George Mason University Early Childhood Education Program Internship Manual

Transcription

1 George Mason University Early Childhood Education Program Internship Manual Early Childhood Education PK-3 (ECE PK-3) Licensure Early Childhood Special Education (ECSE) Licensure Dual Licensure ECE PK-3 and ECSE Graduate Certificates Early Childhood Education Program Information For information about the Early Childhood Education Program (ECEP), visit the program website at or call If you need additional information or need to contact an ECE advisor, call ECE Advising at , or send a fax to Principles The integrated Early Childhood Education Program (ECEP) is committed to preparing educators, leaders, and researchers to work with and on behalf of culturally, linguistically, socio-economically, and ability diverse young children (birth to third grade), their families, and their communities. ECEP faculty expects candidates to develop as collaborative, ethical leaders in the early childhood education field through their engagement in a program based on the following principles. Candidates will do the following: Apply a strengths-based ecological approach to their work with young children, families, communities, and other professionals; Engage in reflective practice and critical decision-making using research and knowledge of effective instructional strategies and tools; Develop a deeper recognition and understanding of social justice, especially the impact of race, ethnicity, linguistic heritage, poverty, disability, gender, and other diversities on young children, families, communities, and other professionals; Advocate for equity, access, participation, and supports for young children, families, communities, and other professionals; and Develop intercultural competency and an awareness of global connectedness and its impact on young children, families, communities, and other professionals. Early Childhood Education Internship Manual Updated Page 1

2 Licensure Graduate Certificates ECE PK-3 Licensure Graduate Certificate This 30-credit hour certificate offers required coursework for teacher licensure in Early Childhood Education PK- 3. Students who have completed graduate or undergraduate coursework prior to admission to this graduate certificate program may request that courses in this program be waived based on prior coursework. Candidates who are eligible to waive coursework must complete a minimum of 15 credits to graduate with the Early Childhood Education PK-3 Graduate Certificate. ECSE Licensure Graduate Certificate This 33-credit certificate offers required coursework for teacher licensure in Early Childhood Special Education. Candidates who have completed graduate or undergraduate coursework prior to admission to this graduate certificate program may request that courses in this program be waived based on prior coursework. Candidates who are eligible to waive coursework must complete a minimum of 15 credits to graduate with the Early Childhood Special Education Graduate Certificate. Dual Licensure ECE PK-3 and ECSE Graduate Certificate This 45-credit hour certificate offers required coursework for teacher licensure in Early Childhood Education PK-3 and Early Childhood Special Education. Candidates who have completed graduate or undergraduate coursework prior to admission to this graduate certificate program may request that courses in this program be waived based on prior coursework. Candidates who are eligible to waive coursework must complete a minimum of 15 credits to graduate. Internship Experiences All teaching internship placements must be arranged through the Clinical Practice Specialist who works directly with the surrounding school districts to set up appropriate internships. Candidates may not contact schools directly to request an internship. Contacting a school directly may result in not being placed at that school and may possibly result in not being placed in that school district. Candidates are assigned to work at sites under the mentorship of a mentor teacher and a university supervisor. ECE PK-3 Internships ECE PK-3 candidates enroll in two 3-credit internships during their program of study: a preschool internship and a kindergarten through third-grade internship. Each internship requires at least 225 hours and 8 weeks of fulltime experience. At least 150 hours of the two internships combined must involve direct teaching. During the internship, candidates are required to work the teacher contract hours. Virginia Licensure Regulations for School Personnel (2007) stipulate that candidates must be in classrooms full time. The exact schedule will vary depending upon the contract hours for the candidate s mentor teacher. However, candidates must be on site full time during each week of the internship and must be completely responsible for the classroom for at least two (2) full weeks. Due to the nature of PK-3 programs, both must be completed during the academic school year, not during a summer session. ECED Internship with Diverse Preschool Children (3 credits) Early Childhood Education Internship Manual Updated Page 2

