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=|| =This wikispace is presented by Thomas Gluf in fulfillment of the requirements of= =SEED 394 Internship in Secondary Education= The Internship Field Experience is the second of three required field experiences for certification in The School of Education at The University of South Dakota. The Internship is designed to give students a more extensive and participatory experience than the Paraprofessional Field Experience, and students who complete the Internship will be better prepared to enter the Student Teacher Field Experience. In keeping with the School of Education’s theme of //Reflective Decision Making + Leadership//, the Internship is designed to allow students the opportunity to examine their interactions in the school setting and to evaluate the role they play in student learning. According to Donald Graves (2001), “Awareness that grows out of the specifics of your own situation produces energy. For this reason, you need to know the details of your own experience in order to make some judgments about how to set a personal and professional direction for your life.” The activities required during the Internship Field Experience and the associated written assignments will give you the chance to reflect upon your progress toward becoming a teacher. Perhaps more importantly, you will have the opportunity to reassess and, hopefully, reaffirm your commitment to teaching as a career path. Graves, D. (2001). //The Energy to Teach.// Portsmouth, NH: Heinemann =Check List - Next Steps=
 * 's Spring 2009 SEED 394 Internship Placement**
 * School: || Parker School District ||
 * Field-based supervisor: || Mr. Bjorneberg ||
 * Content area: || Social Studies ||
 * FBS e-mail address: || phil.bjorneberg@k12.sd.us ||
 * FBS phone: ||  ||
 * USD supervisor: || Kevin J. Reins, Phone: 605-677-5831, e-mail: kreins@usd.edu ||
 * USD supervisor: || Kevin J. Reins, Phone: 605-677-5831, e-mail: kreins@usd.edu ||

Next steps: Please check off the following items by replacing the "o" with an “X” in the left hand column of the table once you have completed the task.
 * X || Upon receiving this information, respond immediately via e-mail to Dr. Kevin Reins indicating that you have received your placement information and that you have no major conflict with the placement. ||
 * X || Contact your field-based supervisor within 48 hours of receiving your placement information either by phone or e-mail. ||
 * X || During this first e-mail or phone call to your field based supervisor, ask to set up the first meeting (at your FBS’s convenience) for you to visit the classroom. ||
 * X || Upon arriving at the school, go directly to the main office, introduce yourself, the reason for your attendance, (make a great impression from the beginning) and ask to be directed to your FBS’s classroom. ||
 * X || During the first visit to the classroom, notify your FBS of the URL to your wikispace and let her/him know that you will be documenting the __requirements__ of the experience in this space. Discuss the requirements. ||
 * X || Deliver the FBS’s packet with the evaluation forms and return envelope to your field based supervisor during the first meeting. ||
 * X || Also during the first meeting, exchange phone numbers in case of emergency (edit your wikispace and put your FBS’s prefered phone number in the informatin table above), confirm your visitation times, and discuss what you will be doing in the class over the course of the 45 required hours in the classroom. ||
 * X || When convenient, introduce yourself to the principal and other faculty throughout your stay at the school. Be kind, courteous and show appreciation for the opportunity to be visiting and working with the students and faculty at the school. Always try to leave a great impression on people. ||
 * X || Within the first two visits, ask for a copy of the school handbook or ask to borrow a handbook for the semester. ||
 * o || Report to Dr. Kevin Reins via e-mail after you have completed your initial visit. Briefly describe the visit and ask any questions or state any concerns you have at this time and through the semester. ||
 * X || IF YOU MISS A SCHEDULED TIME – REPORT IT TO DR. REINS IMMEDIATELY. ALWAYS KEEP HIM INFORMED. RECORD THE DATES THAT YOU MISSED HERE. ||

My goals for the internship:
Write three goals for your internship experience. (1) To gain perspective on the teacher-student relationship. (2) To better understand the day to day workings of a classroom environment. (3) To see faculty relations.

