Office of Laboratory
Experiences
Policies &
Procedures Handbook
Welcome and Overview
Welcome to the Office of Laboratory Experiences (OLE)! We are an office dedicated to supporting the clinical components of the teacher preparation programs in the Department of Teacher Preparation and Special Education (DTPSE) at The George Washington University. As the name implies, laboratory experiences in teacher preparation take place in school settings and are designed to connect theory to practice for teacher candidates studying for teacher licensure in the following areas:
Ø
Elementary Education (Grades 1-6)
Ø
Secondary Education (Grades 7-12)
o
Art
(K-12), English, ESL (K-12), Foreign Language, Mathematics, Science Biology,
General Science, Physics or Chemistry, Social Studies, and Computer Science
Ø
Early Childhood/ Infant Special Education (Grades Pre k–3)
Ø
Transition Special Education (Includes
options for licensure in two areas)
o Learning Disabilities (K-12)
o Non-Categorical (K-12)
Ø
Bilingual Special Education (K-12)
Ø
Emotional Behavioral Disabilities (K-12)
Ø
School
Counseling (K-12)
Besides
its primary function of providing support services for field placements, the
OLE disseminates information and provides guidance to program areas with regard
to licensure requirements for The District of Columbia and the states under the
Interstate Compact Agreement.
Table of Contents
Mission
Statement for the Office of Laboratory Experiences
School
Placements – General Guidelines
Ethical Guidelines for Effective Supervision
Distinctions about the Ethical Guidelines for
Supervision of the Teacher Intern
The Seven Principles of Effective Supervision
A Model for Reflective Supervisory Practice
Negotiating Expectations – Steps in the
Process
Selection of Cooperating Teacher/Mentor
Exceptions to Program Requirements
Addressing Special Concerns of the Teacher
Intern
Mission Statement for the Office of Laboratory Experiences
In accordance with our school and departmental mission OLE works collaboratively with program faculty to develop and sustain field sites that provide the continuous tie between theory and practice in our teacher preparation work. Teacher preparation school sites provide the context in which our students develop abilities of leadership, reflective practice, research, and scholarship. These experiences also provide authentic contexts for teacher candidates to participate in their respective educational communities.
The conceptual framework which underlies the curriculum of our teacher preparation program is built around 5 core beliefs aligned with the mission statement or our school. This framework addresses the nature of effective teaching and learning:
· Diversity enriches the teaching and learning environment.
· Effective teaching is responsive to the diversity of learners, interpersonal, interactive, collaborative, relevant, interdisciplinary, and it utilizes various contexts.
· Meaningful learning builds on a student’s experience and prior knowledge in the construction of new and increasingly complex and sophisticated attitudes, knowledge and skills.
· Constructive and principled change improves the teaching and learning environment.
·
The education process must be linked to family
and community.
This conceptual framework
exemplifies a complex view of effective teaching (
Preparing new teachers for this role requires careful
attention to their growth and development.
To be competent in facilitative roles, professional educators must come
to know themselves as learners and must develop dispositions of respect for
inquiry into the larger contexts which embrace others visions of the same
phenomena. Thus, preparing future
teachers for this level of expertise and professionalism goes beyond imparting
the technological foundations for effective teaching. It moves teacher educators toward modeling
the processes which lead to teacher empowerment and dispositions toward
inquiry. This process is nurtured and
developed during clinical components of a teacher candidate’s program.
Laboratory experiences during DTPSE teacher preparation programs vary in length, duration, and level of intensity depending on the purpose of the clinical experience and when in occurs in a teacher candidates program. Each graduate program leading to licensure has a sequence of integrated clinical laboratory experiences which are carefully planned and integrated with courses to provide opportunities for teacher candidates to tie theory to practice through observation and practical application of methods and teaching strategies. This sequence begins with field observations followed by focused practicum experiences which lead the teacher candidate into a comprehensive internship experience. Thus, it becomes the essential mission of the OLE to be the administrative support structure for assuring quality in the clinical components of our programs and for providing guidance related to best practices in supervision of the pre-service teacher to the faculty, students and the cooperating/ mentor teachers who participate in the teaching internship. This handbook is dedicated to articulating best practices in this endeavor.
The Office of Laboratory Experiences facilitates placements for GW teacher preparation students in school settings. Field experiences are designed to assist the student in making theory to practice connections in their chosen field of study (i.e. elementary, secondary, and special education). According to Lindsey (1977):
"Professional laboratory experiences are a resource turned to by students and
instructors to give meaning to ideas and to help the learner more clearly see
the implementation of those ideas... [They] include all those contacts with
children, youth, and adults (through observation, participation, and teaching)
which make a direct contribution to an understanding of individuals and their
guidance in the teaching/learning process." (pp. 25-26)
For the purposes of this handbook, the following definitions apply:
- Professional Laboratory Experiences - include early field experiences, practicum, and teaching internships. Each experience is designed to provide incremental immersion into observing, assisting, participating, teaching, and taking leadership in school contexts.
- Early Fieldwork Experiences - occur at the beginning of the teacher preparation program. Involves students in focused observation and participation experiences that connect with study of schools as social organizations and with the study of human growth and development.
- Practicum Experiences - take place during study of pedagogy both for general and specialty area methods. It is a time when students plan, implement, reflect, and experiment with different teaching methods and strategies in selected school contexts. The length of the experiences may vary among programs and will include a minimum of 60 clock hours where students complete specific assignments in different courses (i.e. plan units, teach lessons from unit, and develop classroom management systems).
- Teaching Internships - occur in the final year or semester of a student's program*. It is a "period of guided teaching when the student takes increasing responsibility for the work of a given group of learners over a period of consecutive weeks" (Lindsey, 1977, p. 27).
* Some DTPSE programs provide full year internship experiences; others provide consecutive weeks in a given semester.
OLE Service and Support
Explicated below are the policies for each element of the support system maintained by OLE in order to ensure productive and appropriate relationships with school and university participants who work with GW in teacher preparation:
SUPPORT TO PROGRAM AREAS IN MAINTAINING CERTIFICATION RECORDS AND SCHOOL PLACEMENT REQUIREMENTS
- Record Keeping: OLE creates and maintains a data base of students completing teacher certification programs who are participating in field experiences, practicum, and teaching internships at the beginning of each semester. This database is accessible through the DTPSE computer network. Information is entered separately for each program (e.g. elementary model, secondary model). All information is archived by semester and stored on backup disks in OLE. Printouts of data base placement information by semester and program are available in resource notebooks in the OLE. This allows OLE to document numbers placed and verify internship completion when certification forms are processed. Data base information regarding placement is coordinated through the Executive Assistant.
- Application Process for Fieldwork: Application forms that document all fieldwork, practicum, and teaching internships must be submitted to OLE for all GW students in teacher preparation programs (see instruction sheets). This includes interns placed in schools where collaborative arrangements exist.
- Early Fieldwork and Practicum: OLE provides practicum application forms to methods instructors the week that classes begin. Fieldwork application forms should be submitted to OLE no later than the second week of classes. Placement arrangements may take from 1-3 weeks depending on school system requirements. OLE works with Program Coordinators in targeting specific schools to utilize for fieldwork assignments and provides assistance in procuring field sites as well as troubleshooting when needed. OLE recommends that students be given clear guidelines about which schools will be assigned for their fieldwork or practicum. Students should not seek their own school placements. This creates havoc with the placement process defined by each school system and jeopardizes GWU's relationships with the schools. Once placements are confirmed, OLE will provide each student an introductory fieldwork packet that includes guidelines for the field experience and an evaluation/ feedback form for the assigned supervisory/ cooperating teacher.
- Teaching Internship: If OLE is to coordinate teaching internships, a meeting with students should be scheduled in the semester prior to the internship to fill out appropriate forms and orient students to the placement process. It is recommended that this meeting take place the second week of September for spring semester placements, and no later than February 1 for fall semester placements. The schools that GW works with in providing teaching internship opportunities specify that OLE cannot guarantee specific school and/or grade level requests. Students should not be advised that they can make their own placement or be placed in a specific school. Some program options within DTPSE coordinate specific internship placements and submit the information to OLE.
- Collaborative Agreement with Schools: In programs where collaborative arrangements exist with school systems for teaching internships, the program coordinator must provide placement information to OLE at the beginning of the Fall and Spring semester as appropriate for the program. Program coordinators and project directors are responsible for submitting a completed (i.e., all information requested) GW Professional Internship Application Form for each intern. This assists OLE in submitting placement information to school systems and in budgeting monies to support supervision of GW interns. Specialty area endorsements should be noted for those students who are enrolled in dual certification programs.
- Quality Control: OLE will schedule, upon request, information sessions the beginning and end of each academic semester to:
- map out placement dates across programs;
- update faculty on school system information, school calendars, school sites, and
placement protocol;
- provide resources;
- coordinate program evaluation of fieldwork, internship, and seminar components;
- coordinate grade sheets for teaching internships; and,
- update, change, and edit forms.
