Graduate Teacher Education Internship Handbook · 2013-09-10 · TED Internship Handbook revised 9.9.13 2 TABLE OF CONTENTS School of Education and Human Development Core Values &

TED Internship Handbook revised 9.9.13 1

Graduate Teacher Education Internship Handbook

Department of Teacher Education School of Education and Human Development

500 Bailey Hall Gorham, Maine


TABLE OF CONTENTS

School of Education and Human Development Core Values & Practices 3-4

USM Teaching Standards 5

Intern Assessment System 6-7

The Teacher Internship: Intern Placement Procedure & Expectations 8-10

The Teacher Internship: Mentor Teacher Responsibilities & Compensation 11-13

The Teacher Internship: Supervisor Responsibilities & Compensation 14-15

The Teacher Internship: Cohort Coordinator Responsibilities 16-17

Goals of the Internship Seminar 18

Internship Year Policies: Consent for data collection, FERPA 19

Internship Year Policies: Substitute Policy 20

Internship Year Policies: Teacher duties 21

Internship Year Policies: Disciplinary and Dismissal Policies 22-24

Appendices

Maine State Licensing Requirements 25-26


SEHD CORE VALUES and PRACTICES

SEHD has a Conceptual Framework that articulates the school-wide philosophy in a mission statement, set of Core Values, and appropriate references. The school’s mission is captured in a single sentence that expresses the ethical obligation to which we have dedicated our energies:

We seek to foster respectful and collaborative learning communities, well-informed decision-making, valid reasoning, and a concern for equity and social justice in the fields of education and human development.

SEHD shares a consistent set of Core Values, and some programs have an aligned set of Core Practices that articulates how the program enacts the school’s mission. SEHD carries out its mission through by committing to the following Core Values:

Core Values

1. Democracy – to enact and elicit inclusive dialogue, freedom of expression, and participatory decision-making that includes respect for and consideration of multiple views and perspectives.

2. Civility and caring – to attend to the health of our learning and working communities through maintaining constructive communication, protecting individual dignity, and exhibiting empathy, compassion, and openness.

3. Equity and Diversity – to seek understanding about, engage inclusively with, and foster the voice and visibility of individuals of all identity groups and perspectives.

4. Social Justice – to speak for and empower people who are disenfranchised and work towards a more just society.

5. Ethical practice – to engage in and insist on the highest level of professional practice.

6. Scholarship – to gain, create, teach, and apply knowledge and skills using methods or research and inquiry that reflect the diverse range of accepted practices within our various academic and professional disciplines.

7. Professional Learning and Continuous improvement – to engage ourselves and our various external partners as learners in our respective fields, use formative feedback, and adjust our practices for mutual and continuing professional growth.

Teacher Education Core Practices

In addition to the SEHD Core Values, the Teacher Education Department aligns their teaching, curriculum, assessment and scholarship around the following eight practices.

a. Inquiry: Continually examining beliefs and practices and acting upon findings to improve teaching and learning

b. Opportunity to learn: Providing a variety of accessible learning experiences that attend fairly to learners’ strengths, needs, and interests


c. High Expectations: Establishing and communicating clear, challenging, and attainable standards for all learners

d. Collegiality: Supporting and refining teaching and learning through sharing diverse perspectives and understandings

e. Pedagogical Content Knowledge: Integrating teaching knowledge and disciplinary knowledge to foster and support professional expertise

f. Formative Assessment : Using multiple sources of information, including performance-based assessments, to make valid inferences about student learning and informed instructional decisions

g. Responsiveness: Providing feedback and adjusting teaching based on growing understandings about learners and learning

h. Scholarship: Creating, studying, critiquing, and applying research related to teaching, learning, schooling, and teacher education


USM INITIAL CERTIFICATION STANDARDS

The USM Initial Certification Standards are based on the national Model Core Teaching Standards proposed by the Council of Chief State School Officers and developed by the Interstate Teacher Assessment and Support Consortium (INTASC), 2013.

Standard 1 Learner Development & Differences: The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard 2 Learning Environments: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning and self-motivation. Standard 3 Content Knowledge and Application: The teacher understands the central concepts, tools of inquiry and structures of the disciplines he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity and collaborative problem-solving related to authentic local and global issues.

Standard 4 Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision-making. Standard 5 Planning for Instruction: The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Standard 6 Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding on content areas and their connections,

and to build skills to apply knowledge in meaningful ways. Standard 7 Technology Effective teachers model and apply the technology as they design, implement and assess learning experiences to engage students and improve learning, enrich professional practice; and provide positive models for students colleagues and the community.

Standard 8 Professional Learning and Ethical Practice: The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals and the community), and adapts practice to meet the needs of each learner. Standard 9 Professionalism, Collaboration and Leadership: The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals and community members to ensure learner growth and to advance the profession.


INTERN FORMATIVE AND SUMMATIVE ASSESSMENT SYSTEM

The intern assessment system includes the following performance assessments, which are embedded in the year-long clinical internship and the internship seminar. Over the internship year(s), interns must provide evidence of competency on each of the assessments, as determined by faculty cohort coordinators. The assessment system adheres to the principles of multiple sources of evidence; multiple perspectives; notice of criteria (standards), evaluation, and feedback; and multiple opportunities for practice and improvement.

