Exit Performance

Description
(EPD) Report Cover Sheet
The five year teacher certification program at Michigan State University prepares college
graduates to assume the
responsibilities of beginning teaching. The program consists of a planned sequence of
professional courses and
field experiences including a year-long internship after students complete their bachelor's
degree. A five-year
program enables teacher candidates to acquire a solid grounding in their teaching subjects as
undergraduates and to
spend a year of guided learning to teach in a school and classroom setting. The program
meets all the requirements
for the provisional elementary and secondary teaching certificate of the State of Michigan. It
also reflects state
and national standards for beginning teachers.
The internship combines observation and guided practice teaching averaging about 30 hours
per week with twelve
credit hours of master's degree courses. These experiences are designed to support the
intern's growth both in
classroom teaching and in the performance of a teacher's other professional roles, such as
working with parents and
colleagues in the school. The internship includes a sustained period of lead teaching. With
the collaborating
teacher's support, the intern bears primary responsibility for planning, instruction, and
assessment.
The attached report is based on the intern's extensive experience.
Justema, Meghan
Intern

Elementary Education
Major

Finn, Karla
Mentor Teacher

CA Frost Environmental Science Academy

School Name

Niewiada, Debra
MSU Field Instructor

Grand Rapids Public School District

School District
MSU is an Affirmative Action/Equal Opportunity Institution

Please place an X by the correct item:

Internship Area Team Assignment:
X
Elementary Education
Report prepared by:
X
Mentor Teacher

Secondary Education

Report prepared for:

X
Fall & Spring
Semester

Special Education

MSU Field Instructor

Fall Semester

Report is based on the school

year:

FS14-SS15

Spring Semester
Date
:

05/01/2015

Final
Report-Fifth Year Internship
Grand Rapids Area Elementary Team
2014-2015
Meghan Justema is a Michigan State University graduate who completed a teaching internship at CA Frost
Environmental Science Academy in the Grand Rapids Public School District in the state of Michigan from August,
2014 through May, 2015. CA Frost is an environmentally themed school focused science academy that serves over 500
students in grades K-8 from every region of the district. The school reflects the diversity of the city and community.
Meghan was in a second grade classroom under the supervision of Karla Finn.
Knowing Subject Matters and How to Teach Them
Standard 1. Acts as an educated person:
Standard 2. Teaches elementary subject
matters:
Communicates effectively; shows that s/he
Researches and validly teaches subject matter
values learning; promotes both individual
through short-range and long-range
responsibility and individual rights; models
planning; connects subject matter to the
respect both individual diversity and for
world beyond school; promotes critical and
community; models knowledge of American
higher order thinking; promotes independent
government and economics; models global
learning and problem solving; engages
perspectives.
students in inquiry and promotes curiosity;
models and coaches analysis, synthesis,
evaluation of ideas, skills and information.
Interns are expected to design, adapt and sequence learning activities that promote intellectual
involvement with content and active construction of understanding. They are expected to take
into account what students know and how they learn, and plan instruction and assessment
together to support student learning.
Comments on Standards 1 & 2
Meghan communicates calmly with her students through her voice and praise. She gives distinct directions, and then
models what she is asking. The students have clear expectations provided to them at the beginning of each lesson. She
understands that each child learns differently and adjusts her lessons to provide an alternative approach. It is her
responsibility as a teacher to meet every students needs. Meghan encourages questions from the students as she
circulates during individual and group time. She strives to motivate her students so they understand more deeply. She
holds them to expectations that are attainable and encourages them to do their best. Meghan utilizes teaching materials
such as the white board, visual aids, manipulatives, document camera, Plickers, and the computer to enhance learning.
She seeks support from her mentor and asks for her expertise in the subject matter. She listens to feedback from her
mentor and applies this to her future lessons. Meghan views learning as a team effort. She collaborates and
MSU is an Affirmative Action/Equal Opportunity Institution

