ED 498 Internship

GENERAL INFORMATION:

Course title : ED 498 Internship
Campus : National, Chuuk, Kosrae, Yap	Initiator: Sylvia Henry & Magdalena Hallers	Date: March, 2018
Course description: This course is the culmination course for the BS in Elementary Education program for in-service teachers. This course provides a semester- long teaching experience under intensive supervision with a principal/vice principal in a private or public school. The student designs, delivers, and assesses lessons in all core subjects and reflects on instruction in accordance with the (InTASC) principles. The student provides evidence of the teaching experience in a portfolio showcase. Student professionalism is measured.

COURSE HOURS/CREDITS:

	Hours per Week		No. of Weeks		Total Hours		Semester Credits
Lecture		X		=		=
Laboratory		X		=		=
Lecture/Lab		X		=		=
Workshop	36	X	16	=	576/48	=	12
		Total Semester Credits					12

PURPOSE OF COURSE:

[X] Degree requirement

[ ] Degree elective

[ ] Certificate

[ ] Other

PREREQUISITES: Achieve 70% or better on 100 questions of Teacher Competency Exam

PSLOS OF OTHER PROGRAMS THIS COURSE MEETS:

PSLO#	Program
None

1) INSTITUTIONAL STUDENT LEARNING OUTCOMES

[X ]	1. Effective oral communication: capacity to deliver prepared, purposeful presentations designed to increase knowledge, to foster understanding, or to promote change in the listeners' attitudes, values, beliefs, or behaviors.
[X]	2. Effective written communication: development and expression of ideas in writing through work in many genres and styles, utilizing different writing technologies, and mixing texts, data, and images through iterative experiences across the curriculum.
[X ]	3. Critical thinking: a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.
[x ]	4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal.
[ x]	5. Intercultural knowledge and competence: a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.
[ x]	6. Information literacy: the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.
[x ]	7. Foundations and skills for life-long learning : purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence.
[x ]	8. Quantitative Reasoning: ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; comprehends and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats.

2) PROGRAM STUDENT LEARNING OUTCOMES (PSLOs): The student will be able to:

1. Demonstrate the ability to teach all subjects for one semester in an elementary classroom

either independently (internship) or under the supervision of a master teacher (student

teaching) as measured by the following Interstate Teacher Assessment and Support

Consortium (InTASC) standards (paraphrased):

a) Teach and create learning experiences that make the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches meaningful for students;

b) Provide learning opportunities that support children's intellectual, social, and personal development;

c) Demonstrate understanding of how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners;

d) Use a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills;

e) Use group motivation to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation;

f) Use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom;

g) Plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals;

h) Use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner;

i) Reflect and continually evaluate the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and seek out opportunities to grow professionally;

j) Foster relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being;

2. Design, deliver, and assess instruction in support of students with special needs in the

elementary classroom In accordance with the requirements of the Individualized Educational

Program (IEP) process, and

3. Demonstrate professionalism.

3) COURSE STUDENT LEARNING OUTCOMES (CSLOs) (General): Under intensive supervision of a principal or vice principal in a public or private school the student will be able to:

1. Design lesson plans and appropriate instructional materials in all core subject areas for regular students and students with special needs in an elementary classroom.

