Transcript ECH Intern Responsibilities in Both Placements - A

ECH INTERN RESPONSIBILITIES IN
BOTH PLACEMENTS
• NOTE: Different University Supervisors may have
varied requirements. Some of you may have
different Supervisors for Placement I and Placement
II.
• The basic responsibilities are the same, regardless of
supervisors, but you follow your University Supervisor’s
instructions. All Interns must submit Portfolios,
however.
ECH INTERN RESPONSIBILITIES IN
BOTH PLACEMENTS
• Reflections
• Action Plan
• Planning, Teaching, Evaluating
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Integrated Instructional Plan (2- 1 week Plans, or 1 2 week plans) IIP
IIP Rationale
Internship College Live Text Portfolio and
LTTL Portfolio
IN EACH PLACEMENT YOU WILL:
Kindergarten
Reflections
Action Plan
Planning, Teaching, Evaluating
Integrated Instructional Plan (2- 1
week Plans, or 1- 2 week plan) IIP
• IIP Rationale
• Internship College Live Text
Portfolio and
• LTTL Portfolio
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Primary Grades
Reflections
Action Plan
Planning, Teaching, Evaluating
Integrated Instructional Plan (2- 1
week Plans, or 1-2 week plan) IIP
• IIP Rationale
• Internship College Live Text
Portfolio and
• LTTL Portfolio
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REFLECTIONS
Kindergarten
Primary Grades
• Overall Reflection in Internship
Handbook
• Overall Reflection in Internship
Handbook
• Select 1 Formative Observation and
Reflect upon it. Submit your written
reflection to your University Supervisor
within 2 days of the Formative
Observation. NOTE: This can be a
Clinical Supervisor Observation or a
University Supervisor Observation. (p. 6
of syllabus)
• Select 1 Formative Observation and
Reflect upon it. Submit your written
reflection to your University Supervisor
within 2 days of the Formative
Observation. NOTE: This can be a
Clinical Supervisor Observation or a
University Supervisor Observation. (p.
6 of syllabus)
ACTION PLAN
(IN EACH PLACEMENT)
• During Weeks 1-2, with the help of your Clinical Supervisor, identify a child,
and determine areas for “growth” for that child- Objectives. Document
• Parent/Caregiver contact- 3 instances- Starting with permission to begin!
• Pre-Assess the Child
• Describe the child in all areas of development
• Describe the child’s cultural context and the intervention relevant to that
context.
• Written Goals for the child- linking your assessment with intended outcomes.
• (Syllabus p. 7, Appendix A 1)
ACTION PLAN
(IN EACH PLACEMENT)
• Detailed description of the five planned intervention lessons- at least one
using appropriate technology
• Description of five or more home activities and a rationale as to why the
activity was chosen
• Describe ongoing performance and continuous assessment
• Post-data and the rationale for why post-assessments were chosen
• Description of Intervention/rationale data
• Rationale and Descriptions of further recommendations based upon postassessment
• Reflections from each intervention session (5)- best done at time of
intervention!
• Overall Reflection about the action plan.
IIP (INTEGRATED INSTRUCTIONAL PLAN
(SYLLABUS P. 7 AND APPENDICES B1,B2, B3, B4)
• 1- 2 week Plan (10 “Integrated” Plans using Pathwise)
• OR
• 2- 1 Week Plans ( 5 “Integrated” Plans using Pathwise, per
IIP)
• IIP Plans Include – Overall Goals and Objectives for IIP
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Objectives/CCSS for each Plan
Integration of subjects in some way
Assessment of student learning
Developmentally Appropriate and Hands-on Active learning
NOTES ABOUT IIP
• The IIP Plans (in full) must be submitted to the University
Supervisor and the Clinical Supervisor 48 hours prior to
the start date for approval.
• IIP Lesson Plans do not negate the writing of other lesson
plans! For example- Reading- If you are also teaching
Reading during your IIP, lesson plans for Reading are
required. If you are doing SOLO teaching, abbreviated
plans may be submitted with permission from your
University Supervisor and Clinical Supervisor.
IIP ADVOCACY PROJECT
(SYLLABUS P. 7, APPENDICES C1 & C2)
• This project is designed to assist you in the future
with:
• Advocacy with Administrators and Parents
• Communication
• Providing Rationale for your choices in teaching
IIP RATIONALE ADVOCACY PROJECT
• 1) After writing your IIP, choose 2 activities from your IIP
that are Developmentally Appropriate.
• 2) Write a Rationale for each activity (2) for
parents/guardians to help them understand why the
activity was included in the classroom and its
significance.
• 3) Write a Rationale for each activity (2) for
administrators to help them understand why the activity
was included in the classroom and its significance.
• HINT: You will write 4 Rationales total!
KINDERGARTEN PLACEMENT
(POSSIBLE EXAMPLE)
IIP AND ADVOCACY RATIONALE
One Week IIP
• You must have:
• Lesson Plans for IIP 48 hours in
advance
• Checklist of activities cross-references
with IIP-Partially included
• NOTE Checklist will go with both IIP’s
since you will have 2 IIPs
• IIP Advocacy Rationale•
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1 Activity Chosen
1 Rationale for Parents
1 Rationale for Administrators
= 2 Rationales TOTAL PER IIP (2 IIPS)
Two Week IIP
• You must have:
• Lesson Plans for IIP 48 hours in
advance
• COMPLETE Checklist of activities
cross-references with IIP
• IIP Advocacy Rationale•
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2 Activities Chosen (yes, just 2!
2 Rationales for Parents
2 Rationales for Administrators
= 4 Rationales TOTAL
PRIMARY GRADE PLACEMENT
(POSSIBLE EXAMPLE)
IIP AND ADVOCACY RATIONALE
• One Two-Week IIP
• You must have:
• Lesson Plans for IIP 48 hours in advance
• Checklist of activities cross-references with IIP
• IIP Advocacy Rationale• 2 Activities Chosen
• 2 Rationales for Parents
• 2 Rationales for Administrators
INTERNSHIP COLLEGE LIVETEXT PORTFOLIO
• Kindergarten Placement- 20%
grade
• Each Requirement noted on
syllabus, must be entered into the
Portfolio prior to the end of WEEK 7
• Your University Supervisor will review
the Portfolio and will provide 20%
portion of your grade to the
Summative Evaluation.
• That constitutes the assessment
these entries, but they also reflect
upon your planning, teaching, and
professional practice.
• Primary Grade Placement- 20%
Grade
• Each Requirement noted on
syllabus, must be entered into the
Portfolio prior to the end of WEEK 7
• Your University Supervisor will review
the Portfolio and will provide 20%
portion of your grade to the
Summative Evaluation.
• That constitutes the assessment
these entries, but they also reflect
upon your planning, teaching, and
professional practice.
LTTL PORTFOLIO
LEARNING TO TEACH: TEACHING TO LEARN
• This portfolio is submitted at the end of the second placement to your
University Supervisor. It is cumulative and may include entries that you
select from both placements. This portfolio is reflective of your experience
at ASU in Learning to Teach! This is also ASU’s Program Assessment for our
Teacher Education program for our accreditation. It is very important. It is
also due in WEEK 7. Delay of submission may result in delay of graduation.
• The entries come from both placements.