A. 45 hours of field-based classroom participation
Note: Some hours may be completed outside of your placement by the SEED 394 class as a whole.
 * **Date** || **Hours** || **Description of my activities/participation in the classroom....** ||
 * 03/09/10 || 7 || Today was an introduction day. I took the day to observe Mr. Bjourneberg's classes and get a feel of his teaching style. During the observation, all students at Parker have been loaned labtops. Every student has a school email account. This provides easy acces to sending assigments and documents. It ensures that all students recieve those. There is the problem of hardware malfunction, though I have been told it does not easily happen. All teachers do have back-up plans if the network goes down. The school is a very small school district, I believe around 400 students in the school k-12. There was a lot of students missing for a agriculture event. In every class there were students missing. The day was used as a study hall. ||
 * 03/10/10 || 6 || Today there was shortened class periods. In the first two periods Mr. B. went through worksheets, that were online. The next class period was shortened and was for a program called "ignight." I participated in discussion with the, "Ignight" program. Where students discussed having a job and a salary. Then to translate that into living off that salary and the expenses you will have. I worked with an individual student during this program. The next peroid was geography, the students handed in and went through a worksheet. Then lunch, and the rest of the afternoon classes were normal. The last classes watched a video. ||
 * 03/11/10 || 6 || There were shortened periods today, because of a guest speaker. The speaker spoke about different types of abuses, drugs, alcohol, and having dreams.During the speaker I helped watch the students to keep them under control. The shortened periods allowed for catch up days with late assignments or study halls. In History it was a review over Pearl Harbor internet search. Mr. B would ask questions to find out what the students found in thier search. ||
 * 03/12/10 || 7 || In History they began the movie, "//Tora, Tora, Tora//" To give the students a visual of the event. During the third period I was asked to participate in another class, to faciliate social skills. I came in and sat infront of the class while the students had to carry the conversation, by asking probing questions to me. It was suppose to hlep them prepare for an interview process. The next class period I was asked to come back to the same instructor and help the class understand personal finance, using Financial Peace University. I worked with the group about what implications this has on real life finances, answering questions to clear some points up. I was brought in as a guest speaker, because I have taken the program. Then the last periods were used to allow students to go through the chapters and work on the worksheets, then Mr. B. went over them at the end of class. ||
 * 03/23/10 || 4 || I came to class during the third period Geography course. The class was watching a movie about Russian history and culture. After the video there was a discussion and a quiz given on the video.I participated in this discussion, since I have a lot of knowledge in Russian History. There was a video in the last periods about an old persons band that travels the country with shows. ||
 * 4/16/10 || 10 || Vist to Joe Foss Alternative school.This school is a facilitating school, where teachers really do not have a curriculum, and the students work on thier own pace. It was an interesting experience to see the school workings and the demographics at work. The school is completely computer and internet hardwired, and almost every student has a computer to work on when in class. It was amazing to see this done, and the students working on the assignments. Not all work on school work, but it was still good to see how it all worked. ||
 * 4/19/10 || 3 || Today was the day I did my two lessons. The lessons were for History periods one and two. The lesson was on Holocaust resistance movements. After my lessons, I introduced //Schinlder's List// and the class watched the first 10 mintues of the movie. After the my second lesson, I had to leave for class in Vermillion. ||

B. Work with a group of students
My group of students I worked with was for a personal finance course. The topic was Financial Peace University. This a program to hlep people get out of debt and how to manage money. I have taken the program and was asked to talk with a group of students about it. The students questioned me, and I gave them answers conserning the program. This was to give them an outside figure, besides the teacher. It was a basic question and answer, and I also gave personal experience with the program, how helpful it is. I also related it by adding how saving money at a high school age can go a long way to pay off college early. The students got person who they could relate with more, than an older teacher. I think I helped them to start planning for thier future with becoming debt free.

C. Work with students individually
My work with a student was during a program called, "Ignite." This is a session set aside a couple times a month to bring a group of students in with a teacher and get them thinking about life after school. The individual I worked with was a female. The class was to go to a website and find a career, then figure out how to live off that with, while thinking about all the expenses that come with it. My student was looking for a career as a graphic novelist. My role with this student was to find the closest career to a graphic novelist. We did find something that would close, as a regular novelist. I think she realized that being a graphic novelist is a hard dream to accomplish, but it is not impossible.

D. Participate in redesign of a lesson with technology
The school is already completely intergrated with technology, wifi, and every student has laptops. Mr. B. uses those for just about everything. I found some internet interactive sites that he could use, and also my person E' folio website.

E. Classroom teaching two lessons with lesson plans and documented impact on student learning
For my two lessons, I did the same lesson, and tought it twice for both sections of American History. F. Design an assessment tool for evaluation of one of the lessons taught Holocaust Internet Project, used for assessment. Assesment
 * Jewish Resistance Movements - Lesson Plan.**

G. Share two duties with field-based supervisor
One duty shared was crowd control. That is during a guest speaker, we placed ourselves amoungst the students to keep down the general misbehaviors. The other duty was a study hall supervisor. Basically to sit in a classroom with students. I learned with crowd control that a teacher's job is never done, even with a guest speaker. The teacher needs to be there to keep order.

H. Attend an extra-curricular activity with students
1. What did you learn from your extracurricular activity(ies) with students? 2. Describe what had the most impact on you from this outside-the-classroom requirement.

I. Attend a school board meeting
1. What date and school board meeting did you attend? 2. What did you learn about the policy and procedures of middle/secondary schools?

J. Reflective interview of field-based supervisor around teaching standards
Type your interview questions and the field-based supervisor's responses. 1. How was your first years of teaching and what did you learn from them? Answer - I was really nervous my first three years of teaching and stayed behind the lecturn and clung to it. I did not know if I would make it after my first two years. I really did not get over my nerves till the third year and decided I could do this for a long time. The second part of your question I learned classroom management and found my teaching style of moving around a lot really how to engage the students and keep them interested. 2. What is your instructional strategy? Answer - I would say I use lecture, but mostly use technology for students to learn on thier own. I use a lot of movies that are accurate enough and to give the students a good visual for what the event really looked like. 3. How do you intend to incorporate standards into your teaching? Answer. - I incorporate standards, very easily. The standards for History are so broad, that it is very easy to do.

