· web viewthis internship experience includes student teaching in both an elementary and a...

EEX 3942 – Internship I – Exceptional EducationEXED Internship Coordinator:

Spring 2007

Contacting the ProfessorOffice Hrs:

Office:PhoneFAX:

E-Mail:Web:

Course Description:This internship experience includes student teaching in both an elementary and a secondary Exceptional Education setting under the direction of certified exceptional education teachers. Interns are in the schools all day Monday and Tuesday unless there has been prior approval for different days/times from the Exceptional Education Program coordinator. Students should keep teacher hours and make up any absences. Remember to check the text for other information.

Three (3) semester hours.

Required Texts: No text is required

Supplemental Texts: Online course packet is available at the Clinical Experiences website. Your College Coordinator will provide you with a syllabus, copies of forms

and lists of assignments

Course Objectives:

Key : ESE= Florida Subject Area CompetenciesCEC = Council of Exceptional Education CompetenciesFEAP/PEC = Florida Educators Accomplished PracticesPEC = Professional Educators CompetenciesESOL = English for Speakers of Other LanguagesISTE = International Society for Technology in Education

Objectives Standards and Competencies

Students’ Outcomes/ Evidence

InstructionDemonstrate knowledge of subject matter.

FEAP/PEC 8; ESE 3.4; 3.5; CEC-GC7S8;

Lesson plans

Demonstrate FEAP/PEC-7; ESOL 2, Organization and

knowledge/understanding of students

12, PEC 14; CEC-GC2K4; IC2K1, K2, K3, K4

Management papers

Plan and prepare effective lessons to include objectives, procedures, materials, and evaluation.

FEAP/PEC-10; ESE 3.3, 3.5; ESOL 7; CEC-GC5S6; PEC 14; IC7S2,S3,S4

Lesson plans, Critical Thinking lesson plans, and Lesson plans with adaptations for ELL students

Use effective presentation skills:

Employ proper questioning techniques.

Give specific feedback. Provide clear, explicit

directions. Cue choral response. Repeat concepts Provide adequate wait

time. Use teacher modeling,

peer modeling and positive repetition.

FEAP/PEC-2, 10; ESE 3.6, 5.3; CEC-GC1K9, GC5S4; CEC-GC4S5; PEC 14;IC3K2

Audio taped lessons;Coordinator/Teacher Observation and Feedback

Work effectively with individuals and small groups

FEAP/PEC 7, 9; CEC-GC5S5;

Coordinator/Teacher Observation and Feedback

Evaluate, select, and employ appropriate instructional materials, media, and technology for ESOL at elementary, middle, and high school levels.

FEAP/PEC 7; ESE 3.7, 3.5; CEC-GC4S3; ESOL 6, 15; ISTE 2, 5; PEC 14; IC4K1, K3, K4;


Employ effective classroom management techniques

FEAP/PEC 9; ESE 6.2, 4.3, 4.5; CEC GC4S9; CEC GC7K1; CEC GC1K2; IC4S3IC4S3; IC8S7


Assess and monitor student performance

FEAP/PEC-1; ESE 2.4, 2.5, 3.1, 3.2; ESOL 14, 20; CEC GC8S1; CECGC7S1; PEC 14IC8K1, K2;

Precision Teaching Project

Use strategies that address academic diversity.

FEAP/PEC-5; ESOL 4, 6; ESE 5.3; CEC GC7S2; PEC 14; IC3S1; IC5S4,S6


Create and maintain student records

FEAP/PEC-1; ESE 2.4, 2.5, 3.1;


Prepare appropriate lesson plans

FEAP/PEC 10; ESOL 16; PEC 14

Lesson Plans with adaptations

Use instructional time properly.

