ST. PETERSBURG COLLEGE
COLLEGE OF EDUCATION
"Preparing students to serve as effective, reflective and caring teachers."
This syllabus course calendar and other attending documents are subject to change during the
semester in the event of extenuating circumstances.
Course Prefix, Section #, Class #: SCE 4940
Credit Hours: 12 Credit Hours
Pre-requisites: Completion of all program requirements and passing of all required
sections of the Florida Teacher Certification Exam
Day, Time and Campus:
Professor: Ann McNicol
Office Hours: 10:00 to 12:30 Tuesday and Thursday
Office Location: BT 106
Office Phone: 727-791-2788
Email Address: firstname.lastname@example.org
I. COURSE DESCRIPTION
This course requires a teacher candidate to demonstrate professional competencies during one
semester of full day internship in a public school. During the internship, students will conduct
systematic inquiry about their work with children in K-12 school settings and make changes in their
practice based on their new understanding acquired during inquiry. The internship also includes a
series of mandatory professional development seminars.
II. MAJOR LEARNING OUTCOMES
The objective of the final internship is to provide opportunities through which the pre-service
teacher integrates theoretical knowledge from previous education courses and previous school-
based experiences to demonstrate behaviors specified in the Florida Educator Accomplished
Practices (FEAPs) and Danielson's Framework for Effective Teaching. After a gradual induction
into the classroom, the intern assumes full teaching responsibility for the assigned internship class.
Interns are expected to teach full-time for a minimum of four to six weeks during the semester. Full
time teaching includes all planning, lesson delivery, procedural activities and grading of
III. REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALS
A. Required Textbooks
SPC College of Education Internship Handbook
SPC College of Education Cooperative Classroom Teacher Handbook.
Syllabus Owner: Nancy Watkins SCE 4940 Master - June 2007 1 of 17
B. Supplemental Material
“Educator Accomplished Practices: Pre-professional Competencies for Teachers of the
Twenty-First Century”. Florida Department of Education.
Samway, Katherine Davies, Ed. (2000). Integrating the ESL Standards Into Classroom
Alexandria, VA. TESOL (At the Grade Level in Which Student Teaching Is Taking Place:
PreK-2; 3-5; 6-8; 9-12) Danielson, C. (1996), Enhancing Professional Practice.
Alexandria, VA: Association for Supervision and Curriculum Development. (ISBN: 0-
Some may want to include, in this space, the type of technology used by students for
assignments, as well as type of technology used by instructor for delivery.
Some may want to include, in this space, the type of supplies needed for a course-some include
things like ream of paper, printer cartridge, etc.
IV. METHODS OF INSTRUCTION
Instruction may consist of: lecture, modeling, class discussion, project-based learning, group
learning, modular instruction, engineering design and development, simulation, interdisciplinary,
cooperative grouping, integrated, situated learning, authentic contextual, oral presentations, guest
speakers, case study, role-playing, web-based research, videos, power points, reflective and
V. COURSE REQUIREMENTS & EXPECTATIONS
A. Attendance & Withdrawal Policy
Due to the need to demonstrate competencies, COE students must have a higher attendance
rate than expected in some lower division courses. It is essential that students attend class
and show professionalism by being on time. If an intern will not be at the school, the
classroom teacher, the field supervisor, and the faculty advisor must be notified.
Up to the date of the last day to withdraw, October 30th a student may be dropped because of
exceeding 2, excused or unexcused, absences. After this last drop date no W grade will be
given except by the associate provost. Any withdrawal after this date will earn a W/F grade
In cases of emergency absences due to extended illness of the intern, the student may be
permitted to extend the internship to make up the missed days. This is only if the school is
willing to allow the student to extend the internship, and faculty advisor agrees that the
absences were justified.
In the event of a St. Petersburg College closing, the course content that would have been
covered during that time will be covered by alternate means identified by instructor. It is the
student’s responsibility during college-wide closings to check the St. Petersburg College
home page for closing and reopening information. Then, the student should access the Angel
on-line supplement for each course that he/she is enrolled in for specific information and
assignments. Make up assignments may include online research, additional assignments,
extended class time, or alternate meeting dates, assigned at the discretion of the instructor.
