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                                      Troy University
                                    College of Education
                                  Master Syllabus 2007-2008

Course Number:                       ENG 4474

Course Title:                        Internship in Secondary Education

Semester Hours                       9

Prerequisite(s):                     Admission to TEP

Co-requisite:                        SED 4454

Approved Delivery Methods:
On site supervision by University Supervisor and Cooperating Teacher(s).

Course Description:
The Professional Internship Program is the culminating clinical field-based experience for
students seeking certification in a teaching field. The Professional Internship Program provides
the student with the opportunity to conduct classes and assume the role of a teacher while
receiving supervision from a classroom teacher and a university supervisor for a period of one
full semester. The student will demonstrate skills of the informed, reflective decision maker
throughout the internship experience.

Goals and Objectives:

The Teacher Education Program is designed to provide a quality, academic program that
emphasizes meaningful and practical learning experiences in preparing students to be
innovative, informed, reflective decision-makers. (The Unit’s Conceptual Framework is
included at the end of this syllabus). In addition, this course provides opportunities to
demonstrate knowledge of the following objectives:

The experiences of the Professional Internship Program offer the intern the opportunity to teach
while receiving evaluative feedback and support from the university supervisor, the cooperating
teacher, and the principal. The purpose of the internship is to culminate the preparatory program
of the student with a viable, worthwhile experience in the P-12 school in order to apply
knowledge from formal study to teaching and learning needs. Specifically, the objectives of the
Professional Internship Program for Secondary English Language Arts Education area are
designed to provide an opportunity for the following:

With regard to AQTS 290-3-3-.04: With regard to the academic discipline the candidates shall
demonstrate the ability to:

                                                                                Page 2 of 18

(1)                                   Content Knowledge
(1)(c)                                  Key Indicators
(1)(c)1.         Academic Disciplines(s)
                 Ability to use students’ prior knowledge and experiences
(1)(c)1.(iii)    to introduce new subject-area related content.
                 Ability to identify student assumptions and
                 preconceptions about the content of a subject area and to
(1)(c)1.(iv)     adjust instruction in consideration of these prior
                 Ability to help students make connections across the
                 curriculum in order to promote retention and transfer of
(1)(c)1.(v)      knowledge to real-life settings.
(1)(c)2.         Curriculum
                 Ability to provide accommodations, modifications, and/or
                 adaptations to the general curriculum to meet the needs
(1)(c)2.(ii)     of each individual learner.
                 Ability to select content and appropriately design and
                 develop instructional activities to address the scope and
(1)(c)2.(iii)    sequence of the curriculum.
(2)                                 Teaching and Learning
(2)(c)                                  Key Indicators
(2)(c)1.         Human Development
                 Ability to teach explicit cognitive, metacognitive, and
(2)(c)1.(v)      other learning strategies to support students in becoming
                 more successful learners.

                 Ability to use knowledge about human learning and
                 development in the design of a learning environment and
                 learning experiences that will optimize each student’s
(2)(c)1.(vi)     achievement.
(2)(c)2.         Organization and Management
                 Ability to plan teaching and learning experiences that are
(2)(c)2.(vi)     congruent with the Alabama courses of study and
                 appropriate for diverse learners.

                 Ability to collect and use data to plan, monitor, and
(2)(c)2.(vii)    improve instruction.
                 Ability to organize, allocate, and manage the resources of
(2)(c)2.(viii)   time, space, and activities to support the learning of every
                 Ability to organize, use, and monitor a variety of flexible
(2)(c)2.(ix)     student groupings and instructional strategies to support
                 differentiated instruction.
                                                                                Page 3 of 18

