Sed 396 Field Experience f14

07/14/14 1
SED 396: Clinical/Field Experience I, 75166

1 credit
Mary Lou Fulton Teachers College
Arizona State University
Fall 2014

Instructor Information:

Day of classes: Monday
Time of classes: 1:30-2:30 p.m.
Room number: CLCC L1-08
Instructor: Teresa Panneton
Email: teresa.panneton@asu.edu
Work Phone: 602-317-5575
Office Hours: By appointment
Office Location: FAB 2
nd
floor

Course Information

Pre-requisite
Admission to Professional Teacher Preparation Program

Catalog Description
https://webapp4.asu.edu/catalog/
Develops knowledge and skills for effective lesson planning. Introduces the TAP instructional
rubric, the college professionalism rubric, backwards design of a direct instruction lesson plan,
and strategies for co-teaching. Provides opportunities for students to engage as a teacher and
learner in a pre-K-12 classroom setting. Emphasizes focused observation; co-planning with a
placement teacher; and co-teaching lessons to a whole group, small group, and individual
student.

Course Description
Face-to-Face Seminar Meetings: This course meets bi-weekly or 8 times. During these
meetings, interns debrief their clinical experience and make connections between coursework
and classroom practice. Interns develop knowledge and skills needed to become proficient at
lesson planning. Interns are introduced to the TAP Instructional Rubric and the college
Professionalism Rubric.

Internship: This course requires 1 full day per week of internship in a 7-12 grade general
education classroom for a minimum of 12 weeks AND a minimum of 75 hours. Interns are
expected to follow their Intern Mentor Teachers contract hours. The internship component
provides opportunities for interns to engage as a teacher and learner. In these settings, interns
observe and interact with students one-to-one, in small groups, and as a whole class. Clinical
07/14/14 2

experience emphasizes focused observation, co-planning with a placement teacher, and co-
teaching. The clinical placement provides a setting for applied projects required by concurrent
education coursework in Block 1 (Term 5) of the Professional Teacher Preparation Program.

Required Course Texts, Materials and Resources
1. ASU Blackboard Course Management Website at http://myasucourses.asu.edu (All ASU
students have FREE access to this web resource)

2. Mary Lou Fulton Teachers College Internet resource TK20 at
http://education.asu.edu/content/tk20-system (requires a subscription fee).

Student Learning Outcomes
Course Outcome Where
Introduced/Assessed
InTASC Standards NETS-T
Standards
TESOL
Student will be able to
write effective lesson
plans.

Instructional activities
(minimum of 3) as required
for concurrent education
coursework
1b, 1c, 1d, 2a, 2b, 2c, 4n,
6a, 6b, 6r, 7a, 7g, 8h, 10n
5.b.4
Signature assignment #1:
Lesson plan assignment
evaluated by Clinical
Experience Instructor using
TAP Instructional Plans
rubric
1b, 2a, 2b, 2c, 6b, 7a,7b, 7c,
7d, 7e, 7f, 8a
3.a.1, 3.a.2,
3.a.3, 3.a.5,
3.b.1, 3.b.2,
3.b.3, 3.b.4,
3.c.1, 3.c.2,
3.c.3,
3.c.4,
4.a.2
Signature Assignment
#2a: Midterm and final
evaluations completed by
Intern Mentor Teacher
aligned to TAP rubric
Instructional Plans: 1b, 2a,
2b, 2c, 6b, 7a,7b, 7c, 7d, 7e,
7f, 8a

Standards and Objectives:
1b, 1c, 1f, 2c, 2d, 2j, 2k, 2l,
4d, 6b, 7a, 7c, 7d, 7g
5.b.4
Letter of introduction and
resume
3a, 3c
Self-evaluation and plan for
improvement
9l, 9n, 9o, 10t 5.a.3, 5.b.1,
5.b.2
#2b: Midterm and final
evaluation completed by
using the professionalism
rubric
3q, 3r, 9a, 9b, 9c, 9d, 9f, 9i,
9k, 9n, 9o, 10a, 10b, 10r, 10t
4c 5.b.4
Students will be able to
demonstrate
professionalism.
#2b: Midterm and final
evaluation completed by
3m, 5k, 9f, 9o 4a 5.b.1, 5.b.2
07/14/14 3

Course Outcome Where
Introduced/Assessed
InTASC Standards NETS-T
Standards
TESOL
using the professionalism
rubric

