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Scott Morrison's Internship =This wikispace is presented by Scott Morrison in fulfillment of the requirements of= =SEED 394 Internship in Secondary Education= The Internship Field Experience is the second of three required field experiences for certification in The School of Education at The University of South Dakota. The Internship is designed to give students a more extensive and participatory experience than the Paraprofessional Field Experience, and students who complete the Internship will be better prepared to enter the Student Teacher Field Experience. In keeping with the School of Education’s theme of //Reflective Decision Making + Leadership//, the Internship is designed to allow students the opportunity to examine their interactions in the school setting and to evaluate the role they play in student learning. According to Donald Graves (2001), “Awareness that grows out of the specifics of your own situation produces energy. For this reason, you need to know the details of your own experience in order to make some judgments about how to set a personal and professional direction for your life.” The activities required during the Internship Field Experience and the associated written assignments will give you the chance to reflect upon your progress toward becoming a teacher. Perhaps more importantly, you will have the opportunity to reassess and, hopefully, reaffirm your commitment to teaching as a career path.

Graves, D. (2001). //The Energy to Teach.// Portsmouth, NH: Heinemann

605.659.3180 (Cell) || =Check List - Next Steps=
 * Scott Morrison's Spring 2009 SEED 394 Internship Placement**
 * School: || Beresford Middle School ||
 * Field-based supervisor: || Donna Neuman ||
 * Content area: || English ||
 * FBS e-mail address: || Donna.Neuman@k12.sd.us ||
 * FBS phone: || 605.763.4223 (Classroom)
 * USD supervisor || Kevin J. Reins, Phone: 605-677-5831, e-mail: kreins@usd.edu ||

Next steps: Please check off the following items by replacing the "o" with an “X” in the left hand column of the table once you have completed the task.
 * **X** || Upon receiving this information, respond immediately via e-mail to Dr. Kevin Reins indicating that you have received your placement information and that you have no major conflict with the placement. ||
 * **X** || Contact your field-based supervisor within 48 hours of receiving your placement information either by phone or e-mail. ||
 * **X** || During this first e-mail or phone call to your field based supervisor, ask to set up the first meeting (at your FBS’s convenience) for you to visit the classroom. ||
 * **X** || Upon arriving at the school, go directly to the main office, introduce yourself, the reason for your attendance, (make a great impression from the beginning) and ask to be directed to your FBS’s classroom. ||
 * **X** || During the first visit to the classroom, notify your FBS of the URL to your wikispace and let her/him know that you will be documenting the __requirements__ of the experience in this space. Discuss the requirements. ||
 * **X** || Deliver the FBS’s packet with the evaluation forms and return envelope to your field based supervisor during the first meeting. ||
 * **X** || Also during the first meeting, exchange phone numbers in case of emergency (edit your wikispace and put your FBS’s prefered phone number in the informatin table above), confirm your visitation times, and discuss what you will be doing in the class over the course of the 45 required hours in the classroom. ||
 * **X** || When convenient, introduce yourself to the principal and other faculty throughout your stay at the school. Be kind, courteous and show appreciation for the opportunity to be visiting and working with the students and faculty at the school. Always try to leave a great impression on people. ||
 * **X** || Within the first two visits, ask for a copy of the school handbook or ask to borrow a handbook for the semester. ||
 * **X** || Report to Dr. Kevin Reins via e-mail after you have completed your initial visit. Briefly describe the visit and ask any questions or state any concerns you have at this time and through the semester. ||
 * o || IF YOU MISS A SCHEDULED TIME – REPORT IT TO DR. REINS IMMEDIATELY. ALWAYS KEEP HIM INFORMED. RECORD THE DATES THAT YOU MISSED HERE. ||

= =

My goals for the internship:
Write three goals for your internship experience. (1) To establish a general feel for a classroom from a teacher's perspective. (2) To practice and perhaps become proficient with a general teaching model. (3) To help individuals who encounter difficulties with lessons or homework.