(2)(c)3.         Learning Environment
                 Ability to develop a positive relationship with every
                 student and to take action to promote positive social
(2)(c)3.(iii)    relationships among students, including students from
                 different backgrounds and abilities.
                 Ability to communicate with parents and/or families to
                 support students’ understanding of appropriate behavior.
                 Ability to create learning environments that increase
(2)(c)3.(v)      intrinsic motivation and optimize student engagement
                 and learning.
                 Ability to use individual behavioral support plans to
(2)(c)3.(vi)     proactively respond to the needs of all students.
                 Ability to create a print/language-rich environment that
                 develops/extends students’ desire and ability to read,
(2)(c)3.(vii)    write, speak, and listen.
                 Ability to encourage students to assume increasing
(2)(c)3.(viii)   responsibility for themselves and to support on another’s
(2)(c)4.         Instructional Strategies
                 Ability to evaluate, select, and integrate a variety of
                 strategies such as cooperative learning, discussion,
(2)(c)4.(vii)    discovery, problem-based learning, and direct instruction
                 into a coherent lesson design.
(2)(c)4.(viii)   Ability to adjust instruction in response to information
                 gathered from ongoing monitoring of performance via
                 formative assessment.
                 Ability to use questions and questioning to assist all
                 students in developing skills and strategies in critical and
(2)(c)4.(ix)     higher order thinking and problem solving.
                 Ability to use strategies that promote that promote the
(2)(c)4.(x)      independence, self-control, personal responsibility, and
                 self-advocacy of all students.
(2)(c)5.         Assessment
                 Ability to design and use a variety of approaches to
                 formal and informal assessment to plan instruction,
                 monitor student understanding and progress toward
                 learning, modify teaching and learning strategies, and
(2)(c)5.(v)      measure and report student progress related to learning
                 Ability to collaborate with others to design and score
                 common assessments and to use results to share and
(2)(c)5.(vi)     compare instructional practice and plan new instruction.
                 Ability to collaborate with others to incorporate
                 accommodations into all assessments as appropriate.
                                                                                Page 4 of 18

                 Ability to provide a variety of ways for students with
(2)(c)5.(viii)   diverse needs, including students with disabilities, to
                 demonstrate their learning.

                 Ability to develop rubrics and to teach students how to
(2)(c)5.(ix)     use them to assess their own performance.
(2)(c)5.(x)      Ability to develop and select appropriate performance
                 Ability to engage all students in assessing and
(2)(c)5.(xi)     understanding their own learning and behavior.
                 Ability to interpret and use reports from state
                 assessments and results of other assessments to design
(2)(c)5.(xii)    both group and individual learning experiences.
(3)                                         Literacy
(3)(c)                                   Key Indicators
(3)(c)1.         Oral and Written Communications
                 Knowledge of the impact of native language and linguistic
(3)(c)1.(ii)     background on language acquisition.
(3)(c)1.(iv)     Ability to model appropriate oral and written
                 Ability to demonstrate appropriate communication
                 strategies that include questioning and active and
(3)(c)1.(v)      reflective listening.
                 Ability to foster effective verbal and nonverbal
                 communications during ongoing instruction using
(3)(c)1.(vi)     assistive technologies as appropriate.
                 Ability to integrate skill development in oral and written
(3)(c)1.(vii)    communications into all content areas that one teaches.
                 Ability to use effective nonverbal communication and
(3)(c)1.(viii)   respond appropriately to nonverbal cues from students.

(3)(c)2.         Reading
                 Ability to integrate reading instruction into all content
(3)(c)2.(iii)    areas that one teaches.
(3)(c)2.(iv)     Ability to stimulate interest in and foster appreciation for
                 the written word, promote reading growth, and increase
                 the motivation of students to ready widely and
                 independently for information and pleasure.
(3)(c)3.         Mathematics
                 Ability to communicate with others about mathematical
(3)(c)3.(vi)     concepts, processes, and symbols.
(3)(c)4.         Technology
(3)(c)4.(iii)    Ability to integrate technology into the teaching of all
                 content areas.
(1)                                  Content Knowledge
                                                                               Page 5 of 18