FEAP/PEC 10; CEC-CC5S12


Incorporate technology into teaching strategies

FEAP/PEC-12; ESE 5.4, ESOL 15; ISTE 3; PEC 14


Demonstrate a variety of effective behavior management techniques

FEAP/PEC-9; ESE 4.4; GC7S1, GC8S1;

Behavior Management Project

Relate well to students, faculty, staff, and administrators

FEAP/PEC 11 Coordinator/Teacher Observation and Feedback

Show an awareness of and a sensitivity to cultural differences and promote an acceptance and appreciation for cultural diversity.

FEAP/PEC 5 ESOL 2; ESE 5.3; PEC 14

Coordinator/Teacher Observation and Feedback;Log, Lesson Plan with adaptations for ELL students

Demonstrate positive regard for the cultures, religion, gender, and sexuality of students

FEAP/PEC 5 Audiotape; Coordinator/Teacher Observation and Feedback

Objectives Standards and Competencies

Students’ Outcomes/ Evidence

Demonstrate dependability and responsibility.


Show initiative and extra effort.FEAP/PEC 3 Coordinator/Teacher Observation and Feedback

Show interest and enthusiasm when working with students


Conduct oneself in a professional manner.


Maintain confidentiality at all times.

FEAP/PEC 6 Log; Coordinator/Teacher Observation and Feedback

Learns from peers and colleagues and develops professional relationships.

FEAP/PEC 3, 4 Log; Coordinator/Teacher Observation and Feedback

Seeks to increase her/his own professional growth by participating in training and other Professional development experiences

FEAP/PEC 3 Log; Coordinator/Teacher Observation and Feedback

Works as a reflective practitioner and develops the skills to recognize problems, research solutions, and evaluate outcomes.

FEAP/PEC 3, 4 Log

Shows evidence of reflection and improvement in her/his performance in teaching and learning activities

FEAP/PEC 3 Log

Use effective communication skills

FEAP/PEC 2; ESE 5.1, 5.2, 5.3; ESOL 7, 8; PEC 14


Communicate rationales and expectations

FEAP/PEC 2, Coordinator/Teacher Observation and Feedback

Use effective verbal and nonverbal communication

FEAP/PEC 2 Coordinator/Teacher Observation and Feedback; Management Paper

Check for understanding FEAP/PEC 2 Audiotape

Print/write legibly and accuratelyFEAP/PEC 2 Coordinator/Teacher Observation and Feedback

Record reflective self-evaluation comments in a Log

FEAP/PEC 2 Log

Use copyrighted educational materials in an ethical manner

FEAP/PEC 6 Create instructional materials

Practice within the CEC Code of Ethics and other standards and policies of the profession

FEAP/PEC 6; ESE 1.2 Coordinator/Teacher Observation and Feedback

ESOL Competencies Artifacts for the ESOL portfolio

2 Submission of classroom evaluation report15

Development and evaluation of a student’s IEP and LEP

Course Requirements:All students are expected to exhibit the Personal Attributes set forth by the College of Education Code of Professional Conduct and UCF’s Golden Rule.

SPECIFIC COURSE REQUIREMENTS:

Remember

It is important for you to project a positive and professional image at all times. This should be

reflected in your dress, attitude, communication skills, and in your interpersonal relationships.

Responsibilities Complete your First-Day Report during your first day of school and fax or bring

it to your College Coordinator. Attend school at your internship placement. No absences are allowed. All

absences must be made up. If you must be absent, contact your Supervising Teacher and College Coordinator.

Arrive on time and keep teacher hours. KEEP SCHOOL HOLIDAYS Dress appropriately. Observe all school rules. Conduct yourself in a professional manner. Learn your students' names as soon as possible. Maintain confidentiality regarding all matters pertaining to students and school

personnel. Attend two meetings during the semester -meeting dates and tunes will be

shared with you during the preliminary internship meeting. Turn in materials on time. If assignments turned past the assigned time without

prior approval from your faculty Mentor, you will receive a grade of Incomplete on Internship I.

Schedule a meeting with your University Mentor after each audio tape to go over the audio evaluations.