07/14/14 4

Tentative Course Calendar/Subject to Change =
Session Meeting topics Homework for next face-to-face meeting Internship
Requirements
August 25 Syllabus Review
Course introduction and
requirements
Review the TAP and
Professionalism rubrics using
Jeopardy!
In class assignment: sign up for
ASU's career link (about a 5
minute process). Districts and
schools post positions on this site
and, once enrolled, students can
search for job openings as well
as sign up for email alerts when
new postings are added to the
site.
https://asu-
csm.symplicity.com/students/i
ndex.php?au=_register
In class assignment: explore the
Professional Learning Library
(www.pll.asu.edu). Login with
your ASUrite username and
password. In the search bar, type
Sanford to access the Sanford
Resource Catalog. Browse the
useful resources available to you.
In class assignment: complete
Tk20 Internship Application
Request for next semester
http://asu.tk20.com/. (Log in,
click on Applications Tab on
top-left corner, click on Create,
Select Application from the drop
Read syllabus, TAP and Professionalism rubrics,
internship handbook
Submit intro letter and resume on September 8
Register and complete iTeachAZ Internship Online
Training Register here:
https://sites.google.com/a/asu.edu/intern-
registration/
Submit Certificate of Completion for iTeachAZ
Internship Online Training by September 2 and prior
to starting internship
The online training will take approximately 20-30
minutes to complete and does not need to be
completed in one sitting.

The training consists of the following components:
Internship requirements for ASU students
Co-teaching strategies to maximize learning during
the internship
How Intern Mentor Teachers will evaluate interns,
informally and formally
.

Complete any
action items
required for
clinical
placement
(fingerprint
card, ID badge,
etc.)
Contact your
Internship
Mentor
Teacher (IMT)
to arrange your
first meeting
and determine
your internship
schedule for
the semester.
Give a copy of
intro letter and
resume to
Intern Mentor
Teacher on the
first day of your
internship.
07/14/14 5

Requirements
down menu: Internship
Application Request Spring
2015. (If you havent purchased
Tk20 yet, do so today at this
same site. It may take 2-3 days
after purchase before you can
request a placement. Application
deadline is by August 29.)
Sept. 1 No face-to face meeting
Begin Internship week of September
1
Complete one
full day of
internship
following IMTs
contract hours
Sept. 8 Review professionalism
expectations

Read Instructional Plans and Standards & Objectives
TAP rubric rows
Watch a video and rate teacher using the Standards &
Objectives rubric row. Provide specific scripted
evidence to justify your scores.
Bring an electronic or hard copy of the Arizona
standards for your content area to the next face-to-
face meeting. Bring at least one curricular resource, in
your content area, to begin planning a lesson.
Complete one
full day of
internship
following IMTs
contract hours

Sept. 15 No face-to-face meeting

Complete one
full day of
internship
following IMTs
contract hours

Complete
Instructional
Activity # 1
this week

07/14/14 6

Requirements
Sept. 22 Introduction to Backwards
Planning
Debrief the video using TAP
Indicator Standards & Objectives.
Introduce the Direct Instruction
Lesson Plan Template
Write a lesson plan using the direct instruction lesson
plan template.
Bring the completed lesson plan to next face-to face
meeting. This lesson plan will be an ongoing
process through the semester. Bring it to each
class, hard copy or electronically, for the rest of
the semester.
Complete one
full day of
internship
following IMTs
contract hours
Sept. 29 No face-to-face meeting Remind Intern Mentor Teacher of upcoming
midterm due date (Signature Assignment 2a):
October 10. If Intern Mentor Teacher has not
received his/her Tk20 log in information, share Tk20s
contact information with the teacher. It is your
responsibility to communicate midterm due date and
assist Intern Mentor Teacher with Tk20, as needed.
Complete one
full day of
internship
following IMTs
contract hours

Oct. 6 Writing clear, explicit, and
measurable objectives
Share completed lesson plan with
a peer and discuss how to refine
the objective based on todays
lesson.

Complete self-evaluation using the professionalism
rubric and the Instructional Plans row of TAP. List
goals and write action steps to become proficient on
these rubrics.
Watch the sub-objective video. After watching the
video, write down the objective and sub-objectives of
the lesson..
Complete 1 full
day of clinical
experience
following
mentor
teachers
contract hours
Provide IMT
with a copy of
your Timecard
so he/she can
enter the
completed
placement
hours and
number of
Instructional
Activities in
Tk20.
Meet with IMT
07/14/14 7

Requirements
to review
completed
and saved
mid-semester
evaluation in
Tk20 by
October 10.
Students
receiving 1s
and/or N/As
on the mid-
term should
immediately
meet with the
course
Instructor and
Intern Mentor
Teacher to
discuss ways
in which to
improve.
Oct. 13 No face-to-face meeting Complete one
full day of
internship
following IMTs
contract hours.
Complete
Instructional
Activity # 2
this week
Oct. 20 Writing aligned sub-
objectives
Debrief the video on sub-
objectives.
Continue refining sub-objectives and bring to class.
Create or find an assessment that is aligned to your
completed lesson plan and bring to our next face-to-
face meeting.
Complete one
full day of
internship
following IMTs
07/14/14 8

Requirements
Share sub-objectives with a peer
and receive feedback to refine
sub-objectives based on
classroom instruction and
feedback received.
contract hours
Oct. 27 No face-to-face meeting Complete one
full day of
internship
following IMTs
contract hours
Nov. 3 Writing aligned
assessments
based on standards,
objectives, and sub
objectives.
Debrief sub-objectives
Refine assessment tool being
used to ensure alignment
Write the Guided and Independent Practice portions
and Instructional Input of your lesson plan.
Complete one
full day of
internship
following IMTs
contract hours
Nov. 10 No face to-face meetings Complete one
full day of
internship
following IMTs
contract hours
Nov. 17 Plan for Guided and Independent
Practice
Revise Guided and Independent
Practice portions and
Instructional Input of your lesson
plan
Come to class prepared to discuss key takeaways
from the semester.

