University of Central Florida
College of Education & Human Performance
EEC 4943
Internship with Assessment Seminar
Department:
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Instructor:
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Office Hours:
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School of Teaching, Learning, and Leadership (STLL)
EEC 4943
3 credit hours (3.0)
Important Websites
Program website: http://education.ucf.edu/ecde/
ESOL website: http://www.education.ucf.edu/esol/
LiveText support: http://www.education.ucf.edu/livetext/gethelp.cfm
Catalog Description: Student teaching in an early childhood setting under the
supervision of a certified classroom teacher.
Audience and Participation: This course is intended for undergraduate Early
Childhood Development and Education (Track 1) students who have completed all the
prerequisites and are seeking to become certified teachers.
Prerequisites: Students must have completed all required coursework prior to this
internship.
Required Text
For this semester’s course, there is no required textbook.
Required Reading:
University of Central Florida (2015-2016). Student Teaching Handbook: A Guide
for Internship and Clinical Practice
http://www.education.ucf.edu/clinicalexp/handbook.cfm
Additional readings as assigned by university coordinator
Student Participation for Financial Aid Requirement in
Webcourses@UCF (Canvas)
As of Fall 2014, all faculty m em bers are required to docum ent students’
academ ic activity at the beginning of each course. I n order to docum ent that
you began this course, please log in to W ebcourse during the first w eek of
classes in order to view and com plete your assignm ent. Failure to do so m ay
result in a delay in the disbursem ent of your financial aid.
Required Technology: Students must have a working SKYPE account for electronic
observations and meetings. Please be aware of professional names and pictures when
creating your SKYPE account. http://beta.skype.com/en/ Adobe Connect may also be
used when observing and meeting, however your coordinator will be able to send the
link for this.
Accreditation/Certification Competencies
PEC
NAEYC
FSAC
FEAP
ESOL
REC
Professional Education Competencies (18th ed.)
National Association for the Education of Young Children
Florida Subject Area Competencies *PK-3
Florida Educator Accomplished Practices
English for Speakers of Other Languages
Reading Endorsement Competencies
*PK-3 Prekindergarten-Primary Certification Competencies (18th ed.) are congruent
with FSAC Florida Subject Area Competencies
Course Objectives:
The following objectives meet the requirements of our accrediting agencies. The intern
will demonstrate proficiency in all Florida Educator Accomplished Practices (FEAP’s), all
ESOL Standards and Performance Indicators, and all Reading Endorsement Objectives
(REC). The intern will demonstrate Subject Matter knowledge in PrekindergartenPrimary Certification Competencies.
6A-5.065 THE EDUCATOR ACCOMPLISHED PRACTICES
(1) Purpose and Foundational Principles.
(a) Purpose. The Educator Accomplished Practices are set forth in rule as Florida’s core standards for effective
educators. The Accomplished Practices form the foundation for the state’s teacher preparation programs, educator
certification requirements and school district instructional personnel appraisal systems.
(b) Foundational Principles. The Accomplished Practices are based upon and further describe three (3) essential
principles:
1. The effective educator creates a culture of high expectations for all students by promoting the importance of
education and each student’s capacity for academic achievement.
2. The effective educator demonstrates deep and comprehensive knowledge of the subject taught.
3. The effective educator exemplifies the standards of the profession.
(2) EDUCATOR ACCOMPLISHED PRACTICES-. Each effective educator applies the
foundational principles through six (6) Educator Accomplished Practices. Each of the practices is clearly defined
to promote a common language and statewide understanding of the expectations for the quality of instruction and
professional responsibility.
(a) Quality of Instruction
1. Instructional Design and Lesson Planning. Applying concepts from human
development and learning theories, the effective educator consistently:
a. Aligns instruction with state-adopted standards at the appropriate level of rigor;
b. Sequences lessons and concepts to ensure coherence and required prior knowledge.
c. Designs instruction for students to achieve mastery;
d. Selects appropriate formative assessments to monitor learning;
e. Uses diagnostic student data to plan lessons; and
f. Develops learning experiences that require students to demonstrate a variety of
applicable skills and competencies.