POLICY AND PROCEDURES

Change in Internship PlacementStudent interns may be removed from a site for the following reasons:1. The student cannot complete assigned activities due to the supervising teacher's schedule, etc. 2. The supervising teacher becomes ill or for some reason must leave the class. 3. The teacher does not give the student at least weekly feedback. 4. The teacher or principal has requested that the student intern be removed. 5. The site does not provide opportunities for multicultural experiences or parent experiences.

Procedures for Changing Site Placements1. Once a problem is identified with the site placement, the college coordinator is to meet with the supervising teacher to share concerns.2. If the problem cannot be rectified, the college coordinator makes arrangements for a different placement for the student intern.3. The student intern must complete the required amount of time in the new placement or the internship will be extended.

Withdrawal from InternshipStudents may be withdrawn from Internship for the following reasons:1. The student intern is not attempting to remediate identified problem areas. 2. The student intern has excessive absences (6 or more) and/or continued tardiness after two warnings for reasons other than documented illnesses.3. The student intern demonstrates unethical behavior in conflict with the Code of Ethics of either the University, College or school district.4. The principal or supervising teacher asks that the student be removed.

5. The college coordinator may use her/his discretion to add hours to the internship experience instead of withdrawing the intern for the previously stated reasons.

Early Release from Internship IStudent teachers are not released early from the Internship I experience under any circumstances except as noted above.

Evaluation of Student Interns College coordinators evaluate student interns in their school placement. Exceptional education faculty will serve as Faculty Mentors and will be responsible for the grading of certain requirements (see Requirements page) and for giving feedback on the audio tapes.

Evaluation of College CoordinatorsForms are available for student interns and supervising teachers to evaluate college coordinators concerning their supervisory performance and the student teaching experience.

COURSE REQUIREMENTS INTERNSHIP I

* All assignments indicated in bold with an asterisk (*) will be collected and/or uploaded into the UCF COE Assessment System within LiveText to continuously monitor performance mastery for continuous program improvement

Work Required In Each Placement1st

Initials

2nd

Initials

Requirement Due date 1

Due date 2

1. Submission of classroom evaluation report (2): A description and evaluation of organization structure in all observed classrooms, center, etc (2nd week of each placement) Turn into Dr. Blanes

End of 2nd

Week, Placeme

nt I

End of 2nd

Week, Placemen

t II

2. Submission of classroom management report (2): A description and evaluation of management structure in all observed classrooms, center, etc (2nd week of each placement) * Turn into Dr. Blanes

End of 2nd

Week, Placeme

nt I

End of 2nd

Week, Placemen

t II

3. Log of experience including pictures of bulletin board, activities, etc. (end of each placement). Be sure to use a narrative format and not just a list of events. Turn into Dr. Blanes

Last Day of

Placement I

Last Day of

Placement II

4. Audiotape sample of teaching with a complete written evaluation of your lesson. (4th week of each placement) * Turn into Dr. Blanes

Last Day of

Placement I

Last Day of

Placement II

5. Written lesson plans when you are directly responsible for instruction (4th week of each placement) * Turn into Dr. Blanes

Last Day of

Placement I

Last Day of

Placement II

6. Examination and report of students’ IEPs (including samples from LEP students)

7. Write a lesson plan with adaptations for English Language Learners when you are directly responsible for instruction (4th or 5th week of one placement) * Turn into Dr. Blanes

8. Direct teaching of a skill with a small group9. Observation of students in other settings such

as Art, Music, or mainstreamed classes.

Work Required In Either PlacementInitia

lsRequirement

10. A precision teaching monitoring project. * Turn into Dr. Blanes

11. A behavior management project. * Turn into your EEX 4601 Professor

12. Plan and teach a creative/critical thinking lesson with a small group of students. Write up lesson. * Turn into Dr. Blanes

13. Preview and write a description of two pieces of software that you used with a student. Get Evaluation form from Student Internship Manual. Turn into Dr. Blanes

14. Follow lesson plan of teacher.15. One teacher made material to leave with supervising teacher.16. Use the following technology if available: Overhead VCR, CD Rom,

E-mail, Laser Disk, Language Master, Internet, and Film Projector

Recommended Optional ActivitiesInitia

lsRequirement

17. Observe in classrooms that have students with different exceptionalities18. Observe a parent-teacher conference19. Observe an IEP meeting20. Observe and eligibility staffing21. Teach Reading Mastery, Corrective Teaching, or another type of structured program22. Other Student’s Choice

Items 1, 2, 3, 4, 5, 7, 10, 12, and 13 are to be turned in to Dr. Blanes.

