Course Requirements

EDE 4226C – Integrated Language Arts, Social Science and Literature with Practicum
Integrated Unit:  Language Arts, Social Science and Literature
The purpose of this project is for teacher candidates to gain experience in creating active experiences to help young children learn language arts and social science.  It is also an opportunity to connect classroom learning with state and national standards in language arts and social science.  The teacher candidate will create a unit that will engage elementary school children in meaningful experiences integrating language arts, social science, literature, and higher order thinking skills.  Overall the unit should reflect a constructivist philosophy, engaging the elementary students in activities and experiences that bring language arts, social science and literature to life.  Throughout the unit, the elementary school student should be guided in activities that make them “discover” information and “come to conclusions” through their work.  The role of the children as participants should be authors, poets, historians, geographers, and/or productive citizens.  The teacher candidates will include a matrix demonstrating how the content could be taught to ELL’s at the five English level proficiencies level. The intent is that the teacher candidate will teach the unit (in its entirety or in part) to the elementary students during the forty-hour practicum.  The teacher candidate is encouraged to work with the cooperating teacher to develop the unit, or to modify an existing unit to infuse constructivist principles and higher order thinking skills.

EDE 4304C Integrated Math and Science with Practicum
Lesson Plans: Math and Science
Teacher candidates will create five (5) lesson plans for math and five (5) lesson plans for science.  The teacher candidate should work with their mentor teacher to choose a unit or chapter that they will be able to implement. The lesson plans should minimally contain: goals, objectives which are aligned with Sunshine State Standards, materials, activities, assessment practices (actual assessment does not need to be included for all lessons) and adaptations for ELL and ESE students.

EDE 4940 Final internship, Elementary Education
Final Internship Showcase - The purpose of this assignment is for teacher candidates to meet the expectations of the Florida Educator Accomplished Practices (FEAPs) at the preprofessional level as well as demonstrate a commitment to standards-based instruction.  It is also an opportunity for teacher candidates to reflect on their teaching and learning accomplishments in the context of the final internship. Over the course of the final internship, teacher candidates will collect teaching and learning artifacts (e.g. lesson plans, activities, student work, digital photographs of learning centers, records of parent-teacher conferences, etc.).  Towards the end of the final internship, each teacher candidate will create a portfolio showcase demonstrating their accomplishments.  The teacher candidate will organize the showcase according to the twelve FEAPs. The teacher candidate will be responsible for choosing one “showcase” teaching and learning artifact for each FEAP.  Teacher candidates are encouraged to be creative in choosing and presenting the artifacts. To introduce each artifact, the teacher candidate will provide a one-page description of the artifact that discusses how it demonstrates accomplishment of the intended FEAP, and reflects on the teaching and learning implications of the experience. 

ESOL Capstone Project - The purpose of this assignment is for teacher candidates to meet the expectations of the ESOL Performance Indicators and ESOL K-12 Competencies and Skills.  It is also an opportunity for teacher candidates to gain experience working with English language learners (ELLs) in mainstream classrooms within the guidelines of the Florida Consent Decree.  Teacher candidates will be responsible for adapting content-based grade level appropriate curriculum for ELLs, while also employing standards-based methodology to promote English language development. Using the Student Oral Language Observation Matrix (SOLOM), the teacher candidates will engage in an informal assessment with an ELL at two points during the internship.  The teacher candidates will develop content-based activities to develop the ELL’s comprehension, fluency, vocabulary, pronunciation and grammar. The teacher candidate will create a portfolio to demonstrate teaching and learning activities for the ELL.

Reading Capstone Project - During final internship teacher candidates will administer the DAR or ERDA (or any other appropriate diagnostic or achievement test), analyze the data, plan appropriate reading instruction with mentor teacher in areas of phonemic awareness, phonics skills, word recognition skills, vocabulary, comprehension, metacognitive awareness, critical thinking, and content-area reading skills. Teacher candidates will monitor student progress, differentiate instruction, and create language-rich and print-rich environments for the students based on the data gathered from ongoing progress monitoring assessments and informal assessments.  Teacher candidates will collect artifacts of reading teaching and learning (including lesson plans with three tiers of activities, video clips, photographs of print-rich environments) and create a portfolio aligned with Florida’s Reading Endorsement Competency Matrix to meet the expectations of standards-based reading instruction. 

