COLLEGE OF EDUCATION AND COUNSELING PSYCHOLOGY TEACHER INTERNSHIP HANDBOOK

Transcription

1 COLLEGE OF EDUCATION AND COUNSELING PSYCHOLOGY TEACHER INTERNSHIP HANDBOOK Revised: July 2015

2 1 FOREWORD MESSAGE This handbook is intended to be a manual to help you, the teacher candidate, be successful in your teacher internship experience. You need to read it carefully and completely, as you are responsible for its contents. Please use it as a guide, referring to it often during your internship experience. If you have any questions about the handbook, please ask your supervisor, the large group seminar leader, or the director of field experience. Saint Martin s University College of Education and Counseling Psychology will continue to update this handbook to reflect current best practices. Sincerely, Faculty and Staff Education Programs College of Education and Counseling Psychology Saint Martin's University

3 2 A LETTER FROM THE DIRECTOR OF FIELD EXPERIENCE Dear Teacher Candidates: Internship is a full time, 16 week, required component of field experience in teacher preparation. It is also a collaborative effort between the University Supervisor, the Mentor Teacher, and the Teacher Candidate. Each team member is responsible to ensure that this practical, classroom experience is done in a safe and productive manner. Furthermore, it is the responsibility of the University Supervisor and Mentor Teacher to support and evaluate the Teacher Candidate, and it is the responsibility of the Teacher Candidate to willingly acknowledge their expertise and accept suggestions. In addition, an internship is a Washington Administrative Code (WAC) required component where the following five skills must be demonstrated by the Teacher Candidate: Work effectively with students of various backgrounds Integrate education policies with the school, home, and community Manage the physical environment and human dynamics of the classroom Assist students in the learning process Use both formative and summative evaluation techniques in order to evaluate and assess programs, candidates, and their own teaching As partners in the student preparation experience, it is important to remember that the future of our profession relies on highly qualified, caring people who possess these skills. Therefore, evaluations of a Teacher Candidate s performance are based on a more detailed version of these same skills. The Teacher Internship Handbook describes the various responsibilities, tasks, and skills to be demonstrated during internship. It also presents a checklist of activities that are helpful to the field experience partners (Teacher Candidate, Mentor Teacher, School Administrator, and University Supervisor) in developing the skills required by the WAC. Please read your handbook very carefully, as you are responsible for all that it contains. Because Saint Martin's University College of Education and Counseling Psychology takes the responsibility for preparing highly qualified teachers seriously, we take a strong stance in saying that it is not recommended that you work during your internship. Our experience shows us that the internship is more than a full time job and working at another job compromises your ability to do your best work as an intern. Putting forth your best effort is an essential part of finding a future teacher position. Please consider internship a full time plus job, and arrange your life accordingly. If you have any questions, or suggestions concerning internship, please contact the Director of Field Experience below at any time during your internship experience: Dr. Maureen Siera msiera@stmartin.edu Phone: (360)

4 3 TABLE OF CONTENTS FOREWORD MESSAGE... 1 A LETTER FROM THE DIRECTOR OF FIELD EXPERIENCE... 2 GENERAL OVERVIEW... 5 SAINT MARTIN'S UNIVERSITY MISSION STATEMENT... 5 SMU ACADEMIC VALUES... 7 FOUR CORE THEMES... 7 COLLEGE OF EDUCATION AND COUNSELING PSYCHOLOGY EDUCATION PROGRAMS... 8 EDUCATION PROGRAM GOALS... 9 TEAC STANDARDS... 9 CODE OF ETHICS OF THE EDUCATION PROFESSION WASHINGTON STATE STANDARD V: RESIDENCY TEACHER CERTIFICATION INTERNSHIP PURPOSE AND PLACEMENTS PURPOSE...15 Secondary Teacher Placements. 15 Special Education Placements Intervention for Split Internships GENERAL INFORMATION TEAM ACADEMIC FILE ACTIVE MILITARY STUDENTS STRIKE POLICY CONFIDENTIALITY TEACHER INTERNSHIP CELEBRATION PORTFOLIO E-CERTIFICATION 19 TYPES OF CERTIFICATION..21 Intern Substitute Certification..21 Residency Certification.22 Substitute Certification...23 Emergency Substitute Certification...23 INTERNSHIP SCHEDULE COTEACHING..24 COTEACH MODEL..24 TRADITIONAL MODEL..25 CALENDAR..27 SECONDARY TEACHER ALTERNATIVE ROUTE (STAR) MODEL...29 RESPONSIBILITIES OF TEACHER CANDIDATE, UNIVERSITY SUPERVISOR, MENTOR TEACHER, AND PRINCIPAL OVERVIEW Responsibilities of the Teacher Intern Responsibilities of the University Supervisor Responsibilities of the Mentor Teacher Responsibilities of the Administrator CHECKLISTS Responsibilities of the Teacher Intern Responsibilities of the University Supervisor Responsibilities of the Mentor Teacher Responsibilities of the School Principal or Designee SEMINAR LARGE AND SMALL GROUPS... 39

