1 Internship Guide M.Ed. in Special Education Together We Shape the Future College of Education Qatar University Draft - December 2007
2 The conceptual framework of the College of Education at Qatar University is Together We Shape the Future, which is our belief to prepare educators who would shape the future of Qatar and beyond through teaching, scholarship, and leadership. The educators we prepare see the potential in every learner no matter what their disability may be and possess the knowledge, skills and dispositions that allow them to make informed decisions that support the achievement of the learner. This guide contains information that will assist candidates in gaining the most benefit from their graduate level internship experience. COURSE RATIONALE: The Internship in Special Education is designed to provide the opportunity for graduate students to practice and demonstrate those planning, teaching, assessment, management, and collaboration skills that have been identified by the program as essential components of being an effective special educator. It is during this internship that candidates confirm that they have mastered those skills needed to work with learners who are in special education programs. Internship is a six-credit hour field-based experience of 400 hours in duration. It is designed to provide the intern with opportunities to exhibit knowledge, skills, and disposition developed during the graduate program. During the internship experience, the candidate engages in the practice of skills, techniques, and knowledge acquired in both the classroom and field-based settings that were embedded in the previous coursework. As such, the candidate is expected to try out, revise, and finally refine these skills necessary for successful teaching. COURSE OBJECTIVES: 1. The student will demonstrate the ability to develop and implement a comprehensive classroom management plan that addresses academic, functional skills, and social behavior. 2. The student will assess and interpret results of diagnostic tools commonly used in educational assessment of individuals with disabilities. 3. The student should demonstrate knowledge of and evaluate educational interventions used with students with disabilities 4. The student will demonstrate knowledge of learner characteristics and design curricula including the academic, functional skills, and career education domains as appropriate for the learners. 5. The student will develop and implement lesson plans that include measurable objectives, the instructional procedures, the materials to be used, and evaluation of the instruction. 6. The student will demonstrate knowledge of procedures to facilitate and support the least restrictive and appropriate placement for learners with disabilities. 7. The student will identify research proven instructional practice for students with disabilities. 8. The student will collaborate with parents and teachers to develop most appropriate curriculum in least restrictive environment.
3 I. GENERAL POLICIES AND PROCEDURES Internship Placement If a candidate is currently teaching in a special education or inclusive classroom setting, that environment will be his/her internship placement. Other candidates who do not work in an appropriate setting, she/he will submit an internship placement request to the Coordinator of Special Education, and will be placed with supervising teachers whose credential/background match the licensure area for which the candidate is preparing. The learner population in the internship placements must match the specific field and level of the certification for which the candidate is being prepared. Successful completion of the internship experience requires an acceptable evaluation by the candidate s college supervisor and acceptable valuations by the candidate s mentor or the supervising teacher. Course Personnel Intern / Teacher Candidate An intern is the teacher candidate who is taking the internship course for credit, has completed all the prerequisite coursework successfully, been admitted to the teacher education program and has their advisor's recommendation. The term candidate, used throughout this document, refers to the intern. Mentor Teacher (for candidates who already teach in an appropriate setting in school) A mentor teacher is the special education teacher who has agreed to mentor the candidate. This teacher has completed at least three years of successful teaching. The mentor teacher has been recommended by the school principal and has been requested for the assignment because of demonstrated skills in teaching, supervisory knowledge and a desire to be a part of the teacher preparation process. Supervising Teacher (for candidates who need an internship placement) A supervising teacher is the classroom teacher who has agreed to share their learners and time in order for the teacher candidate to have as nearly a realistic teaching situation as possible. This teacher has completed at least three years of successful teaching. The supervising teacher has been recommended by the school principal and has been requested for the assignment because of demonstrated skills in teaching, supervisory knowledge and a desire to be a part of the teacher preparation process. College Supervisor The Qatar University faculty member who visits the teacher candidate for observation and consultation regarding internship experiences and assists the supervising teacher. The college supervisor has had teaching experience and has a clear understanding of the goals and objectives of the Qatar University Teacher Education program.
