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=This wikispace is presented by Emily Pudwill in fulfillment of the requirements of= =SEED 394 Internship in Secondary Education= The Internship Field Experience is the second of three required field experiences for certification in The School of Education at The University of South Dakota. The Internship is designed to give students a more extensive and participatory experience than the Paraprofessional Field Experience, and students who complete the Internship will be better prepared to enter the Student Teacher Field Experience. In keeping with the School of Education’s theme of //Reflective Decision Making + Leadership//, the Internship is designed to allow students the opportunity to examine their interactions in the school setting and to evaluate the role they play in student learning. According to Donald Graves (2001), “Awareness that grows out of the specifics of your own situation produces energy. For this reason, you need to know the details of your own experience in order to make some judgments about how to set a personal and professional direction for your life.” The activities required during the Internship Field Experience and the associated written assignments will give you the chance to reflect upon your progress toward becoming a teacher. Perhaps more importantly, you will have the opportunity to reassess and, hopefully, reaffirm your commitment to teaching as a career path.

Graves, D. (2001). //The Energy to Teach.// Portsmouth, NH: Heinemann

Mrs. Langle's Classroom (605)356-5971 || =Check List - Next Steps=
 * Emily's Spring 2009 SEED 394 Internship Placement**
 * School: || Elk Point-Jefferson ||
 * Field-based supervisor: || Angie Langle ||
 * Content area: || Middle School and High School Math ||
 * FBS e-mail address: || angie.langle@k12.sd.us ||
 * FBS phone: || EPJ High School Office (605)356-5900
 * USD supervisor || Kevin J. Reins, Phone: 605-677-5831, e-mail: kreins@usd.edu ||

Next steps: Please check off the following items by replacing the "o" with an “X” in the left hand column of the table once you have completed the task. = =
 * X || Upon receiving this information, respond immediately via e-mail to Dr. Kevin Reins indicating that you have received your placement information and that you have no major conflict with the placement. ||
 * X || Contact your field-based supervisor within 48 hours of receiving your placement information either by phone or e-mail. ||
 * X || During this first e-mail or phone call to your field based supervisor, ask to set up the first meeting (at your FBS’s convenience) for you to visit the classroom. ||
 * X || Upon arriving at the school, go directly to the main office, introduce yourself, the reason for your attendance, (make a great impression from the beginning) and ask to be directed to your FBS’s classroom. ||
 * X || During the first visit to the classroom, notify your FBS of the URL to your wikispace and let her/him know that you will be documenting the __requirements__ of the experience in this space. Discuss the requirements. ||
 * X || Deliver the FBS’s packet with the evaluation forms and return envelope to your field based supervisor during the first meeting. ||
 * X || Also during the first meeting, exchange phone numbers in case of emergency (edit your wikispace and put your FBS’s prefered phone number in the informatin table above), confirm your visitation times, and discuss what you will be doing in the class over the course of the 45 required hours in the classroom. ||
 * X || When convenient, introduce yourself to the principal and other faculty throughout your stay at the school. Be kind, courteous and show appreciation for the opportunity to be visiting and working with the students and faculty at the school. Always try to leave a great impression on people. ||
 * X || Within the first two visits, ask for a copy of the school handbook or ask to borrow a handbook for the semester. ||
 * X || Report to Dr. Kevin Reins via e-mail after you have completed your initial visit. Briefly describe the visit and ask any questions or state any concerns you have at this time and through the semester. ||
 * X || IF YOU MISS A SCHEDULED TIME – REPORT IT TO DR. REINS IMMEDIATELY. ALWAYS KEEP HIM INFORMED. RECORD THE DATES THAT YOU MISSED HERE. ||

My goals for the internship:
Write three goals for your internship experience. (1)Know all students in class by name and at least one interest of theirs. (2)Improve the grade of a struggling student or students. (3)Leave the students with something to remember me by.