2. The Learning Environment. To maintain a student-centered learning environment that
is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator
consistently:
a. Organizes, allocates, and manages the resources of time, space, and attention;
b. Manages individual and class behaviors through a well-planned management system;
c. Conveys high expectations to all students;
d. Respects students’ cultural, linguistic and family background;
e. Models clear, acceptable oral and written communication skills;
f. Maintains a climate of openness, inquiry, fairness and support;
g. Integrates current information and communication technologies;
h. Adapts the learning environment to accommodate the differing needs and diversity of
students; and
i. Utilizes current and emerging assistive technologies that enable students to participate
in high-quality communication interactions and achieve their educational goals.
3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a
deep and comprehensive knowledge of the subject taught to:
a. Deliver engaging and challenging lessons;
b. Deepen and enrich students’ understanding through content area literacy strategies,
verbalization of thought, and application of the subject matter;
c. Identify gaps in students’ subject matter knowledge;
d. Modify instruction to respond to preconceptions or misconceptions;
e. Relate and integrate the subject matter with other disciplines and life experiences;
f. Employ higher-order questioning techniques;
g. Apply varied instructional strategies and resources, including appropriate technology,
to provide comprehensible instruction, and to teach for student understanding;
h. Differentiate instruction based on an assessment of student learning needs and
recognition of individual differences in students;
i. Support, encourage, and provide immediate and specific feedback to students to
promote student achievement; and
j. Utilize student feedback to monitor instructional needs and to adjust instruction.
4. Assessment. The effective educator consistently:
a. Analyzes and applies data from multiple assessments and measures to diagnose
students’ learning needs, informs instruction based on those needs, and drives the
learning process;
b. Designs and aligns formative and summative assessments that match learning
objectives and lead to mastery;
c. Uses a variety of assessment tools to monitor student progress, achievement and
learning gains;
d. Modifies assessments and testing conditions to accommodate learning styles and
varying levels of knowledge;
e. Shares the importance and outcomes of student assessment data with the student and
the student’s parent/caregiver(s); and
f. Applies technology to organize and integrate assessment information.
(b) Continuous Improvement, Responsibility and Ethics
1. Continuous Professional Improvement. The effective educator consistently:
a. Designs purposeful professional goals to strengthen the effectiveness of instruction
based on students’ needs;
b. Examines and uses data-informed research to improve instruction and student
achievement;
c. Uses a variety of data, independently, and in collaboration with colleagues, to
evaluate learning outcomes, adjust planning and continuously improve the effectiveness
of the lessons
d. Collaborates with the home, school and larger communities to foster communication
and to support student learning and continuous improvement;
e. Engages in targeted professional growth opportunities and reflective practices, both
independently and in collaboration with colleagues; and
f. Implements knowledge and skills learned in professional development in the teaching
and learning process.
2. Professional Responsibility and Ethical Conduct. Understanding that educators are
held to a high moral standard in a community, the effective educator adheres to the Code of
Ethics and the Principles of Professional Conduct of the Education Profession of Florida,
pursuant to State Board of Education Rules 6B-1.001 and 6B1.006, F.A.C, and fulfills the
expected obligations to students, the public and the education profession.
ESOL Standards and Performance Indicators
1.1.a. Understand and apply knowledge about cultural values and beliefs in the context
of teaching and learning of ELLs, from diverse backgrounds and at varying English
proficiency levels.
1.1.b. Understand and apply knowledge of concepts of cultural competence,
particularly knowledge about how cultural identities affect learning and academic
progress for students from diverse backgrounds and at varying English proficiency
levels.
1.1.c. Use a range of resources in learning about the cultural experiences of ELLs and
their families to guide curriculum development and instruction.
1.1.d. Understand and apply knowledge about the effects of racism, stereotyping, and
discrimination in teaching and learning of ELLs from diverse backgrounds and at varying
English proficiency levels.
1.1.e. Understand and apply knowledge about home/school connections to build
partnerships with ELLs.’ families.
1.1.f. Understand and apply knowledge about concepts related to the interrelationship
between language and culture for students from diverse backgrounds and at varying
English proficiency levels.
2.1.a. Demonstrate knowledge of the components of language and understanding of
language as an integrative and communicative system.