4 Attendance and Record Keeping Interns are expected to uphold the same attendance and punctuality requirements as their supervising/mentor teachers. They will report to their assigned schools everyday, for the full school day and for the full college semester. Candidates should follow the school s daily schedule and calendar. In case of absence, Interns should notify the school according to its policy as well as the cooperating teacher and the college supervisor. Absences may require the extension of the internship placement beyond the end of the college semester. Interns are expected to maintain the same types of records as the cooperating teacher. This includes attendance, grades, and other types of clerical materials. All recorded information is kept in strict confidence. No absences other than illness or emergency are allowed during internship. Questions regarding this regulation should be addressed to your college supervisor. If you are absent, you must provide lesson plans to the person who will teach you class(es) for each and every day you are responsible for the planning and teaching. II. COURSE GUIDELINES Interns should make every effort to be as professional and conscientious as possible during their internship experience. The following rules, regulations, policies, schedules, and forms are designed to help the student to have a successful professional experience. Arrival and Departure Times Report at the time all teachers in the school report each morning. Remain at the school until the time teachers are permitted to leave in the afternoon. If the supervising teacher reports unusually early or stays unusually late, it is the Intern's responsibility to determine how he/she is to operate. Usually, the Interns will always follow the supervisor's schedule. Commitment Internship is a full time activity and candidates should not plan to work or spend time in campus or outside activities that require much of their time. If special circumstances require added responsibilities, make the college supervisor aware of these. If they interfere with internship experiences, it may be necessary to extend internship or delay it until a more appropriate time. Confidentiality Remember that all knowledge you have about learners is confidential and should only be shared within professional guidelines. If in doubt about whether to comment on learners, Interns must not say anything until they have checked with one of the supervisors or an administrator. It is okay to say, "I will have to check" or "I do not know."
5 Ethical Behavior Interns should exhibit ethical behavior at all times. This means that you should refrain from discussing with anyone other than the two supervisors any negative reactions you might have. Should you have professional concerns, you should discuss these confidentially with your college supervisor. All intern communications with parents regarding their child must be made under the direct supervision, and knowledge, of the supervising teacher. III. ROLES AND RESPONSIBILITIES This section contains information that should help the intern and the supervising teacher to understand the roles and responsibilities each has during the internship experience. All parties should read the material in all sections to gain an understanding and appreciation for the entire process. This section of the Guide is divided into four parts. The first and second sections provide information specifically for the Interns and the supervising teacher to help them have a successful experience. The third section outlines the assistance provided by the college supervisor and the fourth section provides a weekly checklist designed to serve as a guide or benchmark for suggested progress during the internship experience. Interns Responsibilities 1. The Interns must be enthusiastic of the process if he/she is to derive full benefit from the experience. 2. The Interns must be prepared to guide the learning experiences of young people. 3. The Interns must be excited and interested in becoming a teacher. 4. The Interns must be able to translate learning from the college campus to the classroom. 5. The supervising or mentor teacher should expect an eager, enthusiastic, and wellprepared intern. To settle for less is a disservice to the profession. 6. The Interns must always act in responsible manner while in the classroom and in the school setting. Use common sense in dealing with difficult situations. 7. The Interns must realize that she/he is a guest in the school and this relationship must dictate appropriate and professional behavior at all times. 8. The Interns must take responsibility for the evaluation of her/his own teaching performance. The Interns should begin to identify problems and formulate solutions rather than relying on the supervising teacher exclusively. The following information is designed to provide a useful guide for the candidate during the internship experience. Daily Schedule One of the first forms to be completed and given to your college supervisor is the daily schedule. The daily schedule provides information to the college supervisor and helps in making decisions about times to schedule visits. In addition, you should be prepared to provide directions to your school for the college supervisor.
6 General Checklist for the Interns Schedule a visit to your assigned school to meet with your supervisor. Pick up curriculum materials, list(s) of learners names, other pertinent information. Be prepared before your first day. Provide your supervising teacher with pertinent background information about yourself. Find out how to contact your college supervisor, where to call, when is the best time to call, phone numbers, etc. Always keep your college supervisor informed of any unusual circumstances or problems you are experiencing. Become acquainted with all school personnel and their duties. Become familiar with emergency procedures in your classroom and school. Attend all school functions required of the supervising teacher. Complete a weekly journal and submit to your college supervisor. Prepare all lesson plans for lessons taught and present these to your supervising Teacher approximately one week in advance. Complete the testing, special needs and resource reports and submit to your College supervisor. Make observations of other classrooms and share your experiences with your College supervisor. Follow directions regarding the submission of your final teacher education portfolio. Reflective Teaching The goal of reflective teaching is to develop lifelong students of teaching; professionals who are committed to continuing to grow and learn as teachers. Reflective teaching enables teachers to use higher level thinking skills with regard to their teaching performance. Interns should not rely solely on the feedback of their supervising teacher or college supervisor. Interns should continuously analyze and evaluate their own teaching. They should also identify areas for improvement and formulate strategies for growth. To stimulate reflection, Interns are required to complete a weekly journal and a summative reflection during their internship experience. Weekly Journal. The weekly journal is to be written on a weekly basis (or Interns may desire to make entries on a daily basis). It will be a confidential dialogue between the student teacher and the college supervisor. The college supervisor will decide on the schedule of when and where the journal will be turned in for reaction and the format (i.e., notebook, , etc.). The journal is designed to provide a way for you to express your emotional and cognitive reactions to the internship experience. Your entries could include any of the types of topic sentences below: Today I observed an event that made me very (happy/sad/confused/angry/etc.) because... When I woke up this morning I was (excited/scared/dead tired/etc.) because... Since I ve been internship my (family/boyfriend/girlfriend/sorority sister/etc.)... If I could change the educational system I would... I felt really (bad / good / etc.) today because...