Reflective Journal: Final Internship – The purpose of this assignment is for teacher candidates to become reflective practitioners during their internship.  Weekly, they will journal and document their successes, challenges and questions.  They will share their journal with their mentor teacher as a means for critical dialogue to occur between the two.  The compilation of all of the journals will represent growth over the internship and chronicle the teacher candidate’s experience.  Teacher candidates will use the journal format provided.  Additionally these journals will be shared during the seminar sessions that coincide with the final internship.

Professional Development Plan – Using the reflective journals, final internship portfolio, feedback from mentor teacher, college instructors, faculty steward and the FEAP guidelines, teacher candidates will create a professional development plan.  Teacher candidates should make sure that they set goals which are realistic and measurable.  The format will be provided.  This plan will be shared in the final internship seminar.

Impact on Student Learning Assessment Project - During the final internship teacher candidates will choose a chapter or lesson to pre and post test students on to measure the specific learning in each of the core curricula areas: language arts, math, science and social studies.  The chapter or lesson should be one in which the teacher candidate will be conducting most of the teaching.  Scores will be recorded and a graph will be created to visually show the amount of growth for each students.  Teacher candidates will also choose one of the subject areas to break the data out and analyze it for students with an English Language Learner (ELL) Plan or students with an Individual Education Plan (IEP).  A narrative reflection should be included to summarize the teacher candidate’s interpretation of the learning and their impact on both individual and class growth.  Teacher candidates will be encouraged to find appropriate means to also measure their impact on student learning in health, recreation, art, music and movement.

EDG 3410 Classroom Management

            Professional Teacher Interview Project

Teacher candidates will conduct two separate interviews with teachers practicing in a field of study related to teacher candidate’s area of discipline to discuss appropriate behavior management strategies.  The project will follow APA format including a cover page and references, if necessary.  The project shall include, but not be limited to, a summary of the interview with regards to the Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida, implications of behavior management strategies, and formal pedagogical practices for future use in teacher candidate’s classroom.  Research in support or negation of the strategies implemented by the interviewee regarding ethics, pedagogy, and adherence to legislation including the Florida Consent Decree, and Individuals with Disabilities Act must be included in the project. 

EEX 3012 Educational Needs of Students with Exceptionalities
Journal: Field Experience with-Students with Exceptionalities The purpose of this assignment is for the teacher candidate to apply her/his knowledge of exceptional students and their educational needs gained from the journal article reviews and presentation and class discussions to fifteen hours of field experience and interactions with a student with exceptional educational needs or students with exceptional educational needs. Teacher candidates will be required to contact a school(s) with Exceptional Students Education Programs. The teacher candidates will secure an appointment to go to the school(s) of their choice at any 1 or more following levels:
• Elementary School for children 3 years of age to 5th grade
• Middle School for Grades 6-8
• High School for Grades 9-12
The teacher candidate will keep a log noting the date, time and place of each field experience. She/he will also write informal journal entries reflecting how the experiences and interactions relate to weekly readings and discussions. The teacher candidate will also record any questions or comments s/he has about the teachers and students she/he is working with. Finally, the journals will describe the lessons or activities the teacher candidate used with the student(s) with exceptionalities. These journals will be brought to class for discussion and perusal by the instructor. *Note: Final submission of journal assignment must include a log with 15 hours of field experience in a classroom with at least one student who has an IEP. Failure to submit a log of hours with teacher signatures will result in a zero for this assignment.

RED 4012 Foundations of Literacy
Field Experience Showcase  
The purpose of these assignments is to give the teacher candidates practical experience teaching literacy lessons focused on the Fab 6 Plus, in classroom settings.  It is also for teacher candidates to critically analyze the literacy materials available to children in elementary school settings. Finally it is an opportunity for teacher candidates to create literacy activities that engage students in critical thinking and higher order thinking skills. As part of the required fifteen hours of foundational field experience, the teacher candidate will choose five activities from a list of research-based literacy practices provided by the instructor. A minimum of one will be implemented whole class. The remainder will be implemented in a small group setting. Candidates will indicate the setting on the lesson plan which will be provided.  The teacher candidate should use informed judgment to modify the activity to fit the needs of the setting while maintaining the integrity of the assignment. Teacher candidates are encouraged to find and use children’s books or texts to complement and enhance the suggested activities.  The teacher candidate will collect artifacts – manipulatives, book titles, student work - to put in an electronic literacy portfolio or PowerPoint that s/he will present in RED 4012 , and will be encouraged to publish the showcase to an educator related Website.