· Fieldwork and Practicum Follow Up: Course instructors and program area field liaisons are responsible for monitoring the fieldwork and practicum components of their programs. Copies of evaluation/feedback forms should be returned to OLE to document completion of the experience. These are available for review by course instructors and students.
· Internship Follow Up: Evaluation forms for the teaching internship are provided by OLE to interns, cooperating teachers, and university supervisors. OLE monitors and checks to assure that all evaluations have been received from University Supervisors and Cooperating Teachers before honoraria/ vouchers are awarded.
SUPPORT TO COOPERATING TEACHERS
- Orientation to the Supervision of the Intern: Upon request, OLE will provide assistance in planning and conducting orientations for both interns and cooperating teachers for different program areas at the beginning of each semester which introduce: the nature of the process of learning to teach, negotiating expectations for the experience, program information, and internship evaluation. OLE will also provide sessions for cooperating teachers with regard to getting started, observing, giving feedback, and assessing the intern's progress. Training sessions will be arranged with program area coordinators and may occur in schools where interns are clustered or in programs where collaborative agreements make it possible to pull teachers out of the classroom during the day.
- Honoraria: Cooperating teachers receive a monetary honorarium from OLE. This payment in awarded to Cooperating Teachers after the intern’s final evaluation has been returned to OLE, verifying completion of the internship. The amount of the honorarium is contingent on the number of credits the intern is registered for: 3 credits = $80.00, 6 credits = $160.00.
- Other Incentives: Instead of a monetary award, Cooperating Teachers may also choose a tuition voucher, to be used in partial payment for courses taken at GSEHD. These vouchers expire three years from the date of issuance, and cannot be redeemed for cash. The amount of the voucher is also based on the number of credits the intern is registered for: 3 credits = $150.00, 6 credits = $300.00.
SUPPORT TO UNIVERSITY SUPERVISORS
- Orientation to
Supervision of the Intern: OLE
supports orientations as requested for faculty and adjuncts supervising
teaching interns at the beginning of each semester for each program area -
elementary, secondary, and special education. Areas covered may include: placement
information for assigned intern, dates for placement site(s), expectations
for supervisory role, and specific responsibilities as liaison with the
assigned school(s). More
comprehensive training in phases of the supervision process (getting
started, observing, conferencing, mentoring, assessing, and evaluating) is
provided through monthly supervising meetings and is tailored to the needs
of the supervisors participating in a particular semester.
- Seminar
Participation: University
supervisors should participate in seminar meetings with interns. Seminar leaders are responsible for planning
and negotiating with supervising faculty the seminar content and
schedule. Supervisors should
utilize seminar meetings to maintain good communication with interns and
to provide opportunities for interns to address concerns related to their
internship goal.
- Travel
Reimbursement: OLE provides
reimbursement for travel for all faculty and adjuncts supervising teaching
interns. Travel forms are available
in OLE and processed through the Executive Associate.
- Supplemental
Pay: Additional pay may be
provided to adjunct faculty who offer additional services to program areas
in leading training sessions and cohort seminars, supervising additional
interns as overload and troubleshooting special problems in a school. Regular active status faculty and research
assistants are not eligible for supplemental pay through the OLE.
- Debriefing
Sessions: OLE supports
mid-semester and end-of-semester debriefing sessions as requested with
supervisors from program areas.
Mid-semester sessions may assess how things are going, address
concerns, and get on top of potential problems related to internship
placements. End of semester
debriefing sessions solicit feedback to assist elementary, secondary, and
special education program areas in improving the internship experience.
SUPPORT TO TEACHER INTERNS
- Applying for
the Teaching Internship: OLE
conducts information sessions by request for program areas for teaching
internships the semester before the placement. At this time, students are given
guidelines about the placement process and information about the GWU
partner schools where placements are arranged for interns. Forms and written materials to be
submitted with the application are also clarified.
- Placement
Confirmation: Once placements
are confirmed, OLE contacts students via e-mail or phone. Official confirmation is then sent via
mail in the form of a placement packet that includes the following
information about assigned school, cooperating teacher, school address and
phone number, county location, school calendar, and suggested sequence of
responsibilities. Complete
internship handbooks are available on our Web site for each program
area.
- Orientation to
Internship: OLE provides
orientations for teacher interns and cooperating teachers as requested by
program area. Appropriate
orientations take place during the first scheduled seminar sessions for
specific program area groups. In
schools where students are clustered, orientations may take place in a
specific school.
- Seminars: OLE provides information sessions to
clarify the certification process and PRAXIS test requirements upon
request. These are scheduled
individually for each program area during the academic year and usually
last 40-45 minutes.
- Evaluation: OLE receives final internship
evaluations and keeps them on file for a two-year period. It is advisable that students be given a
copy which they have the option of placing in a credential file in the
SUPPORT TO SCHOOLS
- Communication
Links: OLE works with each
program area to assure that all schools used for teaching internships
receive information about internship requirements and protocol. Principals are contacted and visitations
arranged to solicit feedback and plan for continued participation with our
programs. OLE establishes a school
network database which provides information to DTPSE faculty about the
schools and cooperating teachers with whom we are working
successfully.
- Collaborative
Arrangements: OLE assists in
coordinating meetings with school principals for each program area to
obtain feedback about our program and to develop ways in which GW faculty
can contribute to the professional development agenda for the school. Program areas needing this assistance
can make arrangements through the Director.
SUPPORT TO DEAN'S OFFICE
- Certification
Validation: OLE processes "Verification of Certification and
Licensure" forms from state departments of education and school district offices to verify completion of
the GWU/ state-approved programs for graduates, according to their
certification area. Students should
submit the necessary forms with a cover letter explaining the information
needed and to whom to return the form.
OLE checks transcripts and consults with program area advisors in
cases where additional information is needed. Once information is verified, OLE
obtains appropriate signatures and/or the University seal. The form is then sent with a cover
letter to the student or appropriate office, logged in OLE records, and
filed.
- Obtaining
Accreditation Validation Clause: OLE processes licensure verification
for secondary education students so that, upon completion of the necessary
course work, and before graduation, students may have an
eligibility-for-licensure clause added to the student’s transcript. This is an official validation clause
that the student has finished course work required for licensure in the
School Placements – General Guidelines
All students placed in schools must fill out appropriate application forms, school system placement forms, and submit proof of TB immunization (see Application Instructions). Depending on the type of field experience, additional information may be needed to assist school system personnel in matching student needs to the relevant school setting. Faculty are required to submit a copy of the course syllabus or a clear description of the field experience requirements to OLE.
Programs that arrange their own placements for cohort groups independent of OLE should submit application forms to OLE for their group together in one packet with a cover letter. Special forms are developed by OLE for each cohort group.
Confirmations of fieldwork and internship placements are made via phone or e-mail and provide information on assigned school and person to report to for their initial visit. Often, this person is a school principal or administrative assistant. Fieldwork placement packets for the assigned school are distributed to students via e-mail through their GW course instructor.
Handbooks for Teaching Internship
Handbooks for each program area regarding policy as well as GW expectations for the intern, cooperating teacher, and university supervisor are available here.
Application forms for all types of field experiences can be obtained here.
University
Supervisors
Supervision of teacher interns at The George Washington University is viewed as a positive, supportive process that builds on the professional goals of the intern. Interns in teacher preparation need opportunities to learn from various teaching contexts through dialogue and interaction with professionals in their field. In this model, university supervisors:
· facilitate reflection in all aspects of the supervision process.
· give specific feedback focusing on effective teaching practices.
· identify and build on strengths of the intern and assess needs.
· model, teach, and facilitate growth based on intern's professional development plan.
· build intern's teaching repertoire and focus on learning a variety of models and strategies for teaching content.
· encourage and direct the problem-solving process in focusing on providing meaningful learning for pupils.
· provide consistent, frequent contact and feedback in a variety of forms-- school visits, phone contact, and seminar instruction.
Research Background - Although the GW supervision model is derived from collective wisdom and best practices which fit the needs of the graduate population we serve, there is a research literature that supports and articulates the rationale for the model.
GWU Supervision Model
Research by Lyman (as cited in Glickman and Bey, 1990 p. 554) shows that “factors of confidentiality, involvement, consideration, appreciation, and respect establish a milieu in which authentic supervision can occur irrespective of the particular supervisory behaviors, styles, or approaches used.” These supervisory styles encompass a range of approaches currently adapted for university supervisors - e.g. clinical, differential, human resources, scientific, etc (Glickman and Bey, 1990).
However, in preservice teacher education one supervision process which remains effective in promoting teacher thinking and inquiry into one’s own practices is the cycle of clinical supervision developed by Goldhammer (1996) and Cogan (1973) as cited in Glickman and Bey, 1990.