7 When you came to visit I was (scared/happy/mad/relieved/etc.) because... I tried a new method today and it (flopped/was fantastic/was so-so/etc.) because... This week I learned something new about myself... This week I learned something new about the learners in my class... My greatest fear is that I will not be able to... I am eager to start teaching so that I can... I have found that my greatest strength as a teacher is... I have found that my greatest weakness as a teacher is... I would like my supervisors to help me with... My classes at Qatar did not prepare me for... My classes at Qatar prepared me well for... No one ever told me that teaching... If I could restructure my classroom in some way, I would... If I could restructure internship in some way, I would... The college supervisor will write comments, answer questions, and in general try to be responsive and empathetic to your feelings. Summative Reflection. At the conclusion of internship, you are to prepare a brief reflective overview of your internship experience. This reflection paper (approximately two pages in length) will summarize your experience, what you have learned and what goals you have set to further prepare yourself for your teaching career. This summative reflection paper is not confidential and should be placed in your teacher education portfolio prior to its submission for its final check. Lesson Plans Lesson plans are to be written for everything you teach. You should plan the overall unit, chapter, section, etc., at one time to identify your objectives, materials, and timeline. Your specific daily plans with all handouts, tests, teaching aids, etc. should be ready two to seven days in advance and shared with your supervising teacher. The supervising teacher will determine specific requirements for the preparation and submission of plans to him/her. You will begin each subject you teach using the Qatar University lesson plan format. At the point the college supervisor and supervising teacher believe your plans reflect acceptable planning skills with adequate understanding of the sequence of objectives, transitions between learning activities, and relationships between and among concepts, you will be given permission to use an abbreviated lesson plan form. Once you have submitted your plans to your supervising teacher in advance, the supervisor can check to see if they reflect the program objectives of the curriculum and may suggest methods and materials, which would be more appropriate for the learners and could certainly help in the wording of objectives and types of evaluations. Your college supervisor will usually read your lesson plans after they have been taught.
8 Reports Special Education Report. The Special Education Report is to familiarize you with the specialists who serving all learners with disabilities. In this report, you should identify the procedures and criteria for referral to the specialist. The specialists might include counselors, other special education teachers, speech and hearing therapists, or school psychologists. Your report should follow the outline below: A. Resource person and title B. Location of resource person C. Type of student served - definition D. Procedure for referral E. Criteria for receiving services School Resource Report. The School Resource Report is to locate valuable resources in the school building. For example, the Interns should visit the media specialist, technology resource person, etc. to learn about services available. Testing Report. The purpose of the testing report is to familiarize you with the school's group testing program and its purpose. You will want your supervising teacher to assist you in talking with the principal, curriculum coordinator, or counselor about the testing program. These individuals can be most helpful in obtaining information for this report. You should plan to make an appointment with the appropriate person in order to gather the information. Your report should follow the outline below: A. Test name B. Grade level(s) at which the test is administered C. Information available from the test D. Possible uses for the test E. Summarize your response to the total testing program in terms of its implementation and usefulness. F. Every school system is required to test several grades. You should identify the Grades and have information for at least these. Visits to Other Classrooms. The Interns is to visit a minimum of three classrooms to observe other teachers. The purpose of this activity is to expose you to teaching styles different from those exhibited by your supervising teacher or to reinforce those skills you have observed. The supervising teacher will be instrumental in scheduling these observations by suggesting teachers for the Interns to visit and making the initial contact on behalf of the student teacher and helping to make decisions about the appropriate time for the visits. You should complete a report on each visit following the outline below: A. Teacher visited B. Statement of why that teacher was selected C. Summary of the observation D. Evaluation and general reactions to the observation.