1. What did the students learn from your lesson? The students really took away from the lesson, that there is more than one way to resist. In the case of the Holocaust many presented themselves other than armed resistance. How do you know they learned from your lesson? Assesment I know the students from my lesson, because there was an active discussion over the internet project I assigned them. It caused them to think a little more outside the box to answer the questions I posed them. 2. What did you think about or consider when planning the lesson? I thought about what content of World History do I feel I know very well. I am very comfortable with World War II and with the Holocaust. Then what about the Holocaust is probably least talked about or considered. I felt resistance movements and the different types was very important. I did my lesson based on those. 3. What do you think was the most effective part of the lesson? The most effect part of the lesson was the part the students did before I arrived. Why? It facilitated the discussion over the project. The students had to find the answers themselves and consider what they thought would be correct. 4. How closely did you follow your lesson plan? I followed my lesson plan basically verbaitum. I added somemore content to give more examples about some uprisings. If you deviated from the lesson plan, what decisions did you make during the lesson and why? I did deviate when the students asked me a question about one of the items. Such as what types of weapons used in the ghettos or in the death camps. 5. Were the activities/materials/visuals/aids appropriate? The activity was the project, so it was very important. Why? Why not? That is how the students got the content knowledge and background for the discussion. 6. What part or parts of your plan would you consider changing before teaching this lesson again? I would consider having a short quiz added to that project, that way the students would take it a little more seriously. Also collecting the project, I really did not make it to be turned in. I wanted them to fill it out and be able to have a discussion on it. 7. What do you see as your teaching strengths? 8. Identify a goal you would like to have your field-based supervisor assist you in achieving.
 * Analysis of Instructional Planning and Impact on Learning**


 * School of Education Standards for Initial Preparation of Teachers**
 * 1. Understands Content:** The teacher understands the central concepts, tools of inquiry, and the structures of his/her discipline. The teacher demonstrates the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn meaningful subject matter.
 * 2. Understands Development:** The teacher understands how children learn and develop and can provide opportunities leading to active learning that support their intellectual, social, personal, and physical development.
 * 3. Understands Difference:** The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
 * 4. Designs Instructional Strategies:** The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills while incorporating state and national standards.
 * 5. Manages and Motivates:** The teacher uses an understanding of individual and group motivation and behavior to establish a safe, orderly, and equitable learning environment that fosters positive social interaction, active engagement in learning and self-motivation.
 * 6. Communicates:** The teacher uses knowledge of effective verbal ,nonverbal, and media communication techniques with students and their constituents within and beyond the classroom. The teacher fosters active inquiry and engagement in lifelong learning to prepare students for workforce readiness.
 * 7. Plans for Instruction:** The teacher plans instruction based upon knowledge of students, subject matter, technology, curriculum goals, and the community.
 * 8. Evaluates:** The teacher understands, creates, selects, and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
 * 9. Reflects on Practice:** The teacher is a reflective practitioner who continually evaluates the effects of his/her instructional choices and action on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
 * 10. Participates in the Professional Community and Seeks Professional Growth:** The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being, reflects on their professional behaviors, and actively seeks opportunities for professional growth and development.
 * 11. Integrates Technology to Enhance Learning:** The teacher uses current technologies, software, and telecommunications networks to plan, design, deliver, and evaluate learning experiences to enhance learning. The teacher employs the ethical use of technology and uses it to further his/her professional productivity.
 * 12. Understands Evolution of Public Education and Its Legal and Ethical Responsibilities:** The teacher understands the foundations of public education, technological and societal changes in the schools, and upholds the legal and ethical responsibilities of the teaching profession.

=How your wikispace will be graded= **Wikispace Grade – SEED 394 Grade** Name: _ Completing the Internship Application Form (3 points) _ Writing goals for internship (3 points) _ Post-experience reflection on goals (5 points) _ Log of: A. 45 hours of field-based classroom participation (10 points) _ Reflection on: B. Work with groups of students (5 points) _ Reflection on: C. Work with students individually (5 points) _ Artifacts for: D. Participate in redesign of lesson with technology (10 points) _ Artifacts for: E. Classroom teaching two lessons with lesson plans and documented impact on learning (40 points) _ Artifacts for: F. Design an assessment tool for evaluation of one of the lessons taught (10 points) _ Reflection on: G. Share two duties with field-based supervisor (2 points) _ Reflection on: H. Attend an extra-curricular activity with students (2 points) _ Reflection on: I. Attend a school board meeting (2 points) _ Transcript and Reflection on: J. Reflective interview of field-based supervisor around teaching standards (5 points) _ Documentation form for field experience (3 point) _ Maintaining wikispace (6 points) _ Performance on Knowledge and Skills from Evaluative Comments (21 points) _ Performance on Professional Dispositions (18 points) Total points possible: 150 points **Grading Scale ** (Using the Nines System) 150 – 135 points is assigned an A 134 – 120 points is assigned a B 119 – 105 points is assigned a C 104 – 90 points is assigned a D <=89 points is assigned an F none //Optional:// comment for page history

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