Post-experience reflection on my goals.
After completing my internship, I can say that I met some of my goals. Goal 1 was easily accomplished. During the first few days I tried to learn my students’ names by observing. I then acquired a seating chart and passed out note cards for them to write down their names, school activities, and an interesting fact. By using the note cards and seating chart, I found it simple to remember each student. As for goal 2, I did not really have the opportunity to work with a student one on one who was struggling in class. I do believe though, that when I taught my lessons or helped students by answering questions, I helped to improve their grade. As far as leaving the students with something to remember me by, I do not believe I had presented a dramatic experience for them to remember but I do believe they will remember me. I was in the classroom often, saw the students in the hall, and made outside-of-class conversation. I hope that the students will remember me, as I will remember them.

A. 45 hours of field-based classroom participation
Geometry -> Review for tests. Walked around and helped students who needed it. Two different classes of geometry, the first is mainly sophomores and the second is mainly juniors. The first class is more outgoing in that they are very talkative and participate in class. The second class is more quiet and it takes more to get them to participate. Mrs. Langle told me about EPJ's ACTS program where middle school students need to stay after school if they do not have homework completed for class. Cell phones are not permitted during school hours. All high school students have laptops and no students are allowed to use bookbags throughout the day. || Homeroom -> After Math and before lunch there is homeroom. Mrs. Langle talked about saftey in school with the students. Homeroom at EPJ is much different from homeroom at my middle school and high school. || Geometry -> Teaching of parallelgrams. I helped students with Geometer'sSketchPad. || Geometry -> Quiz. I corrected homework. The first class went past class time and had to stay until they finished, where the second class all fnished on time. I also had the geometry classes write on notecards their names, activites, and an interesting fact so I can get to know them better. || Geometry -> Teaching of trapezoids. I corrected homework. || 7th Math -> Teaching of combination. Students worked in small groups and I walked around to help them. Geometry -> Review for test. We were going to split the class in half and review with them, but there was a two hour late start and absent students so it was a whole class review. Students were in groups of four and went to the board to answer questions. || Geometry -> Review for test. Students were in pairs and used small white boards. I walked around to help answer questions or show the students how to correctly find the answer. || Geometry -> Teaching of circles. New seating chart. || 8th Math -> Teaching of quartiles. I corrected homework. 7th Math -> Test. But only part of the test because of late start and shortened periods. I helped organize student folders for Mrs. Langle. Geometry -> Teaching of inscribed angles. || 8th Math -> Students worked on homework. I ran some errands for Mrs. Langle. All 8th graders were gone at some point in the day today, so the 8th grade class schedule was different than normal days. Mrs. Langle took over some teacher's classes throughout the day. Study Hall -> Students worked on homework. I ran some more errands for Mrs. Langle. (not a class on Mrs. Langle's schedule) 7th Social Studies -> Students worked on worksheet. I ran some more errands for Mrs. Langle. (not a class on Mrs. Langle's schedule) 7th Math -> Teaching of angles. I walked around the class and helped students use their protractors. I also okayed them to continue on with their worksheets. 7th Science -> Students worked on worksheets. (not a class on Mrs. Langle's schedule) Geometry -> Quiz. || Note: Some hours may be completed outside of your placement by the SEED 394 class as a whole.
 * **Date** || **Hours** || **Description of my activities/participation in the classroom....** ||
 * 2/5 || 1 hrs || Initial meeting with Mrs. Langle. I learned that she teaches both middle school and high school math courses, while having a classroom in the middle school wing. ||
 * 2/10 || 4 hrs || 7th Math -> Quiz. I corrected homework.
 * 2/12 || 1 hrs || 7th Math -> Teaching of interest. I helped students who needed it.
 * 2/17 || 4 hrs || 7th Math -> Test. Mrs. Langle reviews formulas with students before handing out tests. I corrected homework.
 * 2/19 || 4 hrs || 7th Math -> Mrs. Langle began class by answering questions on homework. Teaching of probability and tree diagrams. Students were in pairs and I walked around helped the students to better understand what it was they were trying to figure out.
 * 2/20 || 2 hrs || Geometry -> Teaching of rectangles. Second class, Mrs. Langle was gone so I gave out notes and worksheets and helped students with both. The students were independent and worked in pairs to finish assignment. I felt as if they were not comfortable in asking me for help. ||
 * 2/24 || 4 hrs || 7th Math -> Review for quiz. Split the class in half and I was in charge of one half. I gave the students questions to answer at the board. The students were well behaved and listened. When they had a question they were not affraid to ask for help and I tried to explain the answer as well as I could so they would understand.
 * 2/26 || 3.75 hrs || 8th Math -> Worksheet.
 * 3/1 || 2.75hrs || Concessions at boys basketball game. I helped Mrs. Langle in one of her duties as being a middle school student council advisor. There were two shifts of five students, Mrs. Langle, Mrs. Schetter, and myself running the concessions for a basketball game. ||
 * 3/3 || 3.5 hrs || 7th Math -> Teaching of combinations.
 * 3/5 || 3.5 hrs || 7th Math -> Teaching of independent and dependent events. New seating chart.
 * 3/6 || 2.5 hrs || Geometry -> I taught a lesson on arcs and angles of circles. ||
 * 3/10 || 5 hrs || Algebra -> Teaching of multiplying rational expressions. Mrs. Langle did not get lesson finish because of two hour late start and shortened class period.
 * 3/12 || 7 hrs || Algebra -> Teaching of dividing rational expressions. I corrected homework.
 * 3/117 || 2 hrs || 7th Math -> Teaching of angle relationships. I walked around and helped the students measure different angles with protractors. I also helped them on their assignment. ||
 * 3/19 || 1.5 hrs || 7th Math -> I taught a lesson on further angle relationships. ||
 * Total || 51.1hrs ||  ||