Teaching Standards Documentation

The intern uses an electronic platform to build a body of evidence for each of the ten USM Initial Certification Standards. The evidence is a blend of narrative description, documents such as lesson plans and units, images, videos, student work, websites, and other performance related materials. This evidence may be supplemented by contributions from the intern’s mentor teachers, supervisors and coordinators.

Teaching Standards Review Conferences

The intern’s progress toward proficiency in the ten USM Initial Certification Standards is measured at the mid-year and the end-of-the-year. Timelines vary depending on the pathway option.

The intern, the mentor teacher and the supervisor separately view the intern’s documentation for each standard, and use the USM Initial Certification Standards rubric to comment on and evaluate this evidence. The intern’s performance and progress toward proficiency is discussed and scored using a four-point scale (1=needs attention; 2 = basic; 3=proficient, 4=distinguished).

Unit of Study

Each intern designs, teaches and assesses at least one unit during the internship year. A teaching unit consists of a topic, theme, or project that is substantial enough to warrant both ongoing assessments and a final, assessment of student learning. It must relate to topics in the grade level curriculum, pay special attention to applicable State Learning Standards, and use a backwards-planning methodology. An analysis of student work and a reflection on instructional implications are expected as part of the finished product. A common four-point rubric is used to score the unit for each of six relevant program standards.

Study of Learners

Interns conduct an in-depth study of a class of students and the contexts of their lives. The study starts with a broad inquiry about the community and school contexts in which the students live, narrows to one class, and then to a small group of students. Interns gather information about the students and their worlds through various methods, using a variety of tools.

Teaching Stance/Philosophy

Each intern drafts her or his vision of teaching attending to beliefs about the aims of education, teaching, and learning. The stance may be guided by essential questions


such as: How do people learn? What is quality teaching? What is the purpose of education? It incorporates program learning experiences related to learning theory, learning environments, equity, technology, and other teaching standards.

Reflective Practices

Each intern demonstrates reflective practice through a variety of methods including, but not exclusive to journal entries, reflections on course assignments, lesson and unit plans, and videotapes. Each intern videotapes segments of her or his classroom instruction and writes a reflection after viewing the videotape. The focus is on student learning and behavior, classroom management, teaching practice, and professional growth.

Observations

A university supervisor observes each intern throughout the year, with a minimum of 3 formal observations and conferences per semester and a number of informal drop-ins. Mentors also conduct formal observations.

Professional Presentation

Each intern develops a final presentation that is a synthesis of accomplishments related to the program standards and is a “look forward” to how the intern will enact his or her beliefs as a classroom teacher. The presentation, along with other selected evidence, is presented as a culminating exhibition to a panel comprised of the intern's cohort coordinators, mentor teachers, university supervisor, and other invited educators and community members.


THE TEACHER INTERNSHIP

Intern Placement Procedure & Expectations

Time in placement settings:

9-month internship: FALL semester, ETEP & TEAMS interns will be in their classroom placements for three and a half days a week; university classes are held a full day or two half days each week. In the SPRING semester, interns will be in their classroom placements five days a week; university classes are held after school.

13-month internship: SPRING/SUMMER semesters ETEP & TEAMS interns will be in their classroom placements the equivalent of two days a week; university classes are held after school or online. FALL/SPRING semesters, interns will be in their classroom placements the equivalent of two to three days a week; university classes are held after school or online.

Intern Responsibilities (9-month cohorts)

PLACEMENT EXPECTATIONS

Interns learn about or access materials used in the classroom, such as books, manuals, technologies, tests, lab equipment, etc. Librarians are excellent resources for this information.

Interns should participate in routine activities with their mentor teachers such as cafeteria and hall duties, study halls, faculty meetings, department meetings, and in-service workshops.

When it does not overlap with university courses, interns will participate in parent-teacher meetings including conferences, IEP and 504 meeting, RTI and Student Assistant Team meetings with the prior approval by the parents/family of the student.

Interns may assist and participate in co-curricular activities as appropriate.

CURRICULUM, PLANNING, TEACHING

Interns should become familiar with the district curriculum in internship setting.

Interns should become familiar with the philosophy, organization, policies and administration of the school, including the Maine Learning Results and/or the Common Core.

Interns gradually build planning and teaching responsibilities each semester.

Interns are responsible for planning and teaching the curriculum, and managing their mentor’s classroom during a period of lead teaching in each semester.

CONFERENCES Entry Mid-Semester (9-month)

Supervisor, mentor & intern meet face-to-face or online to review internship timelines, assessment system, & program policies at the beginning of each placement.

Supervisor, mentor & intern meet face-to-face to review documentation/evidence for USM Initial Certification Standards 1/2, 3,


Mid-Year End of Year

4/5,7,8,10.

Intern sets goals for Lead Teaching.

