Special Education Internship Handbook

8/6/2019 Special Education Internship Handbook

1/31

1

Special Education Internship

Handbook

George Mason UniversityCollege of Education and

Human Development

ED/LD/MR

and

Students with DisabilitiesAccessing the General Curriculum

2010-2011


2/31

2

TABLE OF CONTENTS

INTERNSHIP PURPOSE AND OBJECTIVES .............................................................................3

Purpose of Internship ..............................................................................................................3

Minimum Requirements .........................................................................................................3

Before You Participate in Your Internship .............................................................................3

Internship Application/Placement/Registration Process .........................................................4

TYPES OF INTERNSHIPS AND TIME REQUIREMENTS ........................................................4

Types of Internships ................................................................................................................5

Time Requirements and Waivers ............................................................................................5

INTERNSHIP ADMINISTRATIVE PROCEDURES AND GUIDELINES .................................5

On-Site Intern Expectations ....................................................................................................6

Responsibilities of Student Intern ...........................................................................................6

Additional Requirements for Internships requiring placement ...............................................7

Responsibilities of the Field Placement Specialist .................................................................7

Responsibilities of the University Supervisor.........................................................................8

Responsibilities of the Cooperating Teacher ..........................................................................9

Documentation for Cooperating Teacher................................................................................9

Documentation for Intern ......................................................................................................10

Documentation for University Supervisor ............................................................................11

EVALUATION..............................................................................................................................11

GRADING POLICY .....................................................................................................................11

SPECIAL ASSISTANCE FOR INTERNS ...................................................................................12

APPENDICES: Internship Forms .................................................................................................14

Appendix A: Log of Hours ..................................................................................................15

Appendix B: Internship Checklist ........................................................................................17

Appendix C: Internship Evaluation by the Intern ................................................................18

Appendix D-1, D-2: Internship Planning Guide, Lesson Plan Format ................................20

Appendix E: Evaluations of Interns .....................................................................................22

Appendix F: Summary of Placement, Supervisors, Hours, & Final Grade .........................25

Appendix G: Summary Observation Report ........................................................................26

Appendix H: Bi-Weekly Progress Report on Intern ............................................................27

Appendix I: Evaluations of University Supervisor & Clinical Faculty ...............................28


3/31

3

INTERNSHIP PURPOSE AND OBJECTIVES

Purpose of Internship

The primary purpose of the internship in special education is to integrate, apply and refine student competencies

necessary for independent functioning as a special educator in a variety of settings. Expected competencies will

vary according to the specific area of study within special education, licensure requirements, and professionalgoals of individual students. Students in each setting will apply effective techniques and procedures and wil

engage in activities which contribute to the smooth functioning of the specific internship experience.Depending on the internship experience, students will be expected to demonstrate competencies from amongthe following: human relations, organization and preparation, assessment, communication skills, classroom

management, subject matter knowledge, individual and group instructional skills, and self-monitoring.

Internship Requirements

All students must complete two university-supervised internship experiences: one internship experience must be

at the elementary level and the other at the secondary level which can be at either the middle or high school(4 credit hours total). During the internship/s, you must work with students in all areas of disabilities for which

you are seeking endorsement. For example, if you are seeking ED/LD/MR endorsement, you will need to work

with students with ED, LD and MR or if you are in the licensure certificate program Students with DisabilitiesAccessing the General Curriculum, you will need to work with students with disabilities pursuing SOL or

VGLA content.

BEFORE YOU PARTICIPATE IN YOUR INTERNSHIP

Pre-RequisiteCourse/Curriculum

Requirements

The student must be concurrently enrolled or have completedEDSE 628 tobe eligible for the elementary internship. The student must be concurrently

enrolled or have completed EDSE 629 before you are eligible for thesecondary internship.

The student must have a GPA of 3.0 or better in professional courseworkand be in good standing according to College of Education and HumanDevelopment (CEHD) criteria.

The student must have attained satisfactory evaluations in specialeducation field experiences.

If the student receives a grade of C in any licensure coursework, CEHDcannot recommend the student for state licensure.

The student must have taken and passed the Praxis I (or state approvedsubstitute), the Virginia Reading Assessment (VRA), and the VirginiaCommunication and Literacy Assessment (VCLA) no less than 2 weeks

priorto starting the internship experience.


4/31


5/31

5

TYPES OF INTERNSHIPS, TIME REQUIREMENTS AND WAIVER PROCEDURES

Types of Internships

Due to the fact that internships vary across and within endorsement areas, students should check prerequisites

for participation with their advisor.

1. On-the-Job Internships

Students fulfill their internship requirements at their job sites. The internship is monitored by an on-sitecooperating teacher appointed by the schools principal. Students must contact the school principal to

arrange this internship and cooperating teacher appointment. Students teaching in the Mason L.I.F.E

program may also apply for an on-the-job internship with approval from the LIFE Program Director.