A. 45 hours of field-based classroom participation

 * **Date** || **Hours** || **Description of my activities/participation in the classroom....** ||
 * 2/9/10 || 1 hr. (1hr) || I had my introductory meeting with Mrs. Neuman at 12:15. We discussed our schedules and the various requirements I needed to complete. She asked me if I would like to jump in with the students right away and I indicated that I wanted to do that. Mrs. Neuman seems like a great teacher who values her students. A tear came to her eye when she talked about them. ||
 * 2/17/10 || 3 hr. (4 hr.) || Today was my first day in Mrs. Neuman's classroom. I spent three hours observing her while she taught her students. She allowed me to introduce myself to the students. After meeting all the students, I am really excited about this opportunity. It is great to see all of the different personalities present in a given classroom.

One thing that impressed me about Mrs. Neuman was her ability to handle her students. She takes a hands-off approach and helps students feel comfortable in her class. She starts the class of by allowing students to write in their journals in response to a prompt. While lecturing she compared the English language to a math equation while showing her students how to find predicative nomatives and adjectives. This analogy allowed the students to connect more with what she was talking about.

Mrs. Neuman took me on a quick tour of the middle school and introduced me to the interim principal and other staff members. She took me into the lunchroom and into each middle school classroom. Beresford has a small, yet comfortable setting. Mrs. Neuman explained that it is a very close community where teachers go out of their respective ways to help one another. ||
 * 2/24/10 || 3 hr. (7 hr.) || I had another good experience at the middle school again to day. I got to meet one sixth grade class that I had not yet met. It seems as if the students in that class are a little more active and like to talk a little bit more than normal. I am continually impressed with the way Mrs. Neuman handles her students. She lets them have a little independence and is never too strict. She does know when to put her foot down and can do so without upsetting the students.

Mrs. Neuman's journal topic for the eighth graders turned out to be a hit. She asked the students to write about what they thought the student in front of them is thinking. The students proved to be very creative and even asked that they do a similar journal in the future. One thing that is great about Mrs. Neuman is that she gets the students writing. I think this is a valuable idea that I can use in the future. || I will start by discussing the lesson. The sixth graders in Mrs. Neuman’s class started a newspaper unit and I was asked to give a presentation about sports writing. This worked out perfectly because of my experience working with the Yankton Daily Press & Dakotan. I gave the presentation for two consecutive periods and I spoke for roughly a half of an hour in each class.
 * 2/25/10 || 7 hr. (14 hr.) || Today was a great day!!! I spent the entire day at the middle school and got the opportunity to teach a lesson as well as observe in some other classes.

I was absolutely amazed with the students. They were great listeners who seemed to soak in the information. I tried to relate the job requirements at the paper with their everyday activities in the classroom. It seemed like this helped them understand where I was coming from and might have even made the classroom activities they do more relevant to them.

Mrs. Neuman provided me with feedback after I finished presenting. Some of the questions and suggestions she posed proved to be insightful and helpful. The main suggestion that she offered was for me to not refer to previous classes and to teach each class as if “it’s the first time everything is done that day.” She was absolutely right. When I was speaking to the second class, I referred to some of the questions that students in the first class had asked. I think I might have done this because I was afraid I would leave something out. In fact I discovered that it was a little difficult to remember exactly what I said to the first group. To the best of my knowledge I presented both classes with the same information. But I am not 100% sure on that.

Mrs. Neuman asked me how I thought the information was perceived by the kids. I mentioned to her that I could tell some of the kids were getting a little restless towards the end of my presentation. She suggested the “Minute Rule” to eliminate some of that restlessness and re-focus the students. The “Minute Rule” explains that a person can hold still about one minute for every year they have. For instance, since most of the kids were 12-to-13 years old, they could probably hold still for about 12-to-13 minutes. I thought back to the point where I noticed them getting restless, and I would have to say it was right at the 15:00 mark, maybe even sooner. Therefore Mrs. Neuman’s minute rule was correct in this situation. She proposed that I let them get up and stretch out for a minute or two to get them refocused. Mrs. Neuman had to leave at lunch-time for a meeting in Vermillion. Her substitute is a guy kind of like me in that he is going to get his master’s in the “PDC” program. He did not feel comfortable having me in the classroom so I got the opportunity to go to Mrs. Lykke’s class. She is a literature teacher and gave me several good ideas on how to establish a n Accelerated Reader program. I think it is a great idea—one that will ensure that students are reading.