3 Enables candidates to participate full time in an internship with diverse preschool children. Links university course work to real world of working with diverse young learners and their families. Prerequisite(s): Admission to the Early Childhood Education Prekindergarten - Third Grade Licensure Graduate Certificate Program. All endorsement and standardized test requirements (Praxis Core Academics Skills for Educators or qualifying substitution, Praxis II, and Virginia Communication and Literacy Assessment) must be met the semester prior to the internship. This placement will take place in a prekindergarten classroom that includes children with varied linguistic, cultural, and socio-economic backgrounds and diverse abilities. ECED Internship in Kindergarten - Third Grade (3 credits) Enables candidates to participate full time in an internship in early childhood education in kindergarten through third grade. Links university course work to real world of working with diverse young learners and their families. Prerequisite(s): ECED 501, ECED 502, ECED 503, ECED 504, ECED 790 and Admission to the Early Childhood Education Prekindergarten - Third Grade Licensure Graduate Certificate Program. All endorsement and standardized test requirements (Praxis Core Academics Skills for Educators or qualifying substitution, Praxis II, Virginia Communication and Literacy Assessment must be met the semester prior to the internship. Co-requisite: ECED 513 This placement will take place in a kindergarten through third-grade classroom that includes children from varied linguistic, cultural, and socio-economic backgrounds and diverse abilities. ECSE Internships ECSE candidates enroll in two 3-credit internships during their program of study: an early intervention internship (birth-2) and a preschool special education (3-5) internship. Each internshiprequires at least 225 hours and 8 weeks of full-time experience. At least 150 hours of the two internships combined must involve direct teaching. During the internship, candidates are required to work the teacher/interventionist contract hours. Virginia Licensure Regulations for School Personnel (2007) stipulate that candidates must be in classrooms full time. The exact schedule will vary depending upon the contract hours for the candidate s mentor teacher. However, candidates must be on site full time during each week of the internship and must be completely responsible for the classroom for at least two (2) full weeks. Due to the nature of early intervention and preschool special education services, both must be completed during the academic school year, not during a summer session. ECED Internship with Diverse Infants and Toddlers (3 credits) Enables candidates to participate full time in an internship with diverse infants/toddlers. Links university course work to real world of working with diverse young learners and their families. Prerequisite(s): Admission to the Early Childhood Special Education Licensure Graduate Certificate Program. All standardized test requirements (Praxis Core Academic Skills for Educators or qualifying substitution and Virginia Communication and Literacy Assessment) must be met the semester prior to the internship. This placement will take place in an infant-toddler program (birth-2 years) that includes children who receive early intervention services through Part C of IDEA. Appropriate settings include Part C Early Intervention/Infant Toddler Connection programs, Early Head Start programs with at least two children with identified disabilities preferably with an Individualized Family Service Plan (IFSP), or community-based programs with at least at least two children with identified disabilities preferably with an IFSP. Placement in a preschool classroom with the majority of children between the ages of 3-5 years is not appropriate. Infants and toddlers enrolled in Early Childhood Education Internship Manual Updated Page 3

4 these programs may have developmental disabilities (ranging from mild to severe) or be at-risk for developmental delays and have an IFSP. The infant-toddler internship will include natural environment/home visit based teaching, assessment experiences, classroom-based experiences as needed, participation in eligibility meetings, IFSP and/or Addendum meetings, transition related meetings, collaborative relationship building with professionals and families, participation in agency staff meetings and/or professional development activities, community and family activities, and working-hour daily activities of the mentor teacher. The mentor teacher will have an ECSE license, three years of teaching and/or early intervention experience, and positive evaluative feedback from candidates and university supervisors (if applicable). The University Supervisor will have a graduate degree related to the ECSE field and teaching and/or early intervention experience, may have supervisory experience related to the evaluation of teachers, and positive evaluative feedback from candidates and mentor teachers (if applicable). In addition, candidates will complete and submit certificates for Virginia state s five Principles and Practices of Early Intervention Modules: Requirements for Early Intervention Certification ECED Internship in Preschool Early Childhood Special Education (3 credits) Enables candidates to participate full time in an internship in preschool early childhood special education. Links university course work to real world of working with diverse young learners and their families. Prerequisite(s): Admission to the Early Childhood Special Education Licensure Graduate Certificate Program. All standardized test requirements (Praxis Core Academic Skills for Educators or qualifying substitution and Virginia Communication and Literacy Assessment) must be met the semester prior to the internship. This placement takes place in a preschool (ages 3-5 years) setting that includes candidates who receive special education services through Part B Section 619 of IDEA. The placement may be a non-categorical preschool special education classroom, a Virginia Preschool Initiative classroom that has at least two children with identified disabilities, a Head Start classroom with at least two students with identified disabilities, a community-based preschool class with at least two students with identified disabilities, or a Preschool Autism Class. Children enrolled in these classes may have mild disabilities, speech/language delays, developmental delays, high-incidence disabilities, low-incidence disabilities, or moderate to severe disabilities. The ECSE preschool internship must be completed during the fall or spring semester. The preschool internship will include classroom-based teaching and assessment experiences that include both co-teaching and independent teaching opportunities, observation, home visits as appropriate for the program, participation in eligibility meetings and Individualized Education Program and/or Addendum meetings, collaborative relationship building with professionals and families, participation in school-based staff meetings and/or professional development activities, community and family activities, and working-hour daily activities of the mentor teacher. The mentor teacher will have an ECSE license, three years of teaching experience, and positive evaluative feedback from candidates and University Supervisors (if applicable). The University Supervisor will have a graduate degree related to the ECSE field and teaching experience, may have supervisory experience related to the evaluation of teachers, and positive evaluative feedback from candidates and mentor teachers (if applicable). Dual Licensure ECE PK-3 and ECSE Graduate Certificate Candidates enrolled in the Dual Licensure PK-3 and Preschool Special Education program complete three internships: ECED 791 Internship with Diverse Infants and Toddlers, ECED 790 Internship with Diverse Preschool Early Childhood Education Internship Manual Updated Page 4