Clinical supervision involves the following sequence (Acheson and Gall, 1992):
· The pre-observation conference where supervisor and intern review plans and specific areas to focus the observation.
· The classroom observation where the supervisor collects data objectively using pre-selected categories or a tailored observation instrument or selective verbatim notes. The model specifies that value judgments and interpretation should be avoided in data collection.
· The supervisor plans for a post observation conference during which the intern and supervisor review the data and connect to theoretical understandings about learning and teaching and discuss ways adaptations could be made to improve practice.
· An overall summary where the supervisor helps clarify what points were discussed and what the intern will focus on next.
Feedback and the Supervision Process
Studies on the nature of feedback in instructional supervision show that productive feedback is the cornerstone for building positive supervisory relationships. The five phases inherent in this process are outlined as (Little and Galagorian, 1984 as cited in Glickman and Bey, 1990):
· Entrance Phase - time when the supervisor facilitates reduction of initial anxiety by discussing and understanding all participants’ expectations.
· Diagnosis Phase - involves engaging the intern in reflection upon his/her professional behavior, self-assessment needs, and history of professional development experience.
· Technical Success Phase - involves planning and implementing with the intern specific actions to change behavior patterns and increase skills.
· Examination of Meaning for self/ phase involves helping intern clarify underlying beliefs and relation to the educational goals for students.
· Reintegration phase involves review of knowledge gained and performance acquired through self examination by supervisor and intern, setting conditions for mutual trust and openness toward the next sequence of supervisory interaction.
Feedback, (Werner et al, 1995 p.45) consists of “information about a learner’s performance that helps the learner grow”. The purpose of feedback can range from directive to more reflective. Some examples include:
· teaching specific skills
· connecting specific skills/concepts to experience
· reinforcing positive teaching behavior
· correcting misconceptions, misapplication
· guiding and encouraging reflection
· encouraging self-assessment and self-reward
It is important to consider an intern’s developmental needs to select the appropriate type of feedback to be used Werner et al (1995 p. 46) note “The ultimate goal is for the interns to become self-assessing and reflective professionals (p. 46)”. Non-evaluative feedback guides and supports in non-threatening ways which empower the intern to make decisions, discuss consequences, and to learn from them. Opportunities offered through self-reflection ask the intern to respond first to how he/she felt the teaching episode went and then proceed to consider aspects that could be improved and different ways he/she could approach the lesson next time.
As Werner et al (1995) note, the purpose of feedback given in the post-observation conference:
“is to promote the interns’ ability to reflect upon their own teaching and solve their own dilemmas of practice. It is critical to refrain from simply giving praise, criticism, or suggestion. Time must be dedicated to having interns verbally analyze their own practice and its effects on students, generate alternative strategies to use, and commit to self-examination and self-improvement.” (p 51)
Roles & Responsibilities:
The primary functions of the university supervisor of teacher interns are:
· observe, conference with, and evaluate the teaching intern.
· mentor professional goal setting with internship expectations as a framework.
· monitor professional growth of the intern through weekly contact and dialogue with intern and cooperating teacher.
· act as liaison for the university with the school as appropriate through communication with school administration and OLE office.
· complete forms (interim and final) with collaboration of CT
The secondary functions of the university supervisor are:
· participate in planning and the teaching internship seminar as assigned.
· schedule small group meetings with assigned interns to address particular needs and clarify supervision expectations for each phase of the internship.
· meet with cooperating teachers to provide assistance and support for their work with the teaching intern.
· provide resources for the intern in addressing problems and particular concerns.
· provide support and guidance for long and short range planning assignments.
The Department depends on close partnerships with schools in teacher training. The University Supervisor carries out a larger, more critical role in this partnership through modeling processes which lead toward teacher empowerment and disposition toward inquiry for both the Cooperating Teacher and Teacher. The essential process which ultimately defines the success of the clinical component is the negotiation of expectations among the participants, which takes place at the outset of the internship experience. The facilitation of this process is the essential role of the university supervisors. The purpose of this process is to clarify role expectations and to plan internship experiences that are goal directed and mutually agreed upon.
The process helps participants make better connections between theory and practice and provides the direction for the clinical experience (Linda Darling-Hammond, 1996). The process also addresses another layer of factors which are a key influence in this complex experience - RELATIONSHIPS. Effective relationships are based on good communication. Thus, the negotiating expectations strategy is designed to facilitate clarity in communication between participants.
The rationale under girding this process is “how teachers learn, shapes what they learn” (Feiman-Nemser, 1996, p.77). It models the “ways of knowing, caring, thinking, and acting” which separate the what and how of learning to teach, and put the responsibility on the teacher intern to define the appropriate learning opportunity in relation to what he/she wants to learn, to identify the kind of outcome, and to determine what resources and activities will move in the desired direction (Feiman-Nemser, 1996, p 80). Most importantly, this process negates the often held belief on the part of the teacher intern that they will be told how to teach and will learn simply by observing exemplary teachers (Howey & Zimpher, 1996, p. 483). In effect the process can be seen as cultivating dispositions for professional collaboration through a planned socialization and acculturation experience. It says to the teacher intern - you can have an impact upon the conditions in which you work and are prepared (Howey & Zimpher, 1996, p491). If we expect prospective teachers to use democratic processes in their teaching they must experience them as individuals first. Thus, the example of the strategy used here moves toward providing the impetus for this type of experience.
Supervision
Schedules
University supervisors are required to visit their assigned interns, at minimum, once every two weeks. A normal supervisory load equals 6 students. This number allows faculty to designate specific days each week to be at a school site to observe and conference with their assigned intern and cooperating teachers. It is advised that university supervisors maintain frequent contact with all interns on a consistent basis either through email, phone, school visits, and seminar meetings. Time allotted for formal observations and conferencing normally takes 2-3 hour time blocks in order to complete the clinical cycle (Slick, 1995). Programs with full year internships have specified times when weekly supervision is required (i.e. Fairfax Transition to Teaching in Secondary Education). Supervisors will need to check with their program coordinator for specific guidelines.
Supervisors should clarify with the intern and cooperating teacher the supervisor schedule for the internship. A particular day of the week in which the supervisor will be in the school can be designated or a schedule can be agreed upon which targets an observation date every other week or every week as the program requires. Time should be built in when scheduling observations for conferences afterward. Interns should be given an opportunity to talk about what went well, what needs more work/ focus, and what he/she may do differently next time. Talking about the teaching experiences should occur as soon as possible after the teaching experience. If this is not possible, it is recommended that the supervisor arrange for a feedback session via the telephone later that evening.
The university supervisor should also schedule three-way conferences with the intern and cooperating teacher midpoint to assess progress in accordance with the intern’s goals and the university’s expectations; and a final evaluation conference to recognize areas of growth strengths and needs.
Support to Cooperating Teacher
It is known in the literature on supervision how important “effective feedback” is to the quality of a teaching internship experience. Cooperating teachers play an important role here because they are with the intern on a daily basis and are perceived by the intern as the “significant other” in their personal support and professional skills (Wilkins-Canter, 1996 p.170).
Cooperating teachers who have not received training in supervision and/or have not had an intern before will need support from the university supervisor in applying effective communication skills. This support includes:
· assisting and mediating the negotiation of intern schedules, assignments and gradual assumption of responsibilities.
· articulating and modeling effective ways to discuss and reflect on teaching incidents - e.g. what went well, what could be improved, what other approach might be tired.
· helping Cooperating Teacher utilize and make meaning out of resources provided in the Cooperating Teacher orientation packet - e.g. scheduling organizers, planning templates, focused observation suggestions, feedback cycle, assessment processes.
·
providing guidelines and support in collecting
objective data about the intern’s progress - to be synthesized and consulted
for writing mid-point progress reports and final evaluations.
Lack of clarity about roles and responsibilities among triad members is attributed to most of the problems which arise in relationships during a teaching internship (McIntyre and Byrd, 1996, p. 134). Interpersonal problems and tensions occur because expectations which triad participants have of each other have not been met. Therefore, university supervisors must take steps to “ensure that role expectations are made explicit and are clearly articulated among all three members” (McIntyre an Byrd, 1996, p. 134).
Ethical Guidelines for Effective Supervision
Distinctions about the Ethical Guidelines for Supervision of the Teacher Intern
Ethical guidelines for university supervisors provide a clear vision for professional behavior and decision-making about dilemmas involved in supervision of a teacher intern. These guidelines are intended to help all parties learn and grow while engaged with pupils and cooperating professionals in schools and other child-centered settings. The following priorities reflect our commitment to children and adolescents; and to the professional development of interns, and their respective cooperating professionals:
- First we believe we must apply the “Do no harm to children” rule in considerations and judgments made about a dilemma. The classroom pupil deserves a safe, suitable, learning environment where effective education is carried out with respect and compassion. We recognize too that the intern is “in progress” and deserves a protected environment of learning with consideration to the power differential that exists between him/her and all other participants. We must insure, however, that this protection does not jeopardize the education of the pupils who the intern serves.