(4)(c)                                  Key Indicators
(4)(c)1.        Cultural, Ethnic, and Social Diversity
                Ability to develop culturally responsive curriculum and
                instruction, i.e., model, teach, and integrate multicultural
(4)(c)1.(iv)    awareness, acceptance, and appreciation into ongoing
                Ability to communicate in ways that demonstrate
                sensitivity to diversity such as appropriate use of eye
(4)(c)1.(v)     contact, interpretation of body language and verbal
                statements, and acknowledgement of and responsiveness
                to different modes of communication and participation.
(4)(c)2.        Language Diversity
(4)(c)2.(ii)    Ability to differentiate between learner difficulties that
                are related to cognitive or skill development and those
                that related to language learning.
                Ability to collaborate with teachers of English language
                learners and to assist those students with full integration
(4)(c)2.(iii)   into the regular classroom.
(4)(c)3.        Special Needs
(4)(c)3.(iii)   Ability to identify and refer students for diagnosis for
                special services.
(4)(c)3.(iv)    Ability to address learning differences and disabilities
                that are prevalent in an inclusive classroom.
(4)(c)4.        Learning Styles
(4)(c)4.(iii)   Ability to help students assess their own learning styles
                and to build upon identified strengths.
(4)(c)4.(iv)    Ability to design learning experiences that engage all
                learning styles.
(4)(c)5.        General
(4)(c)5.(ii)    Ability to involve families, community agencies and
                organizations, and colleagues in helping support
                academic achievement of diverse learners.
(4)(c)5.(iii)   Ability to create a learning community in which
                individual differences are respected.
(4)(c)5.(iv)    Ability to assess and diagnose individual students’
                contexts, strengths, and learning needs and to tailor
                curriculum and teaching to address these personal
(5)                                    Professionalism
                                        Key Indicators
(5)(c)1.        Collaboration
(5)(c)1.(iv)    Ability to involve parents and/or families as active
                partners in planning and supporting student learning.
(5)(c)1.(v)     Ability to share instructional responsibility for students
                with diverse needs, including students with disabilities
                and to develop collaborative teaching relationships and
                                                                                Page 6 of 18

                 instructional strategies.
(5)(c)1.(vi)     Ability to share responsibility for all students’ learning
                 across the school and collaborate with colleagues to
                 support every student’s growth.
(5)(c)1.(vii)    Ability to participate as reflective members of different
                 types of teams including, but not limited to, Building
                 Student Support Teams.
(5)(c)1.(viii)   Ability to collaborate in the planning of instruction for an
                 expanded curriculum in general education to include
                 Individual Education Plans and other plans such as
                 Section 504 goals for students with disabilities.
(5)(c)1.(ix)     Ability to communicate and collaborate effectively with
                 colleagues, students, parents, guardians, and significant
                 agency personnel who are included and valued equally as
(5)(c)1.(x)      Ability to exhibit the professional dispositions delineated
                 in professional, state, and institutional standards while
                 working with students, colleagues, families, and
(5)(c)2.         Continuous, Lifelong Professional Learning
(5)(c)2.(iv)     Ability to articulate and reflect on a personal philosophy
                 and its relationship to teaching practice and professional
                 learning choices and commitment.
(5)(c)2.(v)      Ability to use best practices, professional literature, and
                 collegial assistance to improve as a teacher and a learner.
(5)(c)2.(vi)     Ability and willingness to inquire into one’s own practice
                 by designing action research to determine the
                 effectiveness of identified instructional strategies.
(5)(c)2.(vii)    Ability to participate in the creation and nurturance of a
                 learning environment that supports standards-based
                 inquiry, reflective practice, and collaborative learning for
                 teachers at all stages of their careers.
(5)(c)3.         Alabama-Specific Improvement Initiatives
(5)(c)3.(iii)    Ability to integrate statewide programs and initiatives
                 into curriculum and instructional processes.
(5)(c)3.(iv)     Ability to communicate with students, parents, and the
                 public about Alabama’s assessment system and major
                 state educational improvement initiatives.
(5)(c)4.         School Improvement
(5)(c)4.(iv)     Ability to assume increased leadership responsibility in
                 school, district, and state improvement initiatives over the
                 course of one’s professional career.
(5)(c)5.         Ethics
(5)(c)5.(iii)    Ability to use and maintain confidential student
                 information in an ethical and professional manner.
                                                                                       Page 7 of 18

                Ability to practice safe, responsible, legal and ethical use
                of technology and comply with school and district
                acceptable-use policies including fair-use and copyright
                guidelines and Internet-user policies.
(5)(c)6.        Local, State, and Federal Laws and Policies
(5(c(c)6.(ii)   Ability to access school, community, state, and other
                resources and referral services.
                Ability to access resources to gain information about
(5)(c)6.(iii)   federal, state, district, and school policies and procedures.
(5)(c)6.(iv)    Ability to keep accurate records including IEPs,
                especially records related to federal, state, and district
                policies, and other records with legal implications.

Methods of Instruction: Students will participate in one full semester of internship in the
school setting. On site supervision will be provided by a University Supervisor and Cooperating

Laboratory Experiences: Candidates will spend an entire semester in a classroom setting. The
Director of Professional Internships will arrange placements for the candidates.