2.1.b. Apply knowledge of phonology (the sound system), morphology (the structure of
words), syntax (phrase and sentence structure), semantics (word/sentence meaning),
and pragmatics (the effect of context on language) to support ELLs.’ development of
listening, speaking, reading, and writing (including spelling) skills in English.
2.3.a. Understand and apply current theories of second language reading and writing
development for ELLs from diverse backgrounds and at varying English proficiency
levels.
2.3.e. Understand and apply knowledge of how principles of phonology, morphology,
syntax, semantics, and discourse affect L2 reading and writing development.
3.1.a. Demonstrate knowledge of L2 teaching methods in their historical context.
3.1.b. Demonstrate awareness of current research relevant to best practices in second
language and literacy instruction.
3.1.c. Demonstrate knowledge of the evolution of laws and policy in the ESL
profession, including program models for ELL instruction.
3.2.a. Organize learning around standards-based content and language learning
objectives for students from diverse backgrounds and at varying English proficiency
levels.
3.2.b. Develop ELLs.’ L2 listening skills for a variety of academic and social purposes.
3.2.c. Develop ELLs' L2 speaking skills for a variety of academic and social purposes.
3.2.d. Provide standards-based instruction that builds upon ELLs.’ oral English to
support learning to read and write in English.
3.2.e. Provide standards-based reading instruction appropriate for ELLs from diverse
backgrounds and at varying English proficiency levels.
3.2.f. Provide standards-based writing instruction appropriate for ELLs from diverse
backgrounds and at varying English proficiency levels.
3.2.g. Develop ELLs.’ writing through a range of activities, from sentence formation to
expository writing.
3.2.h. Collaborate with stakeholders to advocate for ELLs.’ equitable access to
academic instruction (through traditional resources and instructional technology).
3.2.i. Use appropriate listening, speaking, reading, and writing activities in teaching
ELLs from diverse backgrounds and at varying English proficiency levels.
3.2.j. Incorporate activities, tasks, and assignments that develop authentic uses of the
second language and literacy to assist ELLs in learning academic vocabulary and
content area material.
3.2.k. Provide instruction that integrates listening, speaking, reading, and writing for
ELLs of diverse backgrounds and varying English proficiency levels.
3.3.a. Use culturally responsive/sensitive, age-appropriate, and linguistically accessible
materials for ELLs of diverse backgrounds and varying English proficiency levels.
3.3.b. Use a variety of materials and other resources, including L1 resources, for ELLs
to develop language and content-area skills.
3.3.c. Use technological resources (e.g., Web, software, computers, and related media)
to enhance language and content-area instruction for ELLs of diverse backgrounds and
varying English proficiency levels.
4.1.a. Plan for integrated standards-based ESOL and language sensitive content
instruction.
4.1.b. Create supportive, accepting, student-centered classroom environments.
5.1.a. Demonstrate an understanding of the purposes of assessment as they relate to
ELLs of diverse backgrounds and at varying English proficiency levels.
5.1.b. Identify a variety of assessment procedures appropriate for ELLs of diverse
backgrounds and at varying English proficiency levels.
5.1.c. Demonstrate an understanding of appropriate and valid language and literacy
assessments for ELLs of diverse backgrounds and at varying English proficiency levels.
5.1.d. Demonstrate understanding of the advantages and limitations of assessments,
including the array of accommodations allowed for ELLs of diverse backgrounds and at
varying English proficiency levels.
5.1.e. Distinguish among ELLs.’ language differences, giftedness, and special education
needs.
5.2.a. Understand and implement district, state, and federal requirements for
identification, reclassification, and exit of ELLs from language support programs,
including requirements of the Florida Consent Decree.
5.2.b. Identify and use a variety of assessment procedures for ELLs of diverse
backgrounds and varying English proficiency levels.
5.2.c. Use multiple sources of information to assess ELLs.’ language and literacy skills
and communicative competence.
5.3.a. Use performance-based assessment tools and tasks that measure ELLs.’
progress in English language and literacy development.
Florida Reading Endorsement Objectives
The following objectives have been developed to meet the requirements for Florida
Reading Endorsement. They meet the standards in Competency 4 and 5 of the Florida
Reading Endorsement Matrix.
