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The Internship:
Assessment of Intern Progress - A Discussion Tool
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Standard
4:
Working
and learning in a school and profession
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The
intern works well as a teacher in a school community.
For
Example:
- The intern's appearance,
manner, and communication satisfy the expectations for
a responsible adult member of the school.
- The intern is "good
to work with" by being punctual, reliable, responsible,
friendly, energetic, and reasonable.
- The intern works with
other school personnel in an open, civil, and constructive
manner that respects their roles in the school.
- The intern reacts appropriately
to stressful situations.
- The intern works with
parents and guardians in an open, civil, and constructive
manner that treats them as partners in their child's education.
- The intern participates
in the life of the school, including taking advantage
of professional development opportunities available to
teachers.
The
intern works productively with his/her MSU liaison, collaborating
teacher, field instructor and course instructors in ways
that support his/her learning to teach.
For
Example:
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The
intern works with the collaborating teacher, field instructor
and other program personnel in an open, civil, and constructive
manner that acknowledges their roles in the intern's
education.
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The
intern negotiates reasonable observer, co-teaching,
and lead teaching roles with the collaborating teacher,
and keeps the agreements made.
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The
intern engages in open and honest communication with
the collaborating teacher, field instructor and other
program personnel about the situations, issues, and
challenges that the intern faces.
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The
intern seeks feedback from the collaborating teacher,
field instructor and other program personnel and treats
that feedback as an opportunity to learn.
The intern reflects on his/her
experience and seeks opportunities for continued learning
and improvement.
For Example:
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The
intern uses the contents of the 800-level courses to
guide and inform his or her work in the classroom and
school.
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The
intern figures out how events and outcomes in the current
situation may be relevant to other situations, and tries
to recall how past situations may provide guidance in
the current one.
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The
intern studies how his or her choices and actions affect
others, and adjusts his/her thinking and actions accordingly.
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The
intern considers different perspectives, arguments,
and alternatives, even when they are different from
or conflict with his/her own.
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The
intern uses co-planning, co-teaching, and other forms
of collaborative work to learn about teaching.
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The
intern uses writing such as a journal as a tool in planning
and for reflecting on her teaching and his/her students'
learning.
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The
intern seeks interaction with other professionals who
can help the intern carry out immediate duties and learn
for the future.
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The intern makes and
carries out plans for his/her own learning.
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The intern demonstrates
a disposition to think about teaching not only in terms
of "what works" in a lesson but also to consider
questions of purposes and alternatives.
The
intern is open to alternatives and constructive feedback.
For
Example:
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In
setting academic, social, and moral goals, the intern
considers alternatives, chooses among them reasonably,
and can explain why the goals chosen are important.
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In
deciding what to do, the intern considers alternatives,
chooses reasonably among them, and can explain why those
choices are reasonable.
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The
intern thinks both for now and for later, remembers
what's important, and anticipates problems.
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Having
planned carefully, the intern also implements those
plans flexibly in light of developments.
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The
intern systematically seeks information about the consequences
of his/her actions, and uses that information in making
decisions for the future.
Narrative
Comments about Ratings for Standard 4:
FALL
SPRING
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