9 Your college supervisor will give you specific instructions on when, and in what format, your reports should be completed and submitted for evaluation. Submitting the Candidate Electronic Portfolio for Final Evaluation As internship is the final step in completing the teacher education program, it is also the time at which the Teacher Education Candidate Electronic Portfolio is submitted for final evaluation. The portfolio, developed and checked throughout the program will be complete at the conclusion of the program. The candidate s adviser will accept the portfolio and check all elements included and will pay particular attention to the Comprehensive Lesson Plan. Also, the student s last entry will consist of the Summative Reflection paper on their internship experience. Supervising Teacher The supervising teacher is the single most important individual in the internship process. As the individual with whom the Interns will be working for 400 hours, the supervising teacher has a critical role to play in the overall success of the experience. General Checklist of Responsibilities for Supervising Teachers Expect a visit from the Interns prior to the beginning of internship. Request general information about the candidate from him/her if this information was not received from the college. Provide curricular materials for the Interns to review prior to the first day of internship. Provide a list of your students' names and any other information that would be helpful. Prepare your students for the internship experience. Involve them in the planning of welcoming activities. Prepare your parents for the Interns. A letter is often successful. Plan exposure to all facets of the teaching experience. Convey your likes and dislikes early to the Interns. Outline all procedures to be used and those not to be used. Share rules and regulations for teachers in your school (both written and the ones that are simply "understood"). Make sure your Interns is aware of all emergency procedures for the school and in your classroom. Exemplify good teaching. Often you are the first public school teacher the Interns has seen for any length of time since high school. The supervising teacher has a tremendous influence on the fledgling teacher. You must release responsibility of the classroom to the Interns as soon as possible. This helps to identify strengths and weaknesses. Remember, Interns are to have entire teaching responsibilities for a minimum of four weeks, mainly without your presence. Feedback, feedback, feedback. The most often identified criticism by Interns of supervising teachers is that they did not evaluate enough. You must evaluate and provide feedback on a continuous basis. The Interns must understand the evaluation. The supervising teacher must be critical but fair.
10 Evaluating the Interns Evaluating the Interns is a very important responsibility for you as the supervising teacher. The Interns will bring with him/her several years of preparation and will be trying out many ideas and techniques. Your evaluation will help the Interns sift through those ideas and techniques that he/she may want to continue to utilize as a classroom teacher in the years to come. For this reason, your evaluation should always be handled in a detailed and thoughtful manner. It may not be enough for the Interns to know that they "did a good job" or that "things didn't go very well." They need to know why "they did a good job" or why "things didn't go very well." With such knowledge, the Interns can make adjustments, build upon success, improve, and ultimately become an effective and secure teacher. Handling Criticism Of necessity most evaluation will involve criticism. This criticism should be of a constructive nature and for the good of the Interns. Since you will need to deal with criticism, it is important that you, first of all, establish an atmosphere conducive to evaluation and the criticism that will need to accompany evaluation. The way in which you develop this atmosphere will vary a great deal with the two personalities involved. However, you may find the following suggestions helpful: Make the Interns feel comfortable in your presence from the very beginning. You can do this by seeing that the Interns meets other staff members, giving him/her information on yourself, and talking to the Interns about his/her own background and aspirations. Explain the techniques and instruments you will use to evaluate the lessons to be taught. Be sure that the Interns understands the instruments and empha size that this is one way that you feel you can be of help while he/she is in your room. Progress reports and evaluation forms will be discussed in the next section, and examples are found in the appendices. When the Interns teaches the first lesson, leave the room for at least the beginning part of the lesson. This may make the Interns more comfortable and more willing to be observed and evaluated as his/her experience progresses. During your evaluation, raise questions that will help him/her evaluate his/her own performance and reinforce reflection. The following kinds of questions may lead to the Interns' realization of what needs to be done to improve: What motivational technique did you use today? What indications do you have that the children were truly interested in your lesson? How did you hold the attention of the pupils? What evidence do you have that each student met the objectives you set for the lesson? Conferencing Conferences between you and your Interns can be a very important element in the
11 work that you do with him/her. Through conferences, you can get to "know each other" as you discuss the progress the Interns is making in your classroom. Although "lastminute" and daily short conferences will be helpful, you will want to hold a regular conference at least once a week. In these regular conferences, you can plan to discuss predetermined topics as well as any problems that might need attention. Such conferences can give the Interns experience in discussing important professional concerns in an "eyeball to eyeball" manner with you. Adequate planning on your part can provide the opportunity for the Interns to discuss topics leading to professional growth. Time and place for conferences. There seems to be something "natural" about planning conferences either at the beginning or end of the week. This may very well be the case in your situation. However, it may be more convenient for you to plan your weekly conference during a period when pupils are not in the room. You may also find it desirable to meet in your classroom for your regular conferences. Establishing rapport. The rapport that you have with your Interns will determine, to a great extent, the success of not only your conferences but also the entire relationship. You need to build a rapport in which there is sincerity, warmth, sensitivity, faith, and respect. This does not always come easy to two people in the internship experience. Rapport must be built. Often, there is little at the beginning of the experience. When this is the case, you should take the responsibility to "build" the best rapport possible. You will be able to do your part in building rapport through consistent attention to the following kinds of behavior: Project a professional image with other teachers. Show that you can be trusted to deal professionally with professional matters. Be fair in all dealings with your Interns. Share the workload. Don't overload your Interns with the "extra duties". Treat your Interns with respect at all times. Don't correct the Interns in the presence of others. Keep your appointments with the Interns. Show him/her that you are sincere and mean business. Don't do all of the talking in conferences. Develop the habit of listening to your student teacher. Take a positive approach to your work with him/her. More might be accomplished, and a better relationship between the two of yo u may be developed, when you look at the bright side. Try to keep to the conference topic, but do encourage discussion of any bothersome problems. However, do not allow conferences to drift into question-and-answer periods. There should be some substance or specific objective to a conference. Keep accurate records and notes of all conferences. Offer to share this data with the College supervisor during her/his visits.
