ELEMENTARY PRE-INTERNSHIP FIELD MANUAL - … · ELEMENTARY PRE-INTERNSHIP FIELD MANUAL ... Role of the Cooperating Teacher ... contact your cooperating teacher by phone or e-mail

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Faculty of Education, University of Regina

ELEMENTARY PRE-INTERNSHIP FIELD MANUAL

2017-2018

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TABLE OF CONTENTS Letter from Director of Professional Development & Field Experiences

Overview of the Elementary Program (4 Year) Pre K - Grade 5

Overview of the Elementary Program (4 Year) Middle Years 6-9

School Norms for Pre-Interns

Role of the Cooperating Teacher

Role of the Faculty Advisor

How Can We Encourage Positive Self-Esteem for Pre-Interns?

Frequently Asked Questions

Overall Goals and In-School Expectations for Fall Pre-Internship

Fall Semester Field Experience Weekly Guidelines

Criminal Record Check & Duty to Report

Appendix A Code of Professional Ethics

Evaluations

Role of the Pre-Intern

Overall Goals and In-School Expectations for Winter Pre-Internship

Appendix B Guide for Completion of the Pre-Internship Report Elementary Program Pre-Internship Cooperating Teacher’s Report

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Dear Pre-Intern and Cooperating Teacher: The pre-internship year is an important component of the teacher education program at the University of Regina and we are happy to be working with you. Pre-Internship extends over two semesters, and provides students with opportunities for continuous involvement in a school. The expectations provided in the manual serve as general guidelines, for EFLD 310 &311 (Pre K - 5) , EFLD 317 & 318 (Middle Years 6 - 9) but they may require adjustments particular to each situation. The Professional Development and Field Experiences office is open from 8:15 am – 4:30 pm to answer your calls. As well, please feel free to direct your comments, concerns and questions to me. My office number is 306-585-4943 or you can email me at [email protected]. We, in the Faculty of Education, are committed to providing the best possible preparation for future teachers. Through the cooperative work of our partners in education, new teachers are better positioned to adapt to a complex and sometimes ambiguous educational context. The Elementary Program Faculty and I hope that you find pre-internship personally and professionally rewarding. Sincerely yours, Xia Ji Director

FACULTY OF EDUCATION PROFESSIONAL DEVELOPMENT & FIELD EXPERIENCES

Regina, Saskatchewan, Canada S4S 0A2 Phone: 306.585.4521 Fax: 306.585.4321 Email: [email protected]

mailto:[email protected].

mailto:[email protected]

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OVERVIEW OF THE ELEMENTARY PROGRAM (4 YEAR)

Year 1 INTRODUCTORY YEAR

1 Education Course - ECS 100 ECS 100 (3) *ENGL 100 (3) *INDG 100 (3) *MATH 101 (3) *KHS 139 (3) Semester 2 (winter) ECS 110 (3) *ENGL 110 or INDG 208 (3) *Fine Arts (3) (note 1) *Natural Science (3) (note 3) *Modern Language

Year 2 AWARENESS YEAR

6 Education Courses ECE 200, ECS 200, ECE 325, ECS 210, ELNG 200, ESCI 302, SOC 213/Approved Elective

3 Approved Electives Year 3 PRE-INTERNSHIP YEAR 10 Education Courses ELNG 325, EHE 310, EMTH 310, EPE 310, ESCI 310, EAES 310, ECS 311, ERDG 310, ESST 310, ECS 410 Field Experience, EFLD 310 8 Wednesdays (October 11 - November 29) 3 week Block (March 8 – March 29) Proposed Dates Year 4 INTERNSHIP YEAR Fall 4 Months in School - EFLD 411 Winter EPSY 400, ELNG/ ELIB/ ELIT/ERDG One of ECE 325, 425, 435 or 445; ECS 310; INDG 100 or Approved Education elective

(Pre-Kindergarten - Grade 5)

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OVERVIEW OF THE ELEMENTARY PROGRAM (4 YEAR)

Middle Years (Grades 6 - 9)

Year 1 INTRODUCTORY YEAR

1 Education Course - ECS 100 ECS 100 (3) *ENGL 100 (3) *INDG 100 (3) *MATH 101 (3) *KHS 139 (3) Semester 2 (winter) ECS 110 (3) *ENGL 110 or INDG 208 (3) *Fine Arts (3) (note 1) *Natural Science (3) (note 3) *Modern Language