Each supervising teacher will sign off on items required in both settings.

Either supervising teacher may sign off on items required in one setting.

SUPERVISING TEACHERS, PLEASE SIGN COMPONENTS COMPLETED IN YOUR CLASS AS STUDENT WILL HAVE ENTIRE SEMESTER TO COMPLETE

COMPONENTS

FIRST PLACEMENT ________ WEEK LONG EXPERIENCE ________SECOND PLACEMENT ________ WEEK LONG EXPERINECE ________

Course Evaluation ProceduresGrades for Internship I are Satisfactory (S), Unsatisfactory (U), or Incomplete (1). You will alsoreceive an evaluation (Student Teacher Growth Profile) of your performance of the Internship Icompetencies, in both elementary and secondary settings, by your College Coordinator andyour Supervising Teacher.

NOTE: Attached Please find Florida’s Educators Accomplished Practices Course Rubrics. Please use the following rubrics for completion of assigned course requirement.

* EEX 3942 BEHAVIOR CHANGE PROJECT I RUBRIC

Evidence of Professional Competencies

Target (Advanced)3 pts

Acceptable2 points

Developing1 point

Unacceptable0 points

FEAP1: Assess Identifies an inappropriate behavior that is academic and socially valid.

Provides a detailed description of the behavior as it is currently happening using observable and measurable terms.

Includes a rationale for the selection of the behavior.

Operationally defines the replacement behavior using observable and measurable terms.

4 elements present

Identifies an inappropriate behavior that is academic and socially valid.




3 elements present





2 elements present





1-0 elements presentFEAP1: Assess Conduct a functional assessment

and develop a hypothesis to answer the following questions: Under what circumstances is the

problem behavior most likely or least likely to be observed (When? Where? Who? What? Why?)

What consequences or results predictably follow the problem behavior? (What do they get? What do they avoid?)

What other issues are important influences on the behavior?

Answers all questions

Conduct a functional assessment and develop a hypothesis to answer the following questions: Under what circumstances is the




Answers 2 out of 3 questions





Answers 1 out of 3 questions





Does not answers questionsFEAP 10: Planning Writes a complete behavioral

objective for the replacement behavior.

Collect baseline Design a behavioral intervention

strategy suitable for the behavior and the student’s characteristics (use your readings, class lectures, and ideas).

Identify a system of data collection appropriate for the selected behavior

4 elements present

Writes a complete behavioral objective for the replacement behavior.




3 elements present





2 elements present





1-0 elements present

* Internship I: EEX 3942: Organization PaperPerformance Task: Observe and Assess classroom organization and management strategies at your internship placement. Be sure to address each component listed in this rubric.

FEAP Target Acceptable Developing Unacceptable#9 Learning Environment

9-1; Evaluate the appropriateness of the physical environment for facilitating student learning and promoting safety.

9-2; Identify a repertoire of techniques for establishing rules and standards for behavior

Describes in details how students turn in and pick up their papers

Provides a general description of how students turn in and pick up their papers

Mentions without explaining how students turn in and pick up their papers

Does not mentions or explains how students turn in and pick up their papers

Provides great detail of the teacher’s schedule including planning and lunch time

Provides a general description of the teacher’s schedule including planning and lunch time

Provides some information in regards to the teacher’s schedule

Provides no information in regards to the teacher’s schedule

Describes in details the physical arrangements of the classroom.

Provides a general description of the physical arrangements of the classroom.