5 4 TEACHER INTERNSHIP SEMINAR Large Group Seminar Reflective Program Analyses Reflective Analysis Essay Small Group Seminar Journal Portfolio INTERNSHIP REQUIREMENTS...41 COLLABORATIVE PLANNING PURPOSE DIRECTIONS - COLLABORATIVE PLANNING TASK COLLABORATIVE PLANNING COMMENTARY COMMENTARY AND REFLECTION ON COLLABORATIVE PLANNING COLLABORATIVE PLANNING EVIDENCE TEMPLATE APPENDICES APPENDIX A: COLLEGE OF EDUCATION AND COUNSELING PSYCHOLOGY DIRECTORY APPENDIX B: TEACHER INTERN PORTFOLIO CHECKLIST APPENDIX C: PHASE I TEACHER CANDIDATE REVIEW FORM APPENDIX D: MIDTERM TEACHER CANDIDATE REVIEW APPENDIX E: MIDTERM AND FINAL EVALUATION APPENDIX F: DISPOSITIONS EVALUATION RATING SCALE APPENDIX G: PROFESSIONAL GROWTH PLAN...58 APPENDIX H: OBSERVATION FORM APPENDIX I: edtpa LESSON PLAN DESCRIPTION AND TEMPLATE 61 APPENDIX J: DAILY LESSON PLAN (SHORT FORM).66 APPENDIX K: VIDEO CONSENT INFORMATION AND FORMS..67 APPENDIX L: EDTPA POLICY AND REMEDIATION.71 APPENDIX M: INTERVENTION FORM.72 APPENDIX N: CO-TEACHING MODEL APPENDIX O: CO-TEACHING STRATEGIES (IN BRIEF) APPENDIX P: TRADITIONAL MODEL OF STUDENT TEACHING APPENDIX Q: CALENDARS...77 Traditional Fall...77 Co-Teaching Fall...78 SPED Fall..79 Traditional Spring.80 Co-Teaching Spring..81 SPED Spring.82 APPENDIX R: FORMS,DOCUMENTS, WEBSITES, APA APPENDIX S: WEST-E/NES POLICY..84 APPENDIX T: 450 HOUR LOG Fall log...85 Spring log...86 APPENDIX U: PROFESSIONAL CERTIFICATION (PROTEACH)..87

6 5 Saint Martin's University Mission Statement GENERAL OVERVIEW Saint Martin s University is a Catholic Benedictine institution of higher education that empowers students to pursue a lifetime of learning and accomplishment in all arenas of human endeavor. Saint Martin s students learn to make a positive difference in their lives and in the lives of others through the interaction of faith, reason, and service. The university honors both the sacredness of the individual and the significance of community in the ongoing journey of becoming. Context Established in 1895, Saint Martin s University is the educational mission of Saint Martin s Abbey, a Catholic Benedictine monastery, whose members pray, work, and live together on the university campus. The physical beauty of Saint Martin s 300 acre campus reflects the rich intellectual and spiritual nature of its presence in the Pacific Northwest. Essential features of university life are animated by its Benedictine identity and its participation in the centuries-old traditions of Catholic intellectual thought and the search for truth. Thus, the university honors students and guides them toward achieving academic excellence. Superior teaching is the expected norm. Rooted in the long tradition of the liberal arts, the university curriculum cultivates creativity and the ability to communicate and pursue ideas; critical thinking and independent inquiry; academic proficiency; the formation of sound ethical judgments; and service to humanity. Reflecting the Benedictine virtue of hospitality, the university welcomes and, indeed, seeks students not only from the Pacific Northwest, but also from other parts of the nation and the world at its main and extension campuses. Saint Martin s treasures persons of all ages, religions, and nationalities as it encourages cognizance of diverse viewpoints and an appreciation of all cultures. Guiding Principles With the Catholic, Benedictine tradition as our guide, we accomplish our mission by recognizing the spiritual and ethical dimensions of all human activity and by celebrating the uniqueness and

7 worth of each human being. Our goal is to provide a living and learning environment that prepares students for active, responsible, and productive lives in their professions and as members of the local and global community. 6

8 7 SMU Academic Values Knowledge: we emphasize broad geographic and historical perspectives, cultural and linguistic plurality, and scientific and aesthetic understanding. Spirituality: we provide and encourage the development of personal recognition of spiritual values beyond the intellectual and physical. Hospitality: we welcome and include in our community people from diverse backgrounds and locations. We encourage diverse viewpoints and the appreciation of different cultures. Service: we expect that our students will live exceptional lives dedicated to serving others in the local and the global community. We expect such service to mirror the Catholic Benedictine life and to nurture the family spirit among all who participate in the University. Creativity: we expect our students to find joy in acts of creation and recognize artistic expression as the bridge between interior and exterior spaces. Communication: we provide opportunities for students to pursue ideas and communicate them in varied forms. Inquiry: we work to develop thoughtful graduates able to engage in honest and thorough analysis, critical and independent thinking and who are prepared to address the complex nature of our society. Discovery: we believe that discovery, including self-discovery, is developed in the context of learning, serving and valuing the worth of others. Holistic education: we believe that intellect alone cannot sustain a meaningful life and thus, we work to unfold the potential of the whole person. The Four Core Themes The four core themes of Saint Martin s University are faith, reason, service, and community. The four core themes are integrated and embedded in the internship experience. The teaching profession is about service to the community and society.