5 Children or ECED 793 Internship in Preschool Early Childhood Special Education, and ECED 795 Internship in Kindergarten Through Third Grade. See descriptions above. Responsibilities Internships are regarded as a critical component of teacher education programs. The effectiveness of the internship experience depends upon the degree to which the whole team Candidate, Mentor Teacher (MT), University Supervisor (US), and Course Instructors fulfill their responsibilities and establish a good working relationship. Open communication is extremely important. The program considers the candidate to be a work in progress. Candidates The internship is a time to focus on the art of teaching and working with diverse children and their families under the guidance and support of practicing professionals. Candidates must remain flexible in adapting to differences in school cultures, teaching styles, supervisor philosophies, and individual child/family In particular, candidates should do the following: Demonstrate initiative, responsibility, and resourcefulness. Become reflective practitioners, learning from other professionals, diverse young children and their families, and their own experiences, including mistakes. Ask for help, advice, feedback and act on it as appropriate. Write detailed plans for daily activities and review them with the Mentor Teacher. Demonstrate high standards of ethics and professionalism in interactions with colleagues, children, and families. young needs. Videotape their teaching and interactions with children several times over the course of the internship in order to engage in an in-depth analysis of their teaching practice using Edthena. Write a critical reflection of the videotaped teaching events to include in the internship notebook. Maintain an Internship Notebook to be reviewed at each visit by the US, which includes progress reports, an accurate log of hours, and other documentation requested by MT and US (see section on Internship Notebook for a detailed list of what should be included). Follow the schedule established with the MT and US during the semester. Share all course syllabi with MT and plan for how assignments will be completed. Provide internship information to their MT including the Internship Manual, MT Pay forms, and updated biographical information. Mentor Teacher (MT) Mentor Teachers (MT) have an important responsibility to be a mentor and instructor on issues specific to their workplace and the needs of the children and families that are served at that site. During the semester, the candidate s program of study also consists of intense academic coursework. Course assignments and projects are developed to specifically link with site experiences. MT must be flexible in accommodating the coursework associated with the internship. The candidate benefits greatly from being able to learn from courses and immediately apply the knowledge in the field. The program faculty believes that this integration of knowledge and classroom experience results in a better-prepared and Early Childhood Education Internship Manual Updated Page 5