Competency 4: Foundation and Application of Differentiated Instruction. Teachers will
have a broad knowledge of students from differing profiles i order to understand and
apply research-based instructional practices by differentiating process, product, and
context. Teachers will engage in the systematic problem solving process.
Competency 5: Demonstration of Accomplishment. Teachers will, through a
culminating practicum, demonstrate knowledge of the components of reading, as well
as assessment and data analysis, to implement a comprehensive research-based
reading plan of instruction for all students. Teachers will engage in the systematic
problem solving process.
The senior intern will be able to:
1. Demonstrate knowledge of research-based instructional practices for developing
students’ phonemic awareness.
2. Demonstrate knowledge of research-based instructional practices for developing
phonics skills and word recognition. (REC 4.14, 5.5)
3. Demonstrate knowledge of research-based instructional practices for developing
reading fluency, automaticity, and reading endurance. (REC 4.14, 5.6)
4. Demonstrate knowledge of research-based practices for developing both general
specialized content area vocabulary. (REC 5.7)
5. Demonstrate knowledge of research-based instructional practices for facilitating
reading comprehension. (REC 5.2)
6. Demonstrate knowledge of instruction to facilitate students’ metacognitive
efficiency in reading. (REC 5.8)
7. Demonstrate knowledge of goal setting and monitoring of student progress with
appropriate instructional application that promotes increases in student learning
trends in reading over time. (REC 5.1)
8. Demonstrate instructional skill in working with LEP students that are at different
levels of oral proficiency. (REC 5.12)
9. Demonstrate knowledge of creating both language-rich and print-rich
environments. (REC 5.13)
Assignments:
INTERNSHIP NOTEBOOK: A three-ringed notebook is needed for the internship.
Your notebook should be a useful tool for you, containing sections that will strengthen
the overall experience. The university coordinator may check the following
MANDATORY sections:
Internship Syllabus
Student Teaching Handbook: A Guide for Internship and Clinical Practice
Teacher Work Sample/Integrated Unit, 90 Minute Reading Block, and Weekly Lesson
Plans (FEAP (a)1-4, (b)1abcf) (REC 4.14, 5.5, 5.6, 5.7, 5.2, 5.8, 5.1, 5.12)
Calendar of school events, meetings, conferences, appointments, etc. from the
University and Internship School – FIRST DAY REPORT
Supervising Teacher and University Coordinator Observations
Midpoint and Final Evaluations
Video Tape Reflection
ESOL Competency Profile (REC 5.12) (All ESOL domains)
Professional Development Plan (FEAP (b)1aef, (b)2) (REC 5.1)
(**additional sections may be included by the intern and/or coordinator)
OBSERVATIONS AND LESSON PLANS: A formal lesson plan is due at the time of
each observation to your university coordinator. The lesson plan should include the
topic, a major goal, objectives, materials needed, strategies/activities- which include
specific questions and ideas needed to meet objectives—and assessment. They need to
also contain the Florida State Standards, related benchmarks, and ESOL strategies. Be
sure to have a copy of any of the materials being used ready for the coordinator, such
as a textbook, worksheet, etc. Lesson plans/units should be approved by the
supervising teacher at least a week in advance of teaching them. Areas of reading
instruction should include but not limited to the following elements: phonics, word
recognition, fluency, automaticity, reading endurance, vocabulary, comprehension, and
progress monitoring. (FEAP (a)1-4, (b)1abcf) (REC 4.14, 5.5, 5.6, 5.7, 5.2, 5.8, 5.1,
5.12) (All ESOL Domains)
A daily class schedule must be provided for the university coordinator upon his or her
first visit. IT IS UP TO THE INTERN TO INFORM THE UNIVERSITY COORDINATOR
WHEN CHANGES OCCUR TO THE DAILY SCHEDULE. New schedules are to be made for
the coordinator when scheduling changes occur.
Each lesson observed should consist of 20 to 30 minutes of direct instruction. You will
need to conference with your coordinator immediately following the observation. It is
your responsibility to make arrangements for a place to meet (media center, workroom,
corner of the room, etc.). It is also your responsibility to inform your supervising
teacher of the scheduled observations so that they may cover the class when you
conference following your teaching.
