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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).
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:
290-3-3-.04 NEW ALABAMA QUALITY TEACHING
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(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.
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)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
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(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
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
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.
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.
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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)(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.
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.
Ability to communicate with others about mathematical
(3)(c)3.(vi) concepts, processes, and symbols.
(3)(c)4.(iii) Ability to integrate technology into the teaching of all
(1) Content Knowledge
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(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
(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
(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)(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
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(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.(iii) Ability to use and maintain confidential student
information in an ethical and professional manner.
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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.
The candidate will complete an internship for the entire semester. [290.3.3.02(4)(g)]
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. [290.3.3.02(4)(g)
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
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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.
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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.
.04 (1) (c) 1. (v)
.04 (1) (c) 2.
.04 (3) (c) 1.
.04 (3) (c) 1.
.04 (3) (c) 3.
.04 (3) (c) 4.
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.04 (4) (c) 1.
.04 (4) (c) 2.
.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.
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.
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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
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
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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.
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’
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.
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
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.04 (3)(c)1.(viii) procedures
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
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
to develop student
skills in the areas of
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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%)
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
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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.
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
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
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.
toward successful attempts.
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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.
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.
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.
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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.
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
Students should refer to the Standards of Conduct section of the Oracle, the student handbook
for policies regarding misconduct.
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College of Education
Innovative, Informed, Reflective Decision Makers
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
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
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