9 8 College of Education and Counseling Psychology Education Programs Mission Statement When an education professional leaves the Saint Martin s Education Programs, we believe they take with them a core set of human, spiritual, and democratic values. They are ready to promote hospitality, scholarship, and education within the community of the school. The pluralistic and ever changing world of diverse students and knowledge will always be welcomed by our graduates. As a community of educators, we see the values of hard work, flexibility, compassion, and camaraderie reflected in our commitment to bridging and connecting the classrooms at Saint Martin s with the schools of the community. We see it in ourselves as we mutually support each other with personal encouragement and academic integrity. We value our heritage and our mission continues. Education Programs Purpose Statement The purpose of the Saint Martin s University Teacher Education and Certification Programs is to provide a distinctive professional educational experience in teacher education and certification programs. In partnership with our students and P-12 professional educators, we strive to realize potential, think critically, love learning, and grow in spiritual and ethical character with the goal of promoting the better education and welfare of children. Commitment to Excellence We are committed to assuring that candidates will be provided an intellectual and professional learning environment that is rigorous, relevant and realistic. Academic courses and program experiences are purposefully designed for candidates to probe deeper, reach further and to encourage creative and resourceful exploration of alternative pathways to address presented issues and tasks. Our programs are developed and conducted with high expectations that candidates will be personally engaged in their learning, stimulated in their thinking, and genuinely challenged to expand the knowledge, skills, and dispositions within their chosen field. Candidates are intentionally guided, coached and supported in their enhancement of relevant and meaningful teaching, counseling, and administrative skills. Candidates will demonstrate their abilities to meet professional standards through effective oral and written communications, completion of realistic analysis, and critical thinking and problem solving tasks. Candidates are held accountable to demonstrate professional dispositions and organize and simultaneously manage multiple projects within established timelines. Our learning community instills excellence in thought and service while nurturing a candidate s sense of personal and professional development. Therefore, candidates completing our academic and certification programs will be agents of change and educational leaders who are resilient, reflective practitioners meeting the needs of an evolving world.

10 9 Education Program Goals The College s three Education Program Goals lead us to the core of our Conceptual Framework: 1. Curriculum (Knowledge): The Education Programs are dedicated to developing competent teachers, counselors, and administrators who have strong knowledge in subject matter. Individuals completing our programs will utilize technology as it relates to teaching, counseling, or administration; participate in free and open inquiry; and problem-solve and construct new learning opportunities for themselves, P-12 students and staff. 2. Pedagogy (Skills): Individuals will develop and utilize pedagogical, counseling, or administration strategies and skills necessary to their program. The Education Programs will provide a community for P-12 and SMU collaboration, thus enriching pre-service through professional performance continuum. Individuals completing our programs will have participated in a variety of leadership opportunities and multiple P-12 field experiences, including placements with school districts with diverse student populations. 3. Character (Dispositions): The Education Programs are dedicated to developing a caring community of teacher, counselor, or administrator-colleagues with strong ethical character, professional leadership, collaborative skill, openness to innovation, and personal integrity. Individuals completing our programs will reflect democratic traditions including acceptance of the individual and sensitivity for cultural diversity. TEAC/ CAEP Standards Saint Martin s University is a member of TEAC (Teacher Education Accreditation Council)/ now CAEP. TEAC s primary work is accrediting undergraduate and graduate professional education programs. Teacher Education programs are evaluated according to the following quality principles and standards of capacity: Quality Principles: Evidence of Student Learning Valid Assessment of Student Learning Institutional Learning Standards of Capacity: TEAC requires the institution s faculty to provide evidence that the program has the capacity (curriculum, faculty, resources, facilities, publications, student support services and policies) to support student learning and quality. The process of being evaluated on TEAC s quality principles and standards for capacity leads to TEAC accreditation. Four principles guide this accreditation process:

11 10 1. Improvement is a continuous process in which each step helps define the next step and moves it forward 2. The accreditation process must be inquiry driven, starting from the faculty s questions about the program s mission and results 3. The accreditation process includes evidence from academic audits that examine the trustworthiness of the evidence that student learning meets high expectations and that the program follows processes that produce quality 4. The process is intended to be frugal, not burdening the program and institution with unnecessary activities or costs in paperwork, personnel, time and money (p.3) Being TEAC accredited helps Saint Martin s University make the case that its program has succeeded in preparing competent, caring and qualified professional educators. Code of Ethics of the Education Profession *Reprinted by permission of National Education Association (NEA), Washington, D.C The following is selected excerpts only. Full document is located: Preamble The educator, believing in the worth and dignity of each human being, recognizes the supreme importance of the pursuit of truth, devotion to excellence, and the nurture of the democratic principles. Essential to these goals is the protection of freedom to learn and to teach and the guarantee of equal educational opportunity for all. The educator accepts the responsibility to adhere to the highest ethical standards. The educator recognizes the magnitude of the responsibility inherent in the teaching process. The desire for the respect and confidence of one's colleagues, of students, of parents, and of the members of the community provides the incentive to attain and maintain the highest possible degree of ethical conduct. The Code of Ethics of the Education Profession indicates the aspiration of all educators and provides standards by which to judge conduct. The remedies specified by the NEA and/or its affiliates for the violation of any provision of this Code shall be exclusive and no such provision shall be enforceable in any form other than the one specifically designated by the NEA or its affiliates. Principle I Commitment to the Student The educator strives to help each student realize his or her potential as a worthy and effective member of society. The educator therefore works to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of worthy goals.