Course Requirements:

The candidate will complete an internship for the entire semester. []
   1. The candidate will complete a minimum of one full semester of the following activities
   2. The candidate will teach all day for at least ten consecutive days and for a total of at least
       twenty full days during the internship. [
   3. The student will complete the logs required by the Office of Teacher Education Program.
       The logs will be submitted at the end of the internship and will be approved by the
       Campus Coordinator for Teacher Education.
   4. The candidate will be formally evaluated at least four times by a university supervisor
       and at least four times by the cooperating teacher.


The grade of the intern will be determined by the collaboratively by the University Supervisor,
the Cooperating Teacher and the Campus Coordinator of Teacher Education. The intern must
earn a rating of “3” or above in each competency area on the final evaluation in order to
successfully complete the course and the internship program. The intern must demonstrate
readiness to teach through satisfactory on-the-job performance as an intern..

Please Note Competency Statement Below:

*Several class assignments will be completed and competencies must be demonstrated
during class time.
*Student must successfully complete all course objectives, assignments, assessments
                                                                                              Page 8 of 18

 and activities in order to pass the course.

Critical Assignment (1)

The candidate will maintain a “portfolio” of products obtained and developed and/or
documentation of activities completed during the internship.

Rubric for Portfolio Evaluation
                   Exemplary (4 pts)        Proficient (3 pts)     Developing (2 pts)     Beginning (1 pt)
1. Teaching       The statements of       The statements of       The statements of       There is
Philosophy (10, the student’s beliefs     the student’s beliefs   the student’s beliefs   evidence of a
10%)              are comprehensive       demonstrate and         demonstrate and         philosophy
                  and address in a        addresses how the       addresses how the       statement that
AQT 209-3-3- concise and clear            student’s               student’s               begins to address
.04 (5)(c)2.(iv) manner how the           philosophy will         philosophy will         a philosophy.
                  student’s               affect the teaching     affect the teaching
                  philosophy will         and learning            and learning
                  affect the teaching     process. Student        process. Student
                  and learning            learning is the         learning is the
                  process. Student        center of the focus.    center of the focus.
                  learning is the         Demonstration of
                  center of the focus.    references to
                  Demonstration of        existing educational
                  comparisons and         philosophies.
                  contrasts to existing
2. Deep           Teacher candidate       Teacher candidate       Teacher candidate       Teacher
knowledge of displays extensive,          displays thorough       displays sufficient     candidate
content and       in-depth content        content knowledge       content knowledge       displays limited
teaching          knowledge and           and a command of        and is developing a     understanding of
strategies (5,    continually searches    research-based          repertoire of           content
5%)               for research-based      practices. A variety    research-based          knowledge and
                  best practices. A       of examples are         teaching strategies.    is exploring
AQT 209-3-3- variety of examples          provided which          Some evidence           research-based
.04 (2)(c)4.(vi) are provided which       demonstrate             present which           teaching
                  demonstrate a deep      effective               demonstrates            strategies.
AQT 209-3-3- understanding and            understanding and       understanding and       Limited
.04 (2)(c)4.(vii) application.            application.            application             evidence present.

AQT 209-3-3-
.04 (3)(c)1.(ii)

AQT 209-3-3-
.04 (3)(c)1.(vii)
                                                                                       Page 9 of 18

AQT 209-3-3-
.04 (3)(c)2.(iii)

AQT 209-3-3-
.04 (3)(c)2.(iv)

AQT 209-3-3-
.04 (4)(c)2.(ii)

AQT 209-3-3-
.04 (5)(c)2.(v)
3. Design      Teacher candidate       Teacher candidate     Teacher candidate     Teacher is
coherent       designs                 designs appropriate   attempts to design    reading and
instruction (5,appropriately           instruction which     instruction which     exploring a
5%)            challenging             actively engages      aligns with student   variety of
               instruction which       most learners.        needs.                instructional
               consistently and        Evidence of a few     Evidence of a few     approaches for
 AQT 209-3-3- actively engages all     good examples with    examples with         diverse
.04 (1) (c) 1. learners. Clear, well   several               documentation of      populations.
(iii)          developed examples      documentations of     limited technology    Evidence of
               with documentation      technology use is     use is provided.      research
AQT 209-3-3- of varied                 provided.                                   completed is
.04 (1) (c) 1. technologies are                                                    provided.
(iv)           provided.