6 more confident educator who is able to work in a multitude of settings and with diverse young children and their families. The MT, with the assistance of the university supervisor, must be willing to act as a mentor by providing support and guidance for the intern. The following is a list of suggestions and responsibilities for the MT: Encourage candidates to find their own teaching style by permitting them to try their own techniques and approaches in order to learn from their successes and/or mistakes. Treat the candidate as a colleague to increase the children and parents level of acceptance. Confer regularly, especially about the rationale for educational decisions. Build confidence by having the candidate gradually assume responsibility for guiding behavior and instruction. Be sure the candidate is prepared to take full responsibility of the classroom for at least two weeks. Oversee candidate s planning; monitor the candidate s learning about the children and their families, and offer feedback on both. Review course syllabi for assignments and assist the candidate in planning for site-related work. Help the candidate videotape and critically reflect on teaching events. Conduct two formal observations, and write up observation reports. Encourage reflection and self-analysis when giving feedback. Be open and honest about areas needing improvement; provide assistance as appropriate. Discuss any concerns or problems with the US on an on-going basis. Introduce the candidate to the full range of your duties, to the available resources at the site, and to all appropriate staff. Complete weekly progress reports with the candidate. The original should be given to the candidate for inclusion in the notebook. Participate in two 3-way meetings with the candidate and the US: one mid-internship to discuss progress and one at the end of the internship to evaluate performance. Complete an evaluation profile as a team (Candidate, Mentor Teacher, and University Supervisor). Provide the candidate with a recommendation for employment, if warranted. Complete and return paperwork necessary to be reimbursed. University Supervisors (US) The University Supervisor (US) serves as a link between the school and Mason, providing support and guidance to both the candidate and the mentor teacher (MT). University supervisors (US) play a critical role in facilitating communication and in providing feedback, assistance, and evaluation for candidates. The following is a list of responsibilities for the US: Meet with the candidate and MT to establish internship expectations, determine schedule, and review sitelinked assignments. Clarify any questions or concerns about assignments with university faculty as soon as they come up. Be accessible to the candidate and school or agency staff through regular visitations, , and/or by phone. Early Childhood Education Internship Manual Updated Page 6

7 Encourage open communication and a collaborative approach to supporting and providing feedback to the intern. Provide guidance on policies and procedures for the internship. Check to ensure that they are followed. Conduct at least three formal observations. Follow each observation report with a conference to discuss the written report. Provide a copy of the observation report to the intern to be kept in the Internship Notebook. Include the report in the candidate s folder. Review copies of weekly progress reports and add to candidate s folder. Guide development of teaching skills by promoting reflective practice through interactive supervision, reviewing the Internship Notebook, and encouraging self-analysis. Facilitate the candidate s videotaping and critical reflection of teaching events. Participate in ECE program staff meetings, when possible, and share major concerns or changes in a timely manner. Facilitate the record keeping and documentation necessary for program administration and licensure. Facilitate two evaluation meetings with the candidate and the MT: one at mid-internship to discuss progress and one at the end of the internship to evaluate performance. Complete an evaluation profile as a team (Candidate, Mentor Teacher, and University Supervisor). Coordinate evaluation and grading of the candidate s performance. Provide the candidate with a recommendation for employment, if warranted. When Issues Arise Open, honest, and ongoing communication among the candidate, MT, and US is essential to the growth of the intern and for addressing issues as they arise. The Mentor Teacher and University Supervisor should talk with the candidate and with each other immediately if there are any concerns about the candidate s dispositions, performance, and/or professionalism, especially those that may affect satisfactory completion of the internship. Often candidates can make changes when they become aware of the issue/s. Likewise, candidates should talk with their mentor teacher and university supervisor as soon as they have concerns about their internship. In most cases concerns and issues can be addressed within the MT-US-intern team. However, in some cases, the team may need to seek additional assistance, especially if there is a possibility that the candidate will not complete the internship with a grade of Satisfactory. In this case, the MT, US, and/or candidate should contact the ECE Academic Program Coordinator. Schedule of Meetings, Observations, and Evaluations The observation and feedback process is a critical part of the internship. It is important that the whole team carefully plans the observations and opportunities for feedback. There will be no surprise formal observations. The purpose of the observation is not to pass judgment on the candidate; rather, its purpose is to promote reflection and to set goals that support change where needed. Internship Notebook The Internship Notebook contains information related to the internship and documentation that the candidate has met aspects of the Council for Exceptional Children (CEC) standards and/or National Early Childhood Education Internship Manual Updated Page 7