- Second, we recognize that the teacher intern learns best in supportive, honest, and confidential settings where he/she feels safe and comfortable to take risks.
- Third, we recognize our responsibility to respect the expertise of the cooperating professional.
- Fourth, we take initiative in counseling out of the
teaching profession anyone whose competence,
commitment, or integrity which is seriously questioned.
It is important to emphasize that these ethical guidelines are not intended to be interpreted as an ethical code of conduct or regulations governing rules of conduct which hold one accountable under law. It is a work which seeks to establish “aspirational” guidelines which will insure quality in supervision of the teacher intern.
NOTE: The guidelines are intended
to extend and articulate standards for master teacher educators developed by
the Association of Teacher Educators (ATE, 1996). The ethical guidelines were developed by
faculty across elementary, secondary, and special education programs over a two
year period (1995-1997) to provide clear definition and guidance regarding
ethical behavior required for effective supervision of the teacher intern
(Tate, et. al. 1997).
The Seven Principles of Effective Supervision
In keeping with our personal philosophies and reflection on the supervision process, we believe there are basic principles which define professional behavior of the university supervisor and which undergird practices related to effective supervision. The principals represent a central belief system which applies to dispositions and actions involving the teacher intern, cooperating teacher/ professional, children and adolescents, the families, and other professionals at the school site.
RESPECT: Showing consideration and appreciation of teacher intern, colleagues, cooperating teacher, children and families and respect for the individual differences each person possesses.
COMPETENCE: Possessing the ability to apply supervisory skills: a) to assist professional growth, b) to provide knowledge about teaching and learning which facilitates the developmental process, c) to model appropriate inter/intra personal communication skills.
MOTIVATION: Embodying energy and showing commitment to optimal learning and performance of the teacher intern.
HONESTY: Displaying truthfulness and sincerity in performing supervisory roles with integrity to benefit in a fair and equitable manner the intern, teacher, schools, pupils, and families.
ACCOUNTABILITY: Acting in accordance with defined supervisory roles
and professional standards to teach and facilitate the developmental process
for our interns, schools, children, and families.
CONFIDENTIALITY: Limiting disclosure of information which may do harm or infringe on the personal rights of an individual intern, pupil, or teacher.
TRUST: Meeting all commitments and obligations to participants in the teaching internships.
The Guidelines
The following ethical guidelines should be considered when facilitating a teaching internship experience. We believe that by modeling and following these guidelines a supervisor will ensure an effective supervisory process and a productive experience for all participants.
Three areas are addressed in the guidelines:
·
Effective
supervision
·
Professionalism
in relationships with participants at school sites
·
Effective
assessment
Effective supervision is characterized by:
1. A positive, supportive approach which respects individual differences and levels of progress.
2. Facilitation in development and implementation of the intern’s professional growth plan.
· Development - A professional growth plan aligns with university assessment categories.
· Implementation - A professional growth plan is negotiated with the cooperating professional and follows an incremental immersion into the intern’s teaching assignments. Once agreed on, this professional growth plan is the basis for the reflection process which is ongoing throughout the internship.
3. Clarification with all participants the expectations for the supervision visits and the protocol for the clinical supervision process:
· Pre-Observation - Communication about what is to be observed, the nature of the teaching event to be observed, the learning goals and objectives defined by the intern.
· Observation - Communication about the time frame the observation session will encompass; how observations will be documented; and the role of the supervisor in this process.
· Post-Observation - Communication of the process to be used in discussion of the teaching event and expectations for follow-up.
· Communication of schedules for supervisory visits to the internship site with all participants, interns, and cooperating professionals for observations and post-observation conferences.
· Clarification and agreement at the outset of the experience with all participants for when the mid-point and final evaluation conference will occur to assess to progress and evaluate growth of the intern in accordance with the professional growth plan and university expectations.
Effective assessment provides:
- An opportunity for each intern to be successful by:
· Ensuring that the “negotiated expectations” for the internship are monitored and “re-negotiated” as necessary to maintain a productive internship.
· Developing separate contracts with the intern as necessary for problem resolution and progress needs. Plans for improvement target specific areas where the intern needs to show growth and to demonstrate particular knowledge, disposition, and skills.
· Maintaining a balance in support and constructive criticism as interns strive to meet expectations of their internship.
· Ongoing feedback about the intern’s progress and clarification of the evaluation process. Evaluation points are communicated in verbal and written formats to assure:
a) There are no surprises when the final evaluation is given to the intern.
b) The intern and cooperating professional understand how the final evaluation will be written; and who will have access to it once it is recorded.
c)
Appropriate reflection notes, journal entries, post
-conference supervision and observation notes.
These records are kept on each intern so that honest, fair, objective
data are used for letters of recommendation and final evaluations which are
written in respectful and professional language.
A Model for Reflective Supervisory Practice
Effective supervision is a complex process - a balancing act which is vested in reflective practice. In keeping with “best practices” for the development of our future teachers, the key to successful supervision lies in the supervisor’s ability to nurture and model a process for reflective practice (ATE Standards for Teacher Education, 1996). Reflective practice lies at the heart of what all professionals do and it is the element which helps them function effectively in their professional roles (Schon, 1987). Reflective practice in teacher preparation cannot occur in isolation of the educational context nor in isolation of the participants who impact the education of teacher candidates in school settings. These participants - the university supervisor, the cooperating teacher/ professional, and the teacher intern, must relate to one another and negotiate together a productive experience for all. Reflective supervisory practice means instruction which considers factors of equity and cultural diversity, coupled with critical analysis of all educational situations. This type of reflection requires that professionalism and empathy be maintained as practices are conducted within the school context.
Explication of the characteristics of reflective supervisory practice is presented in the graphic below. It focuses on the essential roles of the university supervisor in maintaining the university/school collaboration which make a productive internship possible. In assisting the progress of the intern, the university supervisor crosses boundaries between the university and the educational community. It requires that the university supervisor maintain a complex balance of many different roles as advocate, mentor, assessor, mediator, facilitator, leader, and reflective practitioner and change agent.
Negotiating Expectations – Steps in the Process
Negotiating Expectations - A
model for how this process can be facilitated is included here as a
reference. It provides a platform for
delineating role expectations for each triad participant as supported by the
literature on best practices in clinical supervision of the preservice
student. (Enz, et al. 1996).
Step One: Focused conservation about the pupils that the intern will be working with; curriculum to be taught; areas of strengths & needs regarding growth of intern
Step Two: Using information about the intern’s strengths and needs to assign specific content/ and pupils intern is to begin working with
Step Three: Plot out gradual assumption of responsibility for intern’s work schedule/ tasks/ assignments
Step Four: Discuss “nitty gritty” of how best to work together to accomplish goals/ tasks/ assignments
Consider issues of Professionalism that include
a) Giving the intern a sense of belonging in the classroom through involvement in planning and teaching children with the cooperating teacher.
b) Providing a legitimate space where intern can operate effectively in their assigned tasks.
c) Consideration of setting aside time for planning and talking together as well as time to give each other the life-space to think/reflect and get ready for the children.
d) Honesty and integrity in fulfilling responsibilities of a supervised internship.
Step Five: Revisit this process again when ready to add a new task or assignment
Relationships with Schools
Initial
Visits to the Schools:
·
Partnership/Cluster
Schools - University
supervisors should facilitate the involvement of the principal and cooperating
teachers in schools where four or more students are clustered. Opportunities to meet with cooperating
teachers as a group and to develop on-site seminars can be explored. Cooperating teachers can be invited to participate
and interact in the seminar events.
· Non-Cluster Schools - University supervisors should make personal contact with the principal to share information about the preparation program and GW philosophy regarding the GW model of supervision that focuses on positive, supportive approaches in giving feedback and moves the intern gradually into internship responsibilities.
·
Cooperative
Programs - University
Supervisors meet with Cooperating Teachers in specifically planned orientations
before the beginning of the internships.
·
First Meeting with Cooperating Teacher:
University supervisors should check to be sure the cooperating teacher has received orientation packets from OLE and handbook. Packets are distributed during each program area orientation. Handbooks are mailed to cooperating teachers with confirmation notice of the intern assigned to them. OLE will provide extra packets and handbooks for supervisors to have in case materials are needed.
University supervisor should assist intern and cooperating teacher in negotiating expectations for the intern’s experience. Special guidelines for getting started are provided in the orientation packet.