12 11 In fulfillment of the obligation to the student, the educator Shall not unreasonably restrain the student from independent action in the pursuit of learning Shall not unreasonably deny the student's access to varying points of view Shall not deliberately suppress or distort subject matter relevant to the student's progress Shall make reasonable effort to protect the student from conditions harmful to learning or to health and safety Shall not intentionally expose the student to embarrassment or disparagement Shall not on the basis of race, color, creed, sex, national origin, marital status, political or religious beliefs, family, social or cultural background, or sexual orientation, unfairly-- a. Exclude any student from participation in any program b. Deny benefits to any student c. Grant any advantage to any student Shall not use professional relationships with students for private advantage Shall not disclose information about students obtained in the course of professional service unless disclosure serves a compelling professional purpose or is required by law. Principle II Commitment to the Profession The education profession is vested by the public with a trust and responsibility requiring the highest ideals of professional service. In the belief that the quality of the services of the education profession directly influences the nation and its citizens, the educator shall exert every effort to raise professional standards, to promote a climate that encourages the exercise of professional judgment, to achieve conditions that attract persons worthy of the trust to careers in education, and to assist in preventing the practice of the profession by unqualified persons. In fulfillment of the obligation to the profession, the educator Shall not in an application for a professional position deliberately make a false statement or fail to disclose a material fact related to competency and qualifications Shall not misrepresent his/her professional qualifications Shall not assist any entry into the profession of a person known to be unqualified in respect to character, education, or other relevant attribute Shall not knowingly make a false statement concerning the qualifications of a candidate for a professional position Shall not assist a non-educator in the unauthorized practice of teaching Shall not disclose information about colleagues obtained in the course of professional service unless disclosure serves a compelling professional purpose or is required by law Shall not knowingly make false or malicious statements about a colleague Shall not accept any gratuity, gift, or favor that might impair or appear to influence professional decisions or action

13 12 Washington State Standard V: Residency Teacher Certification Knowledge and Skills Residency Teacher (Revised 2014) Each of the knowledge and skills required are based on the Revised Standard V for the preparation and certification of teachers and shall relate to one or more of the following standards that all teachers will be required to demonstrate: Standard 5.A Effective Teaching: A successful teacher candidate demonstrates capacity of the knowledge and skills for effective teaching which ensure a positive impact on student learning by: Using multiple instructional strategies to address individual student needs: 1. Using multiple instructional strategies, including the principles of second language acquisition, to address student academic language ability levels and cultural and linguistic backgrounds. Integrating subjects across content areas 2. Applying principles of differentiated instruction, including theories of language acquisition, stages of language, and academic language development, in the integration of subject matter across the content areas of reading, mathematical, scientific, and aesthetic reasoning. Using a variety of assessments to monitor and improve instruction: 3. Using standards-based assessment that is systematically analyzed using multiple formative, summative, and self-assessment strategies to monitor and improve instruction. Creating a safe, productive learning environment: 4. Implementing classroom/school centered instruction, including sheltered instruction that is connected to communities within the classroom and the school, and includes knowledge and skills for working with others. Planning and/or adapting curricula for diverse student needs: 5. Planning and/or adapting standards-based curricula that are personalized to the diverse needs of each student. Ensuring all students articulate learning targets and monitor own progress: 6. Aligning instruction to the learning standards and outcomes so all students know the learning targets and their progress toward meeting them.

14 13 Planning Standards-driven curricula to develop problem solving strategies in content areas: 7. Planning and/or adapting curricula that are standards driven so students develop understanding and problem-solving expertise in the content area(s) using reading, written and oral communication, and technology; Preparing responsible citizens for a diverse society: 8. Preparing students to be responsible citizens for an environmentally sustainable, globally interconnected, and diverse society Ensuring Cultural Competence in Teaching: 9. Planning and/or adapting learner centered curricula that engage students in a variety of culturally responsive, developmentally, and age appropriate strategies; Integrating technology: 10. Using technology that is effectively integrated to create technologically proficient learners; Involving and collaborating with families and community: 11. Informing, involving, and collaborating with families/neighborhoods, and communities in each student's educational process, including using information about student cultural identity, achievement and performance. STANDARD 5B Professional Development: A successful teacher candidate demonstrates capacity of the knowledge and skills for professional development which ensure a positive impact on student learning by: Utilizing feedback and reflection to improve teaching practice: 1. Developing reflective, collaborative, professional growth-centered practices through regularly evaluating the effects of his/her teaching through feedback and reflection. Teacher Evaluation: 1. After August 31, 2013, an approved preparation program for teachers shall require candidates for a residency certificate to demonstrate knowledge of teacher evaluation research and Washington's evaluation requirements. At a minimum, teacher preparation programs must address the following knowledge and skills related to evaluations:

