Department of Teacher Education / Team 2 /The Internship: Internship Participants and Responsibilities

A successful internship is a partnership among the intern, collaborating teacher, the field instructor, and the 800-level course instructors. Sometimes interns also work with the cluster leader and Teacher Education Liaison (TEL). In the CT, we have a person who is steeped in the local knowledge of the school and classroom, who works with the intern daily, and who thus is in a good position to promote and notice an intern's development on a daily basis. In the field instructor, we have a person who is working with several interns and is attending regular meetings on program standards, course work, and procedures, and who thus is in a good position to suggest how the program should work and how the standards can be applied consistently over time. In the course instructor, we have a person who is working to help a group of interns recall, extend and apply their previous studies to their current teaching practices, who is familiar with national, state and program standards in a particular subject matter area as well as research-based teaching materials and methods, and who thus is in a good position to guide interns in standards-based, subject-specific planning, teaching and assessment. The TEL is an experienced CT who is familiar with program development, experiences and practices and with the personnel within his/her building. The cluster leader is also familiar with these areas and works closely with the TEL to maintain good communication and support effective mentoring practices within each building.

This section describes shared responsibilities among the intern, field instructor and collaborating teacher, and then the separate responsibilities of each. It also outlines responsibilities for the TELs, cluster leaders, and course instructors.

Shared Responsibilities

The intern, collaborating teacher, field instructor and course instructors share some responsibilities during the year. The success of their collaborative work together rests largely on their explicit and regular discussion and negotiation of each responsibility.

Planning and communication

Negotiate expectations, formats, and schedules for developing unit and daily lesson plans in a timely manner. Make sure that unit and lesson planning agreements for major subject matter areas (science, social studies, language arts, math) are consistent with course instructors' expectations for the intern's planning.
Negotiate a procedure for the intern to follow in the event of absences (e.g., who should be contacted, how lesson plans will be shared).
Negotiate plans for completing the TE 801-804 assignments that involve field work.
Throughout the internship, the CT will remain the teacher of record for the pupils in the class. While the CT may delegate planning, teaching, assessing, grading and many other duties to the intern, the CT may not hand the intern the final responsibility for the class.

Professional activities

Negotiate an appropriate sequence of activities and responsibilities that promote interns' learning to teach (e.g., moving from observation to co-planing and co-teaching to increasing responsibility for lead teaching).
Identify and arrange for outside-the-classroom opportunities that will benefit the intern and complement the coursework (e.g., observations of other teachers, participation in teacher meetings and inservices, parent conferences, curriculum committees, community-school committees, study groups, professional association).

Supporting and guiding interns' learning

Identify areas where the intern needs support and guidance in learning to teach, and develop strategies to promote the intern's professional growth in these areas.
Participate in joint conferences (intern, collaborating teacher, and field instructor) at least five times during the academic year: (1) an initial conference during August or September, to confirm responsibilities, negotiate working relations, and plan the intern's learning; (2) a mid-semester evaluation and planning conference in fall; (3) an end-of-semester evaluation conference in December; (4) a mid-semester evaluation and planning conference in spring, and (5) a final evaluation conference in April . Additional 3-way conferences may be necessary to support the intern's professional growth.

Managing demands of the internship

Review interns' work arrangements to insure that interns understand the consequences of outside work during the intern year and that they can undertake an intensive year of professional study and guided practice while meeting their financial needs.
Assist the intern in identifying strategies for coping--in ways that promote continued learning--with the various demands that they will face during the intern year.

The Intern's Responsibilities

Past experience has shown that those interns who embrace their responsibilities fully and take initiative to seek what they need to promote their own learning have the most success. While the field instructor and CT have primary responsibilities for providing support, it is the intern who must take responsibility for his/her own learning and taking advantage of the opportunities provided.