As the intern and cooperating teacher discuss their plans and what content
areas the intern will gradually start taking responsibility for, the supervisor
should outline clearly the nature of the supervisory visit: how they plan to prepare for the observation,
observe and record information to assist the intern, and conduct the
post-observation conference. The
supervisor should also invite the cooperating teacher to schedule times to meet
and discuss the intern’s progress and advise the cooperating teacher with
regard to his/her role in observing, conferencing, and giving feedback. This
is the time when the section in the teaching internship handbook regarding
clarification of roles can be referred to.
Once the intern starts teaching, time can be arranged to do this.
Scheduling
Formal Observations:
The university
supervisor should schedule supervisory visits for the semester with the
cooperating teacher and intern.
Adjustments may be needed later, but this long range planning helps the
intern understand the requirements of the supervised internship. Interns are expected to provide comprehensive
written plans for each formal observation. These should be reviewed and edited with the
cooperating teacher. The intern and
university supervisor should discuss beforehand the nature of the lesson to be
observed and areas where intern would like the observation focused.
Observations and
Conferencing:
The university
supervisor should select some observation format or scripting approach to
collect and analyze data from the observation.
These dates are to be used in the post-observation conference to give
descriptive, non-judgmental feedback focused on facilitating growth in the
intern based on the predefined goals.
The goal of the supervisory conference is to model and assist the intern
in developing reflective skills.
Reflective skills are fundamental (Ally et al, 1997) in helping interns
to: a) learn how to handle teacher problems in the context of a situation, b)
better understand how their preservice experience can
influence their teaching behavior, c) expand their perspectives and limit their
tendency to find a recipe or quick remedy to complex situations and d) to
provide a bridge between their experiences and the knowledge acquired in their
program. When observing outside of one’s
content area, the university supervisor should involve the cooperating teacher
when possible in providing feedback about lesson content. The university supervisor may invite content
area faculty to observe/advise especially in situations in which the intern
needs additional support.
After the
conference, the intern should be given a written summary of points
discussed. The university supervisor can
share a copy of this summary with the cooperating teacher. Carbon observation forms are available in the
OLE for this purpose. These will be part
of the supervision record that the university supervisor will provide OLE at
the end of the internship. Observation
summaries can also be used in developing the progress report and final
evaluation of the teaching intern.
Internship
Evaluations and Final Grade:
The university supervisor is responsible for monitoring intern’s progress and alerting OLE when an intern is not progressing satisfactorily or is not meeting the expectations for the supervised internship. The general evaluation areas in which the university requires demonstrated competence include: planning, use of varied instructional strategies, classroom management, instructional interactions with pupils, knowledge of content, application of educational theory, professional qualities, and relationships with school faculty and personnel.
University
supervisors should conduct a three-way conference midpoint in the internship
experience to allow for the intern and cooperating teacher to talk about areas
on the evaluation where good progress is evident and areas which need
work. The evaluation process should capture
the quality of performance of the teacher intern and should provide indicators
of “potential success” as a teacher (
The final internship conference should be three-way and should allow the intern to reflect on his/her goals for the internship and on what has been accomplished. The cooperating teacher and university supervisor should give the student a sense for what will be written in the final evaluation to document the experience in terms of overall strengths and needs. If all participants are in agreement, one evaluation can be synthesized from this conference and submitted. Evaluation forms provide space for Teacher Intern, Cooperating Teacher and University Supervisor signatures to verify this option.
Evaluation forms for each program area and guidelines for completing them
are available in OLE. Evaluation forms
are also available on disk in the back of this book. Final grades are determined by the university
supervisor in consultation with the cooperating teacher, university supervisor,
and seminar instructor. Some programs
assign a credit/no credit grade (i.e. Secondary Model) and others assign letter
grades (i.e. Elementary Model).
Addressing Problem Situations:
From time to time, a university supervisor may see a need to recommend changing a placement for an intern. OLE recognizes that where relationships between a cooperating teacher and intern becomes unproductive, action must be taken to insure that the intern has a optimal chance to grow as well as meet the requirements of the internship. In these cases the Director of OLE must be notified, and a plan of action recommended. Please note problem situations should be documented and become part of the intern’s file and submitted to OLE. Often in situations where there is simply a “lack of fit” between personalities and there are no other factors involved in the problem, it is advisable to allow the intern to try again with a different cooperating teacher. In these situations care must be taken to insure the integrity of the cooperating teacher and the school site as well.
The following
principles adapted by Dr. Sylven Beck from “Giving Bad News” (
· Ideally, university supervisor, cooperating teacher, intern, program director, OLE, and principal should be well informed of a difficult situation.
· One person only should be responsible for speaking to a cooperating teacher about a problem situation - it may be decided that the intern should express his/her concerns or that it is best, given the personalities involved, for the university supervisor to be the “voice” and mediator for getting honest information in the open.
· The cooperating teacher has a pedagogical and ethical right to information.
· The university supervisor’s primary responsibility is to the GW intern.
·
Always give accurate and reliable information.
· The university supervisor may ask the principal/ assistant principal how much he/she wants to be involved prior to your initial conference with the cooperating teacher, then completely update the principal once a decision is reached.
· Prepare the cooperating teacher/intern for the possibility of the types of decisions which may need to be made early as possible. Alternatives should be developed in consultation with the intern’s advisor, program director, and OLE Director.
· Avoid giving the nitty gritty details at first; begin with generalizations like program philosophy, scope and sequence of internship, expectations and roles.
· Ensure privacy to make the cooperating teacher feel at ease.
·
If possible, arrange for the principal/
assistant principal to be present.
· Use eye contact and body language to convey warmth, sympathy, encouragement or reassurance to the cooperating teacher.
· Employ the program director/OLE/principal if differences in the interpretation of the same situation persist.
· Be sensitive to the cooperating teacher’s and intern’s culture, race, belief system, and background.
· Acknowledge your own shortcomings and the professional difficulties in breaking bad news.
· Tell the intern of a decision as soon as it is certain.
· Inform the intern's cooperating teacher and other advisers (program director, OLE, principal) how well the intern has assessed and understands the situation.
Cooperating/Mentor Teacher
Selection of Cooperating
Teacher/Mentor
Honoraria/ Tuition Voucher
The
The honorarium is a monetary award based on the number of weeks the intern spent in a classroom. Specifically, for a 3-credit placement, the honorarium will be $80.00; for a 6-credit placement, it is $160.00.
The tuition voucher is valid toward tuition costs for courses offered by the Graduate School of Education and Human Development at the main campus or at any of the off-campus sites. The award is valid for a three-year period beginning the semester following participation as a cooperating teacher. The amount of the tuition voucher award is: $150.00 for a 3-credit placement; $300.00 for a 6-credit placement. The tuition voucher cannot be redeemed for cash.
In instances where two or more cooperating teachers work simultaneously with a student, the award will be divided. This information should be indicated on the honoraria form. If two teachers hosted an intern, each Cooperating Teacher should fill out a separate form. Upon receipt of the teacher intern’s evaluation at the end of the semester, the Office of Laboratory Experiences will process the honoraria request.
Fairfax Transition to Teaching Program
The honorarium for the Fairfax Transition to Teaching Program is awarded to the department in which the intern participated. Additional documentation is required in this process. The tuition voucher option is not available.
Teacher Interns
Liability Issues
Issues related
to liability and exceptions to established procedures are complex. State law and local school district
regulations also are key in defining the University
policy on school placements.
GW Policy on Field
Experience Assignments/School District Regulations:
The University
has liability coverage for GW internships that covers students engaging in
activity in the nature of field work placement, non-medical internships, on the
job training, student teaching, or activities of a similar or like nature
provided that the Named Insured has knowledge of such activity and approves of
it as relating to academic pursuits.
Limits of this
liability are: Each claim $2,000,000,
Annual Aggregate $2,000,000
Interns can also purchase additional liability coverage
through student membership in one of the following professional organizations:
1) National Education Association
2) Council for Exceptional Children
3) National Association for the Education of
Young Children
This additional
protection would cover interns during times when they may be participating in
activities at their school which are not directly related to their internship
such as after school programs and events.
(OLE will provide applications to interested students)
Substitute Teaching* Policies for some
school systems regarding whether interns can serve as subs vary with each
school system. The key person is the
school principal who must approve of this situation and understand that he or
she will be liable:
·
Fairfax County Teaching interns on the FCPS approved
substitute teaching roster my sub for a maximum of three days. Beyond the three day limit, when the
cooperating teacher or other teachers in the building are absent, the school is
responsible for hiring a Fairfax County approved substitute. The teaching intern continues with planned
activities but the substitute has legal responsibility for the class. Before or after the teaching internship
experience, substitute teaching may occur as long as the FCPS substitute
teacher qualifications are met. (NOTE:
This does not apply for the GW Transition to Teaching Program or the George
Mason Professional Development School Interns.)
* Note: These policies do not apply to collaborative programs
with schools systems that place interns in long term sub positions as part of
their teacher training program.
- Arlington
County No policy related to subbing.