2. Internships requiring placement

Internships requiring placement are conducted in approved clinics, private and public schools and

institutions educating students with disabilities in the intern's area of specialization. Approval of the setting

is based on professional accreditation and the availability of a qualified person to serve as the cooperatingteacher. On-campus internships may also be available in which several interns work with small groups of

pupils in a university-operated program such as CompuWrite.

Time Requirements

Internships vary in length depending upon the number of credits to be earned, the type of internship, and the

number of different settings required. The following guidelines are used to determine the length of licensureinternships:

1 credit hour 75 contact hours -- 2.5-3 weeks full-time or its

equivalent2 credit hours 150 contact hours -- 4-5 weeks full-time or its equivalent3 credit hours225 contact hours -- 6-8 weeks full-time or its equivalent

4 credit hours300 contact hours -- 9-11 weeks full-time or its equivalent


6/31

6

INTERNSHIP ADMINISTRATIVE PROCEDURES AND GUIDELINES

Student Pre-Internship Responsibilities

1. Students must complete an internship application based on the type of internship they choose to complete

either the internship application packet for on-the-job internships or the internship application packerequesting placement. All applications must be signed by academic advisors before submission to the FPS.

Deadlines are as follows:

Placement by George Mason University (Mason):Summer/FallFebruary 15

SpringSeptember 15

On the Job:Summer/ Fall May 1

SpringDecember 1

Note: For students completing an On-the-Job internship, TB tests are not necessary as they are already

on file with the school division. For those students seeking an internship placement, a TB test is

required. Results of a chest x-ray or TB skin test must be presented to the Office of Academic andStudent Affairs with the application for internship. Skin tests, valid for one year, may be obtained through

Health Services at Mason, public health departments, or private physicians.

2. Each student is to prepare a resume and a goals statement. The goals statement should be limited to two

typewritten pages and included in the internship application packet provided to the students advisorStudents requesting internship placement must submit 4 copies of the internship packet. Students who are

not requesting placement (i.e. completing an on-the-job internship) should submit 2 copies of the

application packet. Students should retain a copy of the packet for their records.

3. Interns are strongly encouraged to purchase professional liability insurance through membership in the

Student Virginia Education Association, the Council for Exceptional Children, or through a private carrierin case of civil legal action. *Interns employed by a school division are encouraged to purchase

additional coverage to supplement what is provided.

ON-SITE INTERN EXPECTATIONS

NOTE: If interns do not comply with the following on-site expectations, school divisions have the right to

request an intern be removed from his/her assigned location. There is no guarantee that an intern will be

approved for an alternate assignment or location. Due process will be followed by the College of Education andHuman Development.

ATTENDANCE Interns who are placed by Mason are required to follow the cooperating teachers dailyschedule. Interns must be punctual, arrive when the cooperating teacher arrives, and leave when the cooperating

teacher leaves. When an absence is unavoidable, the intern must notify the school office personnel, cooperating

teacher, and university supervisor as far in advance as possible. If the intern is absent on a day when he/she is

expected to teach, lesson plans and materials must be delivered to the cooperating teacher before class begins.

Students who are completing on-the-job internship are expected to adhere to their regular work schedule and

responsibilities.


7/31

7

PERSONAL APPEARANCE AND PROFESSIONAL CONDUCT Interns must dress professionally andexhibit professional behavior in their assigned school. Interns must read their assigned schools faculty

handbook and conform to the professional expectations of their host school.

HOLIDAYS AND VACATIONS Interns must follow the school year calendar of their assigned school

Mason may have days off that the school does not. If that is the case, interns must follow their assigned schools

schedule.

SUBSTITUTE TEACHING An intern may not act as a substitute teacher. A school division-designatedsubstitute teacher is provided when a cooperating teacher is absent.

EXPLORATORY ACTIVITIESInterns should participate in at least 3 to exploratory activities such as

observing other classes, attending school functions, etc. to enhance their knowledge of the school environment.

The intern should not have teaching responsibilities in the classroom when he/she engages in these activities.

Responsibilities of Student Intern

Specific responsibilities depend upon type of internship, the setting and the time commitment. Nonetheless

there are common responsibilities, which apply across settings. The following are responsibilities of al

licensure internships:

Internship Notebook - Each intern should organize a three-ring notebook with tabbed sections for plans and

other documentation.

1. Log of Hours - Each intern is to keep an on-going time log of his/her activities in the internshipexperience. Instructions and the form are provided in Appendix A. (Make additional copies of the log

form as needed.) The university supervisor also may request anecdotal records or other documentation.

2. Lesson Plans - Lesson plans should be kept in the notebook and be readily accessible to the universitysupervisor and cooperating teacher. Use the format provided in Appendix D-2.

3. Internship Evaluations - Evaluations or reports completed by the university supervisor and the clinicalfaculty/cooperating teacher should be kept in chronological order in this section.

4. Internship Checklist - The list in Appendix B should be kept in the internship notebook and used torecord completion of responsibilities.