Mentions without explaining the physical arrangements of the classroom.

Does not mentions or explains the physical arrangements of the classroom.

Describes in details the multicultural materials that are in used in the classroom

Provides a general description of materials that are in used in the classroom

Mentions without explaining the multicultural materials that are in used in the classroom

Does not mentions or explains the multicultural materials that are in used in the classroom

Describes in details the multicultural materials that are in used in the classroom

Provides a general description of materials that are in used in the classroom

Mentions without explaining the multicultural materials that are in used in the classroom

Does not mentions or explains the multicultural materials that are in used in the classroom

Describes in details the filing system and organization of materials used by the teacher

Provides a general description of the filing system and organization of materials used by the teacher

Mentions without explaining the filing system and organization of materials used by the teacher

Does not mentions or explains the filing system and organization of materials used by the teacher

Describes in details the curriculum materials in use

Provides a general description of the curriculum materials in use

Mentions without explaining the curriculum materials in use

Does not mentions or explains the curriculum materials in use

Describes in details how the teacher has

Provides a general description of how

Mentions without explaining how the

Does not mentions or explains how the

students begin and end the session

the teacher has students begin and end the session

teacher has students begin and end the session

teacher has students begin and end the session

Describes in details one or more effective teaching strategies

Provides a general description of an effective teaching strategy

Mentions without explaining an effective teaching strategy

Does not mentions or explains an effective teaching strategy

* Internship I EEX 3942: Management PaperPerformance Task: Observe and Assess classroom organization and management strategies at your internship placement. Be sure to address each component listed in this rubric.

FEAP Target Acceptable Developing Unacceptable#9 Learning Environment

9-2; Identify a repertoire of techniques for establishing rules and standards for behavior.

9-3; Identify strategies to involve students in establishing rules and standards for behavior

Lists and describes in detail the classroom rules.

Provides a general description of the classroom rules.

Mentions without explaining the classroom rules.

Does not mentions or explains the classroom rules.

Lists and describes in detail the teacher’s consequences for displaying inappropriate behaviors.

Provides a general description of the teacher’s consequences for displaying inappropriate behaviors.

Provides some information in regards to the teacher’s consequences for displaying inappropriate behaviors.

Provides no information in regards to the teacher’s consequences for displaying inappropriate behaviors.

Lists and describes in detail the teacher’s consequences for displaying appropriate behaviors.

Provides a general description of the teacher’s consequences for displaying appropriate behaviors.

Provides some information in regards to the teacher’s consequences for displaying appropriate behaviors.

Provides no information in regards to the teacher’s consequences for displaying appropriate behaviors.

Describes in details the transitional activities that the teacher uses.

Provides a general description of the transitional activities that the teacher uses.

Mentions without explaining the transitional activities that the teacher uses.

Does not mentions or explains the transitional activities that the teacher uses.

Describes in details the strategies the teacher uses with students that need more than the group management plan.

Provides a general description of the strategies the teacher uses with students that need more than the group management plan.

Mentions without explaining the strategies the teacher uses with students that need more than the group management plan.

Does not mentions or explains the strategies the teacher uses with students that need more than the group management plan.

Describes in details one or more motivational strategies the teacher uses to promote appropriate student behavior.

Provides a general description of the motivational strategies the teacher uses to promote appropriate student behavior.

Mentions without explaining the motivational strategies the teacher uses to promote appropriate student behavior.

Does not mentions or explains the motivational strategies the teacher uses to promote appropriate student behavior.

Describes in details any considerations that the teacher gives for students from diverse cultural backgrounds.

Provides a general description of the considerations that the teacher gives for students from diverse cultural backgrounds.

Mentions without explaining the considerations that the teacher gives for students from diverse cultural backgrounds.

Does not mentions or explains the considerations that the teacher gives for students from diverse cultural backgrounds.

* EEX 3942: Internship Audio Tape Self-Evaluation

FEAP Target Acceptable Developing Unacceptable10 PlanningKnowledge of how to plan and conduct lessons in a variety of learning environments that lead to student outcomes consistent with state and district standards.