Complete one
full day of
internship
following IMTs
contract hours
Complete
Instructional
Activity # 3
this week.
Implement
lesson plan
07/14/14 9

Requirements
written for
course, if
possible.

Nov. 24 No face-to face meeting Complete Clinical Experience Instructor evaluation in
Tk20 by December 5.
Complete one
full day of
internship
following IMTs
contract hours
Submit
completed,
signed
timecard to
course
instructor AND
provide copy to
IMT.
Meet with IMT
to submit final
evaluation
(signature
assignment
#2b) to Tk20
by December
5. It is the
interns
responsibility
to
communicate
final evaluation
due date and
to assist IMT
with Tk20, as
needed.
07/14/14 10

Requirements
Upload in
Blackboard the
completed,
signed
timecard by
December 5.
Complete IMT
evaluation in
Tk20 by
December 5
Dec. 1 Debrief the semester and preview
Block 2/Term 6
Guest speakers from Block
2/Term 6
Submit signature assignment #1 to TK20 (Lesson
Plan)

07/14/14 11

Assignment Description

Letter of Introduction and Resume (10 points)
Compose a letter of introduction to your Intern Mentor Teacher (IMT) and the students in the
class where you will complete your clinical experience. Include the name, email, phone
number, and office hours of your Clinical Experience Instructor (CEI) in the letter of introduction.
Before submitting, have at least one other person review the letter and resume for content,
clarity, and grammar. Resumes should include, but not be limited to:

Education
Degree held
Degree pursuing
Program of Study
Semester in which you are enrolled
GPA
Academic awards, scholarships

Employment
List jobs most recent to oldest
Include previous internships

Volunteer Work
Include all work with preK-12 students

Awards, Honors, Special Skills
List awards, honors, special skills (e.g., bilingual, artist, musician, athlete, etc.)

iTeachAZ Internship Online Training: (5 points)
Register and complete the internship training. Download and print certificate and turn into
instructor by September 2 and prior to starting internship.

Instructional Activities (30 points; 3 at 10 points each)
Interns in Block 1 (Term 5) are required to complete at least three (3) instructional activities over
the course of the semester. Acceptable instructional activities include:
Individualized instructional support
Tutoring a small group of students
Teaching a lesson to the whole class.
The IMT may plan the instructional activities alone or in partnership with the intern. If the
instructional activity is a required assignment for another ASU course, the IMT must
approve the plan one week prior to implementation. Interns must document dates of
completed instructional activities on their time cards to receive credit for this assignment.
.
Self-Evaluation and Plan for Improvement (40 points)
Interns complete a self-evaluation using the professionalism rubric and TAP rubric. Interns will
cite specific evidence (examples of specific actions taken during the internship) to support self-
scores. Interns will identify one area of reinforcement (strength) and one area of refinement
(improvement) on each rubric (Professionalism and TAP). In a Word document, interns will list
two specific action steps they will take to improve performance in the identified area of
refinement on the professionalism rubric and two specific action steps to improve the
07/14/14 12

identified area of refinement on the TAP rubric. Submit the self-evaluation plan the Clinical
Experience instructor on assigned due date and to the Intern Mentor Teacher on the final
day of internship.

Signature Assignment #1: Lesson plan (20 points; template and rubric below)
Interns create a lesson plan appropriate to the placement setting using the lesson plan template
provided. Clinical experience instructors will evaluate this lesson plan using the TAP
Instructional Plans rubric. Interns must earn a score of approaching proficient (2) or higher on
this signature assignment in order to pass the clinical experience course. A score of 2 is
considered developmentally appropriate during this first semester in the teacher preparation
program. This skill will continue to be assessed throughout the teacher preparation program.

Signature Assignment #2a: FINAL TAP Assessment by Intern Mentor Teacher (40 points
rubric below; each score of 2 emerging is worth 20 points))
The Intern Mentor Teacher evaluates intern instructional abilities in the clinical placement
setting. Feedback given at the midterm evaluation is formative and designed to provide
performance feedback to interns. The final evaluation counts as a signature assignment for this
course and is summative. Interns must earn a score or approaching proficient (2) or higher on
each indicator of this signature assignment by the end of the semester in order to pass the
clinical experience course. A score of approaching proficient (2) is considered
developmentally appropriate during this first semester in the teacher preparation program. This
skill will continue to be assessed throughout the teacher preparation program. Students
receiving 1s and/or N/As on the mid-term should immediately meet with the course
Instructor and Intern Mentor Teacher to discuss ways in which to improve.