Year 2 AWARENESS YEAR 6 Education Courses ECS 200, EMTH 217, ECS 210, ELNG 200, EPSY 217, ESCI 302

JS 100 or approved elective, SOC 208 / Approved Elective INDG or approved elective, GEOG 120 / Approved Elective

Year 3 PRE-INTERNSHIP YEAR 10 Education Courses ELNG 325, EHE 317, EMTH 317, EPE 317, ESCI 317 EAES 317, ECS 311, EFLD 318, ERDG 317, ESST 317 Field Experience - EFLD 317 8 Wednesdays (October 11 - November 29) 3 week Block (March 8 – March 29) Proposed Dates Year 4 INTERNSHIP YEAR Fall 4 Months in School, EFLD 407 Winter EPSY 400, ELNG/ ELIB/ ELIT/ERDG EPSY 217, EPSY 400, INDG 100 or Education elective

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SCHOOL NORMS FOR PRE-INTERNS 1. Telephone or E-mail Contact. Before your first visit, you or your partner should

contact your cooperating teacher by phone or e-mail to introduce yourself and to arrange for your first meeting.

2. Entering the Building. When you first enter the building proceed to the

administration offices to introduce yourself. You must give an original copy of your Criminal Record Check to the principal who may choose to make a copy and will then return the original. It is your responsibility to ensure that you collect your original CRC before the end of your ECS involvement as you will need this original copy for future ECS placements.

If you have a criminal record offence that has not been pardoned, you may not be permitted to participate in field experiences in particular school divisions. The PD Office invites you to identify yourself to the Director of the PD Office ([email protected]) prior to your field placement to a) avoid an awkward removal from a school, and b) attempt to find an appropriate placement elsewhere. 3. Arrival. Check to see what time your school starts. Always ar rive at least half an

hour or more before classes begin to ensure that you are prepared for the day. 4. Dress. The first time, dress in appropriate attire and note what the school's dress

norms are. Follow the norms in subsequent visits. If in doubt error on the side of formality and professionalism.

5. Staff Room. Be sensitive to the fact that sometimes there are limited numbers of

chairs that need to be shared. Remember to pay for the coffee you use and check to see which are the visitor's cups. You may wish to bring your own cup.

6. Parking. Be sure you are not parking in someone else' s stall. Park on the street

until you discover if there is enough space for your car in the lot. 7. School Rules. Be sure that you observe all school rules. You are a model for student

behaviour in the same way as the regular teachers. 8. Helping the Teacher. Ask the teacher if there is anything you can do to help. Seek

opportunities to help your cooperating teacher. Show initiative. NO prepping during school time. All prep must be done before and after school.

9. Ethics. Observe the teacher 's professional STF Code of Professional Ethics (see

Appendix A) as you interact with teachers, administrators, parents and pupils. What you observe in the classroom and what you learn about students must be treated with professional confidentiality.

10. School Supplies. Always ask for permission before you use school supplies, audio-

visual equipment, or duplication facilities.

11. Digital Identity. Be professional with the images and information you or someone else shares about you on the web/ social media. Schools may refuse to work with you due to an unfavorable web presence of you and /or your activities.

mailto:([email protected])

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ROLE OF THE PRE-INTERN The pre-intern is expected to:

plan lessons thoroughly teach one lesson each day in the school preferably lessons are from subject area in which pre-interns are taking classes help in the classroom wherever possible explain the lesson plan and data collection instruments to the cooperating teacher before the

school day begins participate in pre- and post-conferences with the cooperating teacher support and collect data for the other pre-intern in the same classroom demonstrate responsibility for own learning keep lesson plans and data received from others in well organized files or binders actively engage in critical, reflective inquiry integrate intellectual and practical aspects of learning to teach actively learn about the community around the school build professional relationships with cooperating teacher, school team and teaching partner

ROLE OF THE COOPERATING TEACHER The cooperating teacher is asked to:

pre-conference with each pre-intern before lessons collect data and record observations for the pre-intern post-conference with the pre-intern to discuss lessons taught and professional target discuss the pre-intern’s development with the faculty advisor engage in conversation about teaching with pre-intern create a positive learning environment to support pre-intern development write a brief report on the pre-intern’s development in December and March