5. Interns will attend an initial orientation session on campus with the university supervisor.6. Participate in internship meetings as required.7. Turn in biweekly reports to the university supervisors.8. Assist in drafting an IEP and attend an IEP conference.9. At the end of the internship, complete the evaluation forms in Appendix I-1 and I-2.

Additional Requirements for Interns Who Have Received Mason Placements


8/31

8

1. As soon as placements are confirmed, students have responsibility for arranging an introductoryconference with the cooperating teacher.

2. Students are expected to maintain the same hours as cooperating teachers except for attendance atgroup meetings that are scheduled by the university supervisor.

3. Interns will assist with playground, bus, and other duties, which are a regular part of the school day.4. During the first days of internship experiences, the student will be oriented to:

a. the school, to observe services provided to special education students in general and specialeducation settings;

b. the classroom routines and management procedures through observation and discussion with theclinical faculty/cooperating teacher;

c. review student records to clearly understand student needs for planning purposes.5. As soon as possible, the intern will assume individual and small group responsibilities and later will

gradually assume responsibility for the entire group. The timeline for complete takeover ofresponsibilities is to be developed with the cooperating teacher and the university supervisor.

Responsibilities of the Field Placement Specialist

1. Provides clarification for any questions that the student has at the time an application is presented.2. When placement is requested, forwards the completed application for the internship to the appropriate

school division office or agency for placement.

3. Employs adjunct faculty to serve as university supervisors.4. Assists the student, the public school supervisor, and university supervisor as necessary.5. For internships requiring placement:

a. Informs students when placements are confirmed.b. Provides the local school or agency supervisor with a copy of the Internship Manual.

6. Establishes and maintains communication and administrative procedures, including scheduling oforientation meetings.

Responsibilities of the University Supervisor

1. Serves as liaison between CEHD, the Special Education Program, and the school/agency.2. Provides intern with syllabus.3. Completes observations of direct teaching skills demonstrated by the intern and completes written

interim summaries of such observations. (Use Appendix G.)


9/31

9

4. Observes the intern a minimum of two times (2 credit hours) to four times (4 credit hours).

5. Maintains regular contact with the cooperating school, agency official and cooperating teacher.

6. Maintains contact with the intern throughout the internship.

7. Delineates particular requirements in conjunction with the cooperating teacher as appropriate.

8. Provides feedback to students and to the clinical faculty/cooperating teacher, usually in conjunctionwith observation visits.

9. Reports unsatisfactory student performance or other problems as they occurto the Director of TeacherEducation.

10. Provides a final evaluation of the interns performance and determines the grade, in consultation withthe cooperating teacher (use Appendix E-1).

11. Provides the intern with a copy of the final evaluation form. Completes the summary of placement(Appendix F), which is the official record of the internship.

12. Collects and returns all forms in the appendices to the FPS at the end of the internship, including theevaluation of cooperating teacher and supervisor in sealed and signed envelopes (Appendix I).

Responsibilities of Cooperating Teacher(s)

1. Specifies, during the introductory conference, overall goals and specific objectives of the schoolsystem or agency and how they relate to the intern.

2. Develops an Internship Planning Guide using Appendix D-1 with intern and university supervisor.3. Assists the intern in meeting school system, university, and classroom requirements.4. Provides an effective role model of research-based teaching.5. Provides bi-weekly written feedback to the intern, using the Progress Report (Appendix H).6. Contacts the university supervisor as soon as any internship concerns arise so corrections can be

implemented. Conducts telephone or in-person conferences with the university supervisor as needed to

review the interns progress.

7. Includes intern in most teaching duties, (e.g., IEP conferences, parent conferences, phone calls, childstudy, staff meetings, professional development). On-the-job intern will assume all duties per theircontracts.

8. Supports intern through encouragement, guidance and professionalism.9. Consults with supervisor and reaches consensus with the university supervisor concerning fina

evaluation of the interns performance and grade.

10. Completes the evaluation of the university supervisor (Appendix I) and returns it to the FPS.


10/31

10

DOCUMENTATION

Cooperating Teachers

Form How Form Should Be Used

Appendix E-1 (Profile

for Evaluation of

Special Ed Interns)

At the end of the internship, the cooperating teacher and the university

supervisor work collaboratively to provide an evaluation of the Intern. The

university supervisor submits this form to the FPS.

Appendix F (Summary

of Placement,Supervisors, Hours,

and Final Grade)


supervisor determine the grade by reaching a consensus. The university

supervisor submits this form to the FPS.

Appendix H (BiweeklyProgress Reports)

Provide these to the interns/student teachers every two weeks during theinternship.

Appendix I-3(Evaluations)

At the end of the internship, the cooperating teacher evaluates aspects ofthe internship program. The cooperating teacher submits this form to

the university supervisor in a signed, sealed envelope.

*Honoraria for cooperating teacher cannot be paid until pay forms or reimbursement forms have been returned

to the FPS.

Interns

Form How Form Should Be Used

Appendix A (Log of

Hours)

Intern uses these forms to keep track of hours. Forms must besubmitted to

the university supervisor. Intern also keeps a copy for records and for

notebooks.