12 College Supervisor The role of the college supervisor is to work cooperatively with the supervising teacher to provide a high quality experience for the Interns. Specific responsibilities of the college supervisor include the following. Roles and Responsibilities In relation to the supervising teacher: Interpret the polices and procedures of Qatar University teacher education program. Serve as a resource person. Become an integral part of the school environment. Be available to help with the Intern s experience. Visit periodically during the internship experience. Provide methods of evaluative feedback to the supervisor and the Interns. Decide who will conduct the Reading Lesson assessment. In relation to the Interns: Visit and conference regularly. Act as counselor/confidant. Provide quality orientation experiences. Provide support to help in the transition to beginning teaching. Read and react to the Intern s weekly journal. Observe the Interns at least twice during the internship experience. Complete all evaluation forms and provide appropriate copies to the Interns. Visits by the College Supervisor Generally, the Qatar University supervisor will visit the Interns a minimum of five times during the ten to twelve weeks of internship. This may be increased as needed or as suggested by the supervising teacher. The college supervisor will meet briefly with the supervising teacher during each visit for feedback and information sharing purposes. Reflective Teaching The role of the college supervisor in reflective teaching is to serve as a resource to the supervising teacher/mentor teacher and Interns for reflection. The college supervisor should provide support, guidance, and information on reflective teaching. Conferences with the Interns should encourage reflection while developing and refining the reflective process.
St. Joseph s College Education Department Handbook for Student Teachers Cooperating Teachers College Supervisors Brooklyn Campus Long Island Campus 245 Clinton Avenue 155 West Roe Boulevard Brooklyn, NY
u Field Experience Handbook for Supervising Library Media Teacher or Teacher Librarian Revised 2010 Dear Supervising Teacher Librarian: Thank you for your willingness to have a student perform fieldwork
Graduate Student HANDBOOK Rehabilitation Counseling Program 2014-2015 Dear Rehabilitation Counseling Students, On behalf of the Rehabilitation Counseling faculty, staff, and second year students, I would
Student Teaching in Elementary School Education Program Brandeis University Waltham, MA 02454 Brandeis student teachers are given the opportunity to teach classes and groups of students, design curriculum
PreK 12 Practicum and Internship School Counseling Overview Counseling and Development Program Mission Statement The Counseling and Development program is committed to prepare counselors who promote the
LEVEL 1 LICENSURE PORTFOLIO Part I Purpose Principles to Be Addressed Required Documentation Directions Entry 1: Analyzing the School Counseling Environment Candidates analyze the school counseling environment
Field Placement Handbook Fall 2010 Spring 2011 Undergraduate Program Early Childhood Education University of Arkansas at Little Rock The Department of Teacher Education offers the Bachelor of Science in
ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching Course: ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Credit: 9 Semester Credit Hours (Undergraduate),
Advanced Certificate Portfolio Guidelines Master of Education School Counseling Degree Program Revised Spring 2008 Southeastern Oklahoma State University Durant, Oklahoma 1 TABLE OF CONTENTS Introduction...page
inchester Public Schools SCHOOL PSYCHOLOGIST EVALUATION School Psychologist Evaluation SCHOOL PSYCHOLOGIST EVALUATION Introduction The licensed personnel who staff our classrooms who provide related services
WILLIAM PATERSON UNIVERSITY COLLEGE OF EDUCATION DEPARTMENT OF SPECIAL EDUCATION AND COUNSELING PROFESSIONAL COUNSELING PROGRAM SCHOOL COUNSELING CONCENTRATION PRACTICUM/INTERNSHIP HANDBOOK Prepared April,
Marriage and Family Therapy Internship Manual 2014-2015 1 I. MISSION STATEMENT The Marriage and Family Therapy (MFT) program s mission is to foster highly qualified professionals who possess the knowledge,
RUTGERS SCHOOL PSYCHOLOGY PROGRAM PRACTICUM HANDBOOK Introduction School Psychology is a general practice and health service provider specialty of professional psychology that is concerned with the science
Rubric for Evaluating North Carolina s Speech- Language Pathologists STANDARD 1: School speech-language pathologists demonstrate leadership, advocacy, collaboration, and ethical practices. School Speech-Language
I. INTRODUCTION his manual includes pertinent information regarding requirements for practicum/field experience in the School Counseling program. Be sure to read it over carefully as you are responsible