ROLE OF THE FACULTY ADVISOR In the Winter Semester, the faculty advisor will:

guide and encourage the pre-intern observe a lesson taught by each pre-intern on a regular basis (usually 2 or 3 times) post-conference with the pre-intern to discuss lessons taught and professional target meet with pre-interns to discuss their lesson preparation as well as their classroom teaching support the cooperating teacher participate in the cooperative process to be used for evaluation participate in discussions related to the pre-intern’s professional growth at student review

meetings at the university keep the Professional Development & Field Experiences Office apprized of student’s

progress attend Student Review Meetings

HOW CAN WE ENCOURAGE POSITIVE SELF-ESTEEM FOR PRE-INTERNS? give clear and focussed feedback give emotional support during this time of rapid learning engage pre-interns in conversations about teaching and learning give suggestions as alternatives not as final answers encourage some experimentation / risk taking by the pre-interns

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FREQUENTLY ASKED QUESTIONS 10.2 Status of Pre-Interns

Status of Pre-Interns in School

The questions often asked about the status of Pre-interns are, "What can we ask Pre-interns to do?", "Should Pre-interns transport students to various events in other schools and towns?", "Should Pre-interns substitute for absent teachers?", "If something happens to students in the care of Pre-interns, are Pre-interns liable?" There are four sources to be considered when answering the questions: the policy position of the Joint Field Experience Committee and the Faculty; the legal view as reflected in the Education Act 1995; the local agreement in effect in the school division, and the Code of Professional Ethics of the S.T.F. Policies with respect to the use of Pre-interns as student supervisors, substitution for absent teachers, protection from liability, transporting students, and membership in the STF.

Use of Interns as Student Supervisors

As a learning experience, Pre-interns can take part in supervision of students at noon hours, at recesses, and during any other activities in which the cooperating teacher is involved in the school.

Substitution for Absent Teachers

A policy of the Joint Field Experience Committee and the Faculty of Education says that the Pre-interns should not be used as substitute teachers. This is in line with the Pre-interns being in a learning experience as compared to a work experience. According to law, an uncertified person cannot perform the duties of a teacher, including the duties of a substitute teacher, in the classroom. As a part of their training, Pre-interns are permitted to perform teaching duties while under the supervision of a certified teacher.

Protection from Liability

The Education Act, 1996, Sections 85(cc) and 232 require Boards of Education to keep in force policies of insurance for the purpose of indemnification of individuals clearly identified by the Board. The legal relationship between boards of education and Pre-interns is not clear nor has there been any legal precedent set to assist with determining the relationship. Given this uncertainty, the following policies are in place to protect the Pre-intern from being held personally liable:

Transporting Students

Pre-interns shall not be asked/required or volunteer to drive their own or other’s vehicles to transport students. School Boards are responsible for the safe transportation of students.

Discipline:

Discipline of Students: as part of their training, Pre-interns are permitted to perform teaching and supervisory duties in the presence of and under the direct supervision of a certified teacher.

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Membership in the S.T.F.: Bylaw 1.3 of the STF states that students registered in a teacher education program in Saskatchewan shall be deemed to be members of the Federation. The bylaws provide for representation of student members at STF Council through the Education Students Society. This means that Pre-interns, while at the school, are entitled to attend teacher meetings and should do so as learners. However, if the sensitive nature of a teacher meeting indicates the exclusion of Pre-interns, then they should gracefully decline. Pre-interns may access information on professional matters and other resource materials from the STF. Relationships: The relationships existing between Pre-interns and the administration of the schools, the teachers and the students are guided by the STF Professional Codes of Competence, Ethics and Collective interests.

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OVERALL GOALS AND IN-SCHOOL EXPECTATIONS FOR FALL PRE-INTERNSHIP

(Semester 5) Learning to Plan

At the beginning of pre-internship the focus is on learning to: understand and become familiar with the curriculum for the applicable grade(s) make a detailed lesson plan (with its component parts) that will engage children in active learning think through all phases of the lesson plan and "rehearse" how to interact with the students select an area of concern regarding professional growth, set a professional goal and make a

detailed plan that will ensure gradual improvement in that area understand how sequential lessons are linked.