Supervisor, mentor & intern meet face-to-face (or online) to review documentation/evidence for USM Initial Certification Standards 1-10. The supervisor reads each intern’s evidence for all ten standards. Using the USM Initial Certification Standards Rubric the supervisor comments on and scores the evidence. A score of at least a Basic (2) is required on each standard for a successful completion of the standards review at the mid-year. They review goals for next placement. The intern and mentor follow the same process and a compilation of conference notes and a single score will be reported on a conference rubric.

See Dismissal and Disciplinary policy in the next section for guidelines for interns who are on Action Plans.

Supervisor, mentor & intern read the evidence for the spring placement for all ten standards. Using the USM Initial Certification Standards Rubric the supervisor comments on and scores the evidence. A score of at least Proficient (3) is required on each standard for successful completion of the standards review at the end of the year. The intern and mentor follow the same process and a compilation of conference notes and a single score will be reported on a conference rubric.

No face-to-face meeting is required unless intern is on an Action Plan

TEACHING STANDARDS DOCUMENTATION

It is the Intern’s primary responsibility to provide descriptive, reflective and concrete evidence/documentation for meeting each of the ten USM Initial Certification Standards. Evidence may be detailed descriptions of classroom events, planning, teaching, assessment, management, professional development and collaboration with peers or specialists. Documentation may be actual lesson plans, classroom management or assessment tools, handouts, observations from mentor or supervisor, student work, weblinks, videos, etc.

Evidence and documentation is posted in an online platform where it is accessible to mentor teachers, supervisors, and the cohort coordinator.

Supervisor may post their own evidence in the intern’s standards using data from their classroom observations or comment on what the intern has posted.

The entire body of evidence from Intern, Mentor Teacher and Supervisor is used to score the Teaching Standards during mid-year and end-of-year reviews. Final scores and evidence are posted in Tk-20.

PROFESSIONAL CONDUCT

The intern is expected to follow the contracted expectations for the teaching day unless they interfere with afternoon classes.

Interns follow the policies of the school, including those related to attendance at meetings and appropriate dress.

Absence is appropriate only for illness, death in the family, or other


serious emergency. Interns are responsible for notifying their mentor teacher and site coordinator by 7:00 a.m. if they must be absent for any reason. Similarly, the mentor teacher should notify the intern if he or she is going to be absent, whether the intern is going to be acting as the sole substitute teacher or not.

Interns should meet faculty administrators and other school personnel in order to learn as much as possible about each student. Guidance office files and IEPs are valuable tools for researching background information; interns should always be aware that these files are confidential and should be shared only with the mentor teacher. Interns will refrain from discussing confidential information regarding students with anyone other than the mentor teacher, intern supervisor, cohort coordinator or principal.

UNIVERSITY COURSEWORK

Interns should share the university coursework assignments with their mentor teachers, and collaborate on times when those assignments will be implemented.

Interns may observe other interns.

PROFESSIONAL PRESENTATION

Each intern develops a final presentation that is a synthesis of accomplishments related to the program standards and is a “look forward” to how the intern will enact his or her beliefs as a classroom teacher. The presentation, along with other selected evidence, is presented as a culminating exhibition to a panel comprised of the intern's cohort coordinators, mentor teachers, university supervisor, and other invited educators and community members.

ACTION PLANS See Dismissal and Disciplinary Policies in the Internship Policy section.


Intern responsibilities (13-Month Cohort)

The intern uses an electronic platform to build a body of evidence for each of the ten USM Teaching Standards. The evidence is a blend of narrative description, documents such as lesson plans and units, images, videos, student work, websites, and other performance related materials. This evidence is supplemented by comments from the intern’s mentor teachers, supervisors and coordinators. The intern’s progress toward proficiency in the ten USM Initial Certification Standards is measured at different points throughout the 13 Months of internship as described below.

First Internship: Spring 2013, Mid January – end of school

The intern should be adding evidence for all 10 USM Standards, however for the first internship only Standards 1/2.3,4/5,7,8 & 10 will be scored at the Action Needed (1) or Basic (2) level. Basic level is required for the intern to progress to the Fall internship.

Review #1: Week before April break

First internship

The intern, mentor and supervisor do not need to meet but they will all review the evidence posted to this point. Mentor and supervisor are asked to post comments to triangulate evidence or to note other possible sources of evidence the intern might use, as well as providing ongoing oral feedback on posted evidence as the internship progresses. No scoring, however if evidence is missing goals will be set to keep the intern on track.

Review #2: End of first internship (late May/ early June)

Scoring of USM Standards 1/2,3,4/5,7,8,10. Needs Attention (1) or Basic (2)

Supervisor, mentor & intern meet face-to-face to review documentation/evidence for USM Initial Certification Standards. The supervisor reads each intern’s evidence for all six standards. Using the USM Initial Certification Standards Rubric the supervisor comments on and scores the evidence. A score of at least a Basic (2) is required on each standard for a successful completion of the standards review at the end of the first internship. They review goals for next placement. The intern and mentor follow the same process and a compilation of conference notes and a single score will be reported on a conference rubric.