Signature Assignment #2b: FINAL Professionalism Assessment by Intern Mentor Teacher (100
points rubric below; each score of 2 emerging is worth 20 points).
The Intern Mentor Teacher evaluates intern professionalism in the clinical placement setting.
Feedback given at the midterm evaluation is formative and designed to provide performance
feedback to interns. Students receiving 1s and/or N/As on the mid-term should
immediately meet with the course Instructor and Intern Mentor Teacher to discuss ways
in which to improve. The final evaluation counts as a signature assignment for this course
and is summative. Interns must earn a score or emerging or higher on each indicator of this
signature assignment by the end of the semester in order to pass the clinical experience
course. A score of emerging is considered developmentally appropriate during this first
semester in the teacher preparation program. This skill will continue to be assessed throughout
the teacher preparation program.

Intern Timecard (60 points; 12 days @ 5 points each)
The intern is responsible for tracking his/her hours on the intern timecard (available at
http://education.asu.edu/content/student-resources) and having the IMT initial the timecard at
the end of each internship day. Interns will provide a copy of this timecard to the Clinical
Experience Instructor at the last class meeting. The timecard will be used to enter the interns
attendance and number of Instructional Activities completed on the Tk20 evaluations.

07/14/14 13

Grading Scale

Grade and Percentage Points
A (100-92%) 305-280
B (91-82%) 279-250
C (81-72%) 249-219
D (71-62%) 218-188
E (61% and below) 187 and below

PROGRESSION OF TEACHING RESPONSIBILITIES

Teachers College has adopted a co-teaching model for its student teaching experiences. Interns
are required to be actively engaged in all elements of the classroom beginning the first week in
the placement. Interns should assume teaching responsibilities as outlined in the chart below.
Note to Intern Mentor Teacher: This table is meant to be a guide for gradually increasing the
role and responsibility of Interns. Please adjust to meet the needs of your classroom and/or
student assignment due dates.

Clinical Experience Internship (396) Progression

Week Co-Teaching Strategy Intern Responsibility
Weeks 1-4 One Teach, One Observe
One Teach, One Assist
Alternative Teaching
Assume partial responsibility for
leading classroom routines
(attendance, bell work, dismissal,
etc.)

Co-plan and teach Instructional
Activity 1 with individual or
small group of students.

Weeks 5-9 Any of the above strategies as
well as:
Station Teaching
Parallel Teaching
Team Teaching
Activity 2 with individual or
small group of students.

Weeks 10-15 Any co-teaching strategy
appropriate for the lesson being
taught
Activity 3 with whole class.

07/14/14 14

CO-TEACHING STRATEGY DEFINITIONS & EXAMPLES

Strategy Definition/Example
One Teach,
One
Observe
One teacher has primary responsibility while the other gathers specific observational
information on students or the lead teacher. The key to this strategy is to focus the
observation where the teacher doing the observation is observing specific
behaviors.
Example: One teacher can observe students for their understanding of directions
while the other leads.
One Teach,
One Assist
An extension of One Teach, One Observe. One teacher has primary instructional
responsibility while the other circulates to check for understanding, assists students
with their work, or monitors behaviors.
Example: While one teacher has the instructional lead, the person assisting can be
the voice for the students when they dont understand or are having difficulties.
Station
Teaching
The co-teaching pair divides the instructional content into parts. Each teacher
instructs one of the groups, groups then rotate or spend a designated amount of
time at each station often an independent station will be used along with the
teacher led stations.
Example: One teacher might lead a station where the students play a money math
game and the other teacher could have a mock store where the students purchase
items and make change.
Parallel
Teaching
Each teacher instructs half the students. The two teachers are addressing the same
instructional material and presenting the material using the same teaching strategy.
The greatest benefit to this approach is the reduced student to teacher ratio.
Example: Both teachers are leading a question and answer discussion on specific
current events and the impact they have on our economy.
Alternative
Teaching
This strategy allows one teacher to work with students at their expected grade level
while the other teacher works with those students who need the information and/or
materials retaught, extended, or remediated.
Example: One teacher may work with students who need re-teaching of a concept
while the other teacher works with the rest of the students on enrichment.
Team
Teaching
Well -planned, team- taught lessons exhibit an invisible flow of instruction with no
prescribed division of authority. Using a team teaching strategy, both teachers are
actively involved in the lesson. From a students perspective, there is no clearly
defined leader as both teachers share the instruction, are free to interject
information, and are available to assist students and answer questions.
Example: Both instructors can share the reading of a story or text so that the
students are hearing two voices.