B. Work with a group of students
1. Describe the group of students you worked with. I worked with many different groups of students. If the students were assigned groups or got to choose their groups, they worked diligently. 2. Did students have clearly defined role/or tasks? When in groups, students usually knew what they were supposed to be doing. If they did not, I would explain again to them and made sure they understood. 3. Describe your interaction with this group of students. My interaction with the students in groups was similar among all groups and there was not much interaction. It was basically re-explaining ideas or concepts and answering questions. 4. How did your interaction affect student learning? When interacting with the groups of students, I believe it affected the students’ learning in that they better understood what was going on. If they asked me a question, I tried to answer it as well as I could until they understood it.

C. Work with students individually
1. Describe the individual you worked with. When working with individuals, I did so when I walked around the classroom during work time. If a student had a question I would go to them to answer it. 2. Did the student have clearly defined role and/or task? A student who had a question on an assignment knew that they needed to complete it on their own and knew I was there for assistance only. 3. Describe your interaction with the student. When answering a question, I would ask the student what they did and did not understand. From there we would work together to figure out the answer. 4. How did your interaction affect the student’s learning? My interaction with the student affected his/her learning in that they would correctly figure out the answer on their own, besides my assistance given. 5. How did you assess your impact on the student’s learning? My impact on the student’s learning was assessed by the fact that the student understood my assistance and correctly answered the problem. Through all my observations of various classrooms, I have noticed that the higher up in grade level, the less one-on-one work exits. As an intern for a 5th grade classroom in high school, I frequently worked with students one-on-one to help them understand concepts and to improve their over all grade. While doing my paraprofessional in a 7-12 grade science room, I worked individually with students in the middle school age group more than I did the high school. This makes sense to me because in high school teachers are trying to teach students how to become more responsible and independent.

D. Participate in redesign of a lesson with technology
 **Standard 1**: Facilitate and Inspire Student Learning and Creativity By using Geometer’s SketchPad, I supplied a creative way to present my lesson on arcs and arc angles. The Geometer’s SketchPad helped to clarify the students’ understanding of arcs and arc angles by allowing them to create both. I also posted and synched the lesson notes to the students so they could follow along as I went through them. This helped to inspire learning because it allowed the students to participate. The Geometer’s SketchPad promoted both student learning and creativity by allowing them to construct their own circles with arcs and arc angles. It also allowed the students to actively participate in making progress in their learning. By syncing the notes to the students, it was a fluent action because it was a presentation of notes that they had before seen. The notes were also a form of communication of the relevant lesson material. To promote responsibility, I stated the name of Geometer’s SketchPad when using it, thus giving credit it to the program. Also, I created my own notes so I did not need to reference anything.  **Standard 5**: Engage in Professional Growth and Leadership It was my first time using Geometer’s SketchPad so it really engaged in my professional growth. It was also my first time using Tablet PCs. I would really like to use both again to grow professionally. Lesson 1
 * Standard 2**: Design and Develop Digital-Age Learning Experiences and Assessments
 * Standard 3**: Model Digital-Age Work and Learning
 * Standard 4**: Promote and Model Digital Citizenship and Responsibility