15 14 A Examination of Washington's evaluation requirements, criteria, four-tiered performance rating system, and the preferred instructional frameworks used to describe the evaluation criteria B Self-assessment, goal setting, and reflective practices; C Evidence gathering over time; D Use of student growth data and multiple measures of performance; E Evaluation conferencing; and F Use of an online tool to review observation notes and submit materials to be included in evaluation. STANDARD 5C Teaching as a Profession and Professional Contributions: A successful teacher candidate shall demonstrate understanding of teaching as a profession by: Collaborating in and contributing to school improvement: 1. Participating collaboratively and professionally in school activities and using appropriate and respectful verbal and written communication. Demonstrating knowledge of responsibilities and policies: 2. Demonstrating knowledge of professional, legal, and ethical responsibilities and policies. STANDARD 5D Performance Assessment Performance Assessment 1. An approved preparation program for teachers shall require that each candidate engage in an assessment process approved by the professional educator standards board. The assessment will verify that the candidate for a residency teacher certificate can meet the teacher standards in (a), (b) and (c) of this subsection and understands teacher impact on student learning. Beginning January 1, 2014, all candidates will complete and pass the teacher performance assessment per WAC A-264 as authorized by the professional educator standards board: Provided, that candidates who participated in the teacher performance assessment field trials or took the pedagogy assessment prior to January 1, 2014, may be recommended for certification by the preparation program. All candidates shall exit the residency certificate program with a draft professional growth plan oriented toward the expectations for the professional certificate.

16 15 INTERNSHIP PURPOSE AND PLACEMENTS The internship experience is the culmination of the teacher preparation program at Saint Martin s University. It is the opportunity for each individual to put into best practice the research, theory, and skills they have learned during their courses. It is also the occasion to identify strengths and areas of improvement. During the internship experience, teacher candidates gain confidence in taking on pre-certification responsibilities within the school system while being mentored, guided, supported, and encouraged by professional colleagues. Secondary Teacher Placements Secondary teacher candidates should be assigned to classes in their endorsement areas. The Secondary teacher candidate should not be placed with more than two classroom mentor teachers or be assigned more than three preparations. Special Education Placements The internship component of the Special Education endorsement program is continuing to evolve based on the needs of the P-12 setting. At this point, the teacher candidate has completed the required coursework and an intensive 90+ hour practicum with seminar that included the following components a) instructing in one on one and small group (large group if possible) b) using written lesson plans c) adapting curriculum d) developing behavior management plans e) attending MDT and IEP conferences f) assisting with assessments g) reflecting on how their personal story affects their desire to teach students with special needs Given that each placement is unique, self-organizing, and based on the culture of the people in a particular school, we recommend that the 16 weeks be split between regular education and special education responsibilities. Because of the new Education Teacher Performance Assessment (edtpa), if the teacher candidate is doing the edtpa in the special education setting, we recommend a 10-6 split, with ten weeks in the special education classroom, completing the edtpa, then six weeks in the general education classroom. To meet the needs of the school, the decision about how the hours are divided needs to be based on the team's professional judgment. The primary concerns of Saint Martin s University are that the teacher candidate is provided ample opportunities to continue developing skills from the above mentioned list and is demonstrating growth in the professional areas.

17 16 Option 1: Weeks 1-10 in the special education classroom Weeks in the general education classroom Option 2: Half day in general education Half day in special education (for secondary) Intervention for Split Internships If one or both split internship experiences are not successful, the following applies: 1. If the first 8-10 week split experience is unsuccessful, or cannot be completed in 8-10 weeks (as determined by your team), then the first 8-10 week experience is extended to a full 16 weeks, with the second 8-10 week split placement to follow (if possible). If the second 8-10 week split placement cannot be completed immediately following the first placement (i.e., the regular school year has ended before the internship experiences have been completed), then the second 8-10 week placement will occur the first regular semester following the successful completion of your first placement. 2. If the second 8-10 week placement is unsuccessful (determined by your team) the second placement will be extended to 16 weeks. If not possible to extend, the second 8-10 week placement (now 16 weeks) will occur during the next regular semester (fall or spring). 3. If both 8-10 week placements are unsuccessful (determined by your team), then both placements will be extended to 16 weeks for a total of 32 weeks. Additional information about intervention guidelines follow on page 17. Intervention Intervention may be needed during the Teacher Internship experience. This is a time for areas that need more work to be improved upon in any area of the Teacher Internship experience. Any intervention in the Teacher Internship experience is initiated by the team, and can be initiated by any member of the team. Possible areas for intervention might include problems with: teaching, classroom management, assessment, collegial relationships, professional responsibilities and dispositions, time management, teaching ethics, balancing personal life with professional life, and/or communication between team members. Intervention Steps: All steps must be thoroughly documented. See Appendix M for Intervention Form.