CHAPTER 1: The Preceptor Role in Health Systems Management Throughout the nursing literature, the preceptor is described as a nurse who teaches, supports, counsels, coaches, evaluates, serves as role model
TENNESSEE TECHNOLOGICAL UNIVERSITY Department Of Counseling and Psychology School Counseling Handbook Revised May, 2009 1 TABLE OF CONTENTS CONCEPTUAL FRAMEWORK... 2 PURPOSE OF THIS HANDBOOK... 3 PURPOSE
Field Experiences Computer Science Endorsement Educational Leadership School Library Media Specialist Computer Science Endorsement Field Experiences Field experience is a necessary component of the proposed
I. INTRODUCTION his manual includes pertinent information regarding requirements for practicum/field experience/internship in the School Psychology program. Be sure to read it over carefully as you are
The University of Mississippi School of Education Master s Degree in Literacy Education Department of Teacher Education Educators as Reflective Professionals Graduate Handbook Revised Fall 2012 1 Table
M.A. Counseling Psychology 2015 2016 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised version. 2) Policies
Illinois State University Handbook for Student Teaching 2015-2016 The Cecilia J. Lauby Teacher Education Center Illinois State University 56 DeGarmo Campus Box 5440 Normal, IL 61790-5440 309-438-5416 1
1 HANDBOOK FOR THE POST MASTERS CERTIFICATE PROGRAM FOR LEADERSHIP IN EDUCATION CONCEPTUAL FRAMEWORK AT A GLANCE Consistent with our mission to promote quality teaching and learning in P-12 school settings,
Graduate Internship Materials Information Guide and Appendices Sport and Fitness Management Hospitality, Sport & Tourism Management School of Hospitality, Sport & Tourism Management Dr. Fred Green Internship
Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data
NORTHERN ARIZONA UNIVERSITY Professional Education Unit ASSESSMENT SYSTEM HANDBOOK 2011/2012 PROFESSIONAL EDUCATION UNIT ASSESSMENT SYSTEM HANDBOOK Table of Contents The Unit Assessment System Overview...
LEADERSHIP DIVERSITY CARING EXCELLENCE School Counselor Preparation: A Guide for On- Site Supervisors SUMMER 2015 Master of Science, Educational Counseling Pupil Personnel Services Credential UNIVERSITY
UW-MADISON CRIMINAL JUSTICE CERTIFICATE PROGRAM CRIMINAL JUSTICE FIELD OBSERVATION HANDBOOK The Criminal Justice Field Observation is an internship opportunity that combines community engagement with classroom
Master of Science in Nursing Program Nurse Educator PRECEPTOR / FACULTY / STUDENT ORIENTATION HANDBOOK Angelo State University Revised Fall 2014 1 TABLE OF CONTENTS Master of Science in Nursing Program
Master s Credential Cohort Program 2015 Supplementary Information for MCC Special Education Candidates The student teaching component of the Masters Credential Cohort (MCC) pathway consists of one semester
University of Southern California Price School of Public Policy Master of Health Administration residency guidebook USC Price School of Public Policy, Graduate Programs in Health Administration 650 Childs
Model for Practitioner Evaluation Manual SCHOOL COUNSELOR Approved by Board of Education August 28, 2002 Revised August 2008 Model for Practitioner Evaluation Guidelines and Process for Traditional Evaluation
Department of Counseling and Student Development Eastern Illinois University CSD 6920: School Counseling Internship Fall, 2006 Instructor: Dr. Regina Nganga Phone: (217) 581-5327 (Office) (217) 508-4013
Master s Credential Cohort Program 2015-16 Supplementary Information for MCC Special Education Candidates The student teaching component of the Masters Credential Cohort (MCC) pathway consists of one semester
COUNSELING PRACTICUM HANDBOOK Educational Leadership and Counseling Whitlowe R. Green College of Education Prairie View A&M University P.O. Box 519; MS 2430 Prairie View, TX 77446-0519 936-261- 3645 936-261-
School Psychology Internship Evaluation 1 Psychology 686: Internship in School Psychology Millersville University Department of Psychology Intern: Field Supervisor: Date of Evaluation: / / School District:
WILLIAM PATERSON UNIVERSITY COLLEGE OF EDUCATION DEPARTMENT OF SPECIAL EDUCATION AND COUNSELING SCHOOL COUNSELING CONCENTRATION SITE SUPERVISOR PRACTICUM/INTERNSHIP HANDBOOK Prepared April, 2000 by Paula
II. STANDARDS FOR THE SCHOOL SERVICE PERSONNEL CERTIFICATE Standards for the School Counselor [23.110] STANDARD 1 - Academic Development Domain The competent school counselor understands the learning process
WHEELOCK COLLEGE FACULTY DEVELOPMENT AND EVALUATION PROGRAM REVISED SPRING 2011 TABLE OF CONTENTS Development And Evaluation Process: Tenure Track Faculty... 4 Overview Of Mentoring And Evaluation Process
College of Education, Health, & Human Services Counseling and Human Development Services Program SCHOOL COUNSELING PRACTICUM AND INTERNSHIP MANUAL CHDS WEBSITE: http://www.kent.edu/ehhs/chds Clinical Experience
