Guidelines for the Field Experience Intern I Semester

Introduction for Interns and Cooperating Teachers

Semester I Interns of our EC-6 ESL Professional Development Sequence focuses specifically on pre-kindergarten through Grade 1.  The unique educational needs of young children, the central teaching practices, skills, techniques, and strategies used in early childhood educational classroom settings, and the particular challenges facing pre-kindergarten and kindergarten teachers are the heart of the coursework and field placement that occur during  Semester I.

In addition to meeting the specific standards of each participating school district and those spelled out on the Intern I students’ official evaluation forms, experiences in the Intern I field placement must also reflect alignment with the National Association for the Education of Young Children’s standards regarding developmentally appropriate practices for teaching young learners.

Cooperating Teacher Guidelines

Preparing for Your Intern’s Arrival

• Read the autobiographical sketch completed by your Intern I student.
• Prepare a list of activities that will involve Intern I students with students during the first days of the ship (e.g., taking attendance, sharing a story, collecting and distributing materials, monitoring centers, supervising small groups, assisting individuals, lining up and escorting students to specials or the cafeteria).
• Arrange the following to define your Intern I student’s space: a desk or table, a folder or basket for messages, and a secure place to store personal belongings and confidential information.
• Be aware that interns can be left alone with the class only for very short periods of time (time enough to go to the bathroom, take a call, etc.).  If you have to leave, a certified teacher or substitute teacher must remain with the Intern I student.  Interns should never be left alone on the playground, and only for short periods of time in other settings.
• Help your Intern I student feel welcomed by faculty and staff at your school.
• Prepare your class for the arrival of an “additional teacher” in the classroom.
• Provide information for the cooperating teacher section of the Intern I Contact Form given to you by your Intern I student or by the program coordinator. 
• Include information about your Intern I student in your substitute folder.

Supporting Your Intern I student

• 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.

Intern I student Guidelines

Professionalism

1. 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/
2. Remember that your primary focus at all times should be your students and your cooperating teacher; minimize idle chitchat with other Intern I students.
3. 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.
4. Maintain contact with facilitator and program coordinator as necessary.
5. Follow Intern I student sign-in procedures in place at your school site.
6. Wear the UT Intern I student name badge to your school site each day.

Preparation and Orientation

1. Secure copies of all pertinent forms from your program coordinator or facilitator.
2. Complete your Autobiographical Sketch and send copies to your cooperating teacher and facilitator. 
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 facilitator.
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 facilitator.
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.

Observation

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
7. ..
8. Attend at least one faculty meeting, one staff development session, and one team planning session. Schedule these with your cooperating teacher in advance.
9. Observe at least one other classroom at your grade level at your school site.
10. 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.

Planning and Teaching Lessons

1. Teach two lessons planned by your cooperating teacher and debrief with your cooperating teacher.
2. Teach a lesson planned collaboratively with your cooperating teacher. Debrief with your cooperating teacher.
3. Plan, teach and analyze lessons as assigned for your other PDS classes.
4. 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.
5. Complete all field-based assignments for your PDS classes.

Reflection

Complete a weekly reflective journal following guidelines provided by your program coordinator.  Reflect on your experiences, raise questions, and make connections.  If you would like, use the following questions to reflect on your field placement classroom, your cooperating teacher’s practices, or your own beliefs: 

• How are developmentally appropriate practices enacted?
• How do the TEKS or Pre-Kindergarten Guidelines shape your cooperating teacher’s practices?
• How are parents involved in classroom life?
• How are records kept of children’s work and progress?
• What kind of balance is struck between open- and closed-ended learning activities?
• What kinds of questions does your cooperating teacher ask the children?
• What are the most effective ways in which your cooperating teacher structures instruction?
• What counts as “real work” in your classroom?  Can something be fun for the children and still be “real work”?
• What are the main challenges facing your cooperating teacher?
• How would you redirect children’s inappropriate behavior?
• Are worksheets an effective tool for teaching young children?
• What are the most effective ways to respond when children have a conflict?
• What is the relationship between child-directed learning experiences and children’s behavior?
• What does it look like to demonstrate “high expectations” for four- and five-year-old children?
• How can activities be planned to meet the needs of all children in the class, regardless of their developmental level, academic skills, or English language proficiency?
• How does a teacher figure out how much time an activity requires?
• Do your children get many chances to play during the school day?  Is this good or bad?