E. Classroom teaching two lessons with lesson plans and documented impact on student learning
Lesson 1 Lesson 1 Analysis
 * Lesson #1 - Arcs and Arc Angles**

Lesson 2 Lesson 2 Assessment Lesson 2 Analysis
 * Lesson #2 - Angle Relationships**

F. Design an assessment tool for evaluation of one of the lessons taught
-Students will use previous knowledge to calculate the measures of the angles. -Students will discover and recognize alternate interior angles, alternate exterior angles, corresponding angles, consecutive interior angles, and vertical angles. -Students will identify alternate interior angles, alternate exterior angles, corresponding angles, consecutive interior angles, and vertical angles. Lesson Assessment Assessment Results

G. Share two duties with field-based supervisor
Duty 1 I corrected numerous homework assignments for Mrs. Langle. When doing this duty, I learned that everyone corrects assignments differently. It always seemed simple for math, you either have it right or wrong, but then you have to take into consideration the work the students did to get to the answer. If the students showed work and it was correct up to a certain point, then the students were allotted points for that work. This was hard to do because Mrs. Langle corrected her way and when I started correcting I did not want it to be different and unfair. So if I had questions I asked her about it and I soon began to see how she corrected and did it without hesitation. Duty 2 I help worked the concession at a high school boy’s basketball game with Mrs. Langle and Mrs. Schetter. Mrs. Langle is a middle school student council advisor and running the concession is part of her and the student council’s duties. From this experience, I learned that being a teacher is not just about educating students in the classroom but also to educate them outside of the classroom and about different topics other than your core topic.

H. Attend an extra-curricular activity with students
I attended a high school girl’s basketball district game. I learned that EPJ is a small community but it supports its students very well. The whole gym was full on EPJ side while Dakota Valley’s was quite small. I think this is a great quality for EPJ and its community because staying together can create a strong school system that will educate the students to their fullest. I also observed that those students that were in the crowd saw me at the game and asked why I had not attended a boy’s game. I felt bad because I wanted to attend one, however I could never make it. I hope these students understand that it was not because I did not care, but it was because I was too busy to make it to a boy’s game.

I. Attend a school board meeting
I attended the Elk-Point Jefferson school board meeting on Monday, March 9th 2009. I have never attended on before this date and found it to be interesting. Besides the superintendent and aldermen, there were only ten others who were present. Of the material presented and talked through, half of it I fully understood. There were local matters discussed like safety of students walking to bus stops and the recognition of stand-out students and athletes. Discussions about budget and technology for next year were made apparent also. I believe that I understood most of what was going on because school board meetings are open to the public and I believe that persons in the community that have concerns about the school and/or school system should attend these meetings. They are very formative and easy to follow with the help of an agenda, and questions are always allowed. I am glad that I attended the meeting and will try to attend the meetings of my future school district.

J. Reflective interview of field-based supervisor around teaching standards
Interview Questions & Responses 1. (Participates/Seeks Growth: The teacher fosters relationships to support students’ learning and well being and actively seeks opportunities for professional growth and development.) As an experienced teacher you have observed that students and studies are always changing. How do you find ways to grow and develop as an educator to meet these changes? Do you often have students seeking a degree in teaching observe your room? What benefits do you get from volunteering your time and room? To obtain new ideas to meet changes, Mrs. Langle attends workshops and seminars. She also reads the NTCM magazine and tries to technology software. When she attends these seminars or reads articles, the new practices that work best for her are those provided by fellow and/or past educators. As far as giving up her room and time for those seeking an education degree, she has had five in the nine years of teaching in Elk-Point Jefferson. The benefits that come from volunteering are new ideas lessons and new ideas for in the classroom. There is also extra help around the room which, I am sure, is great! However, the most beneficial thing Mrs. Langle receives is a personal fulfillment, in that she is giving her time and help to a student just like someone did for her.