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Work is expected to be of college quality. Papers are to be electronically processed, with
pages stapled together and a cover sheet. Since prospective teachers will eventually serve as
role models for their own students, written work will be evaluated on the basis of the
common rubric used in the College of Education which assesses proper grammar, spelling
and usage, content, etc. Assignments are due the class period for which they are required.
C. Late Assignments (See assignment chart at end of syllabus as well)
Assignments are due at the beginning of the class listed on the syllabus. If you are not
attending class that day, it is your responsibility to get your assignment to campus by class
time. Check with instructor to see if e-mails are acceptable. No assignments will be accepted
after one week past the due date. One letter grade will be deducted for late assignments; any
assignment over one week late will earn a zero. In extraordinary circumstances, speak to
your instructor prior to the due date. Excuses due to extreme medical circumstances must be
supported by appropriate documentation from medical professionals; i.e.: written statements
with signatures, dates and contact phone numbers.
D. Required Assessments
A minimum of five COE format lesson plans are required.
1. The final grade is assigned by College of Education. Grades are determined based on
a. Formative and summative evaluations will be completed by the by the College
b. Reflective journaling uploaded weekly
c. Quality of lesson planning as documented by submitted Danielson lesson
d. Quality of internship assignments (see below)
The intern must receive a minimum rating of “Acceptable” in each area of
the Summative Evaluation Report and Dispositions Report in order to pass
the final internship. (FEAP 7, 9)
2. Student Learning Inquiry Project (SLIP): The intern will conduct a semester-long
project to improve student learning under his/her direction in his/her assigned
classroom. This project involves a formal process of improving student learning
which requires discovering, analyzing, interpreting, and acting upon what is
happening in the classroom through the collection of data.
a. The student will identify an area of academic concern, and submit a SLIP
proposal by week week 3
b. The COE supervisor will guide the intern through the project and grade the
final product using SLIP Defense Rubric #2. Submit in LiveText Week ten
(FEAP 1 )
3. Professional Development Plan: Based on information from practicum observations
and the FEAP portfolio preliminary review with the COE advisor, the student will
develop a professional development plan for implementation during the internship.
The student, the cooperating classroom teacher and the COE supervisor will sign off
on the plan and the documentation of the accomplishment. The student will scan
his/her final PDP to his/her FEAP portfolio. (FEAP 3)
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4. Professional Activities: During the intern’s time at the school site, participation in the
following is required:
a. School Advisory Committee or School Improvement Team meeting, with
summary paper submitted to COE supervisor
b. A professional development workshop (may not interfere with COE activities,
such as senior seminars).
c. Proof of participation must be given to supervisor by Week ten
5. Video Lesson Assessment: The intern will videotape at least one lesson taught to K-
12 students. This recording(s) will be self-assessed using the Pre-service Teacher
Lesson Evaluation form, and a reflective analysis (2-3 pages). The video and
analysis will be reviewed by the COE supervisor. The video should be uploaded to
LiveText, under internship, and a Disc submitted to the faculty advisor. This will
remains with the faculty advisor at the end of the semester and becomes the property
of St. Petersburg College. (Secondary Majors: FEAP 10)
6. Technology Application Work Portfolio: During the final internship, the intern will
include work samples as evidence of their use of technology for classroom
management (e.g., electronic grade book, power point used in lesson, use of internet
in planning) AND use of technology by the intern’s students as a learning tool (e.g.,
student use of technology, student work samples showing technology integration into
learning activities). This assignment will be submitted to and graded by the COE
supervisor using the Video Lesson Evaluation Rubric. (FEAP 12)
7. Professional Code of Ethics: The personal professional code of ethics written in
previous courses must be reviewed and revised as needed. This new version must be
submitted on Livetext for Accomplished Practice #6 by the 13th week of the semester
and will be graded by the faculty advisor. (FEAP 6)
8. Five formal lesson plans with evaluation reports. Three done by the COE field
supervisor, one approved by the faculty advisor, and self assessment, approved by the
CCT. One of these lesson plans must feature modifications and accommodations for
special need students.