18 17 Step 1: Step 2: Team member(s) identify area(s) of concern. Complete Intervention Form - Level Concern. University Supervisor notifies Field Director and sends a copy of the form. Team meets to decide on an action plan and timeline. Team assesses action plan. If successful, continue with internship. Step 3: If the action plan was unsuccessful, move to Level 2 Intervention. Level 2 Intervention requires that the Intervention Form be completed again and a meeting with the University Supervisor and Field Director to determine next steps. Next steps might include an observation, a meeting with the intern, and/or a meeting with the team. Step 4: Step 5: Another action plan and timeline is completed. If the intern is unsuccessful, s/he will be withdrawn from the internship. Team contacts Director of Field Experience to report decisions and gives Director a copy of the confidential, completed, and assessed action plans. Policy If a Teacher Candidate is pulled from the Internship placement after an unsuccessful intervention, in most circumstances, the Saint Martin s University College of Education and Counseling Psychology will place the Teacher Candidate one more time. Prior to the second placement, however, the Teacher Candidate must successfully complete a full-time three week Guided Practicum under the direction and supervision of the Director of Field Experience. The Teacher Candidate receives an I grade in both the Teacher Internship and the Teacher Internship Seminar. When a Guided Practicum is successfully completed, the Teacher Candidate may apply for a second (and last) Teacher Internship experience. SMU will attempt to place the Teacher Candidate in a maximum of 10 districts. If the Teacher Candidate cannot be placed in one of ten different districts, the Teacher Candidate will be dropped from the Teacher Education program. If a Guided Practicum is not successfully passed, the Teacher Candidate is dropped from the Saint Martin's University teacher certification programs. IF A SECOND TEACHER INTERNSHIP PLACEMENT IS NOT PASSED SUCCESSFULLY, THE TEACHER CANDIDATE IS DROPPED FROM THE SAINT MARTIN'S UNIVERSITY TEACHER CERTIFICATION PROGRAM.

19 18 GENERAL INFORMATION Team The internship experience is overseen by a team, consisting of the Teacher Intern, the Classroom Mentor Teacher and the University Supervisor (assigned by Saint Martin's University). One school administrator needs to be considered an ex officio member of the team. The team is responsible for guiding and mentoring the teacher candidate while assessing their progress. The team can make most decisions concerning the internship. However, if the team needs direction, help, or has a concern, any member of the team may contact the Director of Field Experience at any time. Academic File Your academic file with academic information is accessible for review by you while in the education office. It contains practica and internship information (any information marked confidential may not be viewed). This file is not shared with potential employers. Active Military Students Intern teachers who are active military personnel and who are called to duty during internship will receive an Incomplete grade in internship and internship seminar and will be placed again the semester following the return from active duty. Strike Policy In the event that your assigned school district's teachers' union elects to strike or have a work stoppage, it is the responsibility of the teacher candidate to absent himself/herself during the days of the strike. Confidentiality Individual candidates rubric scores and other licensing test scores and academic records, are confidential and are not released without the prior consent of the individual to employers or induction programs. Teacher Internship Celebration At the end of the semester, the Saint Martin s University College of Education and Counseling Psychology faculty and staff honor teacher candidates at a Teacher Internship Celebration. This celebration commemorates the teacher internship experience. Teacher candidates are encouraged to invite and bring their families, mentor teachers, school administrators, and university supervisors to this event. Portfolio Electronic Version: An electronic CD of all required Forms, Tasks, Evaluations, and Evidence must be submitted to the College of Education and Counseling Psychology to complete requirements for internship.

20 19 E-CERTIFICATION What is E-Certification? The E-Certification system is the Office of Superintendent of Public Instruction s (OSPI) new certification system which will replace the old paper application system. E-Certification is accessible through OSPI s Education Data System (EDS) and aims to give educators more access to tasks such as applying for credentials, printing certificates, tracking applications and reducing turnaround time s educator s face. Accessing E-Certification Select Education Data System Portal from the Professional Certification webpage or type into your browser First time users click Create an Account tab

21 20 Username: Must be valid address (If your address indicates that the username has previously been registered, do not create another account using a different address. Follow the prompts or contact OSPI Customer Support at (360) ) Password: Passwords must be at least 8 characters long, contain at least: one uppercase letter, one lowercase letter, one number, and one symbol. Please fill out the Optional Data for Linking to a Certificate with as much information as possible; this will help avoid creating duplicate accounts within the Education Data System that will inhibit certification. You may find other educators with similar names. If none of these apply, select None of these are me at the bottom of the page. To complete the profile information Click Submit. You will be prompted to Request Application Roles. (If your are already a certificate holder and your school district participates in eval, you may request a role at this time, or Select the Not Now button to continue to E- Certification) My Profile You must complete all profile information in order to create an account and access E- Certification. Select Create Account at the bottom of the page.

