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- Familiarize your Intern I student with emergency procedures (fire, dangerous weather, intruders, injuries involving blood, etc.).
- Introduce procedures for use of these facilities: telephone, laminating machine, copier, paper cutter, learning centers, art/music materials, and the classroom library.
- Introduce your Intern I student to assessment instruments used to monitor student progress.
- Help your Intern I student develop a greater awareness of the social, emotional, physical, cognitive and cultural domains of development.
- Review the formative and summative assessment instruments used to assess your Intern I student’s progress. Discuss these instruments with your Intern I student.
- Familiarize your Intern I student with your strategies for classroom management and for maintaining a positive classroom climate. Offer your full support as your Intern I student faces management and discipline issues.
- Provide needed assistance as your Intern I student completes all the requirements outlined in the Intern I Student Guidelines section of this document. Help your Intern I student plan lessons to fit your students, schedule and school.
- Examine your Intern I student’s lesson plans carefully and approve each plan prior to implementation.
- Complete two formal observations. Provide oral and written feedback for the Intern I student and submit a copy to the UT facilitator . Follow the guidelines in this handbook. Please pay particular attention to the document titled “Observing and Planning Effective Conferences with Beginning Teachers.”
- Preserve the dignity of your Intern I student when problems occur. Remember that the internship is a challenging learning experience.
- Complete the Formative Assessment form following guidelines provided by the program coordinator and facilitator .
- Consult with the facilitator and the program coordinator as needed.
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- Demonstrate professionalism by dressing appropriately, arriving punctually, focusing upon student needs, respecting confidentiality, communicating respectfully, accepting responsibilities readily, and handling school property carefully. Since most of our Intern I students are guests in AISD classrooms, we will pattern our dress code after theirs: http://www.edb.utexas.edu/education/edservices/fieldexperiences/5183/policies/
- Remember that your primary focus at all times should be your students and your cooperating teacher; minimize idle chitchat with other Intern I students.
- If an absence is unavoidable, telephone your cooperating teacher and UT facilitator in advance. Keep contact information related to your Intern I studentship accessible. Failure to provide prior notification may jeopardize completion of your field experience.
- Maintain contact with facilitator and program coordinator as necessary.
- Follow Intern I student sign-in procedures in place at your school site.
- Wear the UT Intern I student name badge to your school site each day.
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- Secure copies of all pertinent forms from your program coordinator or facilitator .
- Complete your Autobiographical Sketch and send copies to your cooperating teacher and facilitator .
- Complete the Intern I Contact Form. As soon as you obtain information for the cooperating teacher section, type the form and send copies to your cooperating teacher and facilitator .
- Read and demonstrate adherence to the Code of Ethics and Standard Practices for Texas Educators, available at http://www.edb.utexas.edu/education/edservices/fieldexperiences/5183/policies/ .
- Review the policy regarding Intern I students not being left alone with students except for very brief periods. See information for cooperating teachers above.
- Carefully study each cluster of the Formative and Summative Assessments. This document should guide your professional development. Be sure that you and your cooperating teacher have a clear understanding of the standards, skills and practices on which you will be evaluated.
- Print and thoroughly examine the TEA Curriculum Guidelines for Pre-Kindergarten and the Kindergarten TEKS from the TEA Web site.
- Discuss developmentally appropriate practices with your cooperating teacher.
- Review the introduction to this document with your cooperating teacher. Be sure that you have a shared understanding of the goals and purposes of this semester’s field experience.
- Demonstrate an understanding of school emergency procedures.
- Obtain a map of the school and tour the building.
- Tour the school attendance zone.
- Introduce yourself to a school administrator.
- Discuss briefly with a school counselor, a nurse, and the assistant principal such topics as student records, routine and emergency referrals and school safety.
- Clarify procedures for your use of library/media center material.
- Use a school district calendar to mark holidays, staff development, parent conference days, etc. Calendars are available through school district websites.
- Obtain a copy of your cooperating teacher’s schedule and complete a Daily Class Schedule form. Send a copy to your facilitator .
- Use a spiral notebook to record informal observations, questions, and concerns for reflective journals.
- Diagram the classroom and playground. Label areas for clarity. Date your diagram.
- Inventory materials used by your cooperating teacher (including those shared with other classes)
- Examine district curriculum guides and/or the district scope and sequence for language arts, mathematics, social studies and science. Ask your cooperating teacher to assist you in locating these materials.
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- Teach two lessons planned by your cooperating teacher and debrief with your cooperating teacher.
- Teach a lesson planned collaboratively with your cooperating teacher. Debrief with your cooperating teacher.
- Plan, teach and analyze lessons as assigned for your other PDS classes.
- Consult with your cooperating teacher and make arrangements to have your facilitator formally observe any two lessons you teach. Use the scheduling procedures presented to the cohort.
- Complete all field-based assignments for your PDS classes.
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