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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 field supervisor. 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 field supervisor.
• Consult with the and the program coordinator as needed.

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1. Secure copies of all pertinent forms from your program coordinator or field supervisor.
2. Complete your Autobiographical Sketch and send copies to your cooperating teacher and field supervisor. 
3. 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 field supervisor.
4. 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/ .
5. Review the policy regarding Intern I students not being left alone with students except for very brief periods. See information for cooperating teachers above.
6. 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.
7. Print and thoroughly examine the TEA Curriculum Guidelines for Pre-Kindergarten and the Kindergarten TEKS  from the TEA Web site.
8. Discuss developmentally appropriate practices with your cooperating teacher.
9. 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.
10. Demonstrate an understanding of school emergency procedures.
11. Obtain a map of the school and tour the building.
12. Tour the school attendance zone.
13. Introduce yourself to a school administrator.
14. Discuss briefly with a school counselor, a nurse, and the assistant principal such topics as student records, routine and emergency referrals and school safety.
15. Clarify procedures for your use of library/media center material.
16. Use a school district calendar to mark holidays, staff development, parent conference days, etc. Calendars are available through school district websites.
17. Obtain a copy of your cooperating teacher’s schedule and complete a Daily Class Schedule form. Send a copy to your field supervisor.
18. Use a spiral notebook to record informal observations, questions, and concerns for reflective journals.
19. Diagram the classroom and playground. Label areas for clarity. Date your diagram.
20. Inventory materials used by your cooperating teacher (including those shared with other classes)
21. 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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1. Perform two structured observations of lessons taught by your cooperating teacher.
2. Observe your students during one Art, Music, PE, library and lunch period.
3. Accompany your teacher during recess supervision and other supervisory assignments.
4. Note your cooperating teacher’s management strategies (e.g., prevention, intervention, redirection, natural consequences).
5. Note your cooperating teacher’s procedures involving: morning greeting, attendance, collection and distribution of materials, nurse, playground, transitions between activities, cafeteria, restroom, assembly, field trip, nap, clean-up, lining up, and moving through school.  Discuss each with your cooperating teacher.
6. Attend at least one parent conference, if possible, completing a Parent Conference Observation form when complete.done.
7. Attend at least one faculty meeting, one staff development session, and one team planning session. Schedule these with your cooperating teacher in advance.
8. Observe at least one other classroom at your grade level at your school site.
9. Observe in two classrooms at the early childhood grade level other than the one in which you are working (i.e., Intern I students in kindergarten placements must observe in two pre-kindergarten classrooms; Intern I students in pre-kindergarten placements must observe in two kindergarten classrooms.) Do these observations at your school site if possible. Enlist your cooperating teacher’s support in securing invitations to visit other classrooms.

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