RED 4519 Diagnosis and Intervention in Reading
DIAGNOSTIC PORTFOLIO : ARI – ANALYTICAL READING INVENTORY
The purpose of this assignment is to give the teacher candidate practical experience in applying formal and informal assessment in the design of instruction to meet the needs of students in various settings to include whole group, small group and one-on-one. Teacher candidates will also examine and utilize research based practices and materials in designing differentiated lesson plans and center activities (phonemic awareness, phonics, vocabulary, fluency, oral language, comprehension and writing, plus) for the purpose of providing systematic and explicit lessons in reading. intervention.
Required: completed Field Experience Attendance Log, Mentor Teacher Evaluation, Self Evaluation
A.The teacher candidate will select one (1) struggling student in second to fifth grade who is not an ESE student and administer an ARI. A diagnostic portfolio will be developed for this student and shared with the teacher. Outline attached.
B.Two (2) other struggling students will be administered  Running Records.
C. Assessments will be analyzed.
D.Based on assessment data, two (2) individualized lesson plans will be created for the ARI student and two (2) centers created for the struggling students which could also be used by all students. Lesson plans will be created for the centers and teacher candidates will teach the center concepts to the three students involved in the case study before students work independently. This is a total of four (4) lesson plans with assessments and student work. Lesson plans will respond to the data collected and cover several skills/strategies within the context of the Fab 6, Plus components. Lesson plans should include reading in an authentic setting -  books! Collect student work and take pictures.

E. The teacher candidate will prepare a written diagnostic portfolio report, and create a presentation to be delivered in RED 4519. The written report and the presentation will describe assessments and interpretation of data, diagnosis, curricular materials used, instructional strategies implemented, and intervention results.( Include all original assessment paperwork and student work from lesson plans) In addition, a long range instructional plan and a plan for on-going progress monitoring will be recommended. A copy of the report will be shared with the classroom teacher.

TSL 4080 Second Language Acquisitions and Culture
Journal and Report: Field Experience- Applied Linguistics and Culture
The purpose of this assignment is for the teacher candidate to apply her/his knowledge of cross-cultural communication and applied linguistics to fifteen hours of field experience and interactions with an English language learner or learners.  Over the course of the semester the teacher candidate will keep a log noting the date, time and place of each field experience.  S/he will also write informal journal entries noting how the experiences and interactions relate to weekly readings and discussions.  The teacher candidate will also record any questions or comments s/he has about the teachers and students s/he is working with.  Finally, the journals will describe the lessons or activities the teacher candidate leads with the ELL(s).These journals will be brought to class for discussion.  At the end of the semester, the teacher candidate will use the journal as a basis to write a 4-5 page typed paper describing their overall experience, and implications for their future classroom.

TSL 4140 ESOL Methods, Curriculum and Assessment
Journal and Report:  ESOL Field Experience- Curriculum, Methods, and Assessment
The purpose of this assignment is for the teacher candidate to apply her/his knowledge of ESOL methods, materials and assessments to the fifteen hours of field experience and interactions with an English language learner or learners.  Over the course of the semester, the teacher candidate will keep a log noting the date, time and place of each field experience.  S/he will also write informal journal entries noting how the experiences and interactions relate to weekly readings and discussions. The teacher candidate will also record questions or comments s/he has about the teachers and students s/he is working with. Finally, the journals will describe the lessons or activities the teacher candidate leads with the ELL(s).These journals will be brought to class for discussion.  At the end of the semester, the teacher candidate will use the journal as a basis to write a 4-5 page typed paper describing their overall experience, and implications for their future classroom.

LAE 3324C Middle Grades Practicum I Composition
Practicum
Students must successfully complete 35 hours in a middle grades (5-9) language arts classroom. During the 35 hours, the teacher candidates will lead at least five lessons with the class as planned with and supervised by the mentor teacher.  Students are required to successfully complete the practicum portion of any methods course in order to receive a passing grade of “C” or better.  Successful completion of the practicum requires students to document attendance for all 35 hours, document teaching five lessons, and receive 50% or higher in the categories of “Meets Expectations” on the Benchmark Teacher Candidate Evaluation (form  SP-1). In the event a student does not pass on the first attempt, they will only be permitted to retake the course one additional time.  Students may not repeat the course after stepping out of the program for two years.  

LAE 3326C Middle Grades Practicum II Literature        
Practicum
Students must successfully complete 35 hours in a middle grades (5-9) language arts classroom. During the 35 hours, the teacher candidates will lead at least five lessons with the class as planned with and supervised by the mentor teacher.  Students are required to successfully complete the practicum portion of any methods course in order to receive a passing grade of “C” or better.  Successful completion of the practicum requires students to document attendance for all 35 hours, document teaching five lessons, and receive 50% or higher in the categories of “Meets Expectations” on the Benchmark Teacher Candidate Evaluation (form  SP-1). In the event a student does not pass on the first attempt, they will only be permitted to retake the course one additional time.  Students may not repeat the course after stepping out of the program for two years.  