2. Deliver elementary level lesson plans in all core subject areas for regular students and students with special needs.

3. Create and maintain a positive learning environment.

4. Assess student learning in all core subject areas.

5. Self-reflect on lesson delivery and weekly goals.

6. Create and maintain relationships with school colleagues, parents and agencies in the community.

1. COURSE STUDENT LEARNING OUTCOMES (CSLOs) (Specific): The student will be able to:

CSLO (General) 1: Design lesson plans and appropriate instructional materials in all core subject areas for regular students and students with special needs in an elementary classroom.
Student learning Outcome (specific)	ISLO		PSLO			Assessment Strategies
1.1 Develop elementary level lesson plans for regular students and students with special needs in the areas of Language Arts, Math, Science, and Social Studies based on FSM and/or State standards and benchmarks that include strategies for differentiation of learning, integrate two or more subject areas, and link the concepts to the students' environment; 1.2 Develop appropriate instructional materials aligned with plans developed in CSLO 1.1, including student handouts, visual aids, hands-on learning activities, and application of technology to support learning.	2*, 3, 4, 5, 6 2, 3, 4, 5, 6		1a, 1b, 1c, 1d, 1e, 1f, 1g, 1h, 1i, 2 1a, 1b, 1c, 1d, 1e, 1f, 1g, 1h, 1i, 2			1.1 Student develops elementary level lesson plans for regular students and students with special needs in the areas of Language Arts, Math, Science, and Social Studies based on FSM and/or State standards and benchmarks that include strategies for differentiation of learning, integrate two or more subject areas, and link the concepts to the students' environment; A rubric will be used to assess. 1.2 Student develops appropriate instructional materials aligned with the plans developed in CSLO 1.1 including student handouts, visual aids, hands-on learning activities, and application of technology to support learning. A rubric will be used to assess.
CSLO (General) 2: Deliver elementary level lesson plans in all core subject areas for regular students and students with special needs.
Student Learning Outcome (specific)		ISLO		PSLO	Assessment Strategies
2.1 Deliver lesson plans developed in CLSO 1.1 using instructional materials developed in CSLO 1.2. 2.2 Deliver lessons using interactive teaching and cooperative learning strategies, and communication techniques to support student learning.		1, 2, 3, 4, 5, 6 1, 2, 3, 4, 5, 6		1a, 1b, 1c, 1d, 1e, 1f, 1g, 1h, 1i, 2 1a, 1b, 1c, 1d, 1e, 1f, 1g, 1h, 1i, 2	2.1 Student delivers lesson plans developed in CSLO1.1 with instructional materials developed in CSLO 1.2 that includes a variety of strategies of differentiated instruction for regular students and students with special needs . Delivery of the lessons will be scored using a rubric. 2.2 Student delivers lessons using interactive teaching and cooperative learning strategies and communication techniques to support student learning. Delivery of the lessons will be scored using a rubric.
CSLO (General) 3: Create and maintain a positive learning environment.
Student Learning Outcome (specific)		ISLO		PSLO	Assessment Strategies
3.1 Before and during a lesson, organize and manage the elementary classroom environment for learning, including management of resources and materials and management of student behavior.		1, 2, 3, 4, 6		1a, 1b, 1c, 1d, 1e, 1f, 1g, 1h, 1i, 2	3.1 Student organizes the classroom environment, implements rules and routines, manages resources and materials and manages student behavior prior to and during lessons. Classroom management will be scored using a rubric.
CSLO (General) 4: Assess student learning in all core subject areas.
Student Learning Outcome (specific)		ISLO		PSLO	Assessment Strategies
4.1 Assess student learning in all core subject areas at formative and summative levels. 4.2 Assess student learning in all core subject areas formally and informally.		1, 2, 3, 4, 8 1, 2, 3, 4, 8		1a, 1b, 1c, 1d, 1e, 1f, 1g, 1h, 1i, 2 1a, 1b, 1c, 1d, 1e, 1f, 1g, 1h, 1i, 2	4.1 During and after lesson deliveries, student assesses learning of the lessons using a variety of strategies such as performance assessment, individual turns, projects, and review of paper and pencil assessments. A rubric will be used to assess. 4.2. Students assesses learning using a of variety formal and informal assessment strategies during and after lesson deliveries. A rubric will be used to assess.
CSLO (General) 5: Self reflect on lesson deliveries and weekly goals developed.
Student Learning Outcome (specific)		ISLO		PSLO	Assessment Strategies
5.1 Write journals reflecting on lessons deliveries. 5.2 Develop and reflect on weekly term goals		2,7 2,7		1h, 1i 1h, 1i	5.1 Student writes daily journal entries reflecting on lessons taught, strengths, weaknesses and recommendations on how to improve. A rubric will be used to assess. 5.2 Student develops weekly goals for each InTASC standards and reflect on strengths, weaknesses, and provisions for improvement. A rubric will be used to assess.
CSLO (General) 6: Create and maintain relationships with school colleagues, parents and agencies in the community.
Student Learning Outcome (specific)		ISLO		PSLO	Assessment Strategies
6.1 Participate in weekly seminars 6.2 Participate in school-based programs		2,7 2,7		1h, 1i 1h, 1i	6.1 Student participates in weekly seminars, to discuss weekly highlights and challenges seek out opportunity to improve from colleagues and supervisors. A rubric will be used to assess. 6.2 Student participates in PTA meetings, parent teacher conferences and other school based programs.

4) COURSE CONTENT:

1. Development of lesson plans based on FSM and State curriculum standards and benchmarks for regular students and student with special needs.

2. Delivery of lessons using differentiated strategies.

3. Organization and management of an elementary classroom environment.

4. Development of appropriate instructional materials for lessons in all subject areas.

5. Use of various communication techniques to support learning.

6. Assessment of student learning.

7. Self-reflection on delivery of lessons.

8. Development and evaluation long term and short term goals.

5) METHOD(S) OF INSTRUCTION

[X] Lecture [X] Cooperative learning groups

[ ] Laboratory [X] In-class exercises

[ ] Audio visual [X] Demonstrations

[X] Other (field experience in local classrooms)

6) REQUIRED TEXT(S) AND COURSE MATERIALS:

Student Teaching and Internship Handbook (To be developed)

7) REFERENCE MATERIALS:

FSM and State curriculum standards and benchmarks

8) INSTRUCTIONAL COSTS:

None

9) EVALUATION:

Summative evaluation is accomplished by having each student write a summative report; submit a portfolio of all lesson plans, evidence of each lesson taught, weekly goals and daily journals; and present a final showcase. The summative report, evidence portfolio and final showcase are scored with rubrics. Student professionalism rubrics are completed at least two times during the semester. A minimum grade of C- is required to pass this course.

10) CREDIT BY EXAMINATION:

None

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ED 498 Internship