The conference with your university coordinator is designed to help you to develop as a
FACILITATING REFLECTIVE PRACTITIONER as should your daily communication with
your supervising teacher and your own daily reflection.
NOTE: You should begin to follow the lesson-planning model of the school and use
your teacher’s format as soon as possible. However, formal lesson plans are due during
your observations with the university coordinator.
VIDEOTAPE SELF-OBSERVATION: You will videotape yourself presenting a lesson
demonstrating 20-30 minutes of direct instruction. Using the CLASS Observation Tool
you will complete a self-analysis evaluating your content, performance, and interactions
with the students during the lesson. This assignment requires a minimum of two times
during the semester The first one must be completed before the m idpoint
evaluation. The second one must be after the m idpoint evaluation. A thorough
reflection of your results will be written in a one-two page paper for each selfobservation to be added to your Internship Notebook. (FEAP (a)1-4), (b)1abcf, (b)2)
PROFESSIONAL DEVELOPMENT PLAN: As a student intern, you will continue the
life-long learning process in which self-reflection is one key component for success. A
Professional Development Plan will be developed using the Early Childhood Professional
Development Plan (2012) and The Educators Accom plished P ractices (2013) .
Consultation of your Professional Development Plans from EEC 4661 Childhood
Education Theory and Practice and EEC 4235C Early Childhood Seminar: Bridging
Theory to Practice can assist you with your goals and objectives for the semester. You
will develop two goals (one READING) and brainstorm methods to meet your goals
and objectives, discuss the timeline and plan for collaboration with your supervising
teacher and/or university coordinator. Some of your resources might include attending
a professional conference, reading a professional development text, reflecting with a
colleague or mentor, reading a research journal, or searching the Internet for additional
resources. A reflection and summary of what you learned or might do differently next
time will conclude your professional development plan. One of your goals must be a
READING GOAL: Just Read Florida (REC 5.1).
This assignm ent w ill be uploaded to LiveText as docum entation of FEAP ’s
(b)1aef, (b)2.
Teacher Work Sample/INTEGRATED UNIT: Working with your supervising
teacher you will develop an integrated unit. As an integral part of your unit, you will
need to use authentic, evidence-based assessment to assess and improve student
learning outcomes, and to demonstrate how you have impacted your student’s
achievement. Teacher Work Samples (TWS) are exhibits of teaching performance, such
as a unit, that provide direct evidence of the teacher’s ability to (1) design and
implement standards-based instruction, (2) assess student learning, (3) reflect on the
teaching and learning process.
You must design and administer a teacher-prepared pretest and posttest appropriate
for the grade level and subject matter. Collect, analyze, and report the data following
the reflection components on LiveText. Graph the data (using Microsoft Excel or Word)
in a manner that indicates both the pre and post test scores for each individual student.
For confidentiality, do not include students’ names. Three formal lessons will be
developed for LiveText from your integrated unit. Each lesson will have (1) The topic,
(2) major goal(s), (3) objectives, (4) materials needed, (5) strategies/activities – which
include specific questions and ideas needed to meet objectives, (6) technology, (7)
assessment. Each lesson plan must be based on research-based instructional practices.
Each lesson must show evidence for differentiation of instruction. Critical thinking and
human development can be connected with strategies and activities, but must be
documented. All lesson plans need to contain the Florida State Standards, related
benchmarks, and ESOL strategies.
You will then write a reflection based on lessons administered and the outcome. Your
reflection must include the following components: (1) Title of Integrated Unit (2) Grade
Level, (3) Length of time/number of lessons, (4) How you used the pretest to revise the
lesson plans, (5) How your test results showed that the students learned/mastered the
material presented, (6) How you addressed students with exceptionalities and English
Language Learners (ESOL), (7) Explanation of any unusual individual or group results,
(8) Accommodations or modifications you needed to make during the teaching of your
lessons to meet the needs of your students, (9) What alternative teaching strategies
you used with students who did not meet expectations.