Planning and communication

Inform your field instructor in writing of your schedule in the school and your collaborating teacher of your schedule in seminars, and of any changes that occur in these plans.
Arrange observation and conference times with the field instructor. Notify your field instructor in a timely manner if an observation needs to be rescheduled or canceled for any reason.
According to formats and procedures negotiated with the field instructor, collaborating teacher (and 800-level course instructor if applicable), develop unit and daily lesson plans in writing and in advance of instruction, and have them approved by the collaborating teacher. Plans may also be approved by the field, or course, instructor as arranged. A good rule of thumb is that the plans should be detailed enough that another teacher could follow them. Plans need to be handed in to the collaborating teacher (and field instructor, if arranged) during the week prior to teaching so that suggestions for revision can be incorporated into the plans.
Respond to e-mail communication from your CT, field instructor, or other program personnel in a timely manner.

Professional activities

Plan with the collaborating teacher ways to participate in orientation activities at the school and introduce yourself to school administrators, specialists, secretaries, custodians, and other teachers in the building.
Attend school faculty meetings, parent-teacher conferences, PTA meetings and other professional inservices. Follow school procedures for days you are sick, leaving detailed lesson plans for your collaborating teacher. Absences due to sickness will be made up if deemed necessary by your field instructor, cluster leader, and collaborating teacher.
Read and follow the school/teacher handbook; follow the school faculty dress code and your collaborating teacher's expectations, e.g., the time to be in the classroom before and after school.

Personal learning

Take initiative in asking questions, searching out resources, inviting feedback, and creating opportunities to learn.
Participate in joint conferences (intern, collaborating teacher, and field instructor) at least five times during the academic year: (1) an initial conference during August or September, to confirm responsibilities, negotiate working relations, and plan the intern's learning; (2) a mid-semester evaluation and planning conference in Fall; (3) an end of semester evaluation conference in December; (4) a mid- semester evaluation and planning conference in Spring, and (5) a final evaluation conference in April. Beginning with the fall mid-semester conference, develop your Professional Learning Plan to guide your professional learning across the year, and update your plan following each assessment conference.
Reflect on your teaching and your learning about teaching in writing, through journals and/or reflection papers. Share and discuss your reflections with your collaborating teacher and field instructor.
Participate in ongoing portfolio processes which result in the creation of a portfolio demonstrating your work and accomplishments to be shared with instructors and prospective employers. The portfolio will be shared with colleagues and family at the Intern Convocation at the end of the school year.

Managing outside work

If you will need to work (a) before 5:00 p.m., (b) more than 10 hours per week, or (c) more than one evening per week, then discuss your plans with your cluster leader.
Inform your collaborating teacher and field instructor about your work arrangements and negotiate schedules that are mutually acceptable.
Become informed about and follow district or building policies that may impact activities you want to engage in such as tutoring students for pay outside of school hours.

The Field Instructor's Responsibilities

The field instructor plays a key support role in helping the intern develop standards-based practices in planning, teaching and assessment, and in becoming a fully participating member of the teaching profession. In addition, the field instructor supports the collaborating teacher in problem solving and providing effective mentoring practices. The field instructor also works with the cluster leader, program coordinator and team leader to understand and communicate current program practices and policies, and is available to pass along information provided by course instructors about planning and other course requirements.

Planning and communication

Maintain regular contact with each collaborating teacher and teacher education liaison in order to get a full picture of the intern's progress, to identify problems, and to help the collaborating teacher to play an active role in supporting the intern.
Conduct a group meeting with the collaborating teachers in each school every 2-3 weeks to discuss issues that arise during the internship and to support innovative and educative mentoring practices and problem solving.
Meet with each intern on a regular basis to share resources, assist with planning, observe, provide written feedback, discuss teaching experiences, and work on other aspects of teaching and learning to teach. Involve collaborating teachers in these activities whenever possible and desirable. Regular contact with interns will average about 2 hours per week, but time allocated within a given week may vary according to the time of year.
Provide assistance to course instructors in communicating about interns' progress and problems, and helping interns and CTs understand course requirements. Encourage direct communication among course instructors, interns and CTs whenever appropriate.
Work with course instructors and team representatives to plan meetings for collaborating teachers during the year. Attend those meetings when your interns are involved.
Attend weekly field instructor meetings to discuss issues related to supporting interns' professional growth and to facilitate communication between the university and the schools.
Respond to e-mail communication from the intern, CT, or other program personnel in a timely manner.