Learning to Teach At the beginning of pre-internship the focus is on learning to:

observe a teacher working with students and to make inferences about what is being taught, what is being learned, and what constitutes the culture of the classroom

implement a written teaching plan develop the ability to use specific instructional skills & strategies observe children while teaching develop “with-it-ness” (awareness & responsiveness) attitude in dealing with unexpected

events.

Learning to Review, Reflect & Self-Evaluate At the beginning of pre-internship the focus is on learning to:

discuss strengths and weakness of a teaching experience in a balanced way describe classroom activities, after the fact consider both the actions of the pre-intern and responses of the children interpret descriptive data (feedback) and describe development make plans for future improvements in professional practice complete written reflections on a weekly basis

Learning to Relate At the beginning of pre-internship the focus is on learning to:

relate to other teachers (including pre-interns) in a professional manner relate to students in a respectful way using age-appropriate language and concepts relate to teaching partner as a critical friend who observes, supports, and provides constructive

feedback in kind, caring ways

Summary: teach one planned lesson per day (Wednesday) for each pre-intern, if possible preferably lessons are from subject areas in which pre-interns are taking classes participate in leading another activity that does not require a detailed lesson plan participate in pre- and post-conference about the planned lesson

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Fall Semester Field Experience Weekly Guidelines

The following guidelines provide students with a basic road map to help prepare weekly during the pre-internship field experience. Suggested activities, lesson plan expectations, specific PDP (Professional Development Plan) goals and reflection reminders are included. They also inform cooperating teachers about what is expected of pre-intern students.

Field Experience #1: Wednesday, October 11th, 2017 Week 1 PDP (Professional Development Plan): Communication Skills Observation & Interaction: Plan an ‘introduction’ activity to do with the students (to introduce & get to know) Do jot-notes describing your first experience, draw map (or take a picture) of classroom, have

informal conversations with children, learn about the context and the learners Check with cooperating teacher if you are permitted to take photos of the students as a way to

document your own learning and to use in your professional portfolio. Complete a professional goal sheet for your cooperating teacher. Choose a way to document your learning journey for the semester and make your first entry.

Field Experience #2: Wednesday, October 18th, 2017 Week 2 PDP (Professional Development Plan): Communication Skills Team Teaching: Plan & teach one lesson together with your partner. Think about who your learners are and how you

can begin to use a variety of instructional strategies. Complete a professional goal sheet for your cooperating teacher. Continue to document your journey by reflecting on the day and writing your second

entry.

Field Experience #3: Wednesday, October 25th, 2017 Week 3 PDP (Professional Development Plan): Set, Development & Closure Individual Teaching: Think about the subjects you are focusing on this semester in your methodology courses. Plan your own lesson using set, development and closure in one specific curriculum area. Complete a professional goal sheet for your cooperating teacher. Observe your partner and provide constructive feedback in kind, encouraging ways. Continue to document your journey by writing reflections each week.

Field Experience #4: Wednesday, November 1st, 2017 Week 4 PDP (Professional Development Plan): Giving Directions Individual Teaching: Plan your own lesson, teach lesson individually and reflect. Focus on giving clear directions in your planning and teaching. Complete a professional goal sheet for your cooperating teacher. Observe your partner and provide constructive feedback in kind, encouraging ways. Continue to document your journey by writing reflections each week.

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Field Experience #5: Wednesday, November 8th, 2017 Week 5 PDP (Professional Development Plan): Awareness & Responsiveness (With-it-ness) Individual Teaching: Plan your own lesson, teach lesson individually and reflect. Challenge yourself to plan creative, engaging, meaningful lessons. Complete a professional goal sheet for your cooperating teacher. Observe your partner and provide constructive feedback in kind, encouraging ways. Document your journey by writing reflections each week.

Field Experience #6: Wednesday, November 15th, 2017 Week 6 PDP (Professional Development Plan): Awareness & Responsiveness (With-it-ness) Individual Teaching: Plan your own lesson, teach lesson individually and reflect. Try a different subject area. Challenge yourself to use a variety of instructional strategies – take risks, step out of your comfort

zone. Think about how you are assessing the learning of your students Complete a professional goal sheet for your cooperating teacher. Observe your partner and provide constructive feedback in kind, encouraging ways. Document your journey by writing reflections each week.