LAE 4940 Internship in Middle Grades Language Arts
Final Internship Portfolio - The purpose of this assignment is for teacher candidates to meet the expectations of the Florida Educator Accomplished Practices (FEAPs) at the preprofessional level as well as demonstrate a commitment to standards-based instruction.  It is also an opportunity for teacher candidates to reflect on their teaching and learning accomplishments in the context of the final internship. Over the course of the final internship, teacher candidates will collect teaching and learning artifacts (e.g. lesson plans, activities, student work, digital photographs of learning centers, records of parent-teacher conferences, etc.).  Towards the end of the final internship, each teacher candidate will create a portfolio showcase demonstrating their accomplishments.  The teacher candidate will organize the showcase according to the six FEAPs. The teacher candidate will be responsible for choosing one “showcase” teaching and learning artifact for each FEAP.  Teacher candidates are encouraged to be creative in choosing and presenting the artifacts. To introduce each artifact, the teacher candidate will provide a one-page description of the artifact that discusses how it demonstrates accomplishment of the intended FEAP, and reflects on the teaching and learning implications of the experience. 

ESOL Capstone Project - The purpose of this assignment is for teacher candidates to meet the expectations of the Florida Teacher Standards for ESOL Endorsement and ESOL K-12 Competencies and Skills.  It is also an opportunity for teacher candidates to gain experience working with English language learners (ELLs) in mainstream classrooms within the guidelines of the Florida Consent Decree.  Teacher candidates will be responsible for adapting content-based grade level appropriate curriculum for ELLs, while also employing standards-based methodology to promote English language development. Using the Student Oral Language Observation Matrix (SOLOM), the teacher candidates will engage in an informal assessment with an ELL at two points during the internship.  The teacher candidates will develop content-based activities to develop the ELL’s comprehension, fluency, vocabulary, pronunciation and grammar. The teacher candidate will create a portfolio to demonstrate teaching and learning activities for the ELL.

Reading Capstone Project - During final internship teacher candidates will administer an approved reading diagnostic test, analyze the data, plan appropriate reading instruction with mentor teacher in areas of phonemic awareness, phonics skills, word recognition skills, vocabulary, comprehension, metacognitive awareness, critical thinking, and content-area reading skills. Teacher candidates will monitor student progress, differentiate instruction, and create language-rich and print-rich environments for the students based on the data gathered from ongoing progress monitoring assessments and informal assessments.  Teacher candidates will collect artifacts of reading teaching and learning (including lesson plans with three tiers of activities, video clips, photographs of print-rich environments) and create a portfolio aligned with Florida’s Reading Endorsement Competency Matrix to meet the expectations of standards-based reading instruction. 

Reflective Journal: Final Internship – The purpose of this assignment is for teacher candidates to become reflective practitioners during their internship.  Weekly, they will journal and document their successes, challenges and questions.  They will share their journal with their mentor teacher as a means for critical dialogue to occur between the two.  The compilation of all of the journals will represent growth over the internship and chronicle the teacher candidate’s experience.  Teacher candidates will use the journal format provided.  Additionally these journals will be shared during the seminar sessions that coincide with the final internship.

Professional Development Plan – Using the reflective journals, final internship portfolio, feedback from mentor teacher, college instructors, faculty steward and the FEAP guidelines, teacher candidates will create a professional development plan.  Teacher candidates should make sure that they set goals which are realistic and measurable.  The format will be provided.  This plan will be shared in the final internship seminar.

Impact on Student Learning Assessment Project - During the final internship teacher candidates will choose a chapter or lesson to pre and post test students on to measure the student achievement.  The chapter or lesson should be one in which the teacher candidate will be conducting most of the teaching.  Scores will be recorded and a graph will be created to visually show the amount of growth for each students.  Teacher candidates will also choose one of the subject areas to break the data out and analyze it for students with an English Language Learner (ELL) Plan or students with an Individual Education Plan (IEP).  A narrative reflection should be included to summarize the teacher candidate’s interpretation of the learning and their impact on both individual and class growth. 