PRE-GRADUATION CHECK-OFF REQUIREMENTS:
9. Final Florida Educator Accomplished Practices Portfolio (Pre-Professional Level)
self-assessment and advisor review: The intern will submit a final portfolio showing
accomplishment in all twelve of the Florida Educator Accomplished Practices. This
portfolio must include all anchor assignments (see FEAPS matrix) as well as any
artifacts the intern wishes to submit as proof of accomplishment. The thoroughness
and quality of the documentation will be approved by the COE advisor. Check-off for
FEAPs portfolio must occur by the 14th week of the internship. (FEAPs 1-12)
10. The intern MUST pass all sections of the FTCE prior to graduation.
11. Participation in the Power of the Practitioner seminar series and all Senior Seminars.
Note: Attendance at all professional development activities is a part of the
internship semester and the final grade. In the event that a student misses an
activity, due to illness or family emergency, a research project will be assigned
by the supervisor covering the topic of the missed activity. Absences from any
professional development activity may delay the start or continuation of the final
internship and may lower the student’s grade by at least one letter grade.
12. The intern will submit a final ESOL portfolio showing competency in all ESOL
standards. This portfolio must include all ESOL assignments listed on the specific
program Competency Check-off Matrix (see Student Commons). The thoroughness
and quality of the documentation will be approved by the ESOL Coordinator.
Students will sign up for an appointment with the ESOL Coordinator at Internship
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Orientation. All binders/portfolios must be reviewed and approved by week 14 of the
Students must submit for review, in LiveText, all FEAP aligned assignments in order to
receive a passing grade in the course.
**These assignments must be mastered in order to pass the class. If an assignment does not
receive a grade of C or above, the instructor will work with the student to improve the
understanding of the concept and performance of the assignment. The assignment must be
corrected and resubmitted and cannot receive a grade higher than a C.
For courses with lesson planning:
Adapting or modifying a lesson plan from an existing source (i.e., the internet) does not mean
“copy and paste.” It means that, if you use someone else’s intellectual property for this
purpose, you may read through the given source for ideas, but then rethink and rewrite the
idea in your own words with your own modifications to meet the needs of the assignment.
Anything adapted or used verbatim must be cited with credit given to the author(s). This
includes specific citations on all supplementary materials (i.e., assignment sheets, graphic
organizers, checklists) that are not originally your work. This applies to all COE lesson plans
unless the instructor directly specifies otherwise.
E. Grading Scale
The grading scale for the Internship is A-F. A grade lower than a C will result in repeating
the internship semester or withdrawal from the College of Education.
100 – 90 A
89 – 83 B
82 – 75 C
74 – 68 D (Repeat course)
67 or less F (Repeat course)
VI. SCHOOL BASED EXPERIENCES
This internship is the culminating school based experience that gives the interns opportunities to
synthesize course content and to develop effective teaching skills. It is during the final internship
that the student devotes a major portion of his/her time to assuming an active role in all aspects of
the classroom and school experiences. Within this internship, the intern will integrate theoretical
knowledge from previous education courses to demonstrate behaviors specified in the Florida
Educator Accomplished Practices at the Pre-professional Level and the components of Danielson’s
Framework for Effective Teaching. Skills demonstrated would include but not be limited to:
1. planning and implementing lessons and units that demonstrate skills of planning and knowledge
of subject matter.
2. modeling a variety of teaching techniques and strategies that reflect knowledge of human
development and learning, the ability to respond to students’ diverse learning needs, and skills
to promote critical thinking and positive learning environments that result in student learning.
3. assessing and reporting students’ learning using both formative and summative processes and
then using that information to further plan and refine instruction.
4. using a variety of technologies to access information for the classroom, enhance instructional
presentation and assess student learning.