Field Experience #7: Wednesday, November 22nd, 2017 Week 7 PDP (Professional Development Plan): Choose your own professional goal based on feed-back and reflection. Individual Teaching: Plan your own lesson, teach lesson individually and reflect. Challenge yourself to weave two or more subject areas into your lesson this week (ex. Social Studies

and Arts Education) Observe your partner and provide constructive feedback in kind, encouraging ways. Look back and reflect on your professional goals. What do you need to focus on? How can you and

your partner help one another? Continue to document your journey.

Field Experience #8: Wednesday, November 29th, 2017 Week 8 PDP (Professional Development Plan): Choose your own professional goal based on feed-back and reflection. Last Day in the Field (until 3-week block in March, 2018) One final curriculum-based lesson – make it your best one yet! Have a discussion with cooperating teacher for possible ideas for your March Unit Plan for your 3-week block. Come with some ideas of possible interest areas (with some big ideas/essential questions) that you’re interested in for your Inquiry Unit Plan. Say goodbyes and express gratitude. Do one final journal entry (for semester 5) to revisit in ECS311, winter semester. The learning journey

continues…

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OVERALL GOALS AND IN-SCHOOL EXPECTATIONS FOR WINTER PRE-INTERNSHIP

(Semester 6)

Learning to Plan At this stage of pre-internship the focus is on learning to:

select a curricular interest which employs more advanced strategies and professional goals and make a detailed plan that will ensure gradual development in that area

plan using a theme or project which involves grade appropriate content from several subject areas

plan structured group processes for a suitable topic plan for assessment of what students have learned plan activities which take into account ways of knowing and developmental levels plan in ways that are responsive to diverse learners. respond to different expectations within the community.

Learning to Teach At this stage of pre-internship the focus is on learning to:

help children make sense of what they have learned use more advanced instructional approaches that promote active learning use observations of children to improve instruction implement a thoughtful classroom management/engagement plan assess children’s learning while the pre-intern is teaching.

Learning to Reflect, Review & Self-Evaluate At this stage the focus is on learning to:

identify what the pre-intern did or could have done that facilitated the children’s learning identify what the pre-intern did or could have done that reflected appropriate classroom

management/engagement identify what the pre-intern did that affected the learning environment use observations of individual children to improve planning and to help children learn learn to recognize when help is needed and ask for it document professional growth by means of a portfolio determine and articulate personal satisfaction with teaching

Learning to Relate At this stage of pre-internship the focus is on learning to:

relate to students in ways that reflect understanding of diversity relate to other pre-interns and teachers in a professional, collegial manner use a problem solving approach when there is a problem or misunderstanding relate verbally and in writing about students’ learning relates to teaching partner in professional caring ways

Summary: three week block in March teach in all subject areas teach mini inquiry units that shows a development of sequential lessons in the

block teach one half-day during the third week pre- and post-conference with expanded focus—pre-intern-student-curriculum

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Criminal Record Check & Duty to Report

NOTE: All pre-interns must respect our policy below related to Criminal Record Checks and the Duty to Report. Before commencing your pre-internship, ensure you have an up-to-date Criminal Record Check and Vulnerable Sector Search that you will need to provide to school authorities.

Policy Students accepted into the Faculty of Education, either on a part-time or full-time basis, will be required to obtain a Criminal Record Check (CRC) and Vulnerable Sector Search (VSS) before going into any schools or community organizations during the various stages of their program for the required field experience and volunteer components of their program. This requirement has been established by the policies of our partnering school boards and community organizations. It applies to students who go out into schools for the first time and to all subsequent placements in schools and community organizations throughout the students’ programs. Students may be required to provide a CRC and VSS for each experience in a different school or community organization. This will depend on the governing and relevant policy of each school board or community organization. Students are responsible for the costs associated with obtaining the necessary CRC and VSS each time the documentation is required.