MAE 3320C Teaching Methods in Middle School Math
This course is required in the undergraduate Middle School Mathematics Education and Secondary Mathematics Education programs.  Its major goal is to provide prospective middle school teachers the opportunity to develop concepts, skills, and pedagogical procedures for effective teaching of mathematics in grades 6-9.  To this end, the course will provide for an integration of mathematics content and the middle school philosophy while examining learning and teaching at this level.  Such a course is recommended by the National Council Teachers of Mathematics (NCTM). This course includes a 35-hour practicum in a middle grades mathematics classroom.

SCE 3320C Teaching Biology and Life Science in the Middle School with Practicum
Classroom Teaching: Candidates will teach at least five science lessons during the practicum, preferably those developed for the unit. However, candidates should teach their first science lesson as soon as possible, after negotiating an acceptable topic with the practicum teacher. This first lesson does not have to be from the Unit. Also, negotiate early a unit topic before developing the Unit and Lesson Plan. Candidates will submit a written reflection on their science teaching experience, as well as describing observed science lessons. For candidate lessons, describe any difficulties in teaching lessons and how issues were resolved or lesson modified. Also describe how lessons should be improved for future teaching. Describe the results of formative assessments, as well as any summative assessments. For observed lessons, identify differentiated instructional practices used, assessments (formative and summative), classroom management techniques, level of questioning, cognitive complexity of the activities, technology integration, and attention to the Sunshine State Standards. Explain any differences in observed and candidate teaching outcomes. (FEAP 1, 3, 5, 6, 7, 9, 11)

SCE 3420C Teaching Physical Science in Middle School with Practicum
Lesson and Assessment Design
Each student will present a 30 minute lesson on a topic relating to the Physical Science Standards.  This lesson must include the concept to be taught, the standard (s) which relates to this concept, the opening activity, the discussion notes, class work exercises, homework assignment, and follow-up assessment.
Practicum
Each student will be required to spend a minimum of 40 hours in a grades 9-12 classroom. These classroom placements will be established by the Instructor in the respective counties. 

SCE 4943 Internship in Middle Grades Science
Final Internship Portfolio - The purpose of this assignment is for teacher candidates to meet the expectations of the Florida Educator Accomplished Practices (FEAPs) at the preprofessional level as well as demonstrate a commitment to standards-based instruction.  It is also an opportunity for teacher candidates to reflect on their teaching and learning accomplishments in the context of the final internship. Over the course of the final internship, teacher candidates will collect teaching and learning artifacts (e.g. lesson plans, activities, student work, digital photographs of learning centers, records of parent-teacher conferences, etc.).  Towards the end of the final internship, each teacher candidate will create a portfolio demonstrating their accomplishments.  The teacher candidate will organize the portfolio according to the twelve FEAPs. The teacher candidate will be responsible for choosing one “showcase” teaching and learning artifact for each FEAP.  Teacher candidates are encouraged to be creative in choosing and presenting the artifacts. To introduce each artifact, the teacher candidate will provide a one-page description of the artifact that discusses how it demonstrates accomplishment of the intended FEAP, and reflects on the teaching and learning implications of the experience. 

ESOL Assessment Project - The purpose of this assignment is for teacher candidates to demonstrate an understanding of English language development and its role in content area comprehension and content are literacy development.  It is also an opportunity for teacher candidates to gain experience working with English language learners (ELLs) in mainstream classrooms within the guidelines of the Florida Consent Decree.  Teacher candidates will be responsible for adapting mathematics content-based grade level appropriate curriculum for ELLs, while also employing standards-based methodology to promote English language development. Using the Student Oral Language Observation Matrix (SOLOM), the teacher candidates will engage in an informal assessment with an ELL at two points during the internship.  The teacher candidates will develop one content-based mathematics activity to develop the ELL’s comprehension, fluency, vocabulary, pronunciation or grammar. The teacher candidate will write a one page description of the activity and give a brief presentation of the activity in seminar.

Reflective Journal: Final Internship – The purpose of this assignment is for teacher candidates to become reflective practitioners during their internship.  Weekly, they will journal and document their successes, challenges and questions.  They will share their journal with their mentor teacher as a means for critical dialogue to occur between the two.  The compilation of all of the journals will represent growth over the internship and chronicle the teacher candidate’s experience.  Teacher candidates will use the journal format provided.  Additionally these journals will be shared during the seminar sessions that coincide with the final internship. mentor teacher, college instructors, and the FEAP guidelines, teacher candidates will create a professional development plan.  Teacher candidates will set goals which are realistic and measurable.  The format will be provided.  This plan will be shared in the final internship seminar.