Supporting intern learning

Conduct a weekly 60-90 minute interactive group meeting (TE 501-502 seminars), of the interns with whom you work, that helps the interns to reflect upon their current experiences and plan for their ongoing professional learning. In the seminars, discuss topics outlined in the TE 501/2 syllabus and other topics that are suggested during field instructor meetings.
Help the collaborating teacher to plan and play an active role in supporting and evaluating the intern.
Assist the collaborating teacher in developing learning-to-teach activities for the intern.
Observe the intern regularly and conduct follow-up conferences with the intern regarding the planning and teaching of each observed lesson. Provide written and oral feedback. Regular contact should average about 2 hours per week, although the amount of time spent may vary by time of year.
Convene joint conferences (intern, collaborating teacher, and field instructor) at least five times during the academic year: (1) an initial conference during August or September, to confirm responsibilities, negotiate working relations, and plan the intern's learning; (2) a mid-semester evaluation and planning conference in Fall; (3) an end of semester evaluation conference in December; (4) a mid- semester evaluation and planning conference in Spring, and (5) a final evaluation conference in April. Prepare materials for the second, third, and fourth joint conferences and write a Final Report on each intern you support at the end of the academic year.
Help interns to develop their portfolios, including giving feedback on materials to be included and providing assistance with videotaping, if needed.

The Collaborating Teacher's Responsibilities

The collaborating teacher plays a primary role in supporting the intern's learning to adopt standards-based planning, teaching and assessment practices, and inducting the intern into the full range of responsibilities required of the classroom teacher. Working collaboratively with the field instructor, the CT plans for and carries out educative experiences for the intern that also enhance the pupils' learning in his/her classroom. The CT also helps the intern make connections between prior and current studies within the teacher preparation program and classroom practices.

The CTs Professional Account is intended to honor and equip collaborating teachers as partners in teacher education, by providing them modest allocations, about which they make decisions regarding the professional needs of MSU teacher candidates and interns with whom they work. These allocations are made in the expectation that the CTs who receive them will work closely with MSU as partners in teacher education. Information about the CTs Professional Account can be found in Appendix H of this document.

Planning and communication

Negotiate a sequence of opportunities to learn, that support your intern's gradual induction into teaching, moving from observation to co-planning and co-teaching to assumption of lead teaching responsibilities.
Establish regular times to discuss your teaching with the intern and help the intern with long term planning: identifying unit topics, identifying places in curriculum where the intern can try out ideas studied in University classes, suggesting appropriate curriculum materials and school and district resources for the intern to use in planning and teaching, etc.
During periods of lead teaching, read the interns' unit and lesson plans and provide oral and written feedback regarding: (1) general focus on the unit/lessons (e.g. extent to which the lessons teach to conceptual understanding, how well does the individual lesson tie in with long-range unit goals); (2) effectiveness of the lesson in terms of introduction of the lesson (links to previous lessons and to overall unit goals), motivation and development, activities that involve students in actively constructing meaning (rather than passively listening to the teacher), conclusion; (3) assessment of student understanding integrated into the lesson.
Communicate with field instructor, teacher education liaison, and principal as needed about the intern's progress, or problems or concerns that arise. Clarify with others when, how, and where to contact you during and outside of school hours, and whether e-mail communication is an option. Participate in three-way conversations with the field instructor and the intern when possible and desirable.
Participate in collaborating teacher meetings during the academic year. Most of these meetings will take place during school hours, while interns are teaching. Use your professional account as needed to defray travel costs and, when necessary, the costs of substitute teachers.

