The final clinical field-based experience (the internship) is the capstone of our Professional Program in Teacher Education. At the internship level, interns meld the theoretical and practical knowledge of classroom instruction with professional behaviors. Interns have the opportunity to explore, investigate, grow, and develop through the internship.
Interns are expected to demonstrate mastery of selected Performance Dimensions in addition to all of the Professional Behaviors and Dispositions found in section one of this Guidebook. Interns must be able to apply their knowledge of learners and learning in the classroom by successfully working with students as full participating members of a professional school community.
Expectations for interns include the ability to:
Finally, the internship represents an all-important exit point in the program. Interns may not finish the internship, or complete their particular programs of study, without demonstrating competence as defined in this document; therefore, the internship serves as the final check of both student quality and program effectiveness.
SPECIFIC INTERN RESPONSIBILITIES
In addition to the responsibilities outlined in Section II of this document, as well as the Coastal Carolina University Student Handbook, Interns are expected to adhere to the following specific responsibilities.
Attendance is expected on all internship days. Unexcused absences may result in removal from field experiences and/or a grade of "U" or "F". The University Supervisor is the only individual who can approve excused absences. All absences must be "made-up" according to a plan prescribed by the Cooperating Teacher and the University Supervisor.
Obviously, an absence may be necessary due to an infirmity or other serious personal problems. If this necessity arises, the intern must notify both the University Supervisor and the Cooperating Teacher as far in advance as possible. Interns should pay particular attention to the following restrictions on absences:
CODE OF STUDENT CONDUCT
The Program Chair shall remove a intern from any field-based placement when removal is deemed to be in the best interest of the public school or the intern.
Interns will be well-groomed and maintain their personal appearance in a professional manner befitting an educator. It is the responsibility of the intern to know and adhere to the standards governing dress for the faculty of the assigned school.
Interns shall refrain from becoming involved with public school students at the assigned school both during and after the internship. Involvement may take many forms including, but not limited to:
EXTRA CURRICULAR DUTIES
Interns will assume the full teaching responsibilities of a classroom teacher during the internship. The Intern will adhere to the daily schedule of the Cooperating Teacher during the internship including all extra-curricular duties. These extra-curricular duties may include, but are not limited to:
The Intern is not responsible for participation in activities or duties assigned to his or her Cooperating Teacher that are "extra-duty paid positions." The Cooperating Teacher may ask the Intern not to participate in committee meetings that are specialized and are of a confidential nature for either the student or the school (e.g.: due-process discipline hearings, placement meetings for students that the intern does not teach, etc.).
ASSUMING TEACHING RESPONSIBILITY
The Cooperating Teacher, the intern, and the University Supervisor will jointly determine the rate of responsibility assumption during the initial weeks of the internship. The Intern will assume the full teaching responsibilities of his or her Cooperating Teacher for no fewer than 35 days of the total experience. The Intern will demonstrate competency in the five Performance Dimensions of the Knowledge, Skills Documents and the nine Behavior and Disposition criteria during this time. The Intern should bear in mind that the 35 days of full-time teaching is a minimum CCU expectation. It is expected that the intern be involved in instructional activities for the entire time he or she is assigned to the public school.
WEEKLY LESSON PLANS
Weekly lesson plans will be submitted to the Cooperating Teacher for any week that partial or full instructional responsibility lies with the Intern. The lesson plans will provide a specific outline of the major standards, topics, skills, and activities addressed during the week. The plans are due to the Cooperating Teacher no later than the beginning of the school day on the Friday before the week of instructional duties, or earlier if the school policy so dictates.
Interns will prepare lesson plans according to the model prescribed by the program faculty for their program area. All Internship lesson plans, and critiques of the plans, should be kept in a folder or notebook accessible to the Cooperating Teacher and the University Supervisor.
PERFORMANCE DIMENSIONS NOTEBOOK
In order to document their "Student Achievement and Professionalism" Performance Dimension interns will create a folder or notebook that includes, but is not limited to, the following materials:
TEACHER WORK SAMPLE
Interns are required to complete a Teacher Work Sample (TWS). Program faculty will give interns specific program area requirements and determine the schedule for submitting TWS sections. Interns will find examples of TWS exemplars on The Renaissance Partnership for Improving Teacher Quality Project web site (http://fp.uni.edu/itq).
Interns will engage in self-reflection and self-evaluation on a regular basis. This self analysis is an essential component of both the formative and summative conferences.