2. (Plans for Instruction: The teacher plans instruction based upon knowledge of students, subject matter, technology, curriculum goals, and the community.) I understand that you have all your old notes from previous years for lesson planning; do you ever have to redesign them? How long into teaching did you make formal lesson plans? Do you have to turn in a formal set of plans by a certain date? Mrs. Langle uses her past lesson plans and notes as a guide line. If they appear that they will work for a certain class or text she will use them. She says she always have to modify them somewhat to meet the particular class’s needs and abilities. As far as formal lesson plans, Mrs. Langle said her first year she was at the school all week and sometimes the weekends preparing her lesson plans. However, she now only makes them formal with standards and objectives during evaluation. There are also no formal plans to be turned in, but she does have to post a weekly schedule online. This needs to be done the week before, and the principles occasionally check. She also said that grades are due and should be posted online every Friday by 5:00PM.

3. (Technology: The teacher uses current technologies, software, and telecommunications network to enhance learning.) Elk-Point Jefferson was allotted Governor Rounds’ One-to-one Initiative in which each high school student receives a laptop during their four years. What were you initial thoughts to this as far as using the laptop in a Math classroom and how have your thoughts changed? If EPJ no longer had the laptops, how would you change your lesson plans? Mrs. Langle’s initial thought on the laptops was, “How am I going to use this in my classroom?” She said that she took baby steps on how to incorporate the use of the laptop in her math classroom and that she was always changing ways of doing things. EPJ is in their second year with the laptops and Governor Rounds has said no more funding for these and wants to put the technology funding into something else in the school. Because of this, Mrs. Langle believes the only major change in the classroom as far as teaching would be the structure of the class. The notes would be presented differently as well as using programs like Geometer’s SketchPad.

4. (Evaluates: The teacher uses assessment strategies to evaluate and ensure the continuous development of the learner.) In class we have been taught about the different types of assessments; formative, diagnostic, and summative. I have observed how you use diagnostic assessments (homework and quizzes) and summative assessments (chapter tests); how do you use formative assessments? When Mrs. Langle uses formative assessments when she is teaching a lesson by observing her students; she can tell whether or not the students understand the material. She can also tell if some students may need extra help as far as getting a tutor or coming in early to visit with Mrs. Langle herself. If she does notice that students may need extra help, she e-mails their parents to notify them. (I asked her then about communicating with parents) Mrs. Langle said that communication with parents is a lot easier than it used to be because of e-mail. She can now send a quick e-mail to a parent in the middle of the day instead of having to wait until the school day was over to write a letter and mail it to them. She often uses her e-mail to communicate with students’ parents if the students come to class without completing a homework assignment or if there are upcoming quizzes or tests. It is also required of all the middle school teachers to keep a log of the parents they e-mail. This log contains what parent was e-mail, on what date, for what reason and is turned in at certain times throughout the year.

1. What is your impression of your field-based supervisor’s attitude toward teaching standards? My impression of Mrs. Langle’s attitude on the teaching standards is that she believes in them. She makes an effort to incorporate each standard so both her and her students can grow and develop.  2. What is your impression of the impact of standards on instruction? I believe that the standards are set so that each educator can grow and develop and create the best learning situation they can. Each standard is unique and should be thought about deeply and met continuously. I think that if a teacher can meet each standard of instruction, then he or she will be a great teacher. 3. How do you intend to incorporate standards into your teaching? When I become an educator, I will try my best to meet each standard. I will keep them posted so I know what they are at all times and this way I will be able to incorporate them into my lesson planning. Also, as requirements through USD School of Education, I am becoming more and more familiar with them and better understand ways to integrate them into my classroom.

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