- District of
Columbia Teaching interns are not permitted to serve as substitute
teachers during the internship assignment.
In the event a qualified sub cannot be secured, the teaching intern
may be allowed to teach the class if the university supervisor,
cooperating teacher, and principal approve. In this case the principal will assume
legal responsibility for the class.
- Prince
George's and Montgomery Counties See state law. No policy related to subbing at this
time. Generally left up to
discretion of principal and IHE.
Maryland State Law
·
Agreements
between county boards and institutions of higher education:
A
county board may make an agreement of financial arrangement with an institution
of higher education that has been approved under S2-206 of this article, to
provide classroom or administrative office experience for student teachers and
student interns:
·
Supervising teachers -- The institution
of higher education and the county board where the student teaching center
program is adopted shall:
(1) Approve or select jointly the supervising
teachers who are employees of the county board, to serve in the program, and
(2) Adopt an agreed, continuing, in-service
improvement program for the supervising teachers.
·
Authority of student teachers
(1) While the student teacher is assigned as student
teacher, s/he shall be given the same authority as if s/he were a certified
employee of the county board to which s/he is assigned.
(2) The authority of the student teacher extends to:
i) Every aspect of
student management of discipline
ii) The handling of records of students; and
iii)
Any other aspect of authority granted to a certificated employee of a county
board.
Exceptions to Program Requirements
As GW works in partnership with schools committed school to teacher training, it must recognize the learning needs of the pupils in the classrooms in which GW interns practice. Often, due to lack of understanding about the rigorous demands of the teaching internship, a teacher candidate may shortchange the quality of his/her commitment to the host school and to their teacher preparation by taking on more responsibility then he/she can successfully assume. Often, this takes the form of additional course work or an additional job.
Therefore, the OLE recommends that students plan their programs carefully with their advisor and seek financial aid and outside support if needed in order to complete internship requirements. OLE is available to assist a student in reviewing what options are available on campus. In cases where exceptions are warranted, the teacher candidate must file a request through the OLE (see Special Request Form) providing the rational and supporting documentation. Decisions concerning exceptions to the program’s internship requirements are made by the OLE Director in consultation with the Program Director and the student’s Advisor. The different situations which apply to exceptions or special requests regarding the teaching internship include: a) outside work during the teaching internship, b) additional course work beyond the program specifications, c) waivers, d) schedule adjustment, e) changes in school assignment, f) guest teaching internships, and g) long term subbing/school employment during internships which are not part of the program specifications. OLE policy regarding each of these special circumstances is addressed below:
Outside Work During Teaching Internship - The OLE views the teaching internship as a time when the teacher candidate gradually assumes responsibility of his/ her assigned cooperating teacher’s class. In turn, the cooperating teacher provides support to the intern and trusts the intern to carry out the roles and responsibilities of a teacher. This rationale underscores the point that being a teacher intern requires intense work, intense preparation, and intense focus on the needs of a particular group of pupils. However, when outside work responsibilities inhibit satisfactory growth and GWU's expectations for completion of a supervised teaching experience, the internship will not be continued until the problem is resolved. The Director of OLE in consultation with the intern, cooperating teacher, and university supervisor will decide the best course of action to assist the intern in completing expectations of the internship and to insure that the education of the pupils the intern is assuming responsibility for is not jeopardized. The decision of the OLE Director related to the problems with outside work will be communicated in writing to the intern, cooperating teacher, and university supervisor.
Additional Course Work - Depending on
the program, teacher interns may have classes connected to their internship
semester. These classes include
internship seminars and other content/ specialty area methods courses. Course work taken beyond
these requirements add an additional layer of work which inhibits the
intern's full attention to their internship.
In situations where exceptions to the additional course work has been
granted and problems in completing GWU's exceptions for the internship arise,
the intern must decide between taking an incomplete for the internship or for
the extra course work. An intern
needs written approval from their faculty advisor if enrolled in more than 1
course during an internship.
Waivers - In cases where students have
completed two years of successful teaching in a public or private school in the
specialty area of their program, a student may apply for a waiver of the
teaching internship. Students requesting
a waiver of the teaching internship requirement must submit a written request
to their program advisor at the time the program of study is determined. Supporting documentation is required which
includes: a letter from the school principal verifying the period of time in
which the candidate assumed full teaching responsibilities, the nature of
his/her teaching assignments, and the type of pupils the candidate taught. If approved by the program advisor, a copy of
the program of study, the letter requesting the waiver,
and the supporting documentation are then submitted to the OLE for record
keeping and verification of certification requirements. Students are responsible for facilitating
transfer of all paperwork to OLE.
Schedule Adjustment - A student’s
advisor may request a schedule adjustment in a situation where it is not
economically possible for a student to commit to a full semester
internship. The Special Request Form is submitted to the OLE with a supporting
letter outlining the rationale for requesting the schedule adjustment. Under our accreditation guidelines, a minimum
of 10 weeks full time student teaching is required for certification.
Changes in School Assignment - Once a placement is confirmed with a school it is considered final and will not be changed to accommodate personal or geographical convenience. In cases, where there is mutual agreement among school principal, cooperating teacher, university supervisor, and intern that a change is necessary, the OLE will act in coordinating a new placement in a different school system.
Guest Teaching Internship - Students who leave the DC metro area due job commitments before completion of their internship. Students who leave the DC metro area due to job commitments before completion of their internship may apply for permission to complete this requirement through another university. The student submits a Special Consideration Form to OLE with their teaching internship application. The student supplies the name of the contact person at the host university. If approved by the Program Advisor, the OLE then submits a written request to the Field Placement Director at the host university for a guest student teaching internship placement. Supporting documents are provided which include the student information and teaching internship handbook. Once approved, the OLE Director acts as a liaison in facilitating documentation of successful completion of the internship in accordance with GW standards.
Long Term Subbing/ School Employment During Internship - Students who intend to complete program while employed in a school should request consideration for admittance into the special cohorts which integrate this opportunity in the curriculum. Students are advised at the time of entry into a program what types of school partnerships are available in their area of study.
Students enrolled in programs that do not have special collaborative agreements about internship status while employed should do the following to request a special consideration for their internship:
q Step 1: Do not make a commitment at a school site to accept employment or a long term subbing position. Be clear with school site professionals that internship requirements need to be completed before eligibility for licensure.
q Step 2: Inquire about the nature of the position and what the expectations of the assignment are. Document the information about schedule, course content, time commitments and nature of support given at the school.
q Step 3: Obtain a Special Request Form from OLE and complete the information. Attach a detailed description of the request and justification letters from the school site professionals clarifying what support will be provided at the school (e.g. mentor
teacher, reduced teaching assignments) to assist you in completing a supervised internship.
q Step 4: Submit from with documentation to OLE.
q Step 5: OLE will route form through Program Director and Faculty Advisor. Student may be contacted for a three-way meeting to further discuss the request. Decision to approve or deny is communicated to the student and school site contact by the
Director of OLE.
NOTE: OLE policy does not grant special requests to interns who accept long-term subbing positions and then request that they be counted as an internship. It is preferred that arrangements for long term sub positions as part of an internship be made prior to the semester the assignment is to begin or that OLE and program advisor be appraised of the situation in a timely manner. Then the steps outlined above should be followed. In addition, the teaching internship assignment must be in the content or certification area in which the intern is completing the program. In some cases, a program area may require that a memorandum of understanding be signed by the intern which delineates for the special circumstances and university expectations for the completion of the supervised internship. OLE in consultation with program faculty may also require an extended internship during which the intern will receive supervision and support from the university to insure a productive internship experience. In this case, the intern would receive an IPG for their current semester of internship. The extended time frame may occur during the next academic semester; and should not exceed more than one additional semester.
Note: A template of the memo of understanding is included in this handbook for your information. The actual document can be found on disk in the back of this handbook.
MEMORANDUM OF UNDERSTANDING
Regarding Teaching Internship Requirements
Being a teacher intern requires intense work, intense preparation, and intense focus on demonstrating new competencies and showing thoughtful and theoretical connections to teaching in the classroom. However, when other commitments, have the potential for inhibiting satisfactory progress of the intern in completing university’s expectations for the experience, the internship will require completion of a memorandum of understanding. This process may be recommended for any student who has been granted an exception to the normal requirements for an internship, such as work related responsibilities during internship, additional coursework and other additional responsibilities. The policy regarding exceptions to the teaching internship requirement is attached. The Director of OLE in consultation with the intern, cooperating teacher, and university supervisor will decide the best course of action to assist the intern in completing expectations of the internship. The format for the memorandum of understanding should include the following information:
The special circumstances of the
internship and the university and expectations for completion of the supervised
internship in the particular program area.