I also got to go to Ms. Underberg’s class. She is a Mathematics teacher so I was a little nervous. However it turned out to be a good experience too. The students were learning to complete ratio equations. I am not going to lie, I don’t think that I helped students a tremendous amount, but I did my best. I was impressed with Ms. Underberg’s common sense approach. Before working through the problem she would begin by asking “what kind of number are we expecting to get here? Bigger or smaller?” I think this was a good idea just to get students thinking rationally and preventing them from just coming up with a number. I was impressed that she went around and help each individual student who had a question.

Similarly to Ms. Underberg I have noticed that all of the teachers at Beresford Middle School have one very important thing going for them. They care about each individual in their classroom. They respect them and make them feel comfortable in their classrooms. That is great to see!!!! ||
 * 3/01/2010 || 4 hr. (18 hr.) || I jumped out of the weekend and straight into the classroom. It was definitely a Monday. It seemed like everyone, myself included, suffered from a little fatigue.

The two six grade classes were staggered a little bit today. Mrs. Neuman gave the opening period of sixth graders a light day because she needed time for the other sixth graders to catch up. She did get the second period of sixth graders caught up so that both classes were back on the same pace.

I got the opportunity to grade some eighth grade quizzes. Like the sixth graders there are two periods of classes. I was surprised at the difference between the two classes in terms of the grades they earned. The first period scored much higher than did the second period. I brought this up to Mrs. Nueman and she informed me that the first eighth grade group is more of the gifted group. It is interesting to see how that works. ||
 * 3/2/2010 || 3 Hr. (21 hr.) || I did not spend much time in the classroom as I went on a field trip with the students later in the day. I did get a chance to spend some time with the eighth graders. I had a chance to help some of them complete a chapter review.

There was one particular student who Mrs. Nueman said is having family problems. His father just had heart surgery. He did horrible on his quiz that I had to grade and this was definitely understandable. However, today it seemed as if he was stronger emotionally. He worked hard and seemed to really understand the concepts he had struggled with on the quiz. || Note: Some hours may be completed outside of your placement by the SEED 394 class as a whole.
 * 3/5/2010 || 5 hrs. (26 hrs.) || I gave another lesson today. This was again part of the newswriting unit for the sixth grade students. In this lesson we went through the basics five questions and the inverted triangle idea. I provided students with a brief type of format and we put together a little story as a class. I was really impressed with the students. They provided a lot of feedback and proved to be highly involved in both classes. The one difficulty that I noticed was the difference between the two classes. In htis I mean that one class is more inquisitive and more outgoing than the other. With the more outgoing group, I ran out of time. I didn't plan around questions and, therefore, we didn't get as much done as I would have hoped. Overall it was a great experience though. ||
 * 3/8/2010 || 5hrs. (30 hrs.) || I gave the sixth grade students a follow-up lesson from Friday. In this lesson we went over their assigned homework and then went over the five essential questions and the inverted triangle idea. We put together another little breif just to make sure everyone understood the concept. I was really encouraged with participation and wilingness to learn. After we concluded our brief I handed out two worksheets. The first worksheet asked students to come up with story ideas and decide if they could find an audience that would be interested in each topic. Both classes had trouble thinking about a topic from an audience's perspective. I had a hard time explaining how a topic might not be interesting to "you" and still be interesting to someone else. ||
 * 3/22 || 5 hrs. (35 hrs.) || Today was the day that I conducted my interview with Mrs. Neuman. She seemed straightforward and I really appreciated that. She took this interview seriously and I could tell that she put a tremendous amount of thought into it. She is a big proponent of standards and works extremelly hard to make sure that she covers them. ||
 * 4/19 || 4 hr. (40 hrs.) || It was the first time in a while that I have been back to Mrs. Neuman's class. It was good to see the students again. Students finished up their media projects in sixth grade. ||
 * 4/23 || 5 hr. (45 hrs.) || This was my final visit to Mrs. Neuman's class as part of my intership experience. She did my evaluation and sent in the information to Dr. Reins. ||

The group of students included three eighth graders—one boy and two girls. They were working on a direct/indirect object assignment. I stood with the group and answered any questions they had. It was interesting to see how my interaction impacted the students. It seemed like a couple of them were interested in me helping, but one girl was more focused on getting the assignment done quickly.

