Weekly TE 501/2 seminars and individual interactions with the field instructor provide additional support to the intern in carrying out his/her multiple responsibilities, getting the year off to a solid start, and progressing steadily across the internship year.  The first seminar may be scheduled for up to 2 hours (week 1) to get the year started.  Typically, seminars are held for 60 - 90 minutes weekly at the school, and field instructors may request up to an additional 30-60 minutes per week for consultation with the intern during the school day to debrief observations, provide support for lesson planning, or discuss other issues as needed (totaling up to 2 hours contact time between seminars and individual consultations). 

The TE 501/2 syllabus outlines several Opening Tasks that are designed to help interns gather information about the classroom, school and community.  For instance, interns are asked to draw a map of the classroom, make a daily schedule, and talk with the CT about how time and space are organized in this classroom and why.  These Opening Tasks are discussed regularly during TE 501 seminars during the beginning weeks of the fall semester.  These structured experiences are designed to help interns "get inside the CT's head" to understand his/her thinking.  These tasks also establish routines for reflection and dialogue that should occur throughout the year about planning and teaching.  Finally, these tasks create a structure for the intern to create a "sub folder" that contains essential information once the intern becomes eligible to substitute teach for the CT sometime after the first nine weeks of the semester.

Field instructors try to make the seminar time responsive to interns' needs, and therefore vary the topics discussed across the year.  During the initial fall months, topics may focus more specifically on getting the year started and helping interns make agreements with their CTs about unit planning topics.  Once interns are more involved in classroom teaching, seminars may focus more specifically on issues of classroom management, assessment, and engaging in responsive instruction for diverse learners.  

As fall semester progresses, field instructors also introduce interns to the ongoing process of creating a professional portfolio--a collection of carefully selected artifacts that represent a teacher's progress and accomplishments in learning to teach (see Portfolio Processes).  They continue to support portfolio development throughout the year.  The portfolio is a professional learning tool that interns can use to reflect on their growth as a teacher over time, clarify their philosophy and teaching goals, connect those ideas to their emerging practice, and communicate their accomplishments to prospective employers.  Field instructors guide interns in considering artifacts for inclusion in their portfolio that demonstrate enhanced student learning in the classroom and reflecting on which area(s) of their professional growth each artifact represents.  Seminar discussions of portfolio items become a valuable support for interns in constructing a portfolio that is personally meaningful and an effective tool for representing progress and accomplishments.

Throughout the year, they also keep interns informed of any Team Two announcements, and remind them of certification requirements. Toward the end of spring semester, field instructors support interns in refining their resumes and preparing for interviewing and seeking employment.

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