Second Internship: Fall 2013 & Spring 2014

The interns should be adding evidence for all 10 USM Standards. These are then scored at the Needs Attention (1) or Basic (2) level at the end of the Fall and at the Needs Attention (1), Basic (2), Proficient (3) & Distinguished (4) at the end of the Spring.

Review #3: Mid-point

Late October/early Nov

Supervisor, mentor & intern meet face-to-face to review documentation/evidence for all 10 USM Initial Certification Standards. Mentor and supervisor are asked to post comments to triangulate evidence or to note other possible sources of evidence the intern might use, as well as providing ongoing oral feedback on posted


evidence as the internship progresses. No scoring, however if evidence is missing goals will be set to keep the intern on track.

Review #4: End of Fall

Scoring of 10 USM Standards (Needs Attention) 1 or Basic (2)

Supervisor, mentor & intern meet face-to-face (or online) to review documentation/evidence for USM Initial Certification Standards 1-10. The supervisor reads each intern’s evidence for all ten standards. Using the USM Initial Certification Standards Rubric the supervisor comments on and scores the evidence. A score of at least a Basic (2) is required on each standard for a successful completion of the standards review at the mid-year. They review goals for next placement. The intern and mentor follow the same process and a compilation of conference notes and a single score will be reported on a conference rubric.

Review #5: End of second internship

Scoring of 10 USM Standards (Needs Attention) 1 or Basic (2) Proficient (3) Distinguished (4)


No face-to-face meeting is required unless intern is on an Action Plan.

Interns employed in schools: Interns who work in schools as ed. techs., conditionally certified teachers, or long term subs. are expected to follow the policies and practices of their district and school as outlined in their job descriptions. Flexibility to allow for university coursework can be negotiated on an individual basis between the cohort coordinator, supervisor, school/district personnel, and intern.


Mentor Teacher Responsibilities and Compensation

Qualifications a. Certified and highly qualified in the appropriate area of certification – 3 years of

experience b. Respected by peers as being an effective teacher who models the knowledge and

skills reflected in the USM Teaching Standards. c. Is willing and interested in sharing the classroom, mutual learning and reflection,

allowing the intern to explore different teaching strategies d. Employs both short and long-term planning, is well versed in, and utilizes the

district curriculum and state learning standards. e. Has a positive, collaborative, and supportive disposition

Mentor Teacher Responsibilities

Our programs rely on experienced teachers in the field who are willing to nurture and support the growth of pre-service teachers. It is through a solid foundation of understandings of educational theory and research, balanced with development of pedagogical knowledge that our interns can grow into professionals who are prepared to meet the demands placed on teachers today. Mentor teachers serve as a model, a guide and a coach in helping interns plan, teach, assess and reflect on their practice.

GETTING THE INTERN SETTLED

Mentor teachers are responsible for introducing interns to members of the school community including but not limited to, administrative staff, the department head, the guidance and support staff, and the teaching team. The mentor teacher should also be sure that the intern is aware of school norms and policies, both written and unwritten.

Mentors are asked to create a place in the classroom where the intern can store materials and have a workspace.


The mentor teacher should explain the overall plan of the course of study for each class and should inform the intern of curricular and assessment objectives as determined by the teacher, teaching team, department and the school district.

The mentor teacher should supply the intern with copies of the teacher's course guides, textbooks and teacher's manual, reference books, professional books, magazines and journals, and other types of teaching aids.

Mentors and interns should identify a weekly meeting time where they can review any questions that may have arisen and reflect on any important learning that has occurred in the subsequent week.

CONFERENCES Entry


Supervisor, mentor & intern meet face-to-face to review


Mid-Semester ( 9-month) Mid-Year End of Year

documentation/evidence for USM Initial Certification Standards 1/2,3,4/5,7,8,10.


Supervisor, mentor & intern meet face-to-face (or online) to review documentation/evidence for USM Initial Certification Standards 1-10. The supervisor reads each intern’s evidence for all ten standards. Using the USM Teaching Standards Rubric the supervisor comments on and scores the evidence. A score of at least a Basic (2) is required on each standard for a successful completion of the standards review at the mid-year. They review goals for next placement. The intern and mentor follow the same process and a compilation of conference notes and a single score will be reported on a conference rubric




It is the Intern’s primary responsibility to provide descriptive, reflective and concrete evidence/documentation for meeting each of the ten USM Initial Certification Standards. Evidence may be detailed descriptions of classroom events, planning, teaching, assessment, management, professional development and collaboration with peers or specialists. Documentation may be actual lesson plans, classroom management or assessment tools, handouts, observations from mentor or supervisor, student work, weblinks, videos, etc.


Mentor may post their own evidence in the intern’s standards using data from their classroom observations or comment on what the intern has posted.

The entire body of evidence from Intern, Mentor Teacher and Supervisor is used to score the Teaching Standards during mid-year and end-of-year reviews. .

FORMAL OBSERVATIONS

The mentor teacher is responsible for conducting two formal observations, one of which should be during the intern’s lead teaching.

The observations should include pre-and post-conferences.

