Ensuring the Successful Student Teaching Internship

1. Ensuring the Successful Student Teaching Internship Marjorie Hall Haley, PhD & Melissa S. Ferro George Mason University MHH & MSF ACTFL 2007

2. Agenda • Objective: to compare the efficacy and usefulness of our previous manual to an updated, NCATE-aligned version • Description of older version • Discussion and demonstration of newer manual • Data collection and analyses • Results shared via portfolio and video clips • Group shares experiences and asks questions • Closure MHH & MSF ACTFL 2007

3. Defining the Concept What does “ensuring successful student teaching internship” mean? • Internship Experiences: • Incorporate prior coursework, assessments and reflective practices • Provide for continued intellectual and professional growth • Prepare pre-service teachers for the realities of today’s culturally, linguistically, and cognitively diverse learners • Culminate with completion of a Professional Development Portfolio MHH & MSF ACTFL 2007

4. Defining the Concept What does “ensuring successful student teaching internship” mean? • The Internship Manual: • Includes the goals and responsibilities of each team member • States protocol and includes forms for meeting state licensure requirements • Provides guidelines for completing the Professional Development Portfolio MHH & MSF ACTFL 2007

5. The Internship Manual • Prior to this study, GMU used one generic internship manual. • While it served a meaningful purpose, it was often ambiguous and difficult to follow. • Anecdotal evidence and program completers convinced us it was time for a change. MHH & MSF ACTFL 2007

6. Generic VersionSample Timeline MHH & MSF ACTFL 2007

7. Generic Lesson PlanTemplate (PK-5) MHH & MSF ACTFL 2007

8. Generic Lesson PlanTemplate (6-12) MHH & MSF ACTFL 2007

9. Generic VersionPortfolio Standards MHH & MSF ACTFL 2007

10. Generic VersionPortfolio Standards MHH & MSF ACTFL 2007

11. Initial Goals for Revisions • To meet the specific needs of foreign/world language interns • Provides continuity between coursework and internship requirements by using similar forms and assessment tools • Observation forms, Lesson plans, Portfolio guidelines • To align with ACTFL/NCATE standards • Promotes successful internship experiences by fulfilling nationally recognized benchmarks MHH & MSF ACTFL 2007

12. Reviewing the StandardsPK-12 Language Learners • ACTFL Standards for Foreign Language Learning • The 5Cs: • Communication • Cultures • Connections • Comparisons • Communities From: www.actfl.org MHH & MSF ACTFL 2007

13. Reviewing the StandardsProfessional Language Teachers • ACTFL/NCATE Standards From www.actfl.org / www.ncate.org • Language, Linguistics, Comparisons • Cultures, Literatures, Cross-DisciplinaryConcepts • Language Acquisition Theories and Instructional Practices • Integration of Standards into Curriculum and Instruction • Assessment of Language and Culture • Professionalism MHH & MSF ACTFL 2007

14. Revisions From Generic to World Language Specific: • Update the timeline to include two placements (PK-5 and 6-12) • Revise forms to make them specific to world languages • Revise guidelines for the professional development portfolio • Align to ACTFL/NCATE and INTASC standards • Guidelines with examples • Assessment checklist MHH & MSF ACTFL 2007

15. Revised VersionSample Timeline Table MHH & MSF ACTFL 2007

16. Revised VersionSample Timeline Table MHH & MSF ACTFL 2007

17. Revised Lesson Plan Template MHH & MSF ACTFL 2007

18. Revised VersionNew Observation Checklist MHH & MSF ACTFL 2007

19. Revised Version:Aligned to Standard MHH & MSF ACTFL 2007

20. Revised VersionAligned to Standard MHH & MSF ACTFL 2007

21. Description of the Present Study • Objective: To conduct a comparative research study to examine the student-teachers’ perceptions of the two Student Teacher Internship Manuals (STIM) • Action Steps: Fall 2006 the GMU STIM was completely revised and made foreign/world language specific. It was also aligned with ACTFL/NCATE standards MHH & MSF ACTFL 2007

22. Data Collection:Timeline • Fall 2006 Student teacher interns completed surveys and participated in interviews to provide feedback on the ’06 STIM. • Spring 2007 The Curriculum and Program Development Committee approved the revised STIM for Foreign/World languages and it was implemented with one student intern and university supervisor. MHH & MSF ACTFL 2007

23. Data CollectionGeneric Manual • Fall-2006 Semester: • Five foreign/world language interns used the generic manual for their student-teaching internships. • Three interns completed a survey that evaluated the usefulness of the manual. • Two interns participated in video interviews that provided detailed responses to the survey questions. • One intern completed both the survey and the interview. Total participants: N=4 MHH & MSF ACTFL 2007

24. Survey Question: How would you rate the content of the manual? Interns’ Responses Two “Mostly Useful” “By reading the manual, I knew what I was supposed to do.” One as “Partially Useful” “I used it only for getting the forms and to refer to the timeline—when to progress from observing to co-teaching to independent teaching.” Generic VersionFeedback from Interns MHH & MSF ACTFL 2007

25. Survey Question: What would you suggest to improve the organization of the manual to make it more user-friendly? Sample Interns’ Responses “Make sure all the materials related to those involved are all together. It seemed that I had to look in several places for the information relevant to me.” Generic VersionFeedback from Interns MHH & MSF ACTFL 2007

