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Overview of Student Intern Expectations

Overview of Student Intern Expectations. WSU Student Intern Meeting: December 8, 2011. Student Intern Guidelines. Communicate with cooperating teacher and university supervisor routinely Adhere to all placement school policies

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Overview of Student Intern Expectations

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  1. Overview of Student Intern Expectations WSU Student Intern Meeting: December 8, 2011

  2. Student Intern Guidelines • Communicate with cooperating teacher and university supervisor routinely • Adhere to all placement school policies • Demonstrate academic and professional integrity • Complete all assignments/ projects

  3. Absences: • Notify CT, US, building principal, and school contact person • Limit absences to emergency situations ONLY • Extended absences – documentation needed (field experience extensions given if necessary) • Lesson plans must be provided

  4. Demonstrate sensitivity to students’ needs • Demonstrate responsiveness to feedback • Transport oneself to and from placement school • Maintain confidentiality all school records • Remain cautious of social networks • May not be hired to begin full-time teaching until last day of WSU semester • May not act as a substitute teacher • May not transport children at any time

  5. Be the TEACHER http://www.youtube.com/watch?v=1KWA0iKh6Cs

  6. Lesson Planning “By failing to prepare, you are preparing to fail.” Benjamin Franklin

  7. Importance of Planning and Preparation • Documentation • Evidence of content • Evidence of content pedagogy • Knowledge of students and contextual information • Quality is critical • Continuance is essential • Depth will foster successfulness • Cooperating teachers – see Box 2.1 on page 17 of “Maximum Mentoring” for ways you can help

  8. WSU Expectations of Planning • What is expected in terms of lesson planning? • For all formal observations, each teacher candidate must use the WSU format with standards written out • See handbook for template • Other lessons should include Essential Elements • 8-10 formal lesson plans: cooperating teacher; 5-6 formal lessons: university supervisor (WSU template) • Attached copy of lesson to the formal observation form • CT needs to see a lesson plan prior to teaching-timeframe should be an individual discussion

  9. Wichita State University Elementary Education Lesson Plan

  10. Essential Elements of Planning • (1) What do you want the students to learn? • Standards must be there – use CommonCore Standards if possible http://www.ksde.org/ • Follow USD #259 pacing guide • (2) How are you going to deliver it and differentiate for your students’ needs? • Consider the contextual factors • What instructional strategies will you use? • (3) How will you know they ‘got it’? (assessment)

  11. Highly Effective Teachers • “They know how to design lessons to help students reach mastery.” (Wong, 2005) • Depth and alignment on non-observed plans • “Page 27” IS NOTa lesson plan • Moderation: TLW recognize the essential elements of expectations for writing lesson plans. Standard: NCTQ 2 The program requires teacher candidates to design and adjust instruction to enhance the academic performance of all students. Using visual and written examples with shoulder partner review. Assess by the lesson plan rubric score of 3 or more

  12. Suggested Procedures • Organization • Reference CT’s model and his/her expectation of when he or she wants to review them. • US expectations-ask them • Resources, check out pages 80-81 MM • Daily routines pg. 77 MM • Long range semester plan for teaching handbook pg. 32-33

  13. Suggested Procedures • Use your timewell Recognize that ALL planning and preparing cannot be completed between 8:50 a.m. and 4:20 p.m. for a novice teacher • Communicate • Ask questions; seek help; research and know curriculum resources • Be a professional • Planning and preparing is what effective teachers do before they teach

  14. Closure • What are three essential things in ALL lessons? You and your CT tell each other: • Standards • Instructional strategies being used • Ways to assess the learning that occurred • Why Bother? “The Big Three: Preparation, Preparation, Preparation!” LouAnne Johnson, teacher & author of the book that inspired: Dangerous Minds

  15. References • Danielson, C. (2009). Enhancing professionalism: A framework for teaching. Alexandria, VA: ASCD. • Rudney, G. L., & Guillaume, A. M. (2003). Maximum mentoring: An action guide for teacher trainers and cooperating teachers. Thousand Oaks, CA: Corwin Press, Inc. • Wong, H. K., & Wong, R. T. (2005). How to be a an effective teacher: The first days of school. Mountain View, CA: Harry K. Wong Publications.

  16. Examples of Co-Teaching – interns/cooperating teachers

  17. Wichita State University Elementary Education Lesson Plan Date_________

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