AQT 209-3-3-
.04 (1) (c) 1. (v)

AQT 209-3-3-
.04 (1) (c) 2.

AQT 209-3-3-
.04 (3) (c) 1.

AQT 209-3-3-
.04 (3) (c) 1.

AQT 209-3-3-
.04 (3) (c) 3.

AQT 209-3-3-
.04 (3) (c) 4.
                                                                                           Page 10 of 18


AQT 209-3-3-
.04 (4) (c) 1.

AQT 209-3-3-
.04 (4) (c) 2.

AQT 209-3-3-
.04 (5) (c) 3.
4. Select          A wide variety of      A variety of            Appropriate          Exploring
appropriate        appropriate of         appropriate of          materials/resources/ appropriate
materials (5,      materials/resources/   materials/resources/    technology are       materials,
5%)                technology selected    technology selected     selected to meet     resources and
                   to meet the varying    to meet most            some learning        technology to
AQT 209-3-3- learning needs of            learning needs of       needs of students. A engage students
.04 (5)(c)5.(iv) students. A              students. A             selection process is with varying
                   comprehensive          selection process is    documented with needs.
                   selection process is   documented with         attention to
                   documented with        attention to cutting    technology.
                   strong attention to    edge technology.
                   cutting edge
5. Assessment Assessment criteria         Assessment criteria     Limited assessment    Experimenting
of student         and standards are      and standards are       criteria and          with standards
learning (5,       clear and clearly      evident and             standards are         and assessment
5%)                communicated to        communicated to         evident.              criteria.
                   students. A variety    students. A variety     Assessment
AQT 209-3-3- of assessment                of assessment           strategies
.04 (2)(c)2.(vii) strategies (including   strategies (including   (including
                   technology) are        technology) are         technology) are
AQT 209-3-3- used to inform               used to inform          inconsistently used
.04 (2)(c)4.(viii) planning               planning                to inform planning.
                   appropriate to         appropriate to
AQT 209-3-3- individual student           individual student
.04 (2)(c)5.(v) needs.                    needs.

AQT 209-3-3-
.04 (2)(c)5.(vi)

AQT 209-3-3-
.04 (2)(c)5.(vii)
                                                                                        Page 11 of 18

AQT 209-3-3-
.04 (2)(c)5.(ix)

AQT 209-3-3-
.04 (2)(c)5.(x)

AQT 209-3-3-
.04 (2)(c)5.(xi)

AQT 209-3-3-
.04 (5)(c)5.(iii)
6. Self-           Teacher candidate Teacher candidate        Teacher candidate      Teacher
reflection (5,     articulates a        articulates an        is developing the      candidate is
5%)                thoughtful and       accurate assessment   ability to critique    beginning to
                   accurate assessment of teaching and        teaching and           develop the
AQT 209-3-3- of teaching and            professional          professional           ability to critique
.04 (5)(c)2.(vi) professional           behavior. Can         behavior. Can          teaching and
                   behavior. Can        evaluate to a large   evaluate to some       professional
                   critically evaluate extent if the goals    extent if the goals    behavior.
                   the extent to which and objectives are     and objectives are     Documentation
                   goals and objectives met looking at both   met. Some              limited to
                   are met. Clear,      strengths and         documentation          reflections on
                   concise and well     weaknesses. Clear     supports reflection.   classroom
                   developed            documentation                                observations.
                   documentation        supports the
                   provided to support evaluation.
7. Community The teacher                With little or no     With guided          The teacher
building (5,       candidate            feedback, the         practice and         candidate rarely
5%)                independently and teacher candidate        corrective feedback, –to-never
                   consistently goes    demonstrates          the teacher          demonstrate
AQT 209-3-3- beyond                     effective use of      candidate            appropriate
.04 (2)(c)3.(iii) expectations for      community building    demonstrates         community
                   mastery (a           practices.            appropriate          building
AQT 209-3-3- proficiency level of                             community            practices.
.04 (2)(c)3.(iv) performance) and/or                          building practices.
                   generalizes the use
AQT 209-3-3- of community
.04 (2)(c)3.(viii) building practices
                   throughout the
AQT 209-3-3- classroom
.04 (4)(c)5.(iii) environment.
8. Managing        The teacher          With little or no     With guided          The teacher
classroom          candidate            feedback, the         practice and         candidate rarely-
procedures (5, independently and teacher candidate            corrective feedback, to-never
5%)                consistently goes    demonstrates          the teacher          demonstrates
                                                                                       Page 12 of 18

