Linking Interns’ Assignments to School Improvement Goals at PDS Sites

Keith Conners, Sara Elburn, Lindsay Wild, Jennifer Lewis and Kelly ThomasSalisbury University

Atlantic Ocean

Chesapeake Bay

Salisbury

Snow Hill Elementary School

Berlin Intermediate School

Pinehurst Elementary School

“The overarching goal . . . is to enhance student achievement . . . .”

Preparation and induction of pre-service teachers

Ongoing professional development for in-service teachers

Advancement of scholarship and best practices through research and inquiry

“. . . and serving as a bellwether . . . in advancing a co-teaching internship model.”

100% PDS placements (Maryland mandate) 80 days + 20 days (2 semesters)

Co-teaching model

3 showcase lessons

Action research investigation

Legacy project

Weekly seminar

Taught on-site by PDS mentor teachers

Coordinated by SU PDS liaisons

Integrated with internship

Assignments scaffolded by seminar leaders Legacy projects

Action research

Showcase lessons

Must be aligned with the school’s mission and objectives.

Must represent an undertaking that extends beyond the routine obligations of the internship.

Should have some enduring value for one or more of the school’s stakeholders (students, parents, teachers, school staff, community partners, etc.).

The code red system in kid-friendly terms

Decorating the building with school pride

More Examples…

Consult school improvement plans

Brainstorm with mentors, site coordinators, supervisors and principals

Design investigation linked to school goals

Collect data

Analyze and reflect

Display at intern reception & gallery walk

An intern uses the playground in order to answer her action

research question, “Can extra practice with multiplication

drills, improve a student’s fact fluency?”

More Examples…

• Accelerating student learning in reading using specific reading skills and strategies• Does teaching style affect the academic performance of students with ADHD?

“The action research projects that the first grade interns carried out really documented the benefits for students. We got tangible evidence that their efforts made a significant difference with the kids who needed help the most.”

Technology-Rich Arts-Integrated Differentiated Instruction Highlighted

Planning Collaboration Engagement Student Learning Differentiation Assessment Technology Reflection

“It was an easy decision to select a class to present an arts immersion demonstration at the Kennedy Center when we received a national award last spring. The fourth graders needed very little rehearsal because the teacher and her intern had been doing arts immersion all along.”

“The co-teaching arrangement during the student-teaching internship is a far cry from what I experienced many years ago. My intern and I really focus on differentiating instruction and challenging one another to make learning come alive. I know I do my best teaching when I have an intern.”

Questions? Comments?

Stop in at the poster session on Saturday morning to look more closely at examples!