8 Association for the Education of Young Children (NAEYC). The notebook will contain the following types of information: Daily schedule and information about the school and classroom Log of hours Weekly progress reports signed by the candidate and the mentor teacher, observation reports, and internship evaluations Notes taken by candidate when observing Notes taken by candidate when co-planning and co-teaching Plans, notes, and artifacts for conducting two-week thematic or project-based unit (preschool) Detailed lesson plans or home visit natural environment plans, notes, and artifacts Documentation of the effects of instruction on children s learning Reflections on the instructional strategies delivery, child and family engagement, and child learning, using a provided framework For the infant toddler internship: Summary and reflection on the transition planning process For the infant toddler internship: Completion of the five Principles and Practices of Early Intervention Modules: Requirements for Early Intervention Certification required by the Infant Toddler Connection of Virginia. For the infant toddler internship: Interview of early intervention service provider on transition planning and process. Evaluation The US will work with the MT and the candidate to evaluate the candidate s progress throughout the internship. Evaluation tools will include, but are not limited to, the following: Weekly progress reports completed by the candidate and MT Formal observation reports by the MT and the US Videotape critical reflections by the candidate Mid-point and final evaluation forms The Virginia application for teacher licensure requires reporting the amount of time spent in certain activities during the candidate s internship. Candidates are responsible for maintaining this record as part of the Internship Notebook. Candidates should record hours on the Log of Hours sheet each day. At the end of the internship, the log must be verified by the MT and reviewed by the US. It is the candidate s responsibility to ensure that the log is current and verified/reviewed. Candidates must also record the age and grade level of the children at their site, as well as the number of children receiving services for English for Speakers of Other Languages (ESOL) and Special Education. Using the Log of Hours form will ensure accuracy in the certification and licensure process. Hours must be totaled by the candidate, verified and signed by the mentor teacher, and reviewed and signed by the university supervisor. During the last visit by the university supervisor the candidate must submit all totals, which may require estimating for the final days at the site. The university supervisor will transfer these totals onto the form and submit it with the candidate s file. Candidates must document total number of hours spent on site in the following activities: Direct Teaching This includes both co-teaching and independent teaching. Co-teaching includes shared responsibility for planning, instruction, assessment, and student supervision. It may involve team teaching with an Early Childhood Education Internship Manual Updated Page 8

9 entire class or working with individuals or small groups. Independent teaching includes full responsibility for supervising and teaching an entire class according to plans developed by the candidate and approved by the MT. Candidates must take full responsibility of the classroom for at least two full weeks during their internship. Preparation/Collaboration This is time spent on site developing lessons, preparing materials, working with specialists and other colleagues, and attending school staff meetings or professional development. Observation/Assistance This is time spent on site observing the MT and/or other teachers and specialists working with children. The candidate may be called upon to assist with a lesson as a paraprofessional but would have little or no responsibility for planning or supervision of students. Family & Community Activities This is time spent on site interacting with families and the community. Activities may include writing or calling families, parent conferences or informal meetings, Individual Education Plan (IEP) meetings, and attending site-based gatherings such as curriculum nights or other events. Hours must be totaled by the candidate, verified and signed by the mentor teacher, and reviewed and signed by the university supervisor. During the last visit by the university supervisor, the candidate must submit all totals, which may require estimating for the final days at the site. The university supervisor will transfer these totals onto the form and submit it with the candidate s file. Lesson Plans Candidates are expected to submit weekly plans to their MT for approval prior to teaching independently. More detailed daily lesson plans using a lesson plan format approved by US are to be given to the MT daily and filed in the internship notebook. These should be readily accessible to the MT and US. Detailed daily lesson plans are to be provided to the and/or US prior to scheduled observations. the MT Reflective Journal Candidates will maintain a reflective journal throughout the internship. The journal may be electronic, handwritten, or a combination of both. The journal should include critical reflections on their teaching, learning, and interactions with children, families, and colleagues. The Candidates should make the journal available to the US either electronically before the visit or in a hard copy during visits. Candidates will review the syllabus for specific information about the reflective process and format. Videotape Critical Reflection Candidates are expected to videotape their teaching and interactions with children several times over the course of their two internships in order to engage in an in-depth analysis of their teaching practice. Write a critical reflection on the videotaped teaching events from the Internship to include in the Internship notebook. Internship Policies Attendance During the internship, candidates are required to work the teacher contract hours. Virginia Licensure Regulations for School Personnel (2007) stipulate that candidates must be in classrooms full time. Candidates should maintain the same schedule as the MT, with the contract day as the minimum but not the norm. Candidates should consult with ECE faculty to determine whether the Mason schedule or the school system holiday schedule will be followed. This will vary from semester to semester, depending on when scheduled breaks and holidays fall. Early Childhood Education Internship Manual Updated Page 9