brainstorms with other members on the second grade team. She believes the student and teacher are on the same team
and support one another to achieve the same goal.
Meghan engages her students with self-discovery and higher-level thinking questions to promote learning. The
questions go beyond the material presented in the book. She leads an enrichment reading group, where she works with
students in comprehending a more challenging text and pushing them to think deeper about it. Meghan asks why a
particular situation might occur. She wants her students to be able to explain in a logical way. Meghan aligns her plans
with the Common Core State Standards in math and literacy, the Michigan Grade Level Content Expectations in social
studies, and implements the Next Generation Science Standards as well as the district provided standards. Meghan
prepares her lessons so the students are engaged and inspired. During independent and group work, she circulates to
assess and address concerns. She incorporates technology to enhance lessons when appropriate. Meghan models
positive behavior and expects the same from her students.
Working with Students
Standard 3. Works with students as
individuals:
Respects, cares for, and communicates with
all students, and holds high expectations;
adapts the curriculum to them, setting
measurable goals; employs multiple strategies
for teaching them; motivates and engages all
students; includes, accommodates, and
differentiates instruction; assesses and
adjusts instruction to serve individuals.

Standard 7. Engages families and

community:
Communicates with parents and guardians
about students activity and learning;
recognizes and responds to diverse family
structures; uses community history, issues,
and resources in teaching; recognizes
patterns of evidence that indicate threats to
students welfare; advocates for students
interests.

Interns are expected to use a variety of instructional strategies to elicit diverse students thinking,
make knowledge accessible and interesting and keep students engaged in learning. They are
expected to monitor students understanding, build on students ideas and adjust their instruction
based on ongoing assessment.
Comments on Standards 3 & 7
Meghan is kind and respectful with all her students and expects that from each child. She is articulate and clear in her
high expectations and motivates them to reach their goal. She expects them to be involved with her and each other.
Meghan holds each one accountable for their actions and emphasizes they make their own choices. She is
conscientious and avoids negative corrections. This helps keep a consistent level of stability within the classroom at all
times. Meghan observes individuals and re-engages them to keep challenged. She provides ample praise. Meghan
will find someone following directions or working purposefully and positively announce it for the class to hear. This
shows everyone the type of behavior to model. Meghan implemented Lunch Bunch, where a small group of students
met with her for lunch once a week. This allowed her to identify each students interests and strengths. Meghan passes
out First Class Tickets to students that earn them, posts student work on the Work to Be Proud of Wall, and updates the
classroom Weebly site. She works to form relationships to be a better educator. She understands the importance of
making solid connections with students. Meghan really cares about her students and encourages them to be successful.
Meghan communicates very well with parents about her students learning and behavior. She communicates with
parents through emails, notes in student planners, weekly homework packets, greets parents in the lobby at dismissal,
and manages and updates the classrooms Weebly site. This led to building positive relationships with students and
their families. Meghan attended her schools Open House and sent home a follow-up letter about her. She volunteered
at the carnival and for some of the school's monthly Parent-Teacher-Student Association meetings (PTSA). Meghan
participated in fall parent/teacher conferences, and took the lead in some spring conferences. Parents are comfortable
MSU is an Affirmative Action/Equal Opportunity Institution