Description of Responsibilities of the Intern for meeting school expectations:
(Include whatever applies for your program)
· school profile
· class profile
· other special assignments not related to teaching
· collaborative teaching/working with other professionals in the classroom
Description of Responsibilities of the Intern for meeting university assignments:
(Include whatever applies for your program)
· seminar meetings
· portfolio
· video taping
· unit planning
· other required assignments or courses
University Expectations for completion of supervised internships:
· professional growth plan negotiated with school/ cooperating teacher
· university supervisor focused formal observations and conferences schedule
· lesson / unit planning schedule
· assessment and evaluation procedures
· reflective writing
· mentor/ cooperating teacher supervision commitments and documentation of their observations/assessments/evaluations.
Signature of Agreement between all
participants in the internship both university and school-based professionals.
Other Special Requests
Guidelines for other types of special requests regarding placements are addressed here. Forms for special requests can be obtained through OLE.
- Changes in School Assignment - Once a placement is confirmed with a school it is considered final and will not be changed to accommodate personal or geographical convenience. In cases where there is mutual agreement among school principal, cooperating
teacher, university supervisor, and intern for a change, OLE will act in coordinating a new placement in a different school system.
- Guest Student Teaching - Students who leave the DC metro area due to job commitments before completion of their internship may apply for permission to complete this requirement through another university. The student submits a special consideration form to OLE with their teaching internship application. The student supplies the name of the contact person at the host university. If approved by the Program Advisor, the OLE then submits a written request to the Field Placement Director for a guest student teaching placement. Supporting documents are provided which include the student's information and teaching internship handbook. Once approved, the OLE Director acts as liaison in facilitating documentation of successful completion of the internship in accordance with GW standards.
In cases where the host university requires financial reimbursement for seminars, which exceed the OLE budgeted amount for the guest internship costs, the student may be asked to incur the cost of the additional fees.
Addressing Special Concerns of the Teacher Intern
Roles and
responsibilities are delineated in each program area internship handbook. However, additional guidance may be needed in
addressing concerns. Interns who have
concerns related to their placement are advised to contact their university
supervisor as soon as possible. The
Director of OLE should also be informed of serious problems with an internship
placement and will function initially in an advisory capacity to facilitate
problem resolution. The Director of OLE
and/or the university supervisor will inform the school principal in a timely
manner about university concerns related to an intern. If necessary, the Director of OLE and the
university supervisor will visit the school site to facilitate problem
resolution.
Areas of special concerns of
Teacher Interns can be addressed in the following ways:
·
The Realities of the Teaching
Internship - The realities of the teaching internship (adapted
from Schwebel et al, 1992) recognizes the dynamic
role of the teacher intern. An intern
has the opportunity to learn a great many things while working with an experienced
teacher. This should be the first
priority - the betterment of skills. It
is a time for the intern to make an investment in their self-growth which will
“pay dividends” (Schwebel at al, p. 6) to their
future pupils. In order to foster a
productive learning experience, interns are encouraged to consider: a) ways
she/he can effectively begin building constructive relationships with her/his
cooperating teachers and university supervisors, b) how interesting curriculum
and variety in teaching strategies can alleviate management problems, and c)
how to cope and deal with personal anxiety and concerns.
·
Anticipation
and Preparation: Contending with Anxiety, Fears, and Problems - Interns should prepare for this experience by
asking, “what do I expect to gain from my teaching
internship assignment?” The expectation delineated will be shaped by factors
regarding:
a) similarity of philosophy of teaching between the intern and
the cooperating teacher.
b) the class composition, and
c) the atmosphere in the classroom and in the school
In situations
where the teaching approaches differ, the intern should consider how
incorporating new strategies may enrich rather than negate learning. If class composition is predominately
low-achievers, than the intern should consider how level of performance might
be different form a high achieving class.
Expectations in this regard should be in terms of progress rather than
level of performance. Lastly, if there
is known tension in the school or class, the intern should understand that behavior and learning of the
children will be afflicted. Expectations should be realistic in terms of what
the intern can reasonably help pupils accomplish and should recognize that one
“cannot control all the forces” (Schwebel et al,
1992, p. 14) that may impact a teaching internship experience.
·
Problem
Solving - Applying Strategies to Deal With Difficult Situations - As interns encounter problems in
their teaching and relationships, OLE advises that they become opportunities to
apply problem solving skills and strategies.
One method adapted from Schwebel at al (1992,
p. 24-28) advocates a method titled CONTROL - C:
C - Collect
a bank of information
O - Ongoing
identification of problems
N - New
information collected
T - Take
others perspectives
R - Review
coping procedures
O
- Overview of problem and of
alternative coping procedures shared with others
L - Link
all information
C - Closure
on one procedure
C - Information is collected in a log
noting key events of day along with thoughts, feelings, and reactions. Interns should be encouraged to write what
was good, what was bad, what he/she could have done differently to make things
better or to avoid problems in future.
O - An
accurate statement of the problem or troubling situation is formed and
described briefly. The focus should be
on the problem, and not a presumed cause.
N - New and
banked information is reviewed and reflected upon. Select factors that could be playing a role
in the situation and prioritize.
T - Others’
perspectives are considered. Intern
asked to “get into the shoes of everybody else involved”. (P. 26)
R - A list of alternative ways of dealing
with the situation is generated.
O - The problem and coping ideas are shared
with mentor and supervisor.
L - Advantages
and disadvantages of each coping idea are reviewed. Effects on all the people involved are
considered.
C - Selection on one coping idea is made and
how success of the approach will be evaluated.
·
Relationship
with the Cooperating Teacher - The
foundation on which the teaching internship experience is built is the
cooperating teacher relationship (Schwebel, et al,
1992, p.33)). Interns must understand
what is involved in building a productive relationship:
That First
Meeting: Don’t Make Pre-Judgements
Interns
need to enter with open minds and with the expectation that the relationship
will develop into an effective teaching team.
Psychological
Reading
Interns must enter
relationships with confidence in themselves and their ability to succeed. Interns should be prepared for this meeting
with notes on specific skills they want to develop, content areas for unit
preparation, discipline technique to test.
Interns should plan their part of this meeting - by jotting down what
they would like to know from their cooperating teacher as well as what they
want to tell his/her cooperating teacher.
·
The
Cooperating Teacher’s Perspective - Interns should understand that the cooperating teacher is both
their supervisor and instructor. Interns
should be encouraged to consider the characteristics they would want in a
teacher intern if they were a
cooperating teacher.
·
Anticipating
the First Meeting - “Some
interns may not know their assignment until the day before they are to begin”
(p. 35). Others may have “sufficient
notice” but may experience problems scheduling a time. Again, interns should not prejudge or make
negative assumptions. A cooperating
teacher may be slow in establishing relationships or may be very busy their
professional roles in the in school and community.
·
Overcoming
Problems in the Relationship - Interns
need to become comfortable with receiving constructive criticism as it is the
essential part of the professional development process, Schwebel
et al note.
“Few
of us get much practice being criticized, and that lack of experience can
manifest itself in the student teacher - cooperating teacher feedback process,
causing problems such as the following “(p. 45):
1. receiving
no feedback from the cooperating
teacher;
2. getting
only negative feedback;
3. being
criticized while teaching and in the presence of students;
4. having criticism
publicized;
5. getting angry at the
cooperating teacher; and
6. finding
relationships with the cooperating teacher are too difficult.
- Receiving no
feedback - Interns who are frustrated in not receiving specific
verbal feedback from the cooperating teacher can try (p. 44):
1. when an opportunity to talk (meaning that there are no
students around and your cooperating teacher is not busy), asking specific
questions about the work, various class procedures,
the functioning of individual youngsters, and so on. Questions can be phrased
so they do not sound critical or threatening. Interest in satisfying your
curiosity or in learning about the art of teaching should be stressed here.
2. Ask
about establishing regularly scheduled times to discuss your progress as a
student intern.
3. Receive
any criticism graciously. Try not to
appear intimidated, angry, or annoyed by feedback, this makes it harder for the
cooperating teacher to give more feedback and in fact may discourage his or her
interest in giving that kind of help.
A research study
by Kelly, Hall and Dutrich (1996) illuminates the
notion that interns may need to be more proactive in asking for specific
feedback. Ineffective methods include
dropping hints, hoping to start a conversation and “mind-reading”. “Mind-reading” assumes the cooperating
teacher knows what the intern wants feedback about (p. 45).
·
Getting
Only Negative Feedback - Hearing
only the negative can “erode confidence”.
Interns can be assisted in applying a problem solving strategy (i.e.
CONTROL-C) to think about the situation and develop coping strategies and seek
support of outside incentives.
·
Being
Criticized While Teaching - “The
most important preventive measure is based on a healthy, ‘trusting’
relationship between cooperating teacher and student intern. Often problem situations arise due to lack of
communication between the cooperating teacher and the student intern. Interns should take steps to prevent episodes
where the cooperating teacher interrupts, contradicts, or changes a procedure
steps should be taken to “: (p. 49)
1. Learn the class rules.
2. From the beginning, try to establish an early morning
routine of speaking to the cooperating teacher about the day’s plans. Besides what has already been scheduled for
that day, find out if there are any other specific tasks the cooperating
teacher might want handled and what thoughts he or she has about these.