If during your time as a pre-intern, full-time or part-time student in the Faculty of Education at the University of Regina, and subsequent to becoming a pre-intern, part-time or full-time education student, a criminal charge is brought against you or you are convicted of a criminal offence such that there would be a change in your CRC, you are required immediately, and no later than 48 hours after you first become aware of the charge or conviction, to report this information to:

a) your cooperating teacher by phone at the contact number you have for your cooperating teacher, followed immediately by written confirmation via e-mail at the cooperating teacher’s email address; and

b) the principal, or his or her delegate, of the school in which you are involved, by phone to the school’s telephone number, followed immediately by written confirmation via e-mail to the principal, or his or her delegate, at such email address as is provided by the principal or his or her delegate.

If a criminal charge is brought against you or you are convicted of a criminal offence such that there would be a change in your CRC, there may be adverse consequences to your status as a pre-intern, part-time or full-time student in the Faculty of Education which may ultimately result in you not being able to complete the field component of your teacher education program. This will depend upon the nature and circumstances of the charge or conviction. This, in turn, could potentially jeopardize your ability to complete successfully your degree program in the Faculty of Education. The ultimate determination of whether the student with a positive CRC can be allowed to perform or continue his or her teacher education in the field will be made exclusively by the hosting school board and/or community organization.

Failure to report any criminal conviction and/or outstanding charges that have occurred since the date of the original CRC and VSS may be grounds for immediate dismissal from the field placement, either in a school or community organization. This will depend upon the governing school board’s or community organization’s policy.

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APPENDIX A

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APPENDIX B

GUIDE FOR COMPLETION OF THE PRE-INTERNSHIP REPORT

The Professional Development Process provides a framework for ongoing professional development of pre-interns. Within the process, conversation and descriptive feedback are tools for pre-intern professional growth. We recommend the following evaluation process.

For both fall and winter semesters, the cooperating teacher completes the assessment for the pre-interns. Please use the appropriate form for both December (Semester 5) and March (Semester 6).

In December, the cooperating teacher completes the draft report and shares with the pre-

intern to discuss the contents for clarification and understanding. Then the cooperating teacher gives the final report to the pre-intern on the last day of pre-internship. The pre-intern makes a copy for him/herself and is responsible for submitting the ORIGINAL completed and signed form to the Professional Development & Field Experiences Office.

In March the cooperating teacher prepares his/her report for submission and discusses

this with the pre-intern and faculty advisor toward the end of pre-internship. Then the cooperating teacher gives the pre-intern the completed and signed form (including required comments) on the last day of pre-internship. The pre-intern is responsible for making their own copy and then submitting the ORIGINAL form to the ECS Instructor.

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Pre-Intern Professional Development Profile and Cooperating Teacher’s Report Semester 5

Pre-Intern: Cooperating Teacher: School/Grade: Date: See reverse side of this form for “Descriptors for the evaluation criteria”

Yes Developing No Not Rated

LEARNING TO PLAN

Evidence of:

understanding and becoming familiar with the curriculum for the applicable grade(s)

making a detailed lesson plan (with its component parts) that will engage children in active learning

thinking through all phases of the lesson plan and “rehearsing” how to interact with the students

selecting an area of concern regarding professional growth and making a detailed plan that will ensure gradual improvement in that area

understanding how sequential lessons are linked

LEARNING TO TEACH

Evidence of:

observing a teacher working with students and making inferences about what is being taught, what is being learned, and what constitutes the culture of the classroom

implementing a written lesson plan

developing the ability to use specific instructional skills and strategies

observing children while teaching

developing a “with-it-ness” (awareness & responsiveness) attitude in dealing with unexpected issues

LEARNING TO REVIEW, REFLECT & SELF-EVALUATE

Evidence of:

discussing strengths and weaknesses of a teaching experience in a balanced way

describing classroom activities, after the fact

considering both the actions of the pre-interns and responses of the children

interpreting descriptive data (feedback) and describing development

making plans for future improvements in professional practice

LEARNING TO RELATE

relating to other teachers (including pre-interns) in a professional manner

relating to students in a respectful way using age-appropriate language and concepts

Evidence of:

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Cooperating Teacher’s Comments

Pre-Intern’s Comments (required)

Cooperating Teacher Signature: Date: Pre-Intern Signature: Date: Office Only: Program Chair Signature: Date: PD Office *PLEASE HAND IN COMPLETED FORM TO THE PROFESSIONAL DEVELOPMENT & FIELD EXPERIENCE OFFICE* *Descriptors for the evaluation criteria;

No: Not Satisfactory. Pre-intern has been provided feedback and opportunity for change but has not responded significantly enough (or at all) to demonstrate that the feedback was understood and acted upon.