Jennifer M. Scagnelli Comprehensive Exam Question (O Bannon) Instructional Technology - Fall 2007 Instructional design is a system of procedures used to plan and develop instructional materials and activities
I. TEACHER EDUCATION AT THE UNIVERSITY OF DETROIT MERCY A. Mission of the Education Department The mission of the Education Department is to produce graduates who are ethical, value-directed persons possessing
Community Health Education Internship Handbook Fall 2014 1 Overview The Experience All Community Health Education majors must complete an internship during the last semester of the senior year. CHE interns
VSU Mentor Teacher Guidelines Information, Schedule, and Evaluations Congratulations! You have been chosen as a mentor teacher because you have shown excellence in teaching and have a desire and willingness
Course Syllabus Counselor Education CE 991 Elementary School Counseling Internship Course Meetings: Tuesdays, 5-8pm in Old Main 302 Instructor: Dr. Molly Mistretta Adult and Graduate Studies Westminster
College of Education and Health Professions Educational Administration and Curriculum & Instruction Programs LICENSURE PROGRAMS BUILDING LEVEL LICENSURE CENTRAL OFFICE LICENSURE ARKANSAS CURRICULUM/PROGRAM
The Framework for Gifted Endorsement Guidelines March/2015 COMMONWEALTH OF PENNSYLVANIA DEPARTMENT OF EDUCATION 333 Market Street Harrisburg, PA 17126-0333 www.education.state.pa.us Commonwealth of Pennsylvania
STANDARD V: KNOWLEDGE AND SKILLS SCHOOL COUNSELORS -Building on the mission to prepare educators who demonstrate a positive impact on student learning based on the Improvement of Student Achievement act
Supervision Manual SCHOOL COUNSELING INTERNSHIP SCOUN-789/790 School of Education UW-Stout Rev. 9/2009 TABLE OF CONTENTS INTRODUCTION...1 RESPONSIBILITIES AND COMMITMENTS Site Supervisor Responsibilities...2
Portfolio Guide Program: M. S. in Counseling : Elementary and Secondary School Counseling Options MoStep / Quality Indicators Performance Indicators Artifact and Course 184.108.40.206 Human Growth and Development:
APPENDIX A Level II Handbook Education Specialist Mild/Moderate Level II Credential Handbook CSUCI California State University Channel Islands Fall 2006 Jill M. Leafstedt Joan Karp Maria Denney Table of
12 Section Two: Ohio Standards for the Teaching Profession 1 Teachers understand student learning and development and respect the diversity of the students they teach. Teachers display knowledge of how
SECTION 5: MASTER OF EDUCATION DEGREE Beginning with the summer session in 1954, a fifth-year program of teacher education leading to the degree Master of Teaching was instituted at Northwestern Oklahoma
WILLIAM PATERSON UNIVERSITY COLLEGE OF EDUCATION DEPARTMENT OF SPECIAL EDUCATION AND COUNSELING MENTAL HEALTH COUNSELING CONCENTRATION PRACTICUM/INTERNSHIP HANDBOOK Prepared April, 2000 by Paula Danzinger,
Teacher Education Dispositions Role of Dispositions Teaching involves more than effective planning, instructional knowledge, and teaching skills. It also extends to professional dispositions. Dispositions
EXAMPLE FIELD EXPERIENCE PLANNING TEMPLATE CCSU MAT Program Secondary Education (Math, History/Social Studies, Science, World Languages) and Special Education (K-12) Goal: The MAT program focuses on preparing
Department of Construction Management COLLEGE OF COMPUTING, ENGINEERING AND CONSTRUCTION Construction Management INTERNSHIP MANUAL The construction industry s leaders are at University of North Florida
Guide to Hosting an On-Campus Internship On-Campus Academic Internships at St. John's Academic Internships are a wonderful way for full and part-time students to gain career-related experience while attending
THE GEORGE WASHINGTON UNIVERSITY GRADUATE SCHOOL OF EDUCATION AND HUMAN DEVELOPMENT SCHOOL COUNSELING PROGRAM The Alexandria Center COUNSELING PRACTICUM and INTERNSHIP STUDENT and SCHOOL SITE SUPERVISOR
THE FRAMEWORK FOR PRINCIPAL PREPARATION PROGRAM GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION 1 Purpose Of all the educational research conducted over the last 30 years in the search to improve student
Master of Science in Education in Curriculum and Instruction Graduate Student Handbook Department of Leadership, Educational Psychology, & Foundations Northern Illinois University DeKalb, IL 60115 1 TABLE
Speech-Language Specialist Performance Appraisal Instrument Instructions: 1. The evaluator is to rate the Speech-Language specialist on a six-point scale as indicated below 2. The evaluator is encouraged
Teacher Education Program Admission Interview for Interdisciplinary Studies- Teacher Preparation with Licensure in Special Education, General Curriculum K-12 Teacher Education Admission Interview One of
Cooperating Teacher Feedback Comments on Student Teaching Program -- Elementary From the interaction you had with your student teacher, what strengths did you observe in NKU's teacher preparation program?