The mentor teacher should provide the intern with a copy of the notes taken during the observation as well as a written summary of the


lesson including strengths and areas for improvement.

MENTOR TEACHER MEETINGS (OPTIONAL)

The mentor teacher might be invited to attend school- or district-based meetings, led by the coordinator. These meetings address such topics as conducting formal observations, giving effective positive and constructive feedback, posting to the intern's Teaching Standards, and questions the mentor teacher would like addressed.

PROFESSIONAL PRESENTATIONS

The mentor teacher attends his or her intern’s final professional presentation in May.

RECOMMENDATION LETTERS

Upon successful completion of the internship, Interns may ask their mentor teachers for letters of recommendation.

ACTION PLANS See Disciplinary and Dismissal Policies in the Internship Policy section.

BENEFITS & COMPENSATION

Mentor teachers will receive a Teacher Certification Internship Appointment Letter explaining the mentor responsibilities and the benefits. Mentor teachers receive a $300.00/semester stipend or a voucher equivalent to $300 toward a course offered in the USM Professional Development Center.

Interns donate 3 substitute days for mentor teacher professional development needs. (see substitute policy for more details)

USM library cards are available to mentor teachers who request one.


Supervisor Responsibilities and Compensation

Qualifications a. They hold a Professional certificate and have a minimum of five years of

teaching in a public school classroom. b. They have a Masters degree in their content area or in education. c. They have had experience as a mentor or a supervisor. d. They have knowledge of and experience with instructional differentiation,

universal design or culturally responsive teaching. e. They are recommended by a member of the Teacher Education department

faculty, and their appointment is approved by a vote of the full faculty. f. A Cohort Coordinator may serve as an internship supervisor.

Supervisor Responsibilities

GETTING THE INTERN SETTLED

The supervisor communicates with his or her interns and their mentor teachers prior to the first day in the placement, introducing him or herself, and scheduling a time for the entry conference.

CONFERENCES Entry Mid-Semester (9-month) Mid-Year End of Year


Supervisor, mentor & intern meet face-to-face to review documentation/evidence for USM Initial Certification Standards 1/2,3,4/5,7,8,10.


Supervisor, mentor & intern meet face-to-face (or online) to review documentation/evidence for USM Initial Certification Standards 1-10. The supervisor reads each intern’s evidence for all ten standards. Using the USM Initial Certification Standards Rubric the supervisor comments on and scores the evidence. A score of at least a Basic (2) is required on each standard for a successful completion of the standards review at the mid-year. They review goals for next placement. The intern and mentor follow the same process and a compilation of conference notes and a single score will be reported on a conference rubric



TEACHING STANDARDS

It is the Intern’s primary responsibility to provide descriptive, reflective and concrete evidence/documentation for meeting each of the ten


DOCUMENTATION USM Initial Certification Standards. Evidence may be detailed descriptions of classroom events, planning, teaching, assessment, management, professional development and collaboration with peers or specialists. Documentation may be actual lesson plans, classroom management or assessment tools, handouts, observations from mentor or supervisor, student work, weblinks, videos, etc.


Supervisor may post their own evidence in the intern’s standards using data from their classroom observations or comment on what the intern has posted.

The entire body of evidence from Intern, Mentor Teacher and Supervisor is used to score the Teaching Standards during mid-year and end-of-year reviews.

CLASSROOM OBSERVATIONS

Supervisor visits each intern for 3 formal observations per semester. A formal observation includes review of the lesson plan, a pre-conference, written observation notes, and a post-conference. Supervisor may visit each intern for informal observations throughout the semester.

PROFESSIONAL PRESENTATIONS

Supervisor attends each intern’s professional presentation in May.


Upon successful completion of the internship, Interns may ask their supervisor for letters of recommendation.

The letter may be a collaboration with the cohort coordinator.

COORDINATOR & SUPERVISOR MEETINGS

Supervisor meets with the cohort coordinator at the beginning of each semester, or as needed.


BENEFITS & COMPENSATION

Supervisors receive a stipend of $425/intern. This is inclusive of travel.


Cohort Coordinator Responsibilities

The cohort coordinators are members of the Teacher Education Department faculty. They are responsible for the overall coordination, administration, evaluation, and support of the interns' university and school-based experience.

Cohort Coordinator Responsibilities

ADMISSIONS Coordinators review applications for ETEP, TEAMS. Serve on interview panels; recruit mentor teachers to serve on interview panels. Select candidates for next year's intern cohort.

Coordinators convene an orientation with the incoming cohort each year at the end of May/early June.

SCHEDULING & SUPERVISION

Coordinators collaborate with other cohorts to align university course schedules, review courses for repetition and coordination of work-load.

Coordinators work closely with individuals who supervise interns in their cohort.

Coordinators organize and schedule portfolio exhibitions.

Coordinators participate in standards review process.

PARTNERSHIP WORK

Coordinators collaborate with the Office of Educator Preparation, school administrators or department heads in arranging for classroom placements in their partnership districts.

Coordinators communicate regularly with their supervisors and mentor teachers, and take the lead for assessment of interns when there are concerns that warrant an action plan (see policies below).