The strategies are not hierarchical they can be used in any order and/or in any
combination to best meet the needs of the P-12 students in the classroom. (with
adaptations from) Copyright 2011, St. Cloud State University, Teacher Quality
Enhancement Center Research Funded by a US Department of Education Teacher
Quality Enhancement Grant
07/14/14 15

Signature Assignment #1: Instructional Plans Rubric
Expected Performance Level: Approaching Proficient

Instructional
Plans
Exemplary (5) Highly Proficient
(4)
Proficient (3)
Achieving a 3 or
higher in this area
does not result in
extra credit for this
assignment
Approaching
Proficient (2)

20 points
Unsatisfactory (1)

10 points
InTASC
standards
1b, 2a, 2b, 2c,
6b, 7a,7b, 7c,
7d, 7e, 7f, 8a

Instructional plans
include:

measurable and
explicit goals
aligned to state
content standards;
activities,
materials, and
assessments that:
- are aligned to
state
standards.
- are
sequenced
from basic to
complex.
- build on prior
student
knowledge,
are relevant to
students
lives, and
integrate other
disciplines.
- provide
Evidence in both
columns 3 and 5
Instructional plans
include:

goals aligned to
state content
standards;
activities, materials,
and assessments
that:
- are aligned to
state
standards.
- are sequenced
from basic to
complex.
- build on prior
student
knowledge.
- provide
appropriate
time for student
work, and
lesson and unit
closure;
evidence that plan
is appropriate for the
Evidence in both
columns 1 and 3
Instructional plans
include:

few goals aligned to
state content standards;
activities, materials, and
assessments that:
- are rarely aligned to
state standards.
- are rarely logically
sequenced.
- rarely build on prior
student knowledge
- inconsistently
provide time for
student work, and
lesson and unit
closure;
little evidence that the
plan is appropriate for the
age, knowledge, or
interests of the learners
and;
little evidence that the
plan provides some
opportunities to
07/14/14 16

appropriate
time for
student work,
student
reflection, and
lesson and
unit closure;
evidence that plan
is appropriate for
the age,
knowledge, and
interests of all
learners and;
evidence that the
plan provides
regular
opportunities to
accommodate
individual student
needs.
age, knowledge, and
interests of most
learners and;
evidence that the
plan provides some
opportunities to
accommodate
individual student
needs.

accommodate individual
student needs.

07/14/14 17

Signature Assignment #2a: TAP Rubrics
Expected Performance Level by final evaluation: Approaching Proficient

Instructional Plans Proficient (3)

Achieving a 3 in this area
does not result in extra credit
for this assignment.
Approaching Proficient (2)

20 points
Unsatisfactory (1)

10 points
InTASC standards
1b, 2a, 2b, 2c, 6b,
7a,7b, 7c, 7d, 7e, 7f,
8a

Instructional plans include:

goals aligned to state content
standards;
assessments that:
- are aligned to state
standards.
- are sequenced from basic
to complex.
- build on prior student
knowledge.
- provide appropriate time
for student work, and
lesson and unit closure;
evidence that plan is
appropriate for the age,
knowledge, and interests of
most learners and;
evidence that the plan
provides some opportunities to
accommodate individual
student needs.
Evidence in both columns 1 and
3
Instructional plans include:

few goals aligned to state content
standards;
assessments that:
- are rarely aligned to state
standards.
- are rarely logically sequenced.
- rarely build on prior student
knowledge
- inconsistently provide time for
student work, and lesson and
unit closure;
little evidence that the plan is
appropriate for the age, knowledge,
or interests of the learners and;
little evidence that the plan
provides some opportunities to
accommodate individual student
needs.

Standards and
Objectives
Proficient (3)
Achieving a 3 in this area does not
result in extra credit for this
assignment
Approaching Proficient (2)

20 points
Unsatisfactory (1)

10 points
07/14/14 18

InTASC standards
1b, 1c, 1f, 2c, 2d, 2j,
2k, 2l, 4d, 6b, 7a, 7c,
7d, 7g
Most learning objectives and state
content standards are
communicated.
Sub-objectives are mostly aligned
to the lessons major objective.
Learning objectives are connected
to what students have previously
learned.
Expectations for student
performance are clear.
State standards are displayed.
There is evidence that most
students demonstrate mastery of the
objective.
Evidence in both columns 1 and 3 Few learning objectives and state
content standards are
communicated.
Sub-objectives are inconsistently
aligned to the lessons major
objective.
Learning objectives are rarely
connected to what students have
previously learned.
Expectations for student
performance are vague.
State standards are displayed.
There is evidence that few students
demonstrate mastery of the
objective.

Signature Assignment #2b: Professionalism Rubric

A: Showing Professionalism: Expected Performance Level throughout course: Emerging
07/14/14 19

ELEMENT
APPLYING (3)
Scores of 3 or higher do
not result in extra credit
for this assignment
EMERGING (2)
20 points per
element
UNSATISFACTORY (1)
Note consequences for dismissal
from internship in course policies
section of syllabus
Relationships with Others in
Schools and the Profession
(University instructors, school
leaders, colleagues, etc.)