STANDARD I: ELEMENT A: Teachers demonstrate leadership Teachers lead in their classroom Developing Has assessment data available and refers to it to understand the skills and abilities of students Accesses
MASTER OF EDUCATION (M.Ed.) PROGRAMS 1. M.ED. PROGRAM GRID..................... 90 2. MASTER OF EDUCATION (GENERAL)........ 90 a. Statement of Purpose.................... 90 b. Admission Requirements.................
University of New Orleans College of Business Administration Department of Marketing and Logistics MKT 4585-476 Marketing Internship Fall 2008 Instructor: Lisa A. Palumbo Office: KH 346 Hours: 4:30-5:30
WESTERN ILLINOIS UNIVERSITY - DEPARTMENT OF COUNSELOR EDUCATION - CN 597 INTERNSHIP SCHOOL COUNSELING STUDENTS ONLY TO STUDENTS: Students are responsible for the completion of all activities on this form.
Ph.D. Counselor Education and Supervision 2014 2015 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised
Unit Plan for Assessing and Improving Student Learning in Degree Programs Masters Programs in Special Education Unit: Special Education Unit Head approval: Date: April 9, 2008 SECTION 1: PAST ASSESSMENT
PARALEGAL INTERNSHIP MINNESOTA STATE UNIVERSITY MOORHEAD I. Purpose and Objectives All paralegal students are required to complete an internship prior to graduation. The internship is designed to acquaint
Professional Education Unit Early Childhood, Elementary, and Special Education Clinical Practice: Infants & Toddlers and Preschool for 3-5 Year Olds IECE 425-001 Spring 2013 Dr. Elizabeth McLaren 301 B
SECTION 4: MASTER OF EDUCATION DEGREE Beginning with the summer session in 1954, a fifthyear program of teacher education leading to the degree Master of Teaching was instituted at Northwestern Oklahoma
Student Copy Technical Standards/Foundational Competencies Document COLLEGE OF EDUCATION TECHNICAL STANDARDS/ FOUNDATIONAL COMPETENCIES POLICY 1 (May 2004; revised August 2005; title revised August 2007)
Effective May 15, 2014 505-3-.90 GIFTED IN-FIELD EDUCATION ENDORSEMENT PROGRAM (1) Purpose. This rule states field-specific content standards for approving endorsement programs that prepare individuals
Virginia State University Professional Educational Programs Unit (College of Education, projected October 2012) Department of School and Community Counseling Supervisor Handbook for School Counseling Practicum/Internships
Widener Center for Social Work Education MSW FIELD EDUCATION INFORMATION The Council for Social Work Education has identified the field experience as the signature pedagogy in social work education. The
CLASSROOM TEACHER JOB DESCRIPTION Assigned Area of Instruction: English Language Arts Instructor Exemption Status: Exempt Immediate Supervisor: Principal SUMMARY: Teaches by creating a flexible program
February/March 2015 Overview Core Curriculum 2 Preparing Meaningful Performance Evaluations 3 1 February/March 2015 Training Topics: Conducting Performance Evaluations What is the purpose of performance
School Counseling Internship Manual 1 Internship Manual Master s Degree in School Counseling Professional Counseling Program Revised August, 2012 School Counseling Internship Manual 2 GRADUATE INTERNSHIP
ON-THE-JOB INTERNSHIP APPLICATION PAGE 1 ON-THE-JOB INTERNSHIP APPLICATION Towson University Department of Special Education, Hawkins Hall 404 8000 York Road, Towson, MD 21252 410.704.4984 (Phone) 410.704.4985
Your consent to our cookies if you continue to use this website.