FALL 2011

EDUC 4032

PRE-INTERNSHIP II

HANDBOOK

August 2011

Dear Pre-Intern II Candidates:

Congratulations on choosing teaching as your profession. You have selected a noble profession where you will have the opportunity to influence the lives of many people during the course of your career.

By participating in the Pre-Internship program you will interact with professionals, such as your methods instructor, public school principal, and clinical faculty as well as your Pre II internship seminar instructor. You will learn from them as they assist you in preparing to become a professional educator.

Pre-Internship II is field-based experience that has as its intent to add a realistic element to the theoretical base of the teacher education program. This experience is expected to provide a realistic and supportive environment in your professional preparation. The theme, “Preparing Professional Educators,” along with the components of the conceptual framework that supports the NSU Teacher Education program is emphasized throughout the pre-internship program.

Throughout the semester, you will be spending a minimum of 10 days in common schools and participating in four seminars on campus that all candidates are required to attend. At the seminars you will be interacting with the pre-intern instructor and your peers. At the seminars you will be discussing your Pre II experience out in the field and the assignments that you are required to carry out in your pre-internship classroom. The assignments are outlined in the Pre-Intern II Syllabus and in this Pre-Internship II Handbook.

The administration and professional education faculty are hopeful that you will have an enjoyable and rewarding pre-internship experience. If at any time you should need assistance, please do not hesitate to contact your instructor or come by the Clinical Education office on the Tahlequah campus, Bagley Hall, 202 in the College of Education to visit with me.

Sincerely,

Dr. Stan Sanders

Clinical Education Director

Table of contents

College of Education Conceptual Framework 4-6

FALL 2011 Pre-II Calendar 7-9

Student Resources 9

Pre-Internship II Eligibility 10

Pre-Internship II Instructional Materials 11

Student Achievement Outcomes 11

Summary of Pre-Internship II Requirements 12-13

Background Check 14-15

Meet and Greet Assignment 16-17

Pre-Internship II Roles and Responsibilities 18-19

Suggested Timeline for Pre-II 20-22

PRE-INTERNSHIP II FORMS

Field Experience Activity Record 24

Clinical Faculty & Peer Observation of the Lesson 25-33

Pre-Intern II Responsibilities Check Sheet 34

Professional Habits Inventory [Example Only] 35-36

Pre-Internship II Final Evaluation 37

Pre-II Assignment Check-In 38

PORTFOLIO

The Anatomy of Your Portfolio 40

Portfolio Checkpoints & Courses 41

General Competencies for Licensure and Certification 42

e-Portfolio Artifact Cover Sheet Tips 43

Competency 11 Assignment Instructions 44

Competency 14 Assignment Instructions 46

APPENDIX

Oklahoma Criteria for Effective Teaching Performance 54-55

Lesson Plan format 56-60

Lesson & Unit Plan Guide 61-46

Sample Lesson Plan Rubric 62-65

Sample Reflection and Self Evaluation Rubric 67

A Message of Thanks to All the Great Teachers

In This World by Donna Fargo 68

Northeastern State University

College of Education

Conceptual framework

Vision Statement

The Teacher Education Program at Northeastern State University prepares professional educators to be teaching scholars, educational leaders, and developers of human potential.

Explanation of Terms and Indicators of Knowledge, Skills, and Dispositions

Educators as Teaching Scholars

Teaching scholars read widely and think deeply about subject matter, teaching, and research. They reflect critically on their own beliefs and their classroom practice in order to make pedagogical improvements. Teaching scholars use appropriate communication skills. They know how to facilitate authentic learning and they encourage P-12 students to be critical, creative thinkers with the ability to be lifelong learners.

Educators as Teaching Scholars will:

1. Demonstrate a deep understanding of subject matter relative to their area of preparation.

2. Create an environment conducive to learning in the classroom, use developmentally appropriate practices and have the pedagogical skills necessary to facilitate growth and learning for all P-12 students under their care.

3. Demonstrate effective oral and written communication skills.

4. Use classroom-based research to improve teaching and learning for P-12 students.

5. Demonstrate an understanding of how diversity, including multicultural, ethnic, socioeconomic, gender and exceptionality issues, affect P-12 student learning.

6. Use technology appropriately to enhance teaching and learning in the classroom environment.

7. Demonstrate an understanding of the philosophical, historical, and sociological foundations of education.

8. Demonstrate competence in designing instructional strategies with appropriate technologies that incorporate the Oklahoma Criteria for Effective Teaching Performance indicators.

9. Develop instruction based on the Priority Academic Student Skills (P.A.S.S.).

10. Work collaboratively with P-12 students, parents, and colleagues, and other professionals.

11. Demonstrate proficiency in the use and interpretation of both informal and formal assessments.

12. Demonstrate awareness and understanding of the knowledge bases underlying research and practice in multicultural education.

13. Demonstrate understanding, through classroom and experiential learning, of a language and culture different from their own.