C. Work with students individually
The student that I worked with was an eighth grader. He is not one of the students in the gifted class, but he is fully capable and understood most of what I was trying to help him with. The student was working on a chapter review a day before a test. At the time I was just going around and answering questions, but I noticed this student was really interested in doing his work. I don’t think that he wasn’t willing to do the work, it was just that he didn’t want to do it at that time. I asked if I could help him and he let me do so. We went through each problem and I let him tell me what he thought the answer was. I think my interaction with him definitely helped. He was working on direct and indirect objects and I gave him some hints that he might not have had otherwise. I assessed my impact on the student by his ability to gradually get better at what he was doing. As he progressed with his assignment, he started to be able to answer the questions on his own.

D. Participate in redesign of a lesson with technology
Reflection on the ISTE standards 

E. Classroom teaching two lessons with lesson plans and documented impact on student learning.

 * Lesson Plan 1**


 * Lesson #2 - Title**



G. Share two duties with field-based supervisor
The two duties I shared with Ms. Neuman were lunch duty and hall duty. Neither one of these duties were particularly difficult, but they each are necessary. During lunch duty Ms. Neuman and I accompanied her students down to the lunch room. That was it. Although it didn't last long it was important because it prevents the students from disrupting the classes that are still in session. Students must walk through an area where high school classes are still in session. Mrs. Neuman requires her students to be silent during their journey from the classroom to the lunchroom. Hall duty included standing in the hallway inbetween classes to ensure that nothing traumatic happens. I valued this time because it gets you out of the classroom for a couple minutes and allows you to see fellow teachers. That last point is important given that teaching can be a lonely profession. If it were not for this time we would have hardly seen other adults for an extended period of time.

H. Attend an extra-curricular activity with students
The extra-curricular activity that I attended was a choir contest at West Sioux High School in Hawarden, IA. The seventh and eighth graders at Beresford Middle School participated in this event and I got a behind the scenes look at the whole process.

I must say that I was impressed with their singing abilities. They were nothing short of awesome! I learned that, when a group of unique students come together, they can make some amazing sounds. Of course this can be seen in the classroom as well, but it doesn’t come anywhere close to comparing to when they are organized in a choir.

One of the big things that I learned is that extra-curricular activities are a vital part of school systems. They teach students how to represent their community to the outside world. This is important given that much of students’ time is spent in the classroom. When they are no longer allowed in the school, they must know how to behave in a outside setting.

I. Attend a school board meeting
I attended Beresford's school board meeting on April 12, 2010. I was very interested in the idea that even the minute topics in the school are brought before the board. For instance, there was a motion to hire a new assistant track coach. For something as simple as this, I didn't think that they would even have to discuss it. I learned a lot about the school districts general fund. Everything cent that was spent or brought in was recorded. I think that is probably a must for schools with tight budget constraints. Almost nothing escaped mention in this meeting. Even my supervising teacher's name was mentioned. She resigned as the Homecoming Variety Show Co-ordinator. Overall it was a very long, monotonous experience but a necessary function to keep the schools on task and headed in the right direction.

J. Reflective interview of field-based supervisor around teaching standards
Mrs. Neuman: Well, for sixth grade the one that sticks out to me is the ability to write three paragraphs with different genres. Seventh and eighth graders have to rite more than three paragraphs. All of these standards have some sort of a grammar aspect.
 * Field Based Supervisor Interview : Mrs. Neuman **
 * 1)** **Can you name the Middle School writing standards off the top of your head?**

Mrs. Neuman: It is important to ensure that every child is educated on the same things. It gives teachers a little freedom as to the content, but they are all headed in the same direction as far as standards.
 * 2)** **What do feel the purpose is for having state standards?**

Mrs. Neuman: I feel that some of them are a little to advanced still. For instance there is a fifth grade standard that calls for them to be profficient in using verbs. Some of my eigth graders still struggle with this.
 * 3)** **How adequate do you feel South Dakota’s state standards are?**