Lesson includes a clear and appropriate overview aligned with the lesson. The teacher and the students both interact during the overview.

Lesson includes a clear and appropriate overview aligned with the lesson. The teacher states the information but the students do not interact.

Lesson includes an overview but is not clearly aligned with the lesson. The teacher states the information but the students do not interact.

There is no overview in the lesson plan.

10 PlanningKnowledge of how to plan and conduct lessons in a variety of learning environments that lead to student outcomes consistent with state and district standards.

Lesson includes a clear rationale for the lesson The teacher and the students both interact while sharing the rationale.

Lesson includes a clear rationale for the lesson The teacher states the rationale, but there is no student interaction.

Lesson includes a rationale but is not clear. The teacher states the information, but there is no student interaction.

No rationale is provided in the lesson plan.

2 Communication2-3 Choose effective communication techniques for conveying high expectations for student learning.

The teacher sets clear and appropriate expectations. The teacher and the students both interact during the discussion of the expectations.

The teacher sets clear and appropriate expectations. The teacher states the expectations, but there is no student interaction

The teacher vaguely describes the expectations.

No expectations are provided in the lesson.

7 Human Developing and Learning7-1 Identify patterns

The teacher sets clear and appropriate objective. The teacher and the

The teacher sets clear and appropriate objective. The

The teacher vaguely describes the objective.

No objective is provided in the lesson.

of physical, social, and academic development of students

students both interact during the discussion of the expectations.

teacher states the objective, but there is no student interaction

2 Communication2-1 Identify appropriate techniques for leading class discussions (e.g., listening, probing, and redirecting).

Teacher pauses between questions giving the student a reasonable opportunity to respond. Teacher provides some scaffolding if necessary.

Teacher briefly pauses between questions giving the student a short time to respond. Teacher provides some scaffolding if necessary

Teacher pauses between questions is very short and hardly allows students the opportunity to respond.

Teacher does not pauses between questions.

4 Critical Thinking: 4-1 Poses problems, dilemmas, and questions in lessons to develop critical thinking

The lesson includes frequent questioning and a variety of activities to check for student comprehension

The lesson includes some questioning and a few activities to check for student comprehension

The lesson includes seldom questioning and no activities to check for student comprehension

The lesson includes no questions or activities to check for comprehension.

2 Communication2-3 Choose effective communication techniques for conveying high expectations for student learning.

The teacher provided clear and appropriate directions. The teacher and the students rehearse and clarify the directions.

The teacher provided clear and appropriate directions. Teacher asks or verifies for comprehension of directions.

The teacher provided general directions. The teacher does not verify comprehension of directions.

The teacher provides no clear directions.

2 Communication2-1 Identify appropriate techniques for leading class discussions (e.g., listening, probing, and redirecting).

The teacher controls for the sophistication of vocabulary. Uses terms appropriate for the instructional level and uses multiple terms to ensure comprehension.

The teacher controls for the sophistication of vocabulary. Uses terms appropriate for the instructional level.

The teacher shows some control for the sophistication of vocabulary, but uses some terminology that may be considered higher than the instructional level.

The teacher does not control for the sophistication of vocabulary.

2 Communication2-2 Identify ways to correct student errors (eg., modeling, providing and explanation or additional information, or asking additional questions.

The teacher provides frequent and appropriate feedback to students. Reinforces appropriate behaviors and answers and redirects and assist students that were not on target.

The teacher provides some feedback to students. Reinforces appropriate behaviors and answers and redirects and assist students that were not on target.

The teacher provides some appropriate feedback to students. Reinforces appropriate behaviors and answers, but does not redirects and assist students that were not on target.

The teacher does not provides student feedback.

* EEX 3942 Lesson Planning/ELL Modification Rubric

FEAP Target Acceptable Developing UnacceptableHuman Development and Learning: Uses previously acquired knowledge to link new knowledge and ideas to already familiar ideas

Lesson includes an appropriate review aligned with behavioral objective in the opening of the lesson. The teacher and the students both interact during the review.