Appendix B (Intern

Checklist)

Intern uses this form to plan for internship. Intern keeps this form in

notebook.

Appendix C

(Internship Evaluation

by the Intern)

Intern uses this form to reflect and report on the internship experience.

Interns should submit a copy of this form to the FPS.

Appendix D-1 (Intern

Planning Guide)

Intern uses this form to plan for internship. Intern keeps this form in

notebook.Appendix D-2 (Lesson

Plan format)

During independent teaching, interns must provide weekly lesson plans for

prior review by the cooperating teacher and for the university supervisor.

Without approved lesson plans, the intern will not be allowed to teach. On-the-Job interns will be expected to submit approved lesson plans as well.

Lesson plans must be turned into university supervisor.


11/31

11

Appendix I (Interns

Evaluations for

CooperatingTeacher/University

Supervisor)

At the end of internship, complete a thorough evaluation of the cooperating

teacher/university supervisor. Submit to the university supervisor in a

signed, sealed envelope.

Notebook Lesson plans, informal observations and feedback, observation reports, andother documentation must be kept in a notebook for review by cooperating

teacher and the university supervisor. Interns also must keep a log of hoursand attendance in the notebook. Intern submits this to the university

supervisor and cooperating teacher.

The lesson plan format is designed to 1) help the students plan discipline-related content in their methods

courses; 2) facilitate the Interns thinking on all aspects of planning for meaningful learning experiences; 3)enable Interns and Cooperating teacher to discuss particular aspects of teaching; and 4) provide a framework for

discussion about teaching practice by the Intern, University Supervisor, and Cooperating teacher.

University Supervisors

Form How Form Should Be UsedAppendix E-1

(Profile for

Evaluation of Special

Ed Interns)


supervisor work collaboratively to provide an evaluation of the intern. Submit

to the FPS.

Appendix F

(Summary ofPlacement,

Supervisors, Hours,

and Final Grade)


supervisor determine the grade by reaching a consensus. Submit to the FPS.

Appendix G(Summary

Observation Reports)

University supervisors should observe their interns at least 2 times during a 2credit internship and 3 times during a 4 credit internship. University

supervisors provide their interns and the cooperating teacher with a writtenevaluation of each classroom observation. Submit to the FPS.

Appendix I(Evaluations)

At the end of the internship, the university supervisor evaluates aspects of theinternship program. Submit to the FPS.

Travel vouchers for university supervisors also should be submitted to the FPS. Instructions and forms are

provided at the beginning of the semester. Please submit all of the previously mentioned forms to the FPS, via

the university supervisor, at the end of the internship period, unless there is additional documentation related to

marginal or unsatisfactory performance.


12/31

12

EVALUATION

One of the chief objectives of the internship is to help students become their own best critics and to teach a

method of self-monitoring which will endure beyond the internship experience. For this reason, evaluationshould be looked upon as a helping process so that the intern will develop and maintain a reflective attitude as a

teacher of children with disabilities. By the same token, internship feedback is vital to the process of on going

program evaluation and the development of excellence. Interns are provided with copies of all evaluation

reports, which are kept in the notebook.

If there are questions regarding the interns performance/evaluation or any other internship-related issues,

please contact the interns advisor, or the FPS. Issues that cannot be resolved should be directed to the Directorof Teacher Education at 703.993.4047.

GRADING POLICY

NOTE: All grades must be submitted in the folder university supervisors receive from the FPS. Grades are to besubmitted using Appendix F within 2 days of the internships completion.

Grade Definition

SSatisfactoryIntern successfully meets internship requirements and can be

recommended for teacher licensure

NC

No CreditIntern will not be recommended for teacher licensure unless he/she

repeats all or part of the internship with satisfactory performance (This may require

enrolling and paying tuition for additional credit hours in a subsequent semester, orpaying a fee for extended supervision.)

IP

In ProgressInterns performance cannot be evaluated at the end of the gradingperiod. IP grade can be changed to S or NC for graduate students, upon completion of

requirements

The final grade for the internship, i.e. satisfactory (S), no credit (NC), or in progress (IP), will be determined by

the university supervisor and the cooperating teacher. Interns will be evaluated on the course objectives andrequirements above and those listed on the Internship Observation forms. Grades will be determined by the

following:

1. Ratings on evaluation forms completed by cooperating teacher/clinical faculty and the universitysupervisor.

2. Progress reports3. Contents of notebook: each of the required sections completed and organized4. Timely completion of all requirements and submission of exit materials. A grade of In Progress (IP) wil

be given if materials are not turned in at end of internship.

5. In some cases, a grade of No Credit (NC) may be accompanied by a recommendation that the student notbe allowed to repeat the internship. In such cases, the student may be counseled out of the licensure

program although not necessarily out of the degree program.


13/31

13

SPECIAL ASSISTANCE FOR INTERNS

Occasionally interns need special assistance and extraordinary arrangements to successfully complete their

licensure programs. In such cases, the university supervisor and the cooperating teacher will collaborativelydevelop an individualized plan. The Director of Teacher Education, who will involve the interns advisor, mus

approve the plan.