Supporting interns' learning

Co-teach with the intern and share decisions, ideas, and observations. (See Mentoring Guide and Mentoring Practices sections.)
When the intern is the lead teacher, continue co-teaching in a supportive role, and observe the intern teaching and help the intern to think about his or her teaching, including student understanding, alternative approaches, grouping, management, etc.
Provide written feedback to the intern about his/her teaching as part of the coaching process.
Reflect with the intern about her/his teaching, about student learning, and about ideas and strategies studied in internship courses.
Participate in joint conferences (intern, collaborating teacher, and field instructor) at least five times during the academic year: (1) an initial conference during August or September, to confirm responsibilities, negotiate working relations, and plan the intern's learning; (2) a mid-semester evaluation and planning conference in Fall; (3) an end of semester evaluation conference in December; (4) a mid- semester evaluation and planning conference in Spring, and (5) a final evaluation conference in April.
Prepare materials for the second through fifth joint conferences and write a Final Report on each intern you work with at the end of the academic year (See Appendix F).
Help the intern make key connections between his/her studies during course work and classroom planning, teaching and assessment practices. In consultation with field instructors, CTs should coordinate the use of individual interns' time on Mondays, Tuesdays, Wednesday and Fridays to include the meaningful use of "field time" associated with 800-level courses, both in and out of the classroom.
Across the year, advise the intern regarding the development of his or her portfolio, including giving feedback on materials to be included and assistance with videotaping, if needed.

The Teacher Education Liaison's (TEL's) Responsibilities

Teacher Education Liaisons are usually teachers (sometimes principals) who agree to help make the partnership between school and university successful, to assist CTs and field instructors in their work with interns, and to attend regular monthly meetings with Team Two Program Personnel where they learn about, provide advice about, and sometimes make decisions for the teacher preparation program. They are a resource to tap for help in fostering effective communication and mentoring practices, and for advice on problem solving and communication.

Planning and Communication

Attend meetings for TELs, and send a substitute if you are not available; keep current information about teacher education program on file (e.g., copies of assignments, memos), and gather information for program personnel as needed.
Help to plan and conduct periodic meetings for collaborating teachers, focused on both procedural and substantive issues.
Promote the development of a shared language that university and school personnel can use to speak more clearly about the goals, methods, parts and people of the teacher education program.
Help MSU's cluster leaders to place juniors, seniors, and interns with collaborating teachers on schedules that work out for the MSU teacher candidates and the collaborating teachers. Communicate regularly with collaborating teachers about MSU students' responsibilities and expectations for course assignments and get collaborating teachers' feedback about those responsibilities and assignments.
Communicate with cluster leaders about issues and problems that arise.
Provide assistance to course instructors in communicating about course content and field assignments, and collaborating teachers' questions about them. Get and communicate feedback on assignments and ideas about what students can do in schools in addition to course assignments.
Communicate with field instructors about collaborating teachers' concerns and about MSU students' concerns that arise in the building. Assist the field instructor in organizing meetings (e.g., finding appropriate times, space) for CTs and interns.
Communicate with the school's principal about the progress of teacher education in the school and about any issues and problems requiring the principal's attention or knowledge.
Help establish and maintain a system for spending and accounting for field support funds including professional accounts.
If the TEL does not wish to continue in the liaison role, notify the Team Leader in the spring and work with the principal and Team Leader to find a replacement for the following school year.

Supporting interns' learning and collaborating teachers' practice of teacher education

Develop guidelines for problem solving with collaborating teachers and principal. As problems arise, work with teacher candidates, collaborating teachers, field instructors, course instructors and the principal, as needed, to solve them.
Represent collaborating teachers and school staff in relations with the University, helping to assure that their perspectives are known when plans and decisions are made.
Help interns and collaborating teachers to develop shared understandings about how they will work together in the year-long internship to support the intern's learning while teaching the class.
Talk with collaborating teachers about the practice of teacher education in the school. Provide collaborating teachers with useful readings, e.g., on mentoring, on the content of the courses in the TE program.

The 800-Level Course Instructor's Responsibilities

The two 800-level courses offered each semester of the internship are designed to help interns recall, extend and apply prior studies in the teacher preparation program to their current classroom practices, such that they are supported in developing standards-based practices in planning, teaching and assessment, and in becoming a successful and functioning member of the teaching profession.