5. upholding the Florida Professional Code of Ethics for teachers.
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6. using effective verbal and nonverbal communication skills with students, families and others in
the education system.
7. working with various education professionals, parents and members of the community to
improve educational experiences at school.
8. demonstrating professional behaviors related to attendance, recordkeeping, responsibility,
enthusiasm, emotional balance, and positive role modeling.
9. engaging in continuous self reflection, responding to critical feedback, and refining individual
performance on the basis of feedback and reflection.
10. conducting a systematic, guided inquiry project that leads to refinement of the intern’s practice
and enhanced K-12 student learning.
Students are not permitted to complete any SBH in a school where a relative is employed or
attends. If the student believes there is still a conflicting situation, that does not involve a relative,
but some other close association, it is the student’s responsibility to contact the instructor, advisor,
or Office of School Partnership (OSP).
All students are required to pass a federal background check and fingerprinting prior to beginning
school based hours. The background check and fingerprinting must be conducted by the school
district in which the student will perform the school based hours, and the student is responsible for
paying the associated fee for fingerprinting.
St. Petersburg College Board Rules require all students to complete and continually update the
Student Disclosure of Background Information each semester enrolled in courses with school based
hours; students are also required to report any changes to their Student Disclosure of Background
Information within 48 hours of the event.
SPC wants all students to be safe both on campus and while participating in clinical experiences.
Please use the same safety precautions whether you are attending classes on campus or off site in
surrounding school districts. It is the student’s responsibility to assess potential risks at the
No exam is associated with the internship.
VIII. ACADEMIC INTEGRITY
Cheating/Plagiarism is defined as the intentional misrepresentation of another person's work as
one's own work. Academic Dishonesty includes, but is not limited to, cheating, plagiarism, and
fabrication of information (6Hx23-4.33)
A. Cheating – The improper taking or tendering of any information or material which shall be
used to determine academic credit. Taking of information includes, but is not limited to,
copying graded homework assignments from another student, working together with another
individual(s) on a take-home test or homework when not specifically permitted by the
instructor; looking or attempting to look at text or notes during an examination when not
permitted. Tendering of information includes, but is not limited to, giving your work to
another student to be used or copied; giving someone answers to exam questions either when
the exam is being given or after having taken an exam' giving or selling a term paper or other
written materials to another student, sharing information on a graded assignment.
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B. Plagiarism – The attempt to represent the work of another as the product of one's own
thought, whether the other's work is published or unpublished, or simply the work of a fellow
student. Plagiarism includes, but is not limited to, quoting oral or written materials without
citation on an exam, term paper, homework, or other written materials or oral presentations for
an academic requirement, submitting a paper which was purchased from a term paper service
as your own work; submitting anyone else's paper as your own work.
“As a student taking COE courses, you are reminded of the Turnitin anti plagiarism
permission form you completed at registration. Therefore, your work, in this or any course,
may be submitted for review to Turnitin”. If you did not sign such a form at registration,
please see your instructor or advisor to do so at this time.”
C. Disposition Statement - Because teaching is a profession that requires teacher candidates to
demonstrate moral, ethical and intellectual integrity, the College of Education addresses these
professional conduct issues with candidates throughout the program of study. This course is a
Required Disposition Assessment course. Instructors of this course will complete a Pre-
Service Disposition Report for each candidate--irrespective of route to certification--before the
term ends. The completed Disposition Report will be shared with candidates and become part
of the faculty advisor’s file. Teacher candidates will find additional information about the
Disposition Process on the COE Student Commons. Students are required to complete a Pre-
Service Disposition Form as part of a self-analysis and to discuss their ratings with their
instructor and advisor during their first semester (see the Courses Designated for Evaluation of
Dispositions) to see the appropriate course.
IX. ALTERNATE INSTRUCTION/LEARNING SUPPORT CENTERS
Students who need help with either study skills or writing skills are encouraged to initiate contact
with or will be referred to the learning labs on each campus.