To be turned into LiveText:
•
•
•
•
Pre and post test example
Data graphed
Three formal lesson plans from integrated unit
Reflection
This assignm ent w ill be uploaded to LiveText as docum entation for FEAP ’s
(a)1-4, (b)1abcf. (All ESOL Dom ains)
LESSON PLANS FOR 90-MINUTE READING BLOCK: Following your supervising
teacher’s 90 minute reading block, lesson plans will be developed for
documentation of your Reading Endorsement. The lesson plans should include an initial
lesson from the Comprehensive Core Reading Programs (CCRP) usually consists of 3040 minutes per day. For the remainder of the block, the teacher should then
differentiate instruction focusing on the need of students using the CCRP or SRP
(Supplemental Reading Program). This differentiated instruction may be on grade level
with special attention to the needs of each student. In areas such as: phonics skills,
word recognition, fluency, automaticity, reading endurance, vocabulary,
comprehension, and progress monitoring. In addition to the 90-plus minutes, the
classroom teacher, special education teacher, or reading resource teacher will provide
immediate intensive intervention to children in need (as determined by a diagnostic
assessment). This includes differentiating instruction for students at all levels (above
grade level, on grade level, and below grade level). All lesson plans need to contain the
Florida State Standards, related benchmarks, and ESOL strategies. (REC 4.14, 5.5, 5.6,
5.7, 5.2, 5.8, 5.1, 5.12) (All ESOL Domains)
DOCUMENTATION AND REFLECTION OF PARENT CONFERENCE: The student
intern will write a one-two page reflection on a parent teacher conference to turn into
their university coordinator. Please be aware of student confidentiality. Documentation
of the Parent Teacher Conference will be kept in the student intern’s internship
notebook, again being aware of student confidentiality.
MIDPOINT and FINAL EVALUATIONS: The student intern will keep a signed copy
of the midpoint and final evaluation (Internship Evaluation Summary) from his/her
supervising teacher and university coordinator in their Internship Notebook.
OBSERVATIONS FROM SUPERVISING TEACHER/UNIVERSITY
COORDINATOR: The student intern will keep copies of all observations from his/her
supervising teacher and university coordinator in their Internship Notebook.
ESOL COMPETENCY PROFILE: The student intern is responsible for completing
100% of the ESOL Competency Profile during his/her final internship. The student
intern will conference with his/her supervising teacher and coordinator throughout the
semester to complete the ESOL requirements. The student intern will demonstrate
instructional skill in working with LEP students that are at different levels of reading
proficiency. The ESOL Competency Profile will be collected by the university
coordinator during the final conference in order to document completion of your TESOL
NOTEBOOK. (REC 5.12) (All ESOL Domains)
LIVETEXT: The last section of your portfolio is due approximately a month before
your graduation date. Assignments listed below are to be completed during your
Internship experience. These assignm ents are to be uploaded by the student to
LiveText as a part of a professional portfolio and for data collection.
• Professional Development Plan Two/three goals, one containing a
Reading goal
• Teacher Work Sample/Integrated Unit
• Midpoint Evaluation
• Final Evaluation
ADDITIONAL ASSIGNMENTS: the university coordinator upon each visit may make
additional assignments. These assignments will address the areas of the competencies
outlined above and be related to individual needs in terms of professional development.
Final Exam Policy:
In the student teaching internship there is no final examination. However, the
alternative assessment is the satisfactory completion of all of the following documents
to be completed by the student and due by the designated date assigned by the UCF
University Internship Coordinator: 1) Copies of the Midpoint and Final Evaluations by
the Supervising Teacher; 2) ESOL Competency Profile; 3) TESOL Notebook; and 4)
Electronic Professional Portfolio (located in LiveText).
IMPORTANT INFORMATION
•
Attendance: It is imperative that you are in attendance on a daily basis. You are
expected to follow your school’s requirements in regard to what time you need to
report for duty and what time you may leave each day. Being ready to report to
duty means that you are in the classroom ready to begin the day’s
activities, not pulling into the parking lot or signing in. It is strongly
suggested that you arrive earlier and stay later than required in order to optimally
communicate with your teacher and be fully organized and prepared.
In the event of an absence, you MUST call and send an e-mail to your supervising
teacher and the university coordinator the night before the absence or before the
school day begins, to inform them of your absence. Make-up days will be added to
the end of the regular experience.
You may also be directed to extend the experience in the event that one or more
competencies need further development.