InTASC Standards
3q, 3r

Relationships with
colleagues are
characterized by
collaboration and
cooperation. Presumes
positive intent when
addressing issues of
concern and demonstrates
willingness to learn from
others.
Maintains cordial
relationship with
colleagues using
appropriate means and
respectful language when
addressing issues of
concern.
Relationships with colleagues are
negative, divisive or self-serving.
Addresses concerns inappropriately
(person, issues, format), or uses
disrespectful language, inappropriate
emotions.
Fulfilling Professional
Responsibilities
(Dress code, consistent
attendance, punctuality, ethical
standards, social media)

InTASC Standards
9f, 9i, 9n, 9o
NETS-T Standards
4c
Actively acquires knowledge
of and adheres to the rules,
policies, and procedures
established by the school,
the district, the university
and/or the law.
Requires some guidance
regarding the rules,
policies, and procedures
established by the school,
the district, the university
and/or the law.
Violates the rules, policies, or
procedures established by the school,
the district, the university and/or the
law.

07/14/14 20

B: Growing and Developing Professionally
Expected Performance Level by final evaluation: Emerging
ELEMENT APPLYING (3) EMERGING (2) UNSATISFACTORY (1)
Content Knowledge and
Pedagogical Skill
(Skills taught in courses
and/or modeled by Intern
Mentor Teacher)

InTASC Standards
9a, 9b, 9c, 9d, 9k, 9n,
10a, 10b, 10r, 10t

Applies new skills in the
classroom consistently.
Application of new skills
attempted.
Does not apply new skills in
classroom.
Continued Professional
Growth

InTASC Standards
9a, 9b, 9c, 9d, 9k, 9n,
10a, 10b, 10r, 10t

Seeks feedback and actively
works to improve practice by
participating in professional
development.
Responds to feedback
indicating the need for
continued professional
growth.
Fails to recognize or respond to
feedback indicating the need for
continued professional growth.

07/14/14 21

C: Maintaining Accurate Records
Expected Performance Level by final evaluation: Emerging
ELEMENT APPLYING (3) EMERGING (2) UNSATISFACTORY (1)
General Record Keeping
(Maintains lesson plans and
materials for Instructional
Activities, communicates
deadlines and course
requirements with Intern Mentor
Teacher)

InTASC Standards
9o

Keeps records/ lesson
plans in an organized
manner and meets
deadlines
appropriately.
Keeps records/lesson plans
with adequate organization but
requires frequent monitoring to
avoid errors and sometimes
misses deadlines.

Has no system for maintaining
records/lesson plans, keeps
records/lesson plans in disarray and/or
does not meet deadlines, resulting in
errors and confusion.

07/14/14 22

Course/Instructor Evaluation
The course/instructor evaluation for this course will be conducted online 7-10 days before the
last official day of classes of each semester or summer session. Response(s) to the
course/instructor are anonymous and will not be returned to your instructor until after grades
have been submitted. The use of a course/instructor evaluation is an important process that
allows our college to (1) help faculty improve their instruction, (2) help administrators evaluate
instructional quality, (3) ensure high standards of teaching, and (4) ultimately improve instruction
and student learning over time. Completion of the evaluation is not required for you to pass this
class and will not affect your grade, but your cooperation and participation in this process is
critical. About two weeks before the class finishes, watch for an e-mail with "ASU
Course/Instructor Evaluation" in the subject heading. The email will be sent to your official ASU
e-mail address, so make sure ASU has your current email address on file. You can check this
online at the following URL: http://www.asu.edu/emailsignup.

University/Mary Lou Fulton Teachers College Policies

Professional Behavior
It is expected that students exhibit professional behavior inside the classroom, during intern
placements, and working with other students outside of the class on assignments related to
this class in addition to behavior in the classroom on ASUs campus. If at any time your
behavior is unprofessional, the instructor may refer the student to the Director of the Office
of Student Services (OSS) for the development of a Notice of Concern.

Dismissal from Clinical Experiences (Internship or Student Teaching)
In the event a school district requests that a student be dismissed from an internship or
student teaching placement for unprofessional or inappropriate behavior the intern or
teacher candidate will be required to attend a meeting with the Division Director or designee,
the Director of Student Services and other college representative as determined by the
Division Director to discuss the reasons for request for dismissal from the internship or
student teaching placement.

If it is determined that the allegations of a violation of unprofessional behavior resulting in
the request for dismissal from the school/district are warranted, one or all of the following
actions may result. The intern or teacher candidate:

will be dismissed from the internship or student teaching placement.
will receive a failing grade (E) for the internship or student teaching course*.
will not be assigned another internship or student teaching placement during the
same semester in which the teacher candidate was assigned a failing grade
may not withdraw from the internship/clinical experience course or student teaching
course. If a withdrawal is processed by the Office of the Registrar, the grade will be
administratively changed to an (E).
must withdraw from all courses that require concurrent enrollment with internship or
student teaching.

*If an intern or teacher candidate wishes to appeal the (E) grade, s/he can follow the grade
appeal process as outlined on the Teachers College website. The first step in the grade
appeal process is to meet with the course instructor. Students have 10 business days to
appeal a grade.