Gibbs Campus - Learning Support Center, SA 128, phone number 341-4708
Tarpon Springs Campus - Information Commons located in the library, telephone numbers
are: Math: 712-5719 or Reading: 712-5740
Clearwater campus: LA 100. 791-2674
X. AMERICANS WITH DISABILITY ACT (ADA) STATEMENT
A student who has a disability that might affect his/her performance in this course should consult
with the instructor after consulting with the St. Petersburg College Office of Services for Students
with Disabilities at Tarpon Springs 712-5789, Clearwater 791-2628, or St. Pete/Gibbs 341-4758 in
confidence, as soon as possible.
XI. CALENDAR AND TOPICAL OUTLINE :This is a suggested induction plan, please share
with your CCT.
COE related activities: INTERNSHIP ORIENTATION, POWER OF THE PRACTIONER SEMINAR/ID
Read Handbook. Exchange contact information (e.g., tel. #s and email) and acknowledge rule
2 about calling CCT and supervisor when you are going to be absent and/or late. Plan to maintain
Plan, plan, plan, plan and plan. Make sure you study the content material and are a content expert.
Work out your projected scope and sequence for at least two weeks of instruction. This may be
based on the CCT’s Scope and sequence – but you should know what is going to be taught.
Obtain classroom schedule and share with field supervisor.. Observe CCT, begin to interact with
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students. Learn the names.
Learn school policies and procedures. Become familiar with school plant layout., Become familiar
with school technology and software.
Begin working with small groups, and being a part of the instructional team (If you have
3 not already done so). This is the “co-teach model. You may be ready to assume the
primary instructor position in one or two periods at this time.
Have a lesson book ready for inspection at all times
Begin investigating SLIP project ideas. Confer with CCT. Be sure you read the rubric
Assume teaching responsibility and lesson planning for at least one class period.
4 Review milestone report with CCT.
Continue to increase instructional responsibilities in all classes.
First lesson evaluation must be done by COE by end of week 4
Assume teaching responsibility in at least 2 periods of the day, increase responsibility in
5 all classes
Full time responsibility for all classes is mandatory. Your CCT may be in the room – but
you should be “the teacher
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Co-teach mode of instruction, Your CCT should be in the classroom for much of the
instructional period, although you are still lesson planning, and are “in charge”
You are at the school, but NOT “the teacher” You must be free to see other teachers,
complete assignments and have a meeting at SPC with you faculty advisor.
End of internship
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XII. ESOL This section is not required for IMPACT courses.
Course Title & Number:
Faculty who teach this course (full-time, adjuncts, and TA’s): Varies by semester. See list of
faculty in Section 12.1
Teaching Strategies Used: Lecture, Partner Work, Small Groups, Cooperative Groups,
Independent Practice Class Discussion, Laboratory, Electronic Portfolio, Role-Playing, Web-
Based Research, PowerPoint Presentations, Etc.
ESOL Related Course Related Readings, Class Related Assessment —
Performance Objectives Activities, & Assignments Including Exams or
Standards Required Readings: Artifacts/Products that
addressed in See Course Weekly Schedule Demonstrate Mastery of
course ESOL Performance
Standards & Indicators
ESOL Competency Web Based Readings Assignment
Standard X Competencies that
Apendix: Helpful information
INTERNSHIP CHART OF ASSIGNMENTS
First team meeting (Define the schedule for the internship place in angel drop box)
PDP (Week 2 – upload to angel folder, keep hard copy in notebook )
Observations: EACH observation must be preceded by a lesson plan that has been uploaded to
your drop box in Angel. This included observations by your CCT. I also expect to see a lesson
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plan book when I visit the classroom.