It is further expected that you take part in all roles that your classroom teacher is
expected to assume. For example, you should attend staff meetings, parent-teacher
conferences, open house, and so on.
Please note: Attendance patterns are considered in the overall evaluation
of the internship, in spite of make-up days. The coordinator and/or
supervising teacher may use patterns in attendance to determine whether
or not an intern has successfully demonstrated professional conduct with
the accomplished practice of ethics.
Late assignments: Assignments are due on the assigned due date stated on the
syllabus schedule and/or by the university coordinator. Students must receive an S in
all FEAP’s on the FINAL Internship Assessment Summary Sheet in order to pass EEC
4943 Internship with Assessment Seminar. This includes uploading LiveText
assignments on or before the due date.
Make sure to consult the full Internship Assessment Summary Sheet (MIDPOINT/FINAL)
for additional information in regards to the FEAP’s.
2. Professional Responsibility and Ethical Conduct. Understanding that educators are held to a high
moral standard in a community, the effective educator adheres to the Code of Ethics and the Principles
of Professional Conduct of the Education Profession of Florida, pursuant to State Board of Education
Rules 6B-1.001 and 6B1.006, F.A.C, and fulfills the expected obligations to students, the public and
the education profession.
a. Maintains high academic standards for all learners.
b. Believes all students can learn.
c. Demonstrates fairness and equity; promotes social justice and democracy.
d. Values diversity.
e. Meets deadlines, punctual, exhibits regular attendance.
f. Works well with others; accepts feedback and constructive criticism; is a reflective
practitioner.
Make up Exam Policy: Students should contact their professor as soon as possible if
circumstances beyond their control mandate that they are not available for this
internship.
According to UCF Golden Rule, www.goldenrule.sdes.ucf.edu/, guidelines, academic
dishonesty/cheating, which includes plagiarism, is a violation of student academic
behavior standards and is subject to academic and/or disciplinary action. Such behavior
is also a violation of the College of Education’s Professional Code of Conduct.
Students with Disabilities: The University of Central Florida is committed to
providing reasonable accommodations for all persons with disabilities. Students with
disabilities who need accommodations in this course must contact the professor at the
beginning of the semester to discuss needed accommodations. No accommodations will
be provided until the student has met with the professor to request accommodations.
Student who need accommodations must be registered with Student Disability Services,
Student Resources Center Room 132, phone 407-823-2371, TTY/TDD only phone 407823-2116, before requesting accommodations from the professor.
Title IX: Title IX makes it clear that violence and harassment based on sex that
interferes with educational opportunities is an offense subject to the same penalties as
offenses based on other protected categories such as race, national origin, etc. If you
or someone you know has been harassed or assaulted, you can find resources available
to support the victim, including confidential resources, and information concerning
reporting options at shield.ucf.edu. Perpetrators are subject to expulsion or termination
and may also be subject to criminal penalties.
Course Evaluation and Grading: Interns will be observed by their coordinator.
Oral, written or electronic feedback will be given following each observation. The
Intern will receive information on strengths and areas that need to develop. It is
expected that there is noted improvement in the areas that need to develop by the time
of the next observation.
A formal midpoint and final conference will take place during the internship experience.
During these conferences, the student intern, supervising teacher, and the university
coordinator meet and discuss progress in areas of competence. Each area will be rated
by the supervising teacher and university coordinator using the Internship Evaluation
Rubric as development THROUGHOUT the semester. An Exemplary or Proficient in all
competencies must be reached by the END of the semester in order to pass EEC 4943Internship with Assessment Seminar.
In the event that a number of areas need improvements, a Formal Performance Plan
and/or Personal Attributes Concern Form may be written by the university coordinator
with the supervising teacher’s input, and implemented.
The position of the UCF College of Education is that only interns who demonstrate
proficiency of the Florida Educator Accomplished Practices will receive a passing grade
for internship. Interns who are struggling shall be given notice that intervention is
needed.