                   beyond expectations effective use of        candidate          appropriate use
AQT 209-3-3- for mastery (a             technology for         demonstrates       of technology for
.04 (2)(c)2.(ix) proficiency level of recordkeeping and        appropriate use of recordkeeping
                   performance) and/or management related      technology for     and management
                   generalizes the use to classroom            recordkeeping and related to
                   of technology for    procedures.            management related classroom
                   recordkeeping and                           to classroom       procedures.
                   management related                          practices.
                   to classroom
9. Managing        The teacher          With little or no      With guided          The teacher
student            candidate            feedback, the          practice and         candidate rarely-
behavior (5,       independently and teacher candidate         corrective feedback, to-never
5%)                consistently goes    demonstrates           the teacher          demonstrates
                   beyond expectations effective use of        candidate            appropriate use
AQT 209-3-3- for mastery (a             behavior               demonstrates         of behavior
.04 (2)(c)2.(viii) proficiency level of management             appropriate use of management
                   performance) and/or principles to           behavior             principles to
AQT 209-3-3- generalizes                manage students’       management           manage
.04 (2)(c)3.(v) behavior                behavior.              principles to        students’
                   management                                  manage students’ behavior.
AQT 209-3-3- principles to                                     behavior.
.04 (2)(c)3.(vi) manage students’
AQT 209-3-3-
.04 (2)(c)4.(x)
10. Organizing The teacher              With little or no      With guided          The teacher
space and          candidate            feedback, the          practice and         candidate rarely-
resources (5, independently and teacher candidate              corrective feedback, to-never
5%)                consistently goes    demonstrates           the teacher          demonstrates
                   beyond expectations effective use of        candidate uses       appropriate use
AQT 209-3-3- for mastery (a             physical space and     physical space and of physical space
.04 (2)(c)1.(vi) proficiency level of resources skillfully     resources            and resources
                   performance) and and learning occurs.       adequately and, at and learning
AQT 209-3-3- Organizes space &                                 least, essential     does not occur as
.04 (2)(c)3.(vii) uses physical                                learning occurs.     needed.
                   resources optimally
                   and effective
                   learning occurs.
11. Clear and Directions and            Directions and         Communication        Communication
accurate           procedures are clear procedures are clear   between teacher      is evident
classroom          to students and      to students and        and students is      however work is
communication anticipate possible contain an                   clarified when       needed so that
(5, 5%)            student              appropriate level of   student              repeated
                   misunderstanding detail                     misunderstands       clarification is
AQT 209-3-3-                                                   directions or        not necessary
                                                                                              Page 13 of 18

.04 (3)(c)1.(viii)                                                 procedures

AQT 209-3-3-
.04 (4)(c)1.(v)

12. Engaging      Demonstrates skills      Demonstrates skills     Demonstrates skill      Demonstrates
students in       in actively engaging     in actively engaging    in generally            beginning skills
meaningful        students in the          most students in the    engaging students       in engaging
learning          teaching and             learning activities.    in meaningful           student in
activities (5,    learning process.        Makes activities        learning activities.    meaningful
5%)               Makes activities         meaningful by           Use of technology       learning
                  meaningful through       including students.     is a limited part of    activities.
AQT 209-3-3- varied approaches             Use of technology       the learning            Limited use of
.04 (2)(c)2.(v) to involve students        is a part of the                                technology
                  cognitively,             learning process
AQT 209-3-3- physically, and
.04 (4)(c)4.(iii) emotionally. Use of
                  technology is an
AQT 209-3-3- integral part of the
.04 (4)(c)4.(iv) learning process