26. Survey Question: How would you rate the manual in terms of how it helped you to develop your professional portfolio? Sample Interns’ Responses “I used the checklist often to ensure I was including all the necessary elements.” “It would have been helpful to provide examples of what is expected in each section.” Generic VersionFeedback from Interns MHH & MSF ACTFL 2007

27. Generic VersionFeedback from Interns Overall Experiences: • Three of the four interns rated their experience with the manual as “good”, or “excellent”. • One intern rated her experience with the manual as “poor”. Additional Considerations: • Each internship is a unique experience for all involved • Different personalities and approaches may affect general attitudes and perceptions of individual student-teacher interns. MHH & MSF ACTFL 2007

28. Generic VersionAdditional Feedback Other comments and recommendations included: • A checklist for the cooperating teacher to use during observations (bi-weekly reports are too broad) • A checklist for the intern to use at the second placement that includes questions about student needs (IEP’s) • Make lesson plans specific to teaching languages • Reduce amount of information (especially for the cooperating teacher) • Provide more structured feedback on the development of the portfolio during the internship MHH & MSF ACTFL 2007

29. Revised ManualA Case Study • Spring-2007 Semester: • The revised manual was used by one intern during her student-teaching internship. • The intern completed the same survey for evaluating the usefulness of the manual • Two video interviews were completed by the intern: • A full presentation of her portfolio • A brief follow-up interview on the revised manual • The university supervisor also provided feedback on the revised manual. MHH & MSF ACTFL 2007

30. Survey Question: How would you rate the content of the manual? Intern’s Response: Very Useful: “The manual helped to clarify the responsibilities of the team members. University Supervisor’s Response: “Lots of good suggestions for the role of each person (Student Intern / Cooperating Teacher/ University Supervisor).” Revised VersionA Case Study MHH & MSF ACTFL 2007

31. Survey Question: What would you suggest to improve the organization of the manual to make it more user-friendly? Intern’s Response: “I think that there was a bit of repetition in the manual in terms of directions and there were conflicting requirements in terms of the forms needed.” University Supervisor’s Response: “Drop all mention of Clinical Faculty. It confuses the cooperating teachers.” Revised VersionA Case Study MHH & MSF ACTFL 2007

32. Survey Question: How would you rate the manual in terms of how it helped you to develop your professional portfolio? Intern’s Response Very Useful: “I had a head start on the manual in one of my methods courses. I was happy that I didn’t have to create the whole thing from scratch during my internship” Regarding the Portfolio Evaluation Form: “I checked off what I included in each section since I knew that ultimately I would be evaluated against that form” Revised VersionA Case Study MHH & MSF ACTFL 2007

33. Revised VersionAdditional Feedback Other comments and recommendations included: • “Clarify how hours should be listed for direct teaching vs. independent teaching and what to do in the event of inclement weather.” • “There should be some type of tracking method for completing the requirements—maybe a checklist or a timeline for visual people like me.” • “There were some conflicting requirements in terms of the forms needed (regarding clinical faculty and/or cooperating teacher).” MHH & MSF ACTFL 2007

34. “Live Standards”Video Clips • Standard 1: Language, Linguistics, Comparisons (2:13) • Proficiency • Standard 2: Cultures, Literatures, Cross-Disciplinary Concepts (1:26) • Whose cultures are valid? • Standard 3: Language Acquisition Theories and Practices (1:30) • Lesson Plan with Reflection (3:03) MHH & MSF ACTFL 2007

35. “Live Standards”Video Clips • Standard 4: Integrating Standards (4:15) • MI Lesson Plan • Standard 5: Assessments (2:23) • Rubrics and Exit Slips • Standard 6* Technology (1:50) • PowerPoint • Turning Point • Standard 7: Professionalism (2:33) • Honing your craft MHH & MSF ACTFL 2007

36. Results and Implications • Standards-based Professional Development Portfolios show evidence of: • The intern’s ability to address the cultural, linguistic and cognitive realities of today’s diverse language learners • Intellectual and professional growth • Life-long learning MHH & MSF ACTFL 2007

37. Results and Implications • This study will remain “in progress” • Continue to elicit feedback from interns, cooperating teachers, and university supervisors • Future changes will reflect updates to standards and the changing needs of our interns, cooperating teachers, and university supervisors MHH & MSF ACTFL 2007

38. Conclusions • All indications are extremely positive that having a STIM aligned with both ACTFL/NCATE standards and coursework, provide a more substantive document – one that will not only enhance efficacy but also usefulness. • Having the document posted on our websites makes it readily available and students are encouraged to begin their portfolios earlier in their program. MHH & MSF ACTFL 2007

39. Group Share • How have you aligned your student teaching internship (and perhaps a manual) with your accrediting body’s standards? • In way(s) do you connect course work directly to their experiences in the field? • What are some of your most effective methods for collecting evidence of the student internship experience? MHH & MSF ACTFL 2007

40. Additional Resources • GMU’s FL licensure and Master’s degree courses (NCATE aligned) can be found at http://gse.gmu.edu/programs/foreignlang/academics • To see all teacher education programs NCATE-aligned go to http://cehd.gmu.edu/about/ncate MHH & MSF ACTFL 2007 40

41. Presenters’ Information Marjorie Hall Haley is an Associate Professor of Education and the Director of Foreign/World Language Teacher Licensure Contact: mhaley@gmu.edu Melissa Ferro is a doctoral student in Multilingual/Multicultural Education, an Adjunct Instructor, and Graduate Research Assistant at GMU Contact: mferro@gmu.edu MHH & MSF ACTFL 2007