Some of the ways to provide special support for an intern are:

Arranging for observation of another intern or a teacher who models the skills, which the intern lacks,followed by a conference.

Changing a placement within the school on rare occasions to provide a better match of intern andcooperating teacher.

Changing a placement to another school on rare occasions if a suitable alternative placement is notavailable in the same school.

Modifying the schedule for independent teaching to begin more gradually and/or to add days. Providing special experiences during the period after independent teaching in order to address areas

needing improvement. Sending the intern to the Mason Counseling Center for personal or therapeutic support. Sending the intern to the Mason Financial Planning and Assistance Office for advice on financial aid. Sending the intern to the Mason Student Health Center or other source of medical assistance. Facilitating conferences with the interns academic advisor and/or course instructors. Assigning a grade of In Progress (IP) and extending the internship, possibly in a different placement. Advising an intern that it is in their best interest to repeat all or part of an internship in the following

year.


14/31

14

APPENDICES:

Special Education

Internship Forms


15/31

15

George Mason University Appendix A

Office of Teacher Education

Special Education

Instructions for

Log of Hours

In Virginia, the application for teacher licensure requires reporting the amount of time spent in certain activities during

student teaching/internship. The state mandates a minimum of 300 hours in such activities, of which 150 hours must be

independent teaching. The George Mason state-approved program requires more than the States minimum

requirements.

Students are encouraged to record times daily, which will improve accuracy. A separate log should be kept for each

cooperating teacher/clinical faculty, and verified by them before being submitted to the university supervisor.

Conferences include discussion with the cooperating teacher, the university supervisor, the principal, and other

faculty; attendance at seminars and professional meetings.

Teaching includes full responsibility for instructing or supervising an entire class, specific individuals or small

groups.

Preparation includes time spent during or outside the instructional day in planning, preparation, and evaluation of

students work.

Observation includes all other activities such as observations in classrooms, cafeteria, hall or bus duty, or time

spent in the office or library.

Hours are to be totaled by the intern/student teacher, and each page of the log verified by the cooperating teacher/clinical

faculty and reviewed by the university supervisor. A separate log sheet should be started when working with a second (or

third) cooperating teacher/clinical faculty. During the last visit, the student teacher/intern submits the summary of hour

(Appendix F) to the university supervisor, which may require estimating for the final days.


16/31

16

George Mason University Appendix A (cont.)


Special EducationLog of Hours

(Make sufficient copies for the student teaching/internship period)

Intern Log Sheet #

Verified by Cooperating Teacher(Signature)

Reviewed by University Supervisor(Signature)

Date Hours in

Conference

Hours in

Teaching

Hours in

Preparation

Hours in

Observation

Hours

Per Day

Total Hours


17/31

17

George Mason University Appendix B


Special Education

Internship Checklist

Intern Site

Check off as completed.

a. Pre-internship Responsibilitiesi. Application with resume and statement of strengths and weaknesses submitted to advisor for

signature

ii. Placement confirmed by FPSiii. Skin test where requirediv. Download copy of Internship Manual for self and cooperating teacher

b. Internship Responsibilitiesi. Orientation meeting with university supervisor

ii. Discuss internship goals with the cooperating teacher and university supervisoriii. Ensure that cooperating teacher's pay form is completed and returnediv. Develop timeline of expected responsibilities with cooperating teacher and university supervisorv. Examine individual student histories and IEPs/IFSPs

vi. Videotape one lesson being taught by intern; discuss intern's critique (OPTIONAL)vii. Cooperating teacher's bi-weekly progress reports discussed and then maintained and filed in

notebook

viii. Participate in seminar meetings as required by university supervisorix. University supervisor's or cooperating teachers evaluations discussed and assembledx. Maintain notebook with time log and record of lesson/intervention plans

c. Concluding Internship Responsibilitiesi. Internship evaluation by the intern completed and submitted to university supervisor

ii. Confer with the cooperating teacher and university supervisor about the evaluation and gradeiii. Send your evaluation of the university supervisor (Appendix I-2) and cooperating teacher/clinical

faculty (Appendix J) to the FPS or seal in an envelope and give to the university supervisor to

submit to the FPS.iv. Submit bi-weekly progress reports, observation reports, time log, evaluations and summary form

to university supervisor


18/31

18

George Mason University Appendix C


Special Education

Internship Evaluation by the Intern

Intern School

Area Taught Semester: Fall/Spring/Sum

Cooperating Teacher Date

Type of Classroom: (please circle one)

Self-Contained Resource Home-Based Center-Based Residential Other

A. Rate yourself according to the following:5 = Consistently Demonstrated 2 = Marginal

4 = Usually Demonstrated 1 = Unsatisfactory

3 = Emerging Competency

Teaching Competencies 5 4 3 2 1

Knowledge of subject area(s) ..............................................................

Understanding of human development ...............................................

Knowledge of learning processes ........................................................