07/14/14 23

If a teacher candidate wishes to repeat the internship or student teaching and concurrent
coursework for the semester following the dismissal, the teacher candidate must show
evidence of how they plan to resolve the situation or circumstances which resulted in the
removal from the internship or student teaching. The teacher candidate will be required to
meet with the Assistant Division Director and the Director of Undergraduate Services to
develop a Professional Improvement Plan (PIP) outlining expectations for continued
professional growth and academic development.

In the event that the teacher candidate violates the rules, policies, or procedures for conduct
established by the school, district, local education agency, ASU, Teachers College, and/or
the law while on a PIP for unprofessional behavior, the teacher candidate will be disqualified
from the iTeachAZ program. Teacher Candidates who are disqualified may not petition to
continue in their current academic plan, but may be eligible to pursue other non-certification
degree options within Teachers College (i.e., Educational Studies) or within other colleges at
ASU.

Attendance and Participation- You must complete 1 full day of internship for 12 weeks
minimum (and 75 hours) and attend all face-to-face seminar meetings with your
Clinical Experience Class.

Internship: Students are required to be in school during the Intern Mentor Teachers
contract hours (begin and end the day with your Intern Mentor Teacher). Report absences
to your Clinical Experience Instructor AND your Intern Mentor Teacher before the
IMTs contract day begins and document absence.

Documentation of absences: Interns must complete the Absence Request/Verification
Form (located at the end of the syllabus) when they are absent which includes proposing
a plan to make-up the absence to meet requirements. Once completed, this form should be
signed by the Intern Mentor Teacher and then submitted to the Clinical Experience
Instructor via email or hand-delivery. The expected timeline is 5 days in advance of a
planned absence or within one week of an unplanned absence. Absences should be
documented on the Time Card by both the Intern and the Intern Mentor Teacher.

Seminar meetings: Report an absence to your instructor prior to the start of class.
Please arrange to have a classmate take notes and collect any handouts provided during
the class meeting.

Late and Missing Assignments
All assignments are due on the dates indicated in the syllabus. Late assignments will
not be accepted.

Academic Integrity/Plagiarism
The ASU Student Handbook contains the following information: The highest standards of
academic integrity are expected of all students. The failure of any student to meet these
standards may result in suspension or expulsion from the university and/or other sanctions
as specified in the academic integrity policies of the individual academic unit. Violations of
academic integrity include, but are not limited to, cheating, fabricating, tampering,
plagiarising, or facilitating such activities. The university and unit academic integrity policies
are available from the Office of the Executive Vice President and Provost of the University
07/14/14 24

and from the Deans of the individual academic units. The rest of the code, which consists
of several pages, is available at the following URL: http://students.asu.edu/srr/code.

Dependent upon instructors discretion, penalties for plagiarism range from loss of
points on plagiarized assignment to student receiving an E for the course.

Disability Accommodations for Students
Students who feel they may need a disability accommodation(s) in class must provide
documentation from the Disability Resource Center (Downtown campus UCB 160,
Polytechnic campus Sutton Hall 240, Tempe campus Matthews Center, or West campus
UCB 130) to the class instructor verifying the need for an accommodation and the type of
accommodation that is appropriate. Students who need accommodations for a disability
should contact DRC as early as possible (i.e. before the beginning of the semester) to
assure appropriate accommodations can be provided. It is the students responsibility to
make the first contact with the DRC.

Religious Accommodations for Students
Students who need to be absent from class due to the observance of a religious holiday or
participate in required religious functions must notify the faculty member in writing as far in
advance of the holiday/obligation as possible.Students will need to identify the specific
holiday or obligatory function to the faculty member. Students will not be penalized for
missing class due to religious obligations/holiday observance. The student should contact
the class instructor to make arrangements for making up tests/assignments within a
reasonable time.

Military Personnel Statement
A student who is a member of the National Guard, Reserve, or other U.S. Armed Forces
branch and is unable to complete classes because of military activation may request a
complete or partial administrative unrestricted withdrawal or incomplete depending on the
timing of the activation. For information, please see
http://www.asu.edu/aad/manuals/usi/usi201-18.html.

Harassment Prohibited
ASU policy prohibits harassment on the basis of race, sex, gender identity, age, religion,
national origin, disability, sexual orientation, Vietnam era veteran status and other protected
veteran status. Violations of this policy may result in disciplinary action, including
termination of employees or expulsion of students. Contact Student Life (Downtown
campus- 522 N. Central Ave., Post Office Room 247, 480-496-4111; Polytechnic campus-
Administration building suite 102, 480-727-1060; Tempe campus- Student Services Building
room 263, 480-965-6547; or the West campus- UCB 301, 602-543-8152) if you feel another
student is harassing you based on any of the factors above. Contact Equal
Opportunity/Affirmative Action (EO/AA) at 480-965-5057 if you feel an ASU employee is
harassing you based on any of the factors above.

Grade Appeals
The professional responsibility for assigning grades is vested in the instructor of the course,
and requires the careful application of professional judgment. A student wishing to appeal a
grade must first meet with the instructor who assigned the grade to try to resolve the
dispute. The process for grade appeals is set forth for the undergraduate and graduate
programs are available at http://mytc.asu.edu/webfm_send/294
07/14/14 25

Cell Phone Policy
Turn off cell phones during class and clinical placement. Use or presence of cell phones
during clinical experiences may result in a deficiency and/or Professional Improvement Plan.