22 21 Home Page Select View my applications Select My Applications. Select E-Certification. (It may take minutes for this application permission to show after account creation) to bring you to the page to access District and University Recommendations. E-Certification College and University Candidate User Guides can be found on OSPI s website at the following address. Intern Substitute Certificate Types of Certification The teacher candidate is a university student in the P-12 school for guidance and gradually assuming teaching responsibilities. He/she is not yet in a position to serve as a substitute teacher in other classrooms. The College of Education and Counseling Psychology s policy on agreeing to the teacher candidate intern certificate focuses on making sure our teacher candidates are fully ready to take over the mentor teacher s classroom. Consideration of university approval in supporting the intern substitute certificate will be based upon the support from the mentor teacher, principal, and university supervisor. If the Mentor Teacher wishes to have the teacher candidate substitute during an absence, then an Intern Substitute Certificate can be obtained through the steps listed below. This certificate

23 22 allows the teacher candidate to substitute ONLY in the Mentor Teacher s classroom. The Intern Certificate is obtained as follows: 1. The teacher candidate must have a passing evaluation on the midterm review. 2. The teacher candidate must have taught solo/acted as lead teacher in the classroom for at least 3 weeks. The School Administrator, University Supervisor and Mentor Teacher must have all observed the teacher candidate at least twice. 3. The intern will notify the Certification Officer at Saint Martin s University of their intent to apply for an intern substitute certificate. 4. The intern will then work with the district s human resources department to initiate the intern substitute certification process. 5. The district will put in a District Request to the E-Certification system for the candidate to be an Intern Substitute. 6. The candidate will login into their E-Certification account and apply for the District Request following the E-Certification wizard through the application process. Outlined steps to apply for your District s Request can be found on page 12 and 13 of the College and University Candidate User Guide found at the following website After submitting this application, the OSPI Professional Certification Office will review the application and upon approval, issue the Intern Substitute Certificate which can be printed from the candidates E-Certification account. Residency Certificate To become a certified teacher through Saint Martin s University, you must meet the following requirements. -Must have earned a bachelor s degree from a regionally-accredited college or university. -Must have completed the Saint Martin s University teacher preparation program. -Must have completed a minimum of two endorsements with a GPA of 3.0 or higher. -Must have passing WEST-E or NES scores for your two selected endorsements. -Must have passed the edtpa After meeting these requirements, the Certification Officer will take action to recommend you for certification through OSPI s E-Certification system. After being recommended for certification, the Certification Officer will contact you and outline the steps to be taken to apply for certification. The certification fee for the Residency Certificate is $68 and is paid electronically through the E-Certification system. Upon completing your application for certification through the E-Certification system, the OSPI Professional Certification Office will conduct a review of the application which can take up to two weeks to complete. Once approved by OSPI, you will then be able to log in to the E- Certification system and print your certificate.

24 23 Substitute Certificate The Substitute Certificate enables someone to substitute for any regular classroom teacher for up to 30 consecutive school days. The Substitute Certificate requires the same qualifications as a regular teaching certificate be met, with the exception of completing your endorsement tests (WEST-E or NES). The Substitute Certificate recommendation is entered by the Certification Officer who will direct you to complete the application for your Substitute Certificate through the E-Certification system. The certification fee for the substitute certificate is $48 and is paid electronically through the E-Certification system. Emergency Substitute Certificate Saint Martin s University recommends very strongly that teacher candidates who have an Emergency Substitute Certificate do not substitute teach for teachers other than their Mentor Teacher during the entire internship experience. Doing so would subtract from the time committed to the Mentor Teacher s classroom, disrupt the continuity of the experience with the K-12 students, and automatically extend the time period needed to finish the required 16 weeks of internship. The Emergency Substitute Certificate is requested by the school district in a similar fashion as the Intern Substitute Certificate. The certification fee for the Emergency Substitute Certificate is $48 and is paid electronically through the E-Certification system. *Note: Some districts do not allow teacher candidates to substitute (under either or both of the above certificates) during their teacher candidate experience. Check with the school district for specific district policies.