Planning and preparation.....................................................................

Motivation of students.........................................................................

Use of teaching methods .....................................................................

Provision for individual differences ....................................................

Classroom management ......................................................................

Use of resources ..................................................................................

Assessment of learning .......................................................................

Reflection on performance ..................................................................

Personal/Professional Development

Responsibility ......................................................................................

Judgment .............................................................................................

Self-confidence ...................................................................................

Initiative ..............................................................................................

Resourcefulness ..................................................................................

Interpersonal relations with students ...................................................

Interpersonal relations with families ...................................................

Interpersonal relations with professional peers ...................................

Oral communication ............................................................................Written communication .......................................................................

Attitude toward work ..........................................................................

Response to suggestions ......................................................................

Organization ........................................................................................


19/31

19

Appendix C (cont.)

B. Rate the following:5-Excellent 4-Good 3-Average 2-Fair 1-Poor

5 4 3 2 1

1. I felt the internship orientation was...................................................

2. Clarification of my role as an intern was ..........................................

3. There were ample opportunities for me to discuss the internship

experiences with the:a) cooperating teacher/clinical faculty .............................................

b) university supervising teacher .....................................................

4. I feel that communication between me and

a) the cooperating teacher/clinical faculty was ................................

b) the university supervisor was .......................................................

C. General Evaluation of Self1. Areas in which I believe I show high competence are:

2. Areas in which I need strengthening are:

3. Is there anything further concerning your internship that we should talk about?(Please be as frank as possible in identifying any factor.)

Signature of intern Date

Permanent address

Telephone number


20/31

20

George Mason University Appendix D-1

Office of Teacher EducationSpecial Education

Internship Planning Guide

WEEK ACTIVITIES TENTATIVELY SCHEDULED

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8


21/31

21

George Mason University Appendix D-2

Office of Teacher EducationSpecial Education

The Active Teaching Model

Subject and Grade: ___________________________________ Number of Students in group: _______________

Length of Session (s): ________________________________ Date (s): ________________________________

Teacher: ___________________________________________ Big Idea(s): ______________________________

Goal: Tell the purpose of the lesson related to the key concept(s)/big idea.

Specific Objectives:

[Tell what the student(s) should be able to do as a result of the lesson. Note the source(s) of the objectives (e.g., SOLs

Stanford 9, textbook, local curriculum guide, personal, etc.)]

Prerequisite Skills:

(Note the prior knowledge and/or experience students should bring to this lesson. What information should they

transfer/activate from previous lessons/experiences?)

The Lesson:

I. Structuring PhaseTell how the link to previous learning/experience is made to todays lesson (promote transfer: focus examples onsimilarity, association, critical attributes, or mastery of previous information); denote expectations for behaviors

that promote attention to task; communicate todays lesson objective(s) to students.

(Include any examples, diagrams, etc. used)

II. Active Demonstration & Practice of New Concepts(Include any strategies being taught; give examples being used, including non-examples; note any special

materials and equipment involved)

III. Consolidation & Overlearning(Describe or include examples, materials, texts, etc. being used)

Follow-up: Describe related homework or post-lesson activities; include a description or example(s) of follow-up

activities.

Evaluation plans: After the instructional episode, describe how achievement of the stated objectives will be determined

(include description or example of assessment procedures).


22/31

22

George Mason University Appendix E-1

College of Education and Human Development

Profile for Evaluation of

SPECIAL EDUCATION INTERNS

Student Teacher/Intern: School: Subject(s)/Level(s):

Evaluator: Univ. Sup. Coop Tchr. Intern Spring Fall YrEnd-of-Semester Grade _____

Use this list of standards and rating scale for self-assessment and assessment of the students performance by the

cooperating teacher and university supervisor at the beginning and end of independent teaching. Write the number of the

appropriate rating in the space provided. The intern should demonstrate growth throughout the experience. At the end

of the first semester, performance should be assessed according to expectations for a student teacher/intern and, at the

end of the second semester, according to expectations for a beginning teacher.

The evaluators judgments about the students performance should be made in relation to the following criteria

Comments must be provided for ratings of 2 or 1, which indicate marginal or unsatisfactory performance.

Performance Rating Scale5 = Meets the standard consistently, exceeding expectations.

4 = Meets the standard frequently, usually meeting expectations.

3 = Meets the standard occasionally, progressing in meeting expectations.

2 = Meets the standard inconsistently, seldom meeting expectations.

1 = Meets the standard rarely, never meeting expectations.

NR = Not rated during this evaluation.

The end-of-semester grade is based on this profile, but may not be numerically correlated.

Graduate grading scale: S=Satisfactory; NC=No Credit; IP=In Progress

PLANNING AND PREPARATION Rating

1. Using curriculum guidelines, develops unit and lesson plans to meet the developmental andacademic needs of diverse learners.

2. Describes instructional objectives in terms of learning outcomes.3. Plans a sequence of activities, which are focused on achievement of the instructional objective(s).4. Selects learning experiences and materials to accommodate different styles and levels of learning.5. Relates activities to students interests, knowledge, and experiences.6. Integrates materials and activities, which promote equity (including gender equity) and infuse

multicultural elements in lessons.