Coordinators maintain productive relationships with school district personnel.


The coordinators teach the Internship Seminar which is the home-base for all aspects of the internship experience.

Coordinators guide intern professional portfolio development, and preparation for professional interviews.

CONFERENCES Entry Mid-Year End of Year

When appropriate, the coordinator joins the supervisor, mentor & intern in face-to-face or online conferences to review internship timelines, assessment system, & program policies.

When appropriate, the coordinator joins the supervisor, mentor & intern in a face-to-face conference to review evidence for USM Initial Certification Standards 1/2,3,4/5,7,8,10, and Intern goal setting.

When appropriate the coordinator joins the supervisor, mentor & intern in a face-to-face conference or online to review evidence for USM Initial Certification Standards 1-10, and intern goal setting.


End of Program

No meeting unless intern is on an Action Plan


The coordinator reads an intern’s evidence documentation for all ten standards throughout the internship period.

When appropriate for the Mid-Year conference, the coordinator reads each intern’s evidence for all ten standards. Using the USM Initial Certification Standards Rubric the coordinator highlights and scores the evidence. A score of Basic (2) is required at the Mid-Year Conference. The intern and mentor follow the same process and a compilation of conference notes and a single score will be reported on a conference rubric.

When appropriate for the End of Year assessment, the coordinator reads the evidence for the spring placement for all ten standards. Using the USM Initial Certification Standards Rubric the coordinator highlights and scores the evidence. A score of Proficient (3) is required at the End of Year assessment. The intern and mentor follow the same process and a compilation of conference notes and a single score will be reported on a conference rubric.

FORMAL OBSERVATIONS

When the coordinator is the supervisor of record for an intern, s/he will conduct at minimum 3 formal observations.

SUPERVISOR MEETINGS

Cohort coordinators communicate with their supervisors or organize regular meetings.

MENTOR TEACHER MEETINGS (OPTIONAL)

Cohort coordinators schedule building-based meetings with mentor teachers in each semester.

The meetings provide an opportunity for mentors to share experiences of mentoring an intern, discuss strategies for observations, having difficult conversations, and planning for the lead teaching requirement.

A key purpose of the meetings is to provide clarity and examples of documenting intern progress in the USM Initial Certification Standards.



Upon successful completion of the internship, Interns may ask their coordinator for letters of recommendation.

The letter may be a collaboration with the internship supervisor.


Outcomes of The Internship Seminar EDU 541 Seminar I Understanding Diversity, Diverse Learners and Equitable Teaching Practices EDU 542: Seminar II Supporting Diverse Learners through Equitable Teaching and Assessment EDU 545 Seminar III Supporting Diverse Learners through Equitable Teaching and Assessment Interns will become collaborative and constructive members of a cohort group of interns who respect both the individual and social nature of learning. (Teaching standard 1/2)

Interns will articulate and document their own evolving teaching styles and philosophy. (Teaching standard 9,10)

Interns will develop expertise in planning and assessment using their knowledge of students to pre-assess their readiness for learning, and differentiating the instruction, student response mode and level of difficulty. (Teaching standard 1/2,4/5,6,7,8)

Interns will develop teaching strategies and skills for building a classroom community which promotes students learning and including classroom management. (Teaching standard 1/2,3 )

Interns will access and implement instructional strategies including the use of technology. (Teaching standard 8 & NETS-T)

Interns will practice and understand the importance of reflection as a meaningful activity to promote self-awareness and improve one’s own knowledge of teaching and learning. (Teaching standard 9,10)

Interns may examine the political, social, and cultural contexts in which teaching takes place, including such issues as diversity, school governance, national, state and local standards, and school reform. (Teaching standard 1/2, 4/5, 9,10)


INTERNSHIP YEAR POLICIES

Consent for Data Collection, Videotaping, and Photographs

Interns are required to get written permission from parents or caregivers to photograph or videotape selected teaching activities within the classroom. The focus of the videotaping is the teacher, not the students, although student activity and responses will necessarily be included on the tape. At no time is the videotape used to assess or evaluate individual students. Videotapes are held in the strictest confidence and are used for educational purposes only within the context of ETEP. Photographs may be used by the interns to document their work with students in their professional teaching portfolios, and will also be used only for educational purposes.

FERPA

The Federal (FERPA) Privacy Act dictates that institutions may not share personal information such as contact information, e-mail addresses, or course calendars in any format with anyone other than course instructors and university administrators. In the Teacher Education programs at USM SEHD we believe that sharing contact information, e-mail addresses, and course calendars is important to supporting and building the cohort that facilitates collaboration and learning. The following list are the agreements between the intern and the Teacher Education Department:

I agree to allow my e-mail address to be shared on list serves and in printed copy with other students in teacher education and related faculty in our schools.

I agree to allow my phone number and addresses to be shared electronically and in printed copy with other students in teacher education and related faculty in our schools to facilitate cohort networking.

I agree to allow the course calendar of classes I will be attending to be shared in print form and electronically with other students in teacher education and related faculty in our schools to facilitate course scheduling and daily planning.