Mrs. Neuman: No, there is no one standard way to teach especially. The standards all come together like soup, in a way.
 * 4)** **Do you think that there is a single standard or group of standards that is/are more important than the rest? If so what is/are it/they?**

Mrs. Neuman: Yes and I check on them frequently. I don't do it every lesson, but I do it for every unit.
 * 5)** **Do you use the standards when you are planning?**

Mrs. Neuman: All students need to be at the same spot or level no matter what school in the state they go to. They need to make sure that all students are learning the same types of things. That is what standards help to do.
 * 6)** **Why do you think it is important to ensure you have covered the standards?**

Mrs. Neuman: Our school never asks us about them specifically, but they expect that we are teaching them through the curriculum. The only way teachers can really get in trouble for standards use is through the standardized tests.
 * 7)** **How much of an emphasis does the school place on standards? Can you get in trouble if you have not proven that you covered them?**

Mrs. Neuman: The objective of objectives is to get students more proficient at the standards.
 * 8)** **Do you put more of an emphasis on objectives or standards? State standards or national standards?**

Mrs. Neuman: Depends on where you are and how long you have been teaching. Sometimes standards are overdone in the Dakota Step test. Teachers focus on only a few standards that they no will be covered on the test and leave out the rest. In my opinion, standardized tests have contributed in large part to teaching to the test. My biggest advice is, when you get to a teaching position, grab the text book and align it with the standards.
 * 9)** **Do you think there is a possibility of that standards are overused? Why or why not?**

1. What is your impression of your field-based supervisor’s attitude toward teaching standards? She realizes the necessity of them and works hard to make sure her students have at least been exposed to all of them. She uses objectives to help her make sure her students are learning what the standards call for.

2. What is your impression of the impact of standards on instruction? Whether or not they are used on a daily basis, standards have a great impact on instruction. These stardards are what standardized tests measure so teachers have to put a large emphasis on them during class time.

3. How do you intend to incorporate standards into your teaching? I intend to take Mrs. Neuman's advice and align my text with the standards. Not only with this make life easier down the road, it will make me think about them from day one.

= = =Items that I have included that might be helpful for accomplishing the requirements of the internship=
 * Suggested Routines for Participating in the classroom**

1. Make a seating chart. 2. Take attendance. 3. Run errands for the classroom teacher. 4. Help with classroom housekeeping. 5. Organize materials needed for a lesson. 6. Make copies of materials needed for the lesson. 7. Help pass out materials to the students. 8. Arrange a bulletin board. 9. Check out books from the library to be used by students in the classroom. 10. Check out media to be used in a lesson. 11. Make a chart or graph. 12. Make a transparency or stencil. 13. Run a film, filmstrip, videotape, etc. 14. Get supplementary materials needed for a lesson (e.g., magazine illustrations, pamphlets, maps, etc.). 15. Develop a bibliography for an upcoming unit. 16. Correct papers. 17. Set up or help set up a lab. 18. Write news/assignments on the chalkboard. 19. Set up a learning center. 20. Set up an experiment or a demonstration. 21. Obtain a speaker to come to class, or help organize a class field trip. 22. Help gather materials for a class party. 23. Help make costumes for a class play. 24. Send out a class newsletter to parents. 25. Help individual students with seatwork. 26. Assist a small group. 27. Assist students with library research. 28. Monitor a test. 29. Hand out and collect materials. 30. Listen to an individual student read or recite a lesson. 31. Give a test or a quiz. 32. Read aloud or tell a story. 33. Help students in a learning center. 34. Accompany students to school office, bus, playground, after-school programs. 35. Help monitor the hallway, lunchroom, or playground.

1. What did the students learn from your lesson? How do you know they learned from your lesson? (Attach assessment tools from the lesson.) 2. What did you think about or consider when planning the lesson? (Be specific.) 3. What do you think was the most effective part of the lesson? Why? 4. How closely did you follow your lesson plan? If you deviated from the lesson plan, what decisions did you make during the lesson and why? 5. Were the activities/materials/visuals/aids appropriate? Why? Why not? 6. What part or parts of your plan would you consider changing before teaching this lesson again? 7. What do you see as your teaching strengths? 8. Identify a goal you would like to have your field-based supervisor assist you in achieving.
 * Analysis of Instructional Planning and Impact on Learning**


 * Checklist of Interview Techniques for Teaching Standards**

1. Before the Interview a. Establish the purpose for the interview. b. Request an appointment (time and place), giving sufficient time for the interview. c. Plan specific questions related to the purpose of the interview. d. Prioritize questions, asking the most important first.