10 Absences Candidates follow the site policy regarding notification of absences for illness. The MT and principal/director must approve all other absences in advance. The US must be notified of all absences within 24 hours. The log of hours should also show any absences. Time missed may need to be made up. Substituting Candidates are not permitted to substitute during their internships. Professional and Legal Responsibilities Candidates are legally responsible for exercising reasonable care for students welfare and for complying with federal, state, and local policy regulations. This is best accomplished through careful study of the teacher/employee handbook for the center, agency, or school where the candidate is assigned. Special attention should be given to responsibilities and procedures for dealing with suspected child abuse. Confidentiality of Records School division and Mason policies regarding student records will be followed. A candidate s evaluations may be shared with the MT, US, and responsible administrators, until the US submits the Candidate s folder to the Office of Academic and Student Affairs (OASA). After that time, access will be in accordance with the Privacy Act. No materials will be released by OASA for employment purposes other than for verification of meeting licensure standards. In addition, all records of children and families that candidates may have access to during internships MUST be kept confidential. Records Retention Contents of cumulative folders will be retained for one year after completion of the internship. After that, the transcript and the Summary Form will be the only available record. Therefore, candidates should keep their own copies of evaluations, observations, logs, summaries, and other records. Professional Recommendations Most prospective employers expect applicants to submit recommendations in some form from their MT and US. If a negative recommendation is warranted, the candidate should be told. Grading The Graduate School of Education (GSE) has approved the following grading policy for Early Childhood Education internships: 1. The grading scale will be S (Satisfactory), NC (No Credit), or IP (In Progress) in accordance with Mason policy for internships. 2. Degrees of Satisfactory performance by a candidate in Early Childhood Education will be documented on the Evaluation Profile by the MT and US. 3. The US shall determine the interim and final grades in joint consultation with the MT. If they cannot agree, the program coordinator, in consultation with appropriate GSE administrators, will determine the grade based on a review of the documentation and, in some cases, observation of the candidate s performance. 4. Candidates who receive a No Credit grade will not be recommended for teacher licensure unless they repeat all or part of the internship with satisfactory performance. This may require re-enrolling and paying tuition for additional credit hours in a subsequent semester or paying a fee for extended supervision. Early Childhood Education Internship Manual Updated Page 10

11 5. Candidates whose performance cannot be evaluated at the end of the grading period will receive a grade of IP (In Progress). An IP grade shall be changed to Satisfactory or No Credit for candidates upon completion of requirements usually before the beginning of the next semester. 6. In some cases, a grade of No Credit may be accompanied by a recommendation that the candidate not be allowed to repeat the internship. In such cases, the candidate will be counseled out of the licensure program, but not necessarily out of the M.Ed. program. ECE Assessment System The ECE PK-3, ECSE, and Dual licensure graduate certificate programs are state-approved programs and are accredited. As part of the accreditation requirements, ECE program faculty developed an assessment system that meets the Council for the Accreditation of Educator Preparation (CAEP) requirements and provides evidence that teacher candidates have met the Council for Exceptional Children (CEC) and/or the National Association for the Education of Young Children (NAEYC) initial licensure standards. During the internship, candidates will upload evidence of meeting the required CEC licensure standards and NAEYC initial licensure standards to Blackboard. The charts below provide information on the assessments associated with the internships and the NAEYC standards and the CEC standards addressed in the assessments. ECE PK-3 and Dual Licensure Internship Assessment Requirements Candidates enrolled in the ECE PK-3 Licensure Graduate Certificate Program and the Dual Licensure ECE PK-3 and ECSE Graduate Certificate Program complete ECE PK3 CAEP Assessment 4 and ECE PK3 Assessment CAEP Assessment 7. Note: Because Dual ECE PK3 and ECSE Licensure Graduate Certificate candidates enroll in either ECED 790 or ECED 793, they may be enrolled in ECED 793 rather than ECED 790 when they complete ECE PK3 CAEP Assessment 4. ECSE and Dual Licensure Internship Assessment Requirements Candidates enrolled in the ECSE Licensure Graduate Certificate Program and the Dual Licensure ECE PK-3 and ECSE Graduate Certificate Program complete ECSE CAEP Assessment 4 and ECSE Assessment CAEP Assessment 5. Note: Because Dual ECE PK3 and ECSE Licensure Graduate Certificate candidates enroll in either ECED 790 or ECED 793, they may be enrolled in ECED 790 rather than ECED 793 when they complete ECSE CAEP Assessment 4. ECED 790 Internship in Early Childhood Education Preschool for PK-3 students CAEP # and Name of Assessment 4 Early Childhood Education Preschool Internship Home Visit and Lesson Plan NAEYC Standards Standard 2: Building Family and Community Relationships 2a. Knowing about and understanding diverse family and community characteristics. 2b. Supporting and engaging families and communities through respectful, reciprocal relationships. 2c. Involving families and communities in young children s development and learning. Standard 6: Becoming a Professional 6b. Knowing about and upholding ethical standards and other early childhood professional guidelines. Early Childhood Education Internship Manual Updated Page 11