I agree to allow my academic transcripts and letters of recommendation that were part of my application file to be shared with potential mentor teachers. I agree to allow my academic transcripts that were part of my application file to be share with the school district to meet the requirements for the application for substitute teaching.


Substitute Teaching Policy

During the course of the internship, occasions arise when mentor teachers need to be away from school. Teacher Education has developed the following policy to govern intern substitution for mentor teachers.

1. Interns will be registered as substitute teachers with the district, including fingerprinting prior to the start of internship. Each partnership district requires that all interns complete their substitute training before they can become paid substitutes.

2. As a gesture of appreciation to our partnership sites, TED interns donate three (3) subbing days each semester to their mentor teacher. Each partnership site determines what constitutes an accepted purpose for the sub day. After the three (3) days have been completed, the intern may be paid to substitute. The interns are in no way obligated to provide unpaid subbing after program completion.

3. Interns may serve as substitutes at the discretion of their cohort coordinator, their mentor teacher and the building administrators. It is the philosophy of TED that the issue of intern subbing is best handled on a case-by-case basis, especially during the early weeks of the internship. Some interns are ready to manage an entire day of classes alone quite early on; others need more time before they are ready to take over. In general, we feel that the mentor teacher is the person best able to make this determination. However, if there is any uncertainty, mentor teachers and interns are urged to discuss the matter with the intern supervisor and/or cohort coordinators.

4. Interns may substitute for their direct mentor or direct team of teachers if they are teaming. Interns are not to substitute for other teachers in the buildings during internship/placement dates.

5. If an intern is to sub two or more consecutive days in a row, the cohort coordinator and supervisor should be notified ahead of time.

6. Substituting should not interfere with university course meeting times.

7. Any rules or stipulations imposed by the administration of the participating schools take precedence over these guidelines at the school in question. We encourage all mentor teachers, interns, and school administrators to bring any questions or concerns involving subbing to the cohort coordinators so that the best possible solution can be worked out collaboratively.

8. There are occasions when our partner schools are in need of a long-term substitute teacher and interns are the most highly qualified candidates for the positions. In all cases, teachers and principals should consult with the cohort coordinator prior to approaching the intern to discuss the possibility of the long-term substitute position. On a case by case basis, an intern who wants to accept a long-term substitute position must have approval from the Teacher Education faculty.

Interns must be supervised by the building principal(s) as paid employees. Interns will also continue to be supervised by their cohort coordinator or supervisor.

9. An intern who wants to accept a full-time teaching job in the second semester of his/her internship must have the approval of the Teacher Education faculty.


Policy on Teacher Duties

Teachers are frequently required to perform duties as part of their job descriptions. These may include hall duty, lunch duty, recess duty, bus duty, etc. The expectations vary from school to school. For interns the expectation is that interns take part in the duties assigned to their mentor teacher. These are good opportunities for interns to learn large group management strategies, to talk and reflect informally with the mentor, and to observe students in various contexts outside of the classroom. However, the interns should not be asked to perform duties in addition to any that their mentor is assigned. Interns may be asked as responsible adults, to help the school community for the rare emergency situation.


Disciplinary and Dismissal Policies

The following policies of the Teacher Education Department are subject and pursuant to the policies in USM’s Graduate Academic Catalog.

Student Withdrawal

To withdraw from the University, the student must submit an official withdrawal form to the Registrar’s office and complete an exit interview with his or her advisor.

Academic Withdrawal

Graduate Studies Catalogue states: Grades less than C are not acceptable for graduate work in any program; individual programs may set higher standards. Students receiving such grades will be reviewed for retention in the graduate program. A grade of B or better is required to apply undergraduate credit to a graduate program.

If the student has not made satisfactory academic progress toward fulfilling degree requirements, she or he may be withdrawn from the ETEP/TEAMS program in the Teacher Education Department. Satisfactory progress toward completion of the Masters in Teaching and Learning degree is determined by the Teacher Education Department and demonstrated by the student through course grades.

All course grades must be a B- or better at the end of each semester. [a PASS is equivalent to a B]. At the mid-semester placement review if a student is failing to meet the professional teaching standards of the Internship, as reflected in EDU 544, EDU 644, EDU 613 or EDU 688, the student will be placed on probation by the Teacher Education Department. [The Teacher Education Department’s Formal Action Plan for Improvement will guide the probationary period]

At the end of the semester in which a student is on probation, the grade for the Internship must be PASS, or the student will be withdrawn from the program.

The student has the right to appeal a grade according to the Academic Grade Appeal Policy in the USM Graduate Catalogue.

Administrative Withdrawal

A student may be withdrawn from pathways in the Teacher Education Department for failure to meet professional teaching standards as determined by the Teacher Education Department.

Such instances of failure to meet professional standards include, but are not limited to:

physical or sexual harassment by the student; physical or sexual assault by the student; improper verbal or physical interaction with a child, including any adult-child sexual advances or other harmful interactions; willful and unjustifiable disregard of a proper request by a duly responsible school official regarding activities associated with that school's operations; or unprofessional actions which result in the removal of the student from school grounds by a duly responsible school official.