asking her questions about their childs progress. Meghan helped her mentor teacher complete some of the second and
third marking period progress reports and notified parents of growth and areas of need. She emphasizes to the parents
that their child is cared for and achieving success. Meghan has a cordial relationship with the parents and handles
herself in a friendly and professional manner.
Creating and Managing a Learning Community
Standard 4. Organizes and manages a class: Standard 5. Uses an equipped classroom:
Organizes and introduces rules and routines; Designs the classroom for safety and
uses a range of participation structures;
learning; uses multiple modes and media
promotes shared values and expectations for
instruction; uses information technology for
learning; teaches students how to participate; instruction and assessment; teaches students
responds to student inattention and
to take care of the room; assesses activity and
misbehavior; assesses class interaction and
adapts the room to support students and
adjusts the organization as needed.
promote learning.
Interns are expected to know how to develop a culture of learning featuring high expectations
and respect for diverse people and ideas. They learn how to set clear norms and expectations for
behavior and develop procedures for the smooth operation of the classroom.
Comments on Standards 4 & 5
Meghan works closely with her mentor to create a classroom where learning can take place. With consistent reminders,
she implements firm rules and routines so students feel successful. She uses a reliable strategy for classroom
management. Non-verbal warnings are given first, followed by verbal warnings, and then names are moved to the
different colors on a stoplight. Each color represents a different consequence. Meghan makes them responsible for
their choices. She follows through and gives the appropriate consequence. The consistency in her management ensures
each child has the right to learn in a safe environment. She expects all students to be respectful of her and their
classmates. Meghan believes all her students need to be engaged and involved. She uses different participation
strategies. These range from thumbs up or down, pulling Popsicle sticks, to assigning tasks to students. She uses wait
time and phrases to gather students attention, such as, Give me 5, and 1, 2, 3, all eyes on me. Meghan follows the
school-wide Positive Behavior Support Program (PBiS) and behavior matrix. She hands out first class tickets to
students who follow the school's motto of being respectful, responsible, and kind, which are turned into the school's
principal for a reward. Meghan communicates with her mentor and principal when necessary. She is able to create a
kind and friendly environment where her students know she loves and respects them.
Meghan helped set up the classroom before the school year started in order to provide a productive classroom
environment for students. She develops seating charts and helps adjust them in order to support student success. She
incorporates classroom rules and procedures in order to promote learning and safety. Meghan uses different media that
is available to her in the classroom to teach her students. She uses the whiteboard and document camera to display
books and papers in all subject areas. She includes interactive activities, visual aids, Prezis, Plickers, YouTube, and
Education videos to provide meaningful lessons and enhance student learning. During her math and science lessons,
Meghan uses manipulatives, allowing the students to be hands on and learn in different ways. She uses technology to
assess students and uses the data to determine instructional strategies and homework activities. Meghan goes over the
procedures for using the supplies with the students prior to the activity. She helps to make her classroom a safe and
purposeful environment by keeping her students engaged during learning time. Her students are held accountable for
keeping a clean and orderly classroom. Meghan wants her students to be lifelong learners and encourages this by
creating high interest and authentic lessons.
Working and Learning in a School
MSU is an Affirmative Action/Equal Opportunity Institution

Standard 6. Joins a faculty and school:

Standard 8. Teaches deliberately and learns

from experience:
Attends to school policies; works with other
Understands and accepts a teachers
teachers and administrators as needed;
responsibilities; employs a thoughtful and
participates in school assessment, evaluation, informed philosophy of teaching; exhibits a
and grading processes; participates in formal teachers thoughtful and professional
and informal professional learning for and
manner; exercises good judgment in
by teachers.
planning and teaching; habitually reflects on
and makes use of feedback to improve
teaching, deliberately draws upon
professional education as a resource; uses
assessments, feedback, and continuing
education to improve performance.
In developing as professional educators, interns are expected to act in a dependable and ethical
manner, seek out new learning to develop their practice, react appropriately to stressful
situations, give and accept constructive feedback and work collaboratively with colleagues and
families.
Comments on Standards 6 & 8
Meghan is welcome in her school and classroom by all staff and students. She maintains a friendly and professional
relationship with the staff. Meghan actively participates in Professional Development Days, staff meetings, team
planning, an overnight camping trip, and carnival activities. She works closely with the second grade team when it
comes to planning lessons, homework, assessments, and other second grade activities. She also volunteers her time
helping out at school Parent-Teacher-Student Association meeting (PTSA) in order to become an active member of the
school community. Meghan views the staff as a team and wants to be a valid member who contributes to the success of
the school. She helped administer Measure of Academic Progress (MAP) throughout the year. She uses the data from
these measures to determine student growth and to pair students for reading groups. Meghan takes her mentors
feedback sincerely to improve her ability as a teacher and create a better learning environment for her students.
Meghan utilizes many activities to develop her teaching practices. She participates in lesson studies with peers to
develop professionally and learn from experience. To gain feedback from her teaching practice with peers and mentor
teachers, she engages in video recording lessons. She participates in action-research projects in order to explore
particular interventions that have been studied to best support her students individual needs. Meghan is very kind,
patient and caring. She treats all students with respect and reaches out to each as individuals. Meghan is dedicated to
her profession and her students.
SUMMARY
I would highly recommend Meghan for a teaching position in your school. She has exceeded all university
requirements and will be an outstanding teacher. I am very confident the students would thrive under her guidance.
Meghan would be an asset to your district. She is capable, prepared and dedicated. She truly cares about the success of
her students and works to implement best practices in order to meet their needs.

MSU is an Affirmative Action/Equal Opportunity Institution