SUPERVISOR OBSERVATION: CCT OBSERVATION: (observational notes)
LESSON #1 (Week 3 - 4) _____ LESSON #1 (Week 3 - 4)
LESSON #2 (Week 7 - 8) _____ LESSON #2 (Week 5)
LESSON #3 (*DVD week 9-11) _____ LESSON #3 (Week 7 - 8)
LESSON #4 (Week 11 – 13 Unscheduled) _____ LESSON #4 (Week 9 – 12)
LESSON #5 (Team meeting, observation if needed)
FORMATIVE EVALUATION (Week 8)
SUMMATIVE EVALUATION (Week 14) CCT:
DISPOSITION (Mid-term Week 8) _____ DISPOSITION (Mid-Term Week 8)
_____ DISPOSITION (Final Week 14) _____ DISPOSITION (Final Week 14)
REFLECTIONS: Use the reflective journal form (electronic).
Type up your reflective journal. Submit it electronically to your folder in angel,
REFLECTION / Week 1_____ REFLECTION / Week 9 _____
REFLECTION / Week 2_____ REFLECTION / Week 10_____
REFLECTION / Week 3_____ REFLECTION / Week 11_____
REFLECTION / Week 4_____ REFLECTION / Week 12_____
REFLECTION / Week 5_____ REFLECTION / Week 13_____
REFLECTION / Week 6_____ REFLECTION / Week 14_____
REFLECTION / Week 7_____ REFLECTION / Week 15_____
REFLECTION / Week 8_____
_____ CODE OF ETHICS (Week 8) Upload to livetext
_____ PROFESSIONAL DEVELOPMENT (You will be submitting one after the first observation,
and then revisiting your pdp at least 3 times in the internship. Each time you make a
change, submit the new plan to your drop box. At week 12 upload to livetext
_____ TECHNOLOGY / PORTFOLIO (Week 12) in livetext
_____ SLIP: PROPOSAL (Week 3) in angel and in livetext
_____ SLIP: FINAL DOCUMENT (Week 12) in livetext and in angel
_____ MILESTONES (completed and to supervisor by Week 13) hard copy
FEAP’s Checklist : These must be uploaded to livetext
Internship assignments Uploaded to:
Student inquiry project Livetext: FEAP 1 Go to livetext and make a new project.
proposal (assessment) (pul down to slip project). Link this
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project to your FEAP portfolio
Student inquiry project Livetext: FEAP I Link to your SLIP project
Code of ethics Livetext: FEAP 6 (ethics) Revisit and revise your code of ethics
Pre service summative report Livetext: FEAP 9 (learning One from CCT, one from supervisor.
Disposition form One from CCT, one from supervisor.
Upload to livetext. (under internship)
Video lesson Livetext: FEAP 10 (planning) 1. IF at all possible convert to avi or
mwv file, upload to livetext. (in
internship – then link to FEAP 10)
2. Then upload you self evaluation form
to FEAP 10
3. upload your self evaluation to angel
as well as to livetext, indicate if the
video is uploaded as well. If not,
deliver the video in disk for to
supervisor by week 12
Technology application Livetext: FEAP 12 Upload samples of technology use to
portfolio (technology FEAP 12. This should include images:
1) pictures of you and your students
using technology (faces of
students are not needed).
2) Your artifacts should
demonstrate that you use
technology for direct instruction
(powerpoint), and that students
are using technology for student
directed learning (web quests,
use of probes, etc.)
3) You should also demonstrate use
of grade book software and other
Be sure to provide a narrative
main section, and the images as
Evaluations internship 5 evaluation forms in the “internship”
section. Four from your supervisor, one
PDP Angel by week 3- each time
you revisit and revise do a
Place you final PDP in livetext
Disposition forms Upload to livetext, in week 14 One from supervisor, one from CCT
Student Learning Inquiry Project (SLIP)
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Proposal Rubric (#1)
The inquiry may not go forward until the intern’s supervisor approves the Student Learning Inquiry Project
proposal. By signing off on the proposal, the supervisor has determined that the intern has met the acceptable level
of competence on the two criteria in this rubric.