7. Gathers, creates, and organizes materials and equipment in advance.8. Plans for using various methods to assess students learning.9. Collaborates with other teachers and specialists in planning.Comments: (Use reverse side if needed.)

Appendix E-1 (cont.)

INSTRUCTION AND ASSESSMENT Rating

1. Uses a variety of teaching methods, techniques, and strategies.


23/31

23

2. Presents content accurately and instructions clearly.3. Provides opportunities for learners to participate actively and successfully at different levels.4. Provides opportunities for learners to work independently and in cooperative groups.5. Encourages critical thinking and problem solving through prompts, questioning, and application.6. Uses a variety of media and materials appropriately to achieve instructional objectives.7.

Demonstrates competence in using technology to achieve instructional objectives.

8. Adapts pacing, methods, and materials utilizing feedback from students.9. Assesses for understanding and mastery through observation of students performance and

evaluation of their work.

10. Keeps records of students progress and problems.11. Involves family and community members in learning activitiesComments: (Use reverse side if needed.)

CLASSROOM MANAGEMENT AND STUDENT BEHAVIOR Rating

1. Motivates students through interesting and challenging activities.2. Communicates high expectations while respecting individual differences and cultural diversity.3. Creates an orderly and supportive environment by establishing routines.4. Demonstrates courtesy and caring in relationships with students.5.

Manages time, space, and materials to keep students productively involved in learning.

6. Demonstrates ability to manage two or more classroom activities simultaneously, with evidenceof attention to each.

7. Guides student behavior and moral development through an emphasis on personal responsibilityfor the common good.

8. Handles disruptive or destructive behavior firmly and fairly.9. Communicates regularly with parents and involves them in problem solving.

Comments: (Use reverse side if needed.)

Appendix E-1 (cont.)

PROFESSIONAL AND PERSONAL DEVELOPMENT Rating

1. Possesses the basic skills and knowledge needed to guide students learning.


24/31

24

2. Demonstrates effort to continue learning both content and pedagogy.3. Reflects on his/her professional practice, including personal teaching and learning style.4. Welcomes assistance for improvement and problem solving.5. Can develop and explain professional judgments using research-based theory and experience.6. Engages in productive relationships with professional colleagues and support staff.7.

Demonstrates stamina, flexibility, and a positive attitude.

8. Is responsible, dependable, and observant of school policies and procedures.9. Projects a professional image in terms of demeanor and appearance.10. Demonstrates effective oral communication skills.11. Demonstrates effective written communication skills.Comments: (Use reverse side if needed.)

Provide additional comments or explanations on the reverse side of this form or an attachment. All parties should discussratings and comments and the final evaluation profile reviewed by the principal or designee.

Cooperating Teacher Date

University Supervisor Date

(The signatures below indicate review of this evaluation profile rather than agreement.)

Intern Date

The information on this form becomes part of the students confidential record, and is not provided to prospective

employers by the College of Education and Human Development except through the grade on a transcript or in

employment recommendations requested by the student.


25/31

25

George Mason University Appendix F


Special Education

Summary of Placement, Supervisors, Hours, and Final Grade

Intern: Spring Fall Yr

License: Endorsement:

Site (1) School Division:

Site (2)

Cooperating Teacher (1) Grade/Subject(s)Taught by Intern

Cooperating Teacher (2) Grade/Subject(s)Taught by Intern

University Supervisor

Signature

Totals from Log Sheets

Summary of Hours Spent in:Page

#1

Page

#2

Page

#3

Page

#4

Page

#5

Page

#6

Grand

Total

Conference:

Teaching:

Preparation:

Observation:

Totals from Log Sheets:

Final Grade_________Grading Scale: S (Satisfactory), NC (No Credit), IP (In Progress)


26/31

26

George Mason University Appendix G


Special Education

Summary Observation Report(Completed by University Supervisor)

Intern Observation Date

Observer School

_____Cooperating Teacher or _____University Supervisor

Activities Observed Grade/Subject(s)

PREPARATION/PLANNING:

INSTRUCTIONAL METHODS/ASSESSMENT:

CLASSROOM MANAGEMENT/CLIMATE:

PERSONAL/PROFESSIONAL DEVELOPMENT:

RECOMMENDATIONS:

Interns Signature Date

University Supervisors Signature Date

George Mason University Appendix HOffice of Teacher Education

Special Education


27/31

27

Biweekly Progress Report(Completed by Cooperating Teacher)

Intern Reporting Period to

Cooperating Teacher

NOTE: The intern completes #1, the cooperating teacher completes #2, and the cooperating teacher develops #3. A copyis provided for the university supervisor.

(ST) 1. Briefly describe your teaching activities for this time period, with emphasis on major successes and difficulties

(CT) 2. Briefly describe strengths of the interns performance for this time period and areas needing improvement.