2. During the Interview a. Be on time for the interview. b. Start the interview by restating the purpose of the interview. c. Take careful, objective notes-- try to list direct quotes as often as possible. d. Avoid inserting your own impressions or judgments. e. Limit the interview to no more than 15-30 minutes.

3. After the Interview a. Review with the respondent what has been said or heard. b. Express your appreciation for the interview. c. Offer to share the interview report with the interviewee.


 * School of Education Standards for Initial Preparation of Teachers**


 * 1. Understands Content:** The teacher understands the central concepts, tools of inquiry, and the structures of his/her discipline. The teacher demonstrates the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn meaningful subject matter.


 * 2. Understands Development:** The teacher understands how children learn and develop and can provide opportunities leading to active learning that support their intellectual, social, personal, and physical development.


 * 3. Understands Difference:** The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.


 * 4. Designs Instructional Strategies:** The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills while incorporating state and national standards.


 * 5. Manages and Motivates:** The teacher uses an understanding of individual and group motivation and behavior to establish a safe, orderly, and equitable learning environment that fosters positive social interaction, active engagement in learning and self-motivation.


 * 6. Communicates:** The teacher uses knowledge of effective verbal ,nonverbal, and media communication techniques with students and their constituents within and beyond the classroom. The teacher fosters active inquiry and engagement in lifelong learning to prepare students for workforce readiness.


 * 7. Plans for Instruction:** The teacher plans instruction based upon knowledge of students, subject matter, technology, curriculum goals, and the community.


 * 8. Evaluates:** The teacher understands, creates, selects, and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.


 * 9. Reflects on Practice:** The teacher is a reflective practitioner who continually evaluates the effects of his/her instructional choices and action on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.


 * 10. Participates in the Professional Community and Seeks Professional Growth:** The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being, reflects on their professional behaviors, and actively seeks opportunities for professional growth and development.

1 **1. Integrates Technology to Enhance Learning:** The teacher uses current technologies, software, and telecommunications networks to plan, design, deliver, and evaluate learning experiences to enhance learning. The teacher employs the ethical use of technology and uses it to further his/her professional productivity.


 * 12. Understands Evolution of Public Education and Its Legal and Ethical Responsibilities:** The teacher understands the foundations of public education, technological and societal changes in the schools, and upholds the legal and ethical responsibilities of the teaching profession.

=How your wikispace will be graded=

 Name: _ Completing the Internship Application Form (3 points) _ Writing goals for internship (3 points) _ Post-experience reflection on goals (5 points) _ Log of: A. 45 hours of field-based classroom participation (10 points) _ Reflection on: B. Work with groups of students (5 points) _ Reflection on: C. Work with students individually (5 points) _ Artifacts for: D. Participate in redesign of lesson with technology (10 points) _ Artifacts for: E. Classroom teaching two lessons with lesson plans and documented impact on learning (40 points) _ Artifacts for: F. Design an assessment tool for evaluation of one of the lessons taught (10 points) _ Reflection on: G. Share two duties with field-based supervisor (2 points) _ Reflection on: H. Attend an extra-curricular activity with students (2 points) _ Reflection on: I. Attend a school board meeting (2 points) _ Transcript and Reflection on: J. Reflective interview of field-based supervisor around teaching standards (5 points) _ Documentation form for field experience (3 point) _ Maintaining wikispace (6 points) _ Performance on Knowledge and Skills from Evaluative Comments (21 points) _ Performance on Professional Dispositions (18 points)
 * Wikispace Grade – SEED 394 Grade**

Total points possible: 150 points 150 – 135 points is assigned an A 134 – 120 points is assigned a B 119 – 105 points is assigned a C 104 – 90 points is assigned a D <=89 points is assigned an F
 * Grading Scale ** (Using the Nines System)