12 ECED 795 Internship in Early Childhood Education K-3 CAEP # and Name of Assessment 7-Internship in the Early Childhood Education K-3 Internship Documentation NAEYC Standards Standard 1: Promoting Child Development and Learning 1c Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments. Standard 4 Developmentally Effective Approaches 4c Using a broad repertoire of developmentally appropriate teaching learning approaches. 4d Reflecting on own practice to promote positive outcomes for each child. Standard 5 Using Content Knowledge to Build Meaningful Curriculum 5c Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child. Standard 6 Becoming a Professional 6a Identifying and involving oneself with the early childhood field. 6c Engaging in continuous collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource. 6d Integrating knowledgeable, reflective, and critical perspectives on early education. 6e. Engaging in informed advocacy for young children and the early childhood profession. ECED 791 Early Childhood Special Education Internship-Infant/Toddler CAEP # and Name of Assessment 5-Early Childhood Special Education Infant/Toddler Internship Documentation CEC Initial Preparation Standards Standard 1: Learner Development and Individual Learning Differences 1.2 Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities. Standard 2: Learning Environments 2.2 Beginning special education professionals use motivation and instructional interventions to teach individuals with exceptionalities how to adapt to different environments. Standard 4: Assessment 4.3 Beginning special education professionals in collaboration with colleagues and families use multiple types of assessment information in making decisions about individuals with exceptionalities. 4.4 Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them. Early Childhood Education Internship Manual Updated Page 12

13 Standard 5 Instructional Planning and Strategies 5.5 Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams. Standard 7: Collaboration 7.3 Beginning special education professionals use collaboration to promote the wellbeing of individuals with exceptionalities across a wide range of settings and collaborators. ECED 793 Preschool Special Education Internship CAEP # and Name of Assessment 4- Early Childhood Special Education Preschool Internship Documentation CEC Initial Preparation Standards Standard 3: Curricular Content Knowledge 3.2 Beginning special education professionals understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities. Standard 5: Instructional Planning and Strategies 5.2 Beginning special education professionals use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities. 5.4 Beginning special education professionals use strategies to enhance language development and communication skills of individuals with exceptionalities. 5.6 Beginning special education professionals teach to mastery and promote generalization of learning. 5.7 Beginning special education professionals teach cross-disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities. Standard 6: Professional Learning and Ethical Practice 6.1 Beginning special education professionals use professional Ethical Principles and Professional Practice Standards to guide their practice. 6.6 Beginning special education professionals provide guidance and direction to paraeducators, tutors, and volunteers. Standard 7: Collaboration 7.1 Beginning special education professionals use the theory and elements of effective collaboration. 7.2 Beginning special education professionals serve as a collaborative resource to colleagues. Early Childhood Education Internship Manual Updated Page 13