The approved design of the program allocates to each 800-level course 30 hours of course time when interns meet with course instructors on campus, plus an average of 3 hours per week for field work that is complementary to the interns' classroom-based work (either within the classroom, the school, or in the community). Instructors provide suggestions for the use of the "field time" to interns, CTs and field instructors, who then work together to plan meaningful uses of that time.

Planning and communication

Attend Team Two cluster meetings to keep current information about course responsibilities and program events, and help plan and attend cluster meetings with CTs.
Provide clear written outlines to interns, CTs, field instructors, cluster leaders, and TELs of course and classroom expectations, including suggestions for planning and "field time" associated with the course, and facilitate communication between CTs and interns as needed to help interns fulfill expectations.
Maintain regular communication with CTs and field instructors regarding course expectations and ongoing events (e.g., newsletter every few weeks). Respond to e-mail communication in a timely manner.
Follow guidelines in Team Two Course Instructor's Handbook regarding course and program development, teacher preparation program and university policies, working relationships with schools, and technology requirements.

Supporting interns' learning and collaborating teachers' practice of teacher education

Provide timely feedback on lesson and unit plans in accordance with course schedule.
Provide information to interns and CTs regarding standards-based practices in subject matter fields to help communicate expectations for the internship.
Provide suggestions for location of teaching resources.
Arrange to spend time in the schools where interns are teaching to learn about school curriculum and classroom practices and maintain communication with CTs and interns. Time available according to the course's instructional model is approximately 3 hours per week during periods of Guided Lead Teaching (3 weeks in fall, and 8 weeks in spring).

The Cluster Leader's Responsibilities

The cluster leader works on a regular basis with a set of schools to foster communication among collaborating teachers and course instructors and to make field placements for juniors, seniors and interns. Cluster Leaders also foster communication among course instructors, field instructors, and collaborating teachers during the internship year and assist in developing innovative mentoring practices.

Planning and communication

Attend meetings for TELs; keep current information about the teacher education program on file (e.g., copies of assignments, memos).
Help to plan and conduct periodic meetings for collaborating teachers, focused on both procedural and substantive issues.
Promote the development of a shared language that university and school personnel can use to speak more clearly about the goals, methods, parts, and people of the teacher education program.
Place juniors, seniors, and interns with collaborating teachers and work with course instructors to assure good communication regarding field assignments.
Respond to e-mail communications from interns, CTs, and program personnel in a timely manner.
Communicate with collaborating teachers about MSU students' responsibilities and expectations for course assignments, and get collaborating teachers' feedback about those responsibilities and assignments.
Communicate with other cluster leaders about issues and problems that arise.
Communicate with course instructors about course content and field assignments, and collaborating teachers' questions about them. Get and communicate feedback on assignments and ideas about things students can do in schools in addition to assignments.
Communicate with field instructors about collaborating teachers' concerns and about MSU students' concerns that arise in the building.
Help plan, and participate in, the regular meetings of field instructors.
Participate in weekly meetings of Team 2 Coordination Staff.
Communicate with school principals about the progress of teacher education in their school and about any issues and problems requiring the principal's attention or knowledge.

Supporting interns' learning and collaborating teachers' practice of teacher education

Develop guidelines for problem solving with collaborating teachers and the principal. As problems arise, work with students, collaborating teachers, field instructors, course instructors, and the principal, as needed, to solve them.
Represent collaborating teachers and school staff in relations with the university personnel, helping to assure that their perspectives are known when plans and decisions are made.
Help interns and collaborating teachers to develop shared understandings about how they will work together in the year-long internship to support the intern's learning while teaching the class.
Talk with collaborating teachers about the practice of teacher education in the school. Provide collaborating teachers with useful readings, e.g. on mentoring, or on the content of the courses in the TE program.
Provide in-classroom support for collaborating teachers and interns, as requested.
Provide collaborating teachers feedback on their written evaluations of MSU students, as requested.

College of Education | MSU | Department of Teacher Education | Team 2 |