The final grade for undergraduates will be: Satisfactory (Exemplary/Proficient) OR
Unsatisfactory (Developing/Unacceptable) OR Incomplete. A “Satisfactory” reflects a
student intern’s adequate progress in all competency areas as based on the FINAL
Internship Evaluation Summary and College of Education Requirements in the course. A
student intern receiving a grade of “Unsatisfactory” reflects that a student has not
made adequate progress in all competency areas to pass the EEC 4943 and is viewed as
not capable of assuming his/her own classroom. An “Incomplete” is assigned when
there are extenuating circumstances which have hindered a student intern’s ability to
make adequate progress.
References
Council for Exceptional Children. (2012). CEC Professional Standards.
Retrieved on August 6, 2013 from http://www.cec.sped.org/Standards
Council for Exceptional children. (2009) What every special educator must know; Ethics,
standards and guidelines, 6th Edition. Arlington, VA: Author
Danielson, C. (2007) Enhancing Professional Practice: A Framework for Teaching (2nd
Edition). Alexendria, VA: ASCD.
DuFour, R., DuFour, R., Eaker, R., & Karhanek, G. (2004). Whatever it takes: How
professional learning communities respond when kids don’t learn. Bloomington,
IN: Solution Tree.
Falk, B. (2009). Teaching the way children learn. New York: Teachers College Press.
Florida Department of Education (2010). Performance Standards: Teachers of English
for Speakers of Other Languages (ESOL). Retrieved on August 17, 2012 from
http://www.fldoe.org/aala/pdf/ApprovedTeacherStandards.pdf
Florida Department of Education. (2013). Prekindergarten-Primary Certification
Competencies (18th ed.). Retrieved on August 6, 2013 from
http://www.fldoe.org/asp/ftce/pdf/prekprimpk3.pdf
Florida Department of Education. (2011). Reading Endorsement Competencies.
Retrieved on August 6, 2013 from
https://www.flrules.org/Gateway/reference.asp?No=Ref-00556
Jablon, J., Dombro, A., & Dichtelmiller M. (2007). The Power of Observation for Birth
Through Eight, Wadsworth Publishing.
Jensen, E. (2009). Teaching with Poverty in Mind: What Being Poor Does to Kids’ Brains
and What Schools Can do About It. Alexendria, VA: ASCD.
Kronowitz, E. L. The Teacher’s Guide to Success: Teaching Effectively in Today’s
Classroom
Marzano, R.J. (2007). The Art and Science of Teaching: A Comprehensive Framework
for Effective Instruction. Alexandria, VA: ASCD.
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Licensure Standards. Retrieved on August 21, 2012 from
https://oldweb.naeyc.org/faculty/pdf/2001.pdf
National Council for Accreditation of Teacher Education. (2002). Professional Standards
for the Accreditation of Schools, Colleges, and Departments of Education.
Washington, DC: Author.
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System) Pre-K-K or K-3 Manual. Baltimore, MD: Brookes Publishing.
Schwartz, S. (2008). A quick guide to making your teaching stick. Fristhand:
Heinemann.
Sugarman, N.A. (2011). Putting yourself in action: Individual professional development
plans. Young Children, May, p. 27-33.
UNICEF. (2005). The state of the world’s children 2005: Childhood under threat. New
York, NY: UNICEF.
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Mountain View, CA: Harry K. Wong Publications, Inc.
Syllabi Addendum
Program Early Childhood Development and Education
Course Title & Number: Internship with Assessment Seminar EEC 4943
Teaching Strategies
Used:
Graphic organizers
Consequence
diagram/decision tree
Group reading
Interview
XLanguage exper.
approach
Dialogue journal
Interactive language
tasks
Learning log
Mini-museums
Models
XPredict, observe,
explain
History, literature,
storytelling
Classify, categories
Compare and contrast
Cooperative learning
Jigsaw
XExperiments
Flow charts
Games
Identify main ideas &
vocab.
XIllustrations
Maps
Concept Mapping
Reading logs
XReflective thinking
Outlines
XPeer tutoring
Predict
XProblem solving
Role play, simulations
Researching
Repetition/rephrasing
Show patterns
XSmall groups
XSummarize
Time lines
Thematic approach
Venn diagrams
XUse student’s
experiences
Continuums
Overheads
Jigsaw
Corners
Numbered heads together
Think, pair, share
Debate
XBrainstorming
XK-W-L
Field experience
Free writing
Laboratory investigations