Developing: Pre-intern often requires support to achieve the evaluation item; may emerge in the final days of the three week block but has been inconsistent overall.

Yes: Satisfactory. Pre-intern consistently provides evidence of the evaluation items, responds to feedback and adjusts practice appropriately.

The number of checkmarks in the columns for Y es, Developing, No, and Not Rated must not be totalled as a type of score. The final evaluative decision of Pass or Fail is based upon the trend of the assessment of the practice teaching and professional development of the pre-intern over the three week block in consultation with the faculty advisor and the cooperating teacher.

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Yes Developing No Not Rated

LEARNING TO PLAN

Evidence of: selecting a curricular interest which employs more advanced strategies and professional goals and making a detailed plan that ensures gradual development in that area

planning the use of a theme or inquiry project which involves grade appropriate content from several subject areas

planning structured group processes for a suitable topic

planning for assessing what students have learned planning activities which take into account multiple ways of knowing & developmental levels

planning in ways that are responsive to diversity in the classroom & centering of First Nations & Metis Education

responding to different expectations within the community

LEARNING TO TEACH

Evidence of:

helping children make sense of what they have learned

using more advanced instructional approaches that promote active learning

using observations of children to improve instruction

implementing a coherent classroom management / engagement plan

assessing children’s learning while the pre-intern is teaching

LEARNING TO REVIEW, REFLECT & SELF-EVALUATE

Evidence of:

identifying what the pre-intern did or could have done that facilitated the children’s learning identifying what the pre-intern did or could have done that reflected appropriate classroom management

identifying what the pre-intern did that effected the learning environment

using observations of individual children to improve planning and to help children learn

learning to recognize when help is needed and ask for it

determining and articulating personal satisfaction with teaching

LEARNING TO RELATE

relating to students in ways that reflect understanding of diversity

relating to other pre-interns and teachers in a professional, collegial manner

using a problem solving approach when there is a problem or misunderstanding

Evidence of:

relating verbally and in writing about student’s learning

Pre-Intern Professional Development Profile and Cooperating Teacher’s Report Semester 6

Pre-Intern: ECS Section:

Cooperating Teacher: School/Grade:

Faculty Advisor: Date:

See reverse side of this form for “Descriptors for the evaluation criteria”

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Cooperating Teacher’s Comments (required) Pre-Intern’s Comments (required) Faculty Advisor Comments (required) Overall Rating: Please check one:

Cooperating Teacher Signature: Date: Faculty Advisor Signature: Date: Pre-Intern Signature: Date:

ECS Instructor Signature: Date:

*PLEASE HAND IN THE ORIGINAL FINAL EVALUATION TO YOUR ECS INSTRUCTOR* *Descriptors for the evaluation criteria;

No: Not Satisfactory. Pre-intern has been provided feedback and opportunity for change but has not responded significantly enough (or at all) to demonstrate that the feedback was understood and acted upon.

Developing: Pre-intern often requires support to achieve the evaluation item; may emerge in the final days of the three week block but has been inconsistent overall.

Yes: Satisfactory. Pre-intern consistently provides evidence of the evaluation items, responds to feedback and adjusts practice appropriately.

The number of checkmarks in the columns for Y es, Developing, No, and Not Rated must not be totalled as a type of score. The final evaluative decision of Pass or Fail is based upon the trend of the assessment of the practice teaching and professional development of the pre-intern over the three week block in consultation with the faculty advisor and the cooperating teacher.

Faculty Advisor Cooperating Teacher

Recommend that this student proceed to internship. Do not recommend that this student proceed to internship

Recommend that this student proceed to internship. Do not recommend that this student proceed to internship

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ELEMENTARY PRE-INTERNSHIP FIELD MANUAL - … · ELEMENTARY PRE-INTERNSHIP FIELD MANUAL ... Role of the Cooperating Teacher ... contact your cooperating teacher by phone or e-mail