Lesson includes an appropriate review aligned with behavioral objective in the opening of the lesson. The teacher states the information but the students do not interact.

Lesson includes a review but it is not aligned with the behavioral objective in the opening of the lesson

There is no review in the lesson plan.

Human Development and Learning: Uses alternative instructional strategies to develop concepts and principles and is aware of the rationale for choosing different methods

The lesson plan includes different adaptations for students with disabilities as well as ELLs that are aligned with the objectives.

The lesson plan includes different adaptations for ELLs that are aligned with the objectives but not for students with disabilities.

The lesson plan includes one general adaptation (peer tutoring) for ELLs but not for students with disabilities and are not necessarily aligned with the objective.

There are no adaptations included.

Critical Thinking: Poses problems, dilemmas, and questions in lessons to develop critical thinking

The lesson includes high level questions and at least one problem or dilemma to develop critical thinking.

The lesson includes more than two high level questions to develop critical thinking

The lesson includes two high level questions to develop critical thinking

The lesson includes no high level questions.

Knowledge of Subject Matter: Communicates knowledge of subject matter in a manner that enables students to learn.

The lesson plan presents the content being taught accurately and appropriate sequence.

The lesson plan presents the content being taught with some inaccuracies but in the appropriate sequence.

The lesson plan presents the content being taught inaccurately but in the appropriate sequence.

The lesson plan presents the content being taught inaccurately but and not in the appropriate sequence.

Knowledge of Subject Matter: Uses the materials and technologies of the subject field in developing learning activities for students.

The lesson includes hands on materials and technologies in the presentation of the content being taught.

The lesson includes hands on materials and materials other than the textbook but no technologies in the presentation of the content being taught.

The lesson includes only the text book in presenting the content being taught.

There are no materials not even a text book included in the presentation of the content

* EEX 3942 Critical/Creative Thinking Lesson Plan Rubric


























* EEX 3942 Academic Lesson Planning Rubric


























Learning Environments: Uses techniques to align student needs, instructional settings, and activities

The lesson objective is aligned with the body, the guided and independent practice, the closing and the evaluation.

The lesson objective is aligned with the 4 out of the 5 major components (body, the guided and independent practice, the closing and the evaluation.)



Learning The lesson includes The lesson includes The lesson includes The lesson contains

Environments: Monitors learning activities by providing feedback and reinforcement to students

specific feedback as well as correction procedures.

feedback (but not specific)as well as correction procedures

feedback (but not specific) but no correction procedures

no feedback or correction procedures.

Planning: Plans and conducts lessons with identified student performance and learning outcomes based on standards required of students in Florida Public Schools.

The lesson plan contains a well written behavioral objective, the IEP objective and the appropriate Sunshine State Standards.

The lesson plan contains a partially written behavioral objective, the IEP objective and the appropriate Sunshine State Standards

The lesson plan contains an objective not written behaviorally, the IEP objective and the appropriate Sunshine State Standards

The lesson plan contains an objective not written behaviorally, with no mention of the IEP objective and the appropriate Sunshine State Standards

EEX 3942: Precision Teaching RubricPerformance Task: Demonstrate knowledge and skills in the use of Precision Teaching to monitor student performance. You will turn in a narrative and a graph to document your work and the effectiveness of the instructional strategy you used.

FEAP Target Acceptable Developing UnacceptableAssessment: Identify appropriate methods, strategies, and evaluation instruments for assessing student levels, needs, performance, and learning.

A complete sample of probe is included

The probe is missing one element.

The probe is missing more than one element

No probe included

A complete sample of the scoring data sheet is included

The sample of scoring is missing one element

The sample of scoring is missing more than one element

The sample of scoring is not completed

The data is charted without errors

The data is charted with one error

The data was charted with more than one error

The data was charted with many errors

The objective is written in behavioral terms. The skill is clearly described.