25 24 INTERNSHIP SCHEDULE The Teacher Internship is a 16 Week Experience, with a minimum of 450 instructional hours. You are expected to be in the schools during this entire time. You have the same work schedule as your Mentor Teacher and are expected to participate in school meetings and workshops. You observe school holidays, not SMU holidays. Co-Teaching The College of Education and Counseling Psychology at Saint Martin s University is committed to the Co-Teaching Model for Internships. Our definition of co-teaching is an intentional, collaborative, mutually beneficial mentoring relationship between a teacher and a teacher candidate developed over time that incorporates the teaching cycle of planning, assessment, instruction, and reflection with the use of instructional strategies of co-teaching to meet the needs of all P-12 students. We believe that the co-teaching model better prepares teacher candidates to become teachers. Both teacher candidates and the students benefit from having two teachers in their classroom to help them achieve. In co-teaching, the mentor teacher remains in the classroom for the majority of the time, working alongside the teacher intern, gradually releasing lead teacher responsibility to the teacher candidate. Solo or independent teaching with the mentor teacher out of the classroom is reduced to three weeks. The calendar outlines the internship phases for teacher interns. The phases support you, the teacher intern, in assuming more responsibilities in the classroom as you move to lead teacher. We want candidates to be successful and acknowledge that all students develop differently. The calendar is flexible and can be adjusted to meet the needs of the team. The Education Teacher Performance Assessment (edtpa) is a state required assessment for teacher candidates and must be passed before you can obtain your teaching certificate. To support teacher candidates in this high stakes assessment, we have designed the calendar to allow interns to focus on teaching these lessons before solo teaching. Co-Teaching Model Phase 1: Mentor Teacher as Lead Teacher (4 weeks) The mentor teacher takes the lead in collaborative planning for instruction, assessment and family involvement. Plans include involving teacher candidates in several different co-teaching strategies to maximize student learning. During the first week of the teaching internship, the one teach, one observe and one teach, one assist co-teaching strategies are used, in addition to helping the teacher in other ways as needed. However, it is important to note that each setting is unique, and this schedule may be modified to meet the needs of the classroom and internship experience. Collaborative planning should start during the second week. During collaborative planning, the teacher intern and mentor teacher plan the best instructional strategies to employ throughout the teaching day. We

26 25 expect that a plan will be developed that allows the teacher intern to incorporate all of the elements of the edtpa as well as make effective use of the instructional strategies for coteaching. Phase 2: Teacher Intern as Lead Teacher (10 weeks) The mentor teacher transfers leadership responsibility to the teacher intern. The teacher intern initially takes responsibility for one class or one subject, taking the lead in collaborative planning for instruction, assessment, and family involvement. This becomes the focus for the edtpa lessons. The teacher intern plans lessons that involve co-teaching strategies for mentor teacher and other adults in classroom. During this phase, the teacher intern must demonstrate the ability to manage all aspects of a classroom by themselves. Teacher interns can utilize the solo coteaching strategy for an extended time for supervisor, mentor teacher, and administrator observations. The amount of time necessary will be established by the school administrator, university supervisor, and mentor teacher. It is recommended that Teacher interns solo for a minimum of three weeks. Phase 3: Return of Responsibility (1-2 weeks) The mentor and teacher intern decide on a plan to return all responsibilities and leadership to the mentor teacher by the end of the semester. Both continue to teach and support each other and the students during the entire co-teaching experience. Phase 4: Phase Out (1 week) Teacher interns are given opportunities to observe in other classrooms in the building or district. The final evaluations occur during this phase as well as observations in other classrooms. There will be a final meeting with the mentor teacher, university supervisor and teacher intern for required signatures and paperwork. Appendix N and O has more information about the co-teaching model and the strategies to use in scaffolding the teacher intern to Lead Teacher. Traditional Model The traditional model for internship follows the schedule below. If the co-teaching model is not adhered to, interns will follow the traditional model schedule and complete 8 weeks of soloteaching. Appendix P has more information about the traditional model of student teaching. Phase 1: Introduction (4 weeks) This is a time of introducing and orienting the teacher intern to people, programs and the school community. It is an opportunity to develop key linkages and identify available resources. It is a time to assess the learning environment, begin to prepare and teach specific lessons, and teach both small and large groups of students. The teacher intern needs to identify the class or subject area for completing the edtpa. There should be an initial meeting with the school administrator, Mentor Teacher, University Supervisor, and Teacher Intern. A calendar should be developed for phasing in, soloing, and phasing out.

27 26 Phase 2: Solo Teaching (8-10 weeks) Solo Teaching is an opportunity to integrate the research, theory, and skills learned into the real classroom environment. Teacher interns are expected to take on all of the appropriate precertification responsibilities (lesson planning, assessment, grading, playground/lunch/hall duties, etc.). Before moving into solo teaching, the teacher candidate needs to complete the edtpa. The teacher intern is to complete a minimum of 6 consecutive weeks in full-time solo teaching with the Mentor Teacher not present in the classroom but available in the building. However, the Mentor Teacher cannot be relieved of basic contractual responsibilities by the Teacher Intern. It is expected that all Teacher Interns have a planning period each day. Secondary Teacher Interns should plan to teach at least 70% of the school day (i.e. 5 of the 7 class periods). We recommend that secondary Teacher Interns have no more than two class teaching assignments when actual teaching first begins. The time frame for solo teaching will be negotiated between the Teacher Intern, Mentor Teacher, and University Supervisor so that there is a high probability for a successful experience. Phase 3: Transition from Solo Teaching (1 week) Near the end of solo teaching, the Mentor Teacher will gradually begin resuming some teaching responsibilities. There are several alternative procedures that may be used when phasing in or phasing out. Teachers may want to alternate assuming classes either by content areas or by morning or afternoon preparations. This is a time to prepare students for the departure of the Teacher Intern. Phase 4: Phase Out (1 week) Teacher interns are given opportunities to observe in other classrooms in the building or district. The final evaluations occur during this phase as well as observations in other classrooms. There will be a final meeting with the mentor teacher, university supervisor and teacher intern for required signatures and paperwork. Calendars for the traditional teaching model and the co-teaching model are in Appendix Q.