Such conduct may also result in action under the Student Conduct Code, which is separate from any action taken under this Policy.


When an allegation of a failure to meet professional standards occurs, his or her University Advisor will notify the student, the Chair and the Dean of the College of Management and Human Service.

The student will not be allowed to continue with the internship while the Advisor conducts a review.

The Advisor will work with appropriate school personnel to obtain information regarding the allegation and will speak with the student.

The Advisor will make a written recommendation within 14 calendar days to the Chair regarding administrative dismissal from the program.

The Chair will make a decision on administrative dismissal within 14 calendar days, and notify the student and the Dean of the College of Management and Human Service.

The student has the right to appeal the decision of the Chair to the Dean of the College of Management and Human Service in writing within 14 calendar days of receipt of the Chair’s decision.

The Dean of the College of Management and Human Service shall make a decision on the appeal and notify the student in writing within 14 calendar days of receipt of the appeal.

Within 14 calendar days following the student’s receipt, in writing, of the decision by the Dean of the College of Management and Human Service, the student may appeal in writing to the Dean of Graduate Studies.

The decision of the Dean of Graduate Studies shall be rendered within three weeks and shall be final in accordance with the Appeals of Dismissal or Withdrawal Policy as articulated in the USM Graduate Catalogue.


APPENDICES

Fingerprinting information http://mainedoenews.net/2013/07/09/certification-fingerprinting-processes-improved/?utm_source=Maine+Department+of+Education&utm_campaign=252d5b75e0-RSS_EMAIL_CAMPAIGN&utm_medium=email&utm_term=0_21283d239d-252d5b75e0-224645033 A national vendor, MorphoTrust USA, will soon handle fingerprint harvesting and processing for the Maine DOE, rather than the current process with Maine State Troopers. Once MorphoTrust USA is fully operational, you will find a link to the vendor on the fingerprint registration site.

Appointments will no longer be limited to Saturdays. Fingerprints will be taken on Livescan machines at convenient fixed locations around the state as well as at certain periodic mobile sites. The fixed locations were selected based on historical volume in the geographic regions of the state. The periodic mobile sites will enable people in lesser-populated areas of the state to have access to this new process in addition to the option to travel to a fixed location. The processing time from fingerprinting to response from the DOE is expected be within a few days to a week for most people.

Maine State Licensing Requirements Candidates successfully completing ETEP or TEAMS fulfill all state certification requirements and are highly qualified in their certification area. Details of Maine certification requirements for a state approved program (known as Pathway 1) are listed in the chart below: Table D.19 State Certification Requirements

Certification Certification Requirements (per Chapter 115 of Maine regulations)

Elementary Teacher (K-8) [Endorsement 020]

a) Graduated from a Maine program approved for the education of elementary teachers, together with a formal recommendation from the preparing institution;

b) Earned a bachelor’s degree from an accredited college or university;

c) Completed an approved course for “Teaching Exceptional Students in the Regular Classroom”;

d) Passed content area assessment [Praxis II]; and

e) Passed Basic Skills Test in reading, writing, and mathematics [Praxis I].

Secondary Teacher (7-12) [Endorsements as follows: 100: English/language arts; 200: Social Studies; 300: Mathematics; 350: Physical

a) Graduated from a Maine program approved for the education of 7-12 teachers, together with a formal recommendation from the preparing institution for the endorsement being sought;



http://mainedoenews.net/2013/07/09/certification-fingerprinting-processes-improved/?utm_source=Maine+Department+of+Education&utm_campaign=252d5b75e0-RSS_EMAIL_CAMPAIGN&utm_medium=email&utm_term=0_21283d239d-252d5b75e0-224645033




https://www1.maine.gov/cgi-bin/online/dps/fingerprint/select_type.pl


Science; 395: Life Science



Modern and Classical Language Teacher (K-12) [Endorsements as follows: 410: Latin; 420: French; 430: German; 440: Spanish

a) Graduated from a Maine program approved for the education of foreign language teachers, together with a formal recommendation from the preparing institution for the endorsement being sought





English as a Second Language Teacher (K-12) [Endorsement 660]

a) Graduated from a Maine program approved for the education of English as a Second Language teachers, together with a formal recommendation from the preparing institution for the endorsement being sought





Teacher of Children with Disabilities (K-8; 7-12) [Endorsement 282]

a) Graduated from a Maine program approved for teachers of children with disabilities birth to school age 5, kindergarten through grade 8, or grades 7 through 12, together with formal recommendation of the preparing institution;






Right of Revision

The Department of Teacher Education in the School of Education and Human Development at the University of Southern Maine reserves the right to revise, amend or change items set forth in this Internship Handbook from time to time. Accordingly, readers of this Internship Handbook should inquire as to whether any such revisions, amendments, or changes have been made since the date of publication.

Documents

Graduate Teacher Education Internship Handbook · 2013-09-10 · TED Internship Handbook revised 9.9.13 2 TABLE OF CONTENTS School of Education and Human Development Core Values &