AQT 209-3-3-
.04 (5)(c)1.(vi)
13. Monitoring    Highly effective in      Effective               Beginning to          Limited ability
student           monitoring student       monitoring of           demonstrate the       in how to
progress (5,      progress in many         student progress in     ability of how to     monitor student
5%)               varied way.              many ways.              monitor student       progress.
                  Working with             Working with            progress in different
AQT 209-3-3- students’ ability to          students’ ability to    ways.
.04 (2)(c)5.(xii) monitor their own        monitor their own
                  progress is also         progress is also
                  evident. Conveys         evident. Conveys
                  progress to students     progress to students
                  in a clear , concise     in a clear manner
                  and timely manner
14.               Highly effective in      Uses a variety of       Uses limited            Superficial
Questioning       questioning and          questioning             questioning             questions of poor
and discussion discussion                  techniques which        techniques which        quality which do
techniques (5, techniques that             lead to participation   lead to participation   not lead to
5%)               actively involve         by most students.       by a few students       responses by
                  students of varying                                                      students
AQT 209-3-3- levels of growth.
.04 (2)(c)4.(ix) Uses higher order
                  thinking questions
                  to develop student
                  skills in the areas of
                                                                                            Page 14 of 18

                 reasoning and
                 problem solving.
15.              Consistently adapts        Generally adapts       Some adaptations      Beginning to
Responsiveness instruction in               instruction in         are made in           identify
to the diversity response to all            response to student    response to student   appropriate
of student       student needs              needs.                 needs.                adaptations.
needs (5, 5%)

AQT 209-3-3-
.04 (1)(c)2.(ii)

AQT 209-3-3-
.04 (2)(c)1.(vii)

AQT 209-3-3-
.04 (2)(c)2.(vi)

AQT 209-3-3-
.04 (2)(c)5.(viii)

AQT 209-3-3-
.04 (4)(c)3.(iii)

AQT 209-3-3-
.04 (4)(c)3.(iv)

AQT 209-3-3-
.04 (4)(c)5.(iv)

AQT 209-3-3-
.04 (5)(c)1.(vii)

AQT 209-3-3-
.04 (5)(c)1.(viii)

AQT 209-3-3-
.04 (5)(c)1.(ix)
16.                  Demonstrates           Demonstrates           Demonstrates          Demonstrates
Professional         thorough attempts      attempts to enhance    attempts to enhance   limited attempts
growth               to enhance             professional growth    professional growth   to enhance
activities (4,       professional growth    by actively seeking    by attending          professional
4%)                  by actively seeking    opportunities to       scheduled             growth.
                     opportunities to       enhance positive       professional          Recognizes the
AQT 209-3-3-         enhance positive       attitude and ability   development           significance of
.04 (5)(c)1.(x)      attitude and ability   to grow                activities.           technology as a
                     to grow                professionally.        Recognizes the        part of the
                                                                                            Page 15 of 18

AQT 209-3-3- professionally.             Utilizes and include    significance of      growth process.
.04 (5)(c)2.(iii) Utilizes and include   the use of              technology as a part
                  the use of             technology as a part    of the growth
AQT 209-3-3- technology as an            of the growth           process.
.04 (5)(c)2.(vii) integral part of the   process.
                  growth process.
AQT 209-3-3-
.04 (5)(c)4.(iv)
17.               Is actively involved   Is a member of          Is a member of      Is a member of
Contributions through                    professional            professional        professional
to the            participation in       organizations,          organizations?      organizations?
profession (4, professional              contributes             Limited attempts to
4%)               organizations,         occasionally to the     contribute to the
                  contributes on a       learning                profession.
(5)(c)6.(iv)      regular basis to the   environment of the
                  learning               classroom.
                  environment of the     Demonstrates a
                  classroom. Initiates   willingness to
                  important activities   contribute to the
                  to contribute to the   profession.
18.               Consistently           Demonstrates            Demonstrates            Demonstrates
Interactions      demonstrates efforts   efforts to engage       efforts to develop      efforts to
with families of to engage families      families in the         strategies for          research the
students (4,      in the instructional   instructional           communicating           importance of
4%)               process. Actively      process.                with families.          family
                  solicits interaction   Demonstrates a                                  communications.
AQT 209-3-3- in varied ways to           positive and
.04 (4)(c)5.(ii) meet individual         constructive effort.
AQT 209-3-3- Demonstrates a
.04 (5)(c)1.(iv) positive and
                  constructive effort.
AQT 209-3-3-
.04 (5)(c)3.(iv)
19. Contacts      Volunteers to          Participates in         Participates in         Exploring
with larger       participate in         community events.       community events        possibilities for
community (4, community events.          Assumes a               when requested.         participation in
4%)               Assumes leadership     participatory role in   Assumes a               community,
                  roles in school &      school & district       participatory role in   school, and
                  district events and    events and projects.    school & district       district events
                  projects. Makes        Contributions           events and projects
                  substantial            toward successful       when requested.
                  contributions          communication
                  toward successful      attempts.
                                                                                       Page 16 of 18