3. When
observing, consider what your cooperating teacher is thinking and how he or she
will react to events. For example, note
at what point he or she speaks to a student who has been restless or
disturbing, and how long after a group of youngsters becomes noisy does he or
she put a stop to it.
·
Having
Criticism of the Student Teacher Publicized - The Office of Laboratory Experiences supports privacy in all
aspects of feedback and criticism related to progress of the student
intern. Student interns who are
clustered in placements are not to discuss each other’s progress or situations
with their respective cooperating teachers.
·
Getting
Angry at the Cooperating Teacher
- Interns who know the mix of personalities with his/her CT “has the
potential” to lead to uncontrollable anger should plan a method for keeping
their temper under control: (p. 51)
1. Wait
at least one day before you react to an upsetting situation.
2. Ventilate your feelings in you daily log and then, using the
systematic thought process of CONTROL-C, develop suitable means of handling the
situation.
3. Talk the situation over with your supervisor and with friends
and get their reaction to other ways of handling it.
4. Remind yourself that the next year the class you will teach
will be your own. When an intern finds that he/she is in a difficult
relationship with the cooperating teacher care must be taken to be open and
honest about concerns as soon as they arise.
A university supervisor plays a key role in mediating the process so
that the intern and cooperating teacher have an opportunity to maintain their
integrity as well as to grow from the conflict that may arise. Sometimes relationships with cooperating
teachers can be very difficult ones, however, for the intern who works through
them the personal growth that occurs prepares the intern to function
effectively among staff of many diverse professionals in their future schools.
The dynamics of
the cooperating teacher - student intern relationship become, as Schwebel et al (1991) note, “a two-sided experience” which
carries the “potential for conflict” (p. 55):
“The student teacher must function in an established class and under the
direction of someone who has over the years, developed his or her own way of
teaching. On the other hand, the
cooperating teacher must share the class with someone new, someone different,
probably younger and more idealistic, and surely less experienced -
characteristics that are likely to lead the student and cooperating teacher to
have different perspectives” (p. 54).
It is a reality
that cooperating teachers will miss a few days of school during a teaching
internship. In these situations a
substitute teacher or designated teacher/ administrator must be assigned to
cover the class. Often an intern has to
learn how to work with a substitute.
Interns can learn in these situations how substitutes establish control
with a new class and how different teaching styles affect the class. Interns can also utilize the expertise of a
substitute (if they are teaching) as an opportunity for feedback from another
professional.
Summary
It is very important for the intern to recognize the
“potential” of the cooperating teacher to be a “helpful person” (Schwebel et al, 1992).
A key influence will be how an intern responds and reacts to the
cooperating teacher’s efforts to assist, mentor, give advice, and direct. Signs that the intern is eager to learn are
likely to lay a foundation for good rapport to develop. Schwebel et al
(1992) give advice to an intern on this point:
“If,
instead of learning to seek, manage, and grow from criticism, you always react
annoyed when it is given, you will make life difficult for your cooperating
teacher. And you will probably
discourage her from offering you helpful suggestions” (p. 61).
Interns should
be alert to feelings of resistance or criticism and reflect on how the
information is an opportunity to learn how to be a better teacher or be “more
effective in one realm of functioning” (Schwebel et
al, 1992, p.61). Lastly, even with the
“best intentions and greatest efforts in the relationship with the cooperating
teacher”, there will always be occasions that call for problem solving through
data collection, reflection, dialogue, analysis, and action.
Teacher Internship Seminar
The purpose of the seminar is to provide students who
are currently fulfilling their teaching internship in schools in the
Washington-Virginia-Maryland metropolitan area to an opportunity:
·
reflect on their
teaching experiences and discuss them with their colleagues.
·
learn from the
experiences of others.
·
identify and reflect on
current research, trends, and issues in education.
DTPSE faculty
adopted the following guidelines for seminar in May 2000. In general it is agreed that seminars should
be free to vary in format and delivery style; however based on OLE supervisor’s
inquiry internship seminars should include the following:
- A
safe place where interns can engage in the process of reflective practice,
problem solving and/or action research.
Specifically there should be time for interns to discuss personal
concerns, teaching situations, and reflect on dilemmas of practice in
their internship settings with their peers. These opportunities allow them to:
a) expand
and broaden perspective through reflection,
b) gain
the ability to empathize with others,
c) acquire
new understandings and levels of awareness about the professional roles of a
teacher,
d) learn
how to apply problem solving approaches in their teaching and professional
relationships, and
e) learn how to collaborate, assist, coach each other in
addressing problems of practice.
This component of seminar may manifest itself in different
ways through help lab sessions, the critical friends’ process, warm-up sessions, debrief sessions, general reflection and
discourse sessions that take place during the seminar meeting time.
Two additional components
may be a part of seminar as they are currently configured within a program:
- A
time to integrate and reinforce curriculum content and pedagogical theory.
- A time to gain understanding of career stages of a teacher and the protocol necessary to maintain a professional career in teaching (e.g. job acquisition process, development of teaching portfolio, certification and licensure issues). This is recognized as a valued part of the internship experience that may be delivered through seminar or in special arrangements with OLE. The seminar leader will arrange in cooperation with OLE appropriate dissemination of this kind of information.
References
Acheson, K.A. and
Gall, M.D. (1992). Techniques in
the Clinical Supervision of Teachers:
Preservice and Inservice
Applications (3rd Edition).
Alley, R., Furtwengler, C.B., Potthoff, D. (1997). Process for implementing change in teacher
education. In David M. Byrd and D.
John McIntyre. Research on the
education of our
nation’s
teachers: (p. 65-73).
Black, A. and Ammon, P. (1992). A developmental-constrcutivist approach to teacher education.
Journal of Teacher Education , (p.43-45).
Darling-Hammond, L. (1996). ‘The changing context of teacher education’. In F.B. Murray (Ed.),
The teacher educator’s handbook: Building a
knowledge base for the preparation of
teachers (p.14-62).
Jossey-Bass:
Eny, B.J., Freeman, D. and Wallin, M.B. (1996). Roles and responsibilities of the student teacher
supervisor: Matches and mismatches in perception. In D. John McIntyre and David M. Byrd
(Eds.), Preparing tomorrow’s teachers: The field
experience (p. 131- 150).
CA: Corwin Press, Inc.
Feiman-Nemser, S. and Remilard, J. (1996). ‘Perspectives on learning how to teach’. In F.B.
Glickman, C.D. and Brey, T..M. (1990). Supervision. In W.R. Houston, M. Haberman, and J. Sikula
(Eds.), Handbook of Research on Teacher Education (p.
549-566).
Guyton, E. and McIntyre, J.D. (1990). ‘Student teaching and school experiences’. In W.R.
Houston, M. Habermang and J. Sikula (Eds.), Handbook of research on teacher education
(p. 514-534).
Kelly, S.M. Hall, M.L. and
Dietrich, A. (February 1996). Collaboration between student teachers
and cooperating teachers: Do experiences support expectations? Paper presented at the
annual
meeting of the association of Teacher Education,
Lindsey, M.
(1977). Alternatives
in Teacher Education.
Teacher Educators:
Murray, F.B. (1996). ‘Beyond natural teaching: The case for professional education.’ In F.B.
preparation of
teachers (p. 31-33). Jossey-Bass:
Pullam, S.E. (1995). Evaluation student teachers: The formative and summative process. In Gloria
Appelt Slick (Ed). The field experience: Creating successful programs for new teachers (p.
55-73).
Schneble, Andrew I., and Bernice L. Schwebel, Carol R. Schwebel and Milton Schwebel (1992).
The Student
Teacher’s Handbook.
Slick, G.A. (1995). Preparing new teachers: Operating successful field experience programs.
Tate, P. and Hall, L., Horvath L., Beck, S. (1996). Negotiating expectations: Empowering
participants in the student teaching triad. Paper presented at the Association of Teacher
Educator
Summer Workshop,
Tatel, E.S. (1996). Improving classroom practice: Ways experienced teachers change after
supervising
student teachers. In Milbrey
W. McLaughlin and Ida Oberman (Eds) Teacher
Learning: New policies, new practices
(p. 48-52).
Werner, P.H.,
field experience programs. In Gloria Appelt Slick (Ed.), The Field Experience (p. 44-54).
Wilkens- Conter, E.A. (1996). Providing effective cooperating teacher feedback. In D. John
McIntyre
and David M. Byrd (Eds). Preparing
tomorrow’s teachers: The field experiences
yearbook IV. (p. 169-177). Corwin Press: