves family and community members in learning activities Comments: (Use reverse side if needed.)

CLASSROOM MANAGEMENT AND STUDENT BEHAVIOR 1. 2. 3. 4. 5. 6. 7. 8. 9. Motivates students through interesting and challenging activities. Communicates high expectations while respecting individual differences and cultural diversity. Creates an orderly and supportive environment by establishing routines. Demonstrates courtesy and caring in relationships with students. Manages time, space, and materials to keep students productively involved in learning. Demonstrates ability to manage two or more classroom activities simultaneously, with evidence of attention to each. Guides student behavior and moral development through an emphasis on personal responsibility for the common good. Handles disruptive or destructive behavior firmly and fairly. Communicates regularly with parents and involves them in problem solving.

Rating

Comments: (Use reverse side if needed.)

Appendix E-1 (cont.) PROFESSIONAL AND PERSONAL DEVELOPMENT 1. Possesses the basic skills and knowledge needed to guide students learning. 23 Rating

2. 3. 4. 5. 6. 7. 8. 9.

Demonstrates effort to continue learning both content and pedagogy. Reflects on his/her professional practice, including personal teaching and learning style. Welcomes assistance for improvement and problem solving. Can develop and explain professional judgments using research-based theory and experience. Engages in productive relationships with professional colleagues and support staff. Demonstrates stamina, flexibility, and a positive attitude. Is responsible, dependable, and observant of school policies and procedures. Projects a professional image in terms of demeanor and appearance.

10. Demonstrates effective oral communication skills. 11. Demonstrates effective written communication skills. Comments: (Use reverse side if needed.)

Provide additional comments or explanations on the reverse side of this form or an attachment. All parties should discuss ratings and comments and the final evaluation profile reviewed by the principal or designee.

Cooperating Teacher

Date

University Supervisor

Date

(The signatures below indicate review of this evaluation profile rather than agreement.)

Intern

Date

The information on this form becomes part of the students confidential record, and is not provided to prospective employers by the College of Education and Human Development except through the grade on a transcript or in employment recommendations requested by the student.

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George Mason University Office of Teacher Education Special Education

Appendix F

Summary of Placement, Supervisors, Hours, and Final Grade

Intern: License: Endorsement: Spring Fall Yr

Site (1) Site (2)

School Division:

Cooperating Teacher (1) Cooperating Teacher (2)

Grade/Subject(s) Taught by Intern Grade/Subject(s) Taught by Intern

University Supervisor Signature

Totals from Log Sheets Summary of Hours Spent in: Conference: Teaching: Preparation: Observation: Totals from Log Sheets: Page #1 Page #2 Page #3 Page #4 Page #5 Page #6 Grand Total

Final Grade_________ Grading Scale: S (Satisfactory), NC (No Credit), IP (In Progress)

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George Mason University Office of Teacher Education Special Education

Appendix G

Summary Observation Report

(Completed by University Supervisor)
Intern Observer _____Cooperating Teacher Activities Observed PREPARATION/PLANNING: or Observation Date School _____University Supervisor Grade/Subject(s)

INSTRUCTIONAL METHODS/ASSESSMENT:

CLASSROOM MANAGEMENT/CLIMATE:

PERSONAL/PROFESSIONAL DEVELOPMENT:

RECOMMENDATIONS:

Interns Signature University Supervisors Signature George Mason University Office of Teacher Education Special Education

Date Date Appendix H

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Biweekly Progress Report

(Completed by Cooperating Teacher)
Intern Cooperating Teacher NOTE: The intern completes #1, the cooperating teacher completes #2, and the cooperating teacher develops #3. A copy is provided for the university supervisor. (ST) 1. Briefly describe your teaching activities for this time period, with emphasis on major successes and difficulties. Reporting Period to

(CT) 2.

Briefly describe strengths of the interns performance for this time period and areas needing improvement.

(CT) 3.

What goals/objectives/activities do you plan for the intern for the next two weeks?

Teachers Signature

Date

Interns Signature

Date

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George Mason University Office of Teacher Education Special Education George Mason University College of Education and Human Development

Appendix I-1

Interns Evaluation of Cooperating Teacher

Complete a separate form for each teacher, and return to the FPS. Cooperating teachers will not have access to the information as it appears on this form. Cooperating Teacher: (Name) Intern: (optional) Please indicate your agreement with each of the following statements: (SA=Strongly Agree; A=Agree; D=Disagree; SD=Strongly Disagree; NA=Not Applicable) My cooperating teacher: 1. Was an effective model of methods/theories learned in my coursework. 2. Provided me with support and assistance as needed. 3. Provided continuous feedback on any strengths and needs. 4. Provided progress reports and observation summaries on schedule. 5. Demonstrated good interpersonal relations. 6. Was fair in evaluating my performance. (Circle One) SA A D SD NA SA A D SD NA SA A D SD NA SA A D SD NA SA A D SD NA SA A D SD NA Spring Fall Yr

Please check your overall rating of the cooperating teachers/clinical faculty members work with you this semester. Outstanding Satisfactory Unsatisfactory Evaluation of other services: 1. The orientation session at the beginning of the semester was helpful. 2. The workshop on employment procedures was helpful. 3. The workshop on application for certification was helpful. 4. The teacher education program has prepared me well for my responsibilities as a beginning teacher. SA A D SD NA SA A D SD NA SA A D SD NA SA A D SD NA

In the space below or on the back of this form, please add comments to explain any of your ratings, or to provide additional information about your internship experience and your preparation for it. Thanks for your cooperation.

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Appendix I-2 George Mason University College of Education and Human Development

Interns Evaluation of University Supervisor

Return the completed form to the FPS. University supervisors will have access to the information after the end of the grade appeals period. University Supervisor: (Name) Intern: (optional) Please indicate your agreement with each of the following statements: (SA=Strongly Agree; A=Agree; D=Disagree; SD=Strongly Disagree; NA=Not Applicable) My university supervisor: 1. Maintained effective communication with me. 2. Was available to me when needed. 3. Kept appointments/rescheduled appropriately. 4. Demonstrated knowledge of the internship program. 5. Demonstrated knowledge of the realities of teaching situations such as mine. 6. Provided me with accurate feedback and useful recommendations during conferences. 7. Provided me with accurate feedback and useful recommendations in written reports. 8. Developed effective communications with the cooperating teacher. 9. Demonstrated sound practices of interpersonal relations in interactions with me. (Circle One) SA A D SD NA SA A D SD NA SA A D SD NA SA A D SD NA SA A D SD NA SA A D SD NA SA A D SD NA SA A D SD NA SA A D SD NA Spring Fall Yr

Finally, please give an overall rating of the university supervisors work with you. Outstanding Satisfactory Unsatisfactory

In the space below or on the back of this form, please add comments to explain any of your ratings, or to provide additional information about your student teaching/internship experience. Thanks for your cooperation.

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Appendix I-3 George Mason University College of Education and Human Development

Cooperating Teacher Evaluation of University Supervisor

Return the completed form to the FPS. University supervisors will have access to the information after the end of the grade appeals period. University Supervisor: Cooperating Teacher: Intern: Spring Fall Yr School:

Please indicate the level of your agreement with each of the following statements: (SA=Strongly Agree; N=Neutral; A=Agree; D=Disagree; SD=Strongly Disagree; NA=Not Applicable) My university supervisor: 1. Maintained effective communications with me throughout the internship term. 2. Was available to me when needed. 3. Kept appointments or re-scheduled appropriately. 4. Demonstrated knowledge of the internship program. (Circle One) SA A N D SD NA SA A N D SD NA SA A N D SD NA SA A N D SD NA

5. Demonstrated sound practices of interpersonal relations in interactions with me. SA A N D SD NA 6. To the best of my knowledge, dealt fairly with the intern. SA A N D SD NA

Please give an overall rating of the university supervisors work with you during this student teaching term. Outstanding Satisfactory Unsatisfactory

In the space below or on the back of this form, please add comments to explain any of your ratings, or to provide additional information. Thanks for your cooperation.

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Appendix I-4 George Mason University College of Education and Human Development

University Supervisors Evaluation of Cooperating Teacher

Complete a separate form for each teacher, and return to the FPS. Cooperating teachers will not have access to the information as it appears on this form. Cooperating Teacher: Intern: University Supervisor: Please indicate your agreement with each of the following statements: (SA=Strongly Agree; A=Agree; D=Disagree; SD=Strongly Disagree; NA=Not Applicable) The cooperating teacher/clinical faculty member: 1. Was an effective model of methods/theories taught in coursework. NA 2. Provided the student teacher with support and assistance as needed. NA 3. Provided continuous feedback on the interns strengths and needs. NA 4. Provided progress reports and observation summaries on schedule. NA (For clinical faculty only) 5. Demonstrated good interpersonal relations. NA (Circle One) SA A D SD Spring Fall Yr

SA A D SD

SA A D SD

SA A D SD

SA A D SD

Please check your overall rating of the cooperating teachers work with your intern this semester. Outstanding Satisfactory Unsatisfactory

In the space below or on the back of this form, please add comments to explain any of your ratings, or to provide additional information. Thanks for your cooperation.

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