Impact on Student Learning Assessment Project - During the final internship teacher candidates will choose a chapter or lesson to pre and post test students on to measure the specific learning in mathematics. The chapter or lesson should be one in which the teacher candidate will be conducting most of the teaching.  Scores will be recorded and a graph will be created to visually show the amount of growth for each students.  Teacher candidates will also break the data out and analyze it for students with an English Language Learner (ELL) Plan or students with an Individual Education Plan (IEP).  A narrative reflection should be included to summarize the teacher candidate’s interpretation of the learning and their impact on both individual and class growth.  Teacher candidates should include rationale for how they will use the data to inform future instruction within a similar content area.

MAE 4330C Teaching Methods in Secondary Education with Mathematics with Practicum
Lesson and Assessment Design
Each student will present a 30 minute lesson on a topic relating to the grades  9-12 Mathematics Standards.  This lesson must include the concept to be taught, the standard (s) which relates to this concept, the opening activity, the discussion notes, class work exercises, homework assignment, and follow-up assessment.
Practicum
Each student will be required to spend a minimum of 40 hours in a grades 9-12 classroom. These classroom placements will be established by the Instructor in the respective counties. 

MAE 4940 Internship in Middle and Secondary Mathematics
Final Internship Portfolio - The purpose of this assignment is for teacher candidates to meet the expectations of the Florida Educator Accomplished Practices (FEAPs) at the preprofessional level as well as demonstrate a commitment to standards-based instruction.  It is also an opportunity for teacher candidates to reflect on their teaching and learning accomplishments in the context of the final internship. Over the course of the final internship, teacher candidates will collect teaching and learning artifacts (e.g. lesson plans, activities, student work, digital photographs of learning centers, records of parent-teacher conferences, etc.).  Towards the end of the final internship, each teacher candidate will create a portfolio demonstrating their accomplishments.  The teacher candidate will organize the portfolio according to the twelve FEAPs. The teacher candidate will be responsible for choosing one “showcase” teaching and learning artifact for each FEAP.  Teacher candidates are encouraged to be creative in choosing and presenting the artifacts. To introduce each artifact, the teacher candidate will provide a one-page description of the artifact that discusses how it demonstrates accomplishment of the intended FEAP, and reflects on the teaching and learning implications of the experience. 

ESOL Assessment Project - The purpose of this assignment is for teacher candidates to demonstrate an understanding of English language development and its role in content area comprehension and content are literacy development.  It is also an opportunity for teacher candidates to gain experience working with English language learners (ELLs) in mainstream classrooms within the guidelines of the Florida Consent Decree.  Teacher candidates will be responsible for adapting mathematics content-based grade level appropriate curriculum for ELLs, while also employing standards-based methodology to promote English language development. Using the Student Oral Language Observation Matrix (SOLOM), the teacher candidates will engage in an informal assessment with an ELL at two points during the internship.  The teacher candidates will develop one content-based mathematics activity to develop the ELL’s comprehension, fluency, vocabulary, pronunciation or grammar. The teacher candidate will write a one page description of the activity and give a brief presentation of the activity in seminar.

Reflective Journal: Final Internship – The purpose of this assignment is for teacher candidates to become reflective practitioners during their internship.  Weekly, they will journal and document their successes, challenges and questions.  They will share their journal with their mentor teacher as a means for critical dialogue to occur between the two.  The compilation of all of the journals will represent growth over the internship and chronicle the teacher candidate’s experience.  Teacher candidates will use the journal format provided.  Additionally these journals will be shared during the seminar sessions that coincide with the final internship. mentor teacher, college instructors, and the FEAP guidelines, teacher candidates will create a professional development plan.  Teacher candidates will set goals which are realistic and measurable.  The format will be provided.  This plan will be shared in the final internship seminar.

Impact on Student Learning Assessment Project - During the final internship teacher candidates will choose a chapter or lesson to pre and post test students on to measure the specific learning in mathematics. The chapter or lesson should be one in which the teacher candidate will be conducting most of the teaching.  Scores will be recorded and a graph will be created to visually show the amount of growth for each students.  Teacher candidates will also break the data out and analyze it for students with an English Language Learner (ELL) Plan or students with an Individual Education Plan (IEP).  A narrative reflection should be included to summarize the teacher candidate’s interpretation of the learning and their impact on both individual and class growth.  Teacher candidates should include rationale for how they will use the data to inform future instruction within a similar content area.

SCE 3362C Methods in Teaching High School Science with Practicum
SCE 4940 Internship in Secondary Biologys