Electronic Communication
Acceptable use of university computers, internet and electronic communications can be
found in the Student Code of Conduct (http://www.asu.edu/aad/manuals/usi/usi104-01.html )
and in the Universitys Computer, Internet, and Electronic Communications Policy
(http://www.asu.edu/aad/manuals/acd/acd125.html).

Technological Services and Support
The Mary Lou Fulton Teachers College encourages students to make use of technological
services available through ASU to make their learning experience more efficient. Students
with personal laptop computers or netbooks can connect wirelessly to the Internet and to
printing services on all four campuses and some PDS sites. The following support services
are available to support student computing needs.

Student Purchases:Discounted pricing for students purchasing laptop or desktop
computers is available at through the ASU bookstore or online. http://bookstore.asu.edu/

ASU Campus Classroom Connectivity:
In-class use of laptops is encouraged by the Mary Lou Fulton Teachers College. In cases
where students need to make presentations during class, most classrooms have the
capability of allowing laptops to connect to classroom projectors. Mac laptops may require
an adaptor. For collaborative work, social networking tools are provided to ASU students
through a Google partnership, including Google docs, spreadsheets, presentations, forms,
and sites. (https://docs.google.com/a/asu.edu/#all)

Hardware and Software Support:
ASU 1:1 Technology Studios provide support to students on all four campuses for hardware,
software, operating systems, security, networking, etc. (http://gomobile.asu.edu/) MyApps
provides free software tools including free virus scan software, online applications, and
information about discounted software for purchase. (https://webapp3.asu.edu/myapps/)

07/14/14 26

Sample Co-Teaching Lesson Plan (Direct Instruction)
Teachers:

Subject:

Standard:

Objective (Explicit):

Evidence of Mastery (Measurable):
Include a copy of the lesson assessment.
Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response

Sub-objectives, SWBAT (Sequenced from basic to complex):
How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?

Key vocabulary: Materials:
Opening (state objectives, connect to previous learning, and make relevant to real life)
How will you activate student interest?
How will you connect to past learning?
How will you present the objective in an engaging and student-friendly way?
How will you communicate its importance and make the content relevant to your students?

I
n
s
t
r
u
c
t
i
o
n
a
l

I
n
p
u
t

Teacher Will:
How will you model/explain/demonstrate
all knowledge/skills required of the
objective?
What types of visuals will you use?
How will you address misunderstandings
or common student errors?
How will you check for understanding?
How will you explain and model
behavioral expectations?
Is there enough detail in this section so
that another person could teach it?
Student Will:
What will students be doing to actively
capture and process the new material?
How will students be engaged?

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
07/14/14 27

Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?

G
u
i
d
e
d

P
r
a
c
t
i
c
e

Teacher Will:
How will you ensure that all students
have multiple opportunities to practice
new content and skills?
What types of questions can you ask
students as you are observing them
practice?
How/when will you check for
understanding?
How will you provide guidance to all
students as they practice?
How will you explain and model
behavioral expectations?
Is there enough detail in this section so
that another person could facilitate this
practice?
Student Will:
How will students practice all
knowledge/skills required of the objective,
with your support, such that they continue to
internalize the sub-objectives?
How will you elicit student-to-student
interaction?
How are students practicing in ways that
align to independent practice?

How can you utilize grouping strategies?
I
n
d
e
p
e
n
d
e
n
t

P
r
a
c
t
i
c
e

Teacher Will:
How will you plan to coach and correct
during this practice?
How will you provide opportunities for
remediation and extension?
How will you clearly state and model
academic and behavioral expectations?
Did you provide enough detail so that
another person could facilitate the
practice?
Student Will:
How will students independently practice the
knowledge and skills required by the
objective?
How are students are practicing in ways that
align to assessment?
How are students using self-assessment to
guide their own learning?
How are you supporting students giving
feedback to one another?

07/14/14 28

Closing/Student Reflection/Real-life connections:
How will students summarize and state the significance of what they learned?
Why will students be engaged?

07/14/14 29

Absence Request/Verification Form
Intern Name:
Intern Mentor Teacher Name:
School: District:
Clinical Experience Instructor:

Sick Vacation Bereavement Jury Duty
Military Maternity/
Paternity
Other
Reason for absence:

Dates of absence
From: __________
To: __________
Proposed make-up absence:
____________________________________________
Current absence
____ days OR ____ hours (if < full
day)
Total absences to date
_____ days

Intern Signature: Date:
Intern Mentor Teacher Signature: Date:

Approved Not approved
Comment:

Sed 396 Field Experience f14

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Sed 396 Field Experience f14

Transféré par

Droits d'auteur :

Formats disponibles

07/14/14 1

SED 396: Clinical/Field Experience I, 75166

Vous aimerez peut-être aussi