20. Advocacy Makes a                    Works as a team       Works as a team       Is attempting to
for students (4, consistently, strong   member to             member to             become aware of
4%)              effort in a            represent the         represent the         issues relating to
                 leadership role to     individual needs of   individual needs of   development of
AQT 209-3-3- represent the              all students. Is      all students. Is      the whole child.
.04 (5)(c)1.(v) individual needs of     attempting to be      attempting to
                 all students. Is       involved in           become aware of
AQT 209-3-3- actively involved in       addressing issues     issues relating to
.04 (5)(c)6.(ii) addressing issues      relating to           development of the
                 relating to            development of the    whole child.
                 development of the     whole child.
                 whole child.

Critical Assignment (2)

   Candidates will demonstrate and apply an understanding of pedagogical (and andragogical,
   where appropriate) theory in methods, materials and experiences in their practice for all
   learners. The candidate will be formally evaluated at least four times by a university
   supervisor and at least four times by cooperating teachers with the use of the intern
   evaluation found in the Professional Internship Handbook.

Grading Policy:

The following grades may be issued for the Professional Internship Program:

PASS           assigned to the candidate who has met the Professional Internship Program
               requirements as outlined in the Professional Internship Program Handbook, this
               syllabus, and in the application, application interview, and orientation. The
               satisfactory completion of the requirements of the cooperating teacher and the
               university supervisor will also be considered in assigning this grade.

FAIL           assigned to the candidate who has not met the Professional Internship Program
               requirements as outlined in the Professional Internship Program Handbook, this
               syllabus, and in the orientation. The failure to complete the requirements of the
               cooperating teacher and the university supervisor will also be considered in
               assigning this grade. The intern will not have demonstrated a readiness for
               teaching. The final evaluation of the internship will have areas still in need of

If the student is removed from the internship experience, options include but are not
limited to the following:
            (1) The internship will be terminated with a grade of F.
            (2) The student will participate in a remediation program.

Additional Services:
                                                                                      Page 17 of 18

AMERICANS WITH DISABILITIES ACT: Students with disabilities or those who suspect
they have a disability must register with the Disability Services Coordinator in order to receive
accommodations. Students currently registered with the Disability Services Office are required
to present their Disability Services Accommodation Letter to each faculty member at the
beginning of each term. If you have any questions, contact the Disability Services Coordinator.

Attendance Policy:

In registering for classes at the university students accept responsibility for attending scheduled
class meetings, completing assignments on time, and contributing to class discussion and
exploration of ideas. Students will abide by the attendance policies outlined in the Professional
Internship Handbook.

Academic Misconduct:

Students should refer to the Standards of Conduct section of the Oracle, the student handbook
for policies regarding misconduct.
                                                                         Page 18 of 18

                                  Troy University
                                College of Education

                Innovative, Informed, Reflective Decision Makers
                             Conceptual Framework
                      Dispositions of Education Graduates

        Our conceptual framework is grounded in best practices, current and time-
tested educational theories, national initiatives, and teacher education reform
elements, while being responsive to change. With our dedication to models of best
practices and recognition of how we can best equip ourselves to prepare teachers and
administrators, we help our students to:

1.     Demonstrate an understanding of and show effective performance with
       diverse learning populations in a variety of school cultures

2.     Demonstrate proactive leadership, professional conduct and well-balanced
       professional dispositions

3.     Demonstrate effectiveness as communicators, facilitators, pedagogues and

4.     Build multi-level collaborative partnerships and mentoring relationships

5.     Demonstrate competencies in content area knowledge, assessment and
       emerging technologies

6.     Demonstrate cutting-edge competencies in pedagogical and applied research

7.     Practice authentic self-assessment, critical and reflective thinking, and the
       continual monitoring of progress and development

8.     Demonstrate an ability to generalize and creatively problem-solve

9.     Refine and evaluate innovative delivery and assessment models

10.    Demonstrate professional qualities that contribute to building safe,
       supportive, creative and stimulating learning environments