4940: Student Learning Inquiry Project (SLIP) (Assessment 1)
Unacceptable Acceptable (1 pt)
Step 1 Identify The area of concern is not academic The intern collaborates with CCT and
academic area of in nature or is not identified. The selects an appropriate academic
problem statement does not include concern within his/her classroom. The
concern (1, one or more of the 3 components: 1) intern generates a problem statement
33%) who is affected; 2) possible causes; that includes: 1) who is being affected,
3) goal for improvement. 2) possible causes of the problem and
3) the goal for improvement.
Step 2 Plan A weak or inappropriate instructional The intern reflects upon the academic
Instructional intervention is outlined by the intern area of concern and develops an
(or) the research question is not instructional plan to improve student
intervention (1, posed (or) the research question is learning. This instructional plan
33%) inappropriate. includes a research question that will
focus the study.
Step 3 Data The data collection plan is vague (or) The intern reflects upon the academic
Collection Plan the data described does not match area and carefully plans the type of
the intended purpose of the inquiry data to be collected and how it will be
(1, 33%) project (or) has unrealistic collected in order to fully investigate
expectations for data collection. student learning gains. A plan for
Student information is not kept student confidentiality is in place.
The intern (may / may not) go forward with their proposed the Student Learning Inquiry Project. Interns may not
change their proposal after this approval without permission of the supervisor
Supervisor’s Signature: Date:
SCE 4942: Student Learning Inquiry Project (SLIP)
Unacceptable Emergent Acceptable Target (4 pts)
(1 pt) (2 pts) (3 pts)
Step 4 Instructional plan not Some of the The majority of Instructional plan is
Instructional followed (or) instructional plan the instructional followed as outlined
instructional plan is followed. plan is followed as in Step 2.
Intervention somewhat followed Documentation of outlined in Step 2. Comprehensive
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(1, 25%) but no instruction is Sufficient documentation of
documentation of somewhat instructional instruction and
instruction provided. incomplete. documentation is student learning
Timeline is provided including provided. Timeline
incomplete or not a timeline. is included.
Step 5 Final Data is not collected Some data is Data is collected Data collected
Data Set during the required collected. Unclear but is somewhat matches the plan in
time frame. if data collected incomplete (or) Step 3 and is
Collected (1, will be useful (or) not comparable to complete, accurate
25%) data is not well- initial data. Data is and well-organized.
organized and accurate and well- Data is comparable
inaccurate in organized. to initial data set.
Step 6 Data Data is not analyzed. Data is analyzed in Data is analyzed Data is carefully
Analysis and No written a minimal or to an intermediate compared and
explanation of cursory manner. depth. Written analyzed by the
Report findings. Written report of the intern. A thorough
Findings (1, explanation of findings is written explanation
25%) findings is sufficient. of the findings are
complete (or) reported.
Step 7 Plan for Intern does not Intern minimally Intern recognizes Intern makes
Improvement recognize conclusions recognizes ways to ways to improve multiple conclusions
in the data or how to improve instruction based on how to improve
and Reflection improve instruction instruction based on the research instruction.
(1, 25%) based on the results. on the research results. Reflection Conclusions clearly
No or little reflection results. Some is provided about match the results of
about the findings. reflection about the findings. study. Reflection
the findings. shows strong depth
of thought and
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SCE 4942: Technology Application Work Portfolio
Acceptable (3 pts) Target (4 pts)
(1 pt) (2 pts)
The intern uses the The intern uses The intern is using The intern is using an
electronic grade the electronic an electronic grade electronic grade book,
book,, but does not grade book, book, word word-processing
use technology to and word processing software, test banks
produce classroom processing software, test and presentation
materials. The software to banks and software to produce
Use of student is produce class presentation materials for use in
technology uncomfortable with handouts, tests software to produce class. The intern is
for use of computer and worksheets materials for use in fluent in the use of all
productivity based productivity . The Intern is class. The intern of these tools. Many
20 tools. No artifacts in the learning is comfortable with artifacts have been
have been uploaded stage of use of most of these tools. featured in live text to
to livetext. productivity The intern has document the use of
software. Few uploaded one or technology productivity
artifacts have more artifacts to tools
been included demonstrate
Technology is not Technology is Technology is often Technology is often
used, or rarely used sometimes evident in the evident in the
during the evident in the instructional period instructional period for
instructional period. instructional for teacher directed teacher directed
period, but is activities. These activities. These
limited to include proficient include proficient use
Use of resources that use of PowerPoint of the PowerPoint and
Technology are in the and internet based internet based
in the classroom, and demonstrations. demonstrations. The
instructional implementation The intern has intern has identified
period is uninspired uploaded one or resources to enable
30 (text only more artifacts to students to engage in
PowerPoint) demonstrate hands on technology
competency based activities.