(CT) 3. What goals/objectives/activities do you plan for the intern for the next two weeks?

Teachers Signature Date Interns Signature Date


28/31

28

George Mason University Appendix I-1


Special Education

George Mason University


Interns Evaluation of Cooperating Teacher

Complete a separate form for each teacher, and return to the FPS. Cooperating teachers will not have access to the

information as it appears on this form.

Cooperating Teacher:

(Name)


(optional)

Please indicate your agreement with each of the following statements:(SA=Strongly Agree; A=Agree; D=Disagree; SD=Strongly Disagree; NA=Not Applicable)

My cooperating teacher: (Circle One)

1. Was an effective model of methods/theories learned in my coursework. SA A D SD NA

2. Provided me with support and assistance as needed. SA A D SD NA

3. Provided continuous feedback on any strengths and needs. SA A D SD NA

4. Provided progress reports and observation summaries on schedule. SA A D SD NA

5. Demonstrated good interpersonal relations. SA A D SD NA

6. Was fair in evaluating my performance. SA A D SD NA

Please check your overall rating of the cooperating teachers/clinical faculty members work with you this semester.Outstanding Satisfactory Unsatisfactory

Evaluation of other services:

1. The orientation session at the beginning of the semester was helpful. SA A D SD NA

2. The workshop on employment procedures was helpful. SA A D SD NA

3. The workshop on application for certification was helpful. SA A D SD NA

4. The teacher education program has prepared me well for my responsibilities as a

beginning teacher. SA A D SD NA

In the space below or on the back of this form, please add comments to explain any of your ratings, or to provide

additional information about your internship experience and your preparation for it. Thanks for your cooperation.


29/31

29

Appendix I-2



Interns Evaluation of University Supervisor

Return the completed form to the FPS. University supervisors will have access to the information after the end of the

grade appeals period.

University Supervisor:

(Name)

Intern: Spring Fall Yr(optional)

Please indicate your agreement with each of the following statements:

(SA=Strongly Agree; A=Agree; D=Disagree; SD=Strongly Disagree; NA=Not Applicable)

My university supervisor: (Circle One)

1. Maintained effective communication with me. SA A D SD NA

2. Was available to me when needed. SA A D SD NA

3. Kept appointments/rescheduled appropriately. SA A D SD NA

4. Demonstrated knowledge of the internship program. SA A D SD NA

5. Demonstrated knowledge of the realities of teaching situations such as mine. SA A D SD NA

6. Provided me with accurate feedback and useful recommendations during conferences. SA A D SD NA

7. Provided me with accurate feedback and useful recommendations in written reports. SA A D SD NA

8. Developed effective communications with the cooperating teacher. SA A D SD NA

9. Demonstrated sound practices of interpersonal relations in interactions with me. SA A D SD NA

Finally, please give an overall rating of the university supervisors work with you.

Outstanding Satisfactory Unsatisfactory


additional information about your student teaching/internship experience. Thanks for your cooperation.


30/31

30

Appendix I-3



Cooperating Teacher Evaluation of

University Supervisor

Return the completed form to the FPS. University supervisors will have access to the information after the end of thegrade appeals period.



Intern:

Spring Fall Yr School:

Please indicate the level of your agreement with each of the following statements:

(SA=Strongly Agree; N=Neutral; A=Agree; D=Disagree; SD=Strongly Disagree; NA=Not Applicable)

My university supervisor: (Circle One)

1. Maintained effective communications with me throughout the internship term. SA A N D SD NA

2. Was available to me when needed. SA A N D SD NA

3. Kept appointments or re-scheduled appropriately. SA A N D SD NA

4. Demonstrated knowledge of the internship program. SA A N D SD NA

5. Demonstrated sound practices of interpersonal relations in interactions with me. SA A N D SD NA

6. To the best of my knowledge, dealt fairly with the intern. SA A N D SD NA

Please give an overall rating of the university supervisors work with you during this student teaching term.



additional information. Thanks for your cooperation.


31/31

Appendix I-4



University Supervisors

Evaluation of Cooperating Teacher

Complete a separate form for each teacher, and return to the FPS. Cooperating teachers will not have

access to the information as it appears on this form.




Please indicate your agreement with each of the following statements:

(SA=Strongly Agree; A=Agree; D=Disagree; SD=Strongly Disagree; NA=Not Applicable)

The cooperating teacher/clinical faculty member: (Circle One)

1. Was an effective model of methods/theories taught in coursework. SA A D SD

NA

2. Provided the student teacher with support and assistance as needed. SA A D SD

NA

3. Provided continuous feedback on the interns strengths and needs. SA A D SD

NA

4. Provided progress reports and observation summaries on schedule. SA A D SD

NA

(For clinical faculty only)

5. Demonstrated good interpersonal relations. SA A D SD

NA

Please check your overall rating of the cooperating teachers work with your intern this semester.


In the space below or on the back of this form, please add comments to explain any of your ratings, or to

provide additional information. Thanks for your cooperation.

Documents

Special Education Internship Handbook