The objective is stated in measurable terms but lacks criteria for meeting goal.

The objective is not written in measurable terms.

No objective is written

Proper methodology is implemented (at least three sections of baseline and 6 sessions of intervention/strategies). The results of intervention/strategies were described along with the recommendations. The student was involved in the data collection process.

Proper methodology is implemented (at least three sections of baseline and 6 sessions of intervention/strategies). The results of intervention/strategies n were not described along with the recommendations. The student was involved in the data collection process.

Proper methodology is not implemented (less than three sections of baseline and 6 sessions of intervention/strategies). The results of intervention/strategies were not described along with the recommendations. The student was involved in the data collection process.

Proper methodology is not implemented (less than three sections of baseline and 6 sessions of intervention/strategies). The results of intervention/strategies were not described along with the recommendations. The student was not involved in the data collection process.

The paper contained all elements and was neatly done. Provides specific evaluation of learning and standard interaction. Presentation to class was precise and informative.

The paper was missing one element and contained a few grammatical and spelling errors. Provides general evaluation of learning and standard interaction. Presentation to class was general and informative.

The paper was missing more than one element and contained more than a few grammatical and spelling errors. Provides vague evaluation of learning and standard interaction. Presentation to class was vague and informative.

The paper was not completed. Did not complete precision teaching assignment and did not present to class.

Application of Knowledge and Skills Internship I

* All assignments indicated in bold with an asterisk (*) will be collected and/or uploaded into the UCF COE Assessment System within LiveText to continuously monitor performance mastery for continuous program improvement

Work Required In Each PlacementFEAP Requirement Placem

ent IPlacemen

tI I

9 1. Submission of classroom evaluation report (2): A description and evaluation of organization structure in all observed classrooms, center, etc (2nd week of each placement) *

9 2. Submission of classroom management report (2): A description and evaluation of management structure in all observed classrooms, center, etc (2nd week of each placement) *

2, 3, 6

3. Log of experience including pictures of bulletin board, activities, etc. (end of each placement). Be sure to use a narrative format and not just a list of events.

2, 4, 7, 10

4. Audiotape sample of teaching with a complete written evaluation of your lesson. (4th week of each placement) *

4, 7, 8, 9, 10

5. Written lesson plans when you are directly responsible for instruction (4th week of each placement) *

1, 11 6. Examination and report of students’ IEPs (including samples from LEP students)

4, 5, 7, 8

7. Write a lesson plan with adaptations for English Language Learners when you are directly responsible for instruction (4th or 5th week of one placement) *

10, 11

8. Direct teaching of a skill with a small group

1, 8 9. Observation of students in other settings such as Art, Music, or mainstreamed classes

Work Required In Either PlacementFEAP

sRequirement Placemen

t1 10. A precision teaching monitoring project. *1, 10 11. A behavior management project. *4, 7, 8 12. Plan and teach a creative/critical thinking lesson

with a small group of students. Write up lesson. *12 13. Preview and write a description of two pieces of

software that you used with a student.10, 11 14. Follow lesson plan of teacher.11 15. One teacher made material to leave with supervising

teacher.12 16. Use the following technology if available: Overhead

VCR, CD Rom, E-mail, Laser Disk, Language Master, Internet, and Film Projector

Recommended Optional ActivitiesInitia

lsRequirement

5, 7, 8, 9

17. Observe in classrooms that have students with different exceptionalities

2, 11 18. Observe a parent-teacher conference11 19. Observe an IEP meeting11 20. Observe and eligibility staffing10, 11

21. Teach Reading Mastery, Corrective Teaching, or another type of structured program22. Other Student’s Choice

Items 1, 2, 3, 4, 5, 7, 10, 12, and 13 are to be turned in to Dr. Blanes, your program coordinator.

Each supervising teacher will sign off on items required in both settings.

Either supervising teacher may sign off on items required in one setting.

· web viewthis internship experience includes student teaching in both an elementary and a...

Documents