Ample evidence to
support the student’s
proficiency has been
uploaded to livetext.
The featured use of The featured The featured use of The Intern has
technology is not use of technology is featured multiple uses
connected (or technology is connected to a of technology that
minimally connected to a learning objective, connected to learning
connected) to one learning and is tied to the objectives. The use of
or more learning objective, but potential for technology provides
objectives. does little to increasing the students with many
enhance the students academic opportunities for
student growth and academic growth and
experience. performance. The performance. Many
intern has uploaded artifacts have been
one or more featured in live text to
Syllabus Owner: Nancy Watkins SCE 4940 Master - June 2007 15 of 17
artifacts to document the use of
The intern is not The intern is The intern is The intern is making
making use of making use of making use of use of technology
technology that is the technology technology found in found in his or her
available in his or in his or her his or her classroom, and
her classroom. classroom. The classroom, and materials that are from
student uses materials that are the school resource
the internet to from the school center. The student
look for resource center. uses the internet to
supporting The student uses look for supporting
instructional the internet to look instructional materials.
materials. for supporting The intern researches
instructional software to support
materials. The student achievement,
intern has uploaded and makes these
one or more resources available to
artifacts to students. Many
demonstrate artifacts have been
competency featured in live text to
document the range of
support materials that
have been made
available to students
DATE EVENT DISTRICT/LOCATION
August 18 First Day of School Pasco County
August 18 First Day of School Hernando County
August 18 First Day of School Hillsborough County
August 18 First Day of School Pinellas County
AUGUST 25 ORIENTATION FOR FINAL INTERNSHIP TARPON SPRINGS (FA 132)
8:00 to 5:00
September 1, LABOR DAY HOLIDAY All Districts Closed
September 2 Independent Day School – POP Seminar 12015 Orange Grove Drive
Tampa 1:00 – 8:00 p.m.
September 3 Independent Day School – POP Seminar 12015 Orange Grove Drive
Tampa 1:00 – 8:00 p.m.
September 4 Independent Day School – POP Seminar 12015 Orange Grove Drive
Tampa 9:00 to 4:40
September 5 Independent Day School – POP Seminar 12015 Orange Grove Drive
Tampa 9:00 to 4:30
October 17 Schools Closed – Planning Day All Districts
DATE SENIOR SEMINAR CLEARWATER CAMPUS (TA 110)
Syllabus Owner: Nancy Watkins SCE 4940 Master - June 2007 16 of 17
Noon to 5:00
October 20 Pasco County
Schools Closed – Planning Day
November 11 VETERANS Day – No School Pasco County
November 11 VETERANS DAY – No School Hernando County
November 11 VETERANS DAY – No School Hillsborough
November 19 Great American Teach-In Pinellas County
NOVEMBER 21 THIRD SENIOR SEMINAR CLEARWATER CAMPUS (AA 101)
Noon to 5
November 24-28 Thanksgiving Holiday Pinellas
November 26 - 28 Thanksgiving Holiday Pasco County
November 26 – 28 Thanksgiving Holiday Hernando County
November 26 – 28 Thanksgiving Holiday Hillsborough County
DECEMBER 10 FINAL SEMINAR / GRADUATION EPI CENTER (I-451)
CELEBRATION Noon to 5
12/22 – 01/2 Winter Holiday - Schools Closed Pinellas, Pasco & Hernando &
Syllabus Owner: Nancy Watkins SCE 4940 Master - June 2007 17 of 17