14 College of Education and Human Development, GMU Final Internship Evaluation (To be completed by the Candidate) Candidates Name: Program/Content Area: University Supervisor: Mentor Teacher: School Site: Internship Semester/Term: Fall Spring Summer 20 Please thoughtfully consider the following statements and indicate your level of agreement/disagreement. On the back of this form, please add comments to explain any of your ratings or add additional information. University Supervisor Neither / Not Applicable 1) Maintained effective communication with me 2) Was available electronically or in person, and kept appointments/ rescheduled appropriately 3) Demonstrated knowledge of the internship process 4) Provided me with accurate and timely feedback, and useful recommendations during conferences/written reports 5) Developed effective communication with the Mentor Teacher 6) Provided opportunities for discussion/reflection with other candidates 7) Overall rating of university supervisor Mentor Teacher Neither / Not Applicable 1) Was best practices (taught in courses) evidenced in the classroom 2) Provided support and assistance as needed 3) Provided continuous feedback on strengths or improvements 4) Provided progress reports and observation summaries on schedule 5) Was fair in evaluating my performance Early Childhood Education Internship Manual Updated Page 14

15 6) Overall rating of mentor teacher Internship Process Neither / Not Applicable 1) Previous coursework prepared me for internship 2) Internship handbook was clear and concise in expectations/requirements 3) Internship orientation was helpful and covered necessary elements 4) Internship assignments were useful and helped me improve/reflect on teaching practices 5) Placement site(s) was a safe and positive learning environment 6) Overall rating of internship process Early Childhood Education Internship Manual Updated Page 15

16 Comments about University Supervisor: Comments about Mentor Teacher: Comments about Preparation for Internship: Comments about the Internship Process: Comments about specific MT and or US feedback that proved most helpful to you: Early Childhood Education Internship Manual Updated Page 16

17 College of Education and Human Development, GMU Internship Evaluation (To be completed by Mentor Teacher) Candidates Name: Program/Content Area: University Supervisor: Mentor Teacher: Internship Semester/Term: Fall Spring Summer 20 Please thoughtfully consider the following statements and indicate your level of agreement/disagreement. On the back of this form, please add comments to explain any of your ratings or add additional information. University Supervisor Neither / Not Applicable 1) Maintained effective communication with me 2) Was available electronically or in person, and kept appointments/ rescheduled appropriately 3) Demonstrated knowledge of the internship process 4) Demonstrated sound practices of interpersonal relations 5) Developed effective communication and mentoring with the candidate 6) To the best of my knowledge, dealt fairly with the candidate 7) Overall rating of university supervisor Internship Process/Candidate Preparedness Neither / Not Applicable 1) Internship handbook was clear and concise in expectations/requirements 2) Candidate showed high level of Early Childhood Education Internship Manual Updated Page 17

18 preparedness for internship 3) Expectations for the internship process were clearly communicated 4) Resources and materials provided during internship were helpful and meaningful 5) I would recommend my colleagues participate as Mentor Teachers for Mason candidate 6) Overall rating of internship process Early Childhood Education Internship Manual Updated Page 18

19 Comments about University Supervisor: Comments about Candidates Level of Preparedness: Comments about Internship Process: Early Childhood Education Internship Manual Updated Page 19

20 College of Education and Human Development, GMU Internship Evaluation (To be completed by University Supervisor) Candidates Name: Program/Content Area: Mentor Teacher: University Supervisor: School Site: Internship Semester/Term: Fall Spring Summer 20 Please thoughtfully consider the following statements and indicate your level of agreement/disagreement. On the back of this form, please add comments to explain any of your ratings or add additional information. Mentor Teacher Neither / Not Applicable 1) Was an effective model of methods/theories modeled in the classroom 2) Was available electronically or in person, and kept appointments/ rescheduled appropriately 3) Provided the candidate with support and assistance as needed 4) Provided continuous feedback on the candidates strengths and needs 5) Provided progress reports and observation summaries on schedule 6) Demonstrated good interpersonal relations 7) Overall rating of mentor teacher Internship Process/Candidate Preparedness Neither / Not Applicable 1) Internship handbook was clear and concise in expectations/requirements Early Childhood Education Internship Manual Updated Page 20

21 2) Internship orientation program breakout session was helpful and covered necessary elements 3) Candidate showed high level of preparedness for internship 4) Expectations for the internship process were clearly communicated 5) Resources and materials provided during the internship were helpful and meaningful 6) Overall rating of internship process Early Childhood Education Internship Manual Updated Page 21

22 Comments about Mentor Teacher: Comments about Candidates Level of Preparedness: Comments about Internship Process: Early Childhood Education Internship Manual Updated Page 22