Andrews
University
Department
of Teaching, Learning, & Curriculum
EDCI
886 Internship
1-3 credits
Fall Semester 2004/Spring Semester 2005
Andrews
University
Department
of Teaching, Learning, & Curriculum
EDCI
886 Internship
1-3 credits
Fall Semester 2004/Spring Semester 2005
Professor: Larry
Burton Class
Time: Arranged
Class Location:
Arranged
Course
Description:
Supervised
curriculum and instruction experiences in approved educational institutions and
agencies. Offered in such areas as
Elementary, Middle/Secondary, K-12, or Higher Education. Permission of supervisor and plans required
one semester in advance of registration.
Course Purpose:
Internship
(EDCI886) allows you the opportunity to translate what you have learned here at
Andrews into a real-life action environment.
The experience usually takes place toward the middle or end of your
degree program.
Because curriculum and
instruction is such a broad field of study, you were requested, as part of the
application process, to define a specialized area of focus. You were to prepare
a goal statement that described this specialized area. Internship allows you
practical experiences within the focus area you have chosen. By carefully
defining and articulating your interests, Internship can hone your skills in
your area of emphasis. It is essential that you work closely with your
University supervisor so that you obtain the best possible experience.
Internship activity in
curriculum and instruction occurs in many settings: (1) the national level, (2)
the state level, (3) the local or regional level, (4) the institutional or
agency level, and the (5) classroom level. The specific character of a given Internship
activity is influenced by the setting in which it takes place. In many cases a
variety of settings are simultaneously involved.
In any
given assignment, a number of tasks may be completed. The range of these tasks
varies with the sophistication of the assignment.
One
responsibility involved in most, if not all, assignments is that of working
with other people. These people may be teachers, researchers, administrators,
learners, laypersons, and university personnel.
Whatever
the Internship assignment, the goal remains the same--implementing sound
educational ideas into action. The Internship assignment is intimately related
to the student visions of educative process and what it takes to facilitate
excellence.
Course Outcomes:
To achieve
the purposes of the course, Internship activities in curriculum and instruction
are designed to give the student the following skills and understanding:
1. Broad
knowledge and understanding of the social, political, religious, and economic
milieu in which schooling exists including how these forces act upon teaching
and learning (I.C, III.B, III.C, VI.A)
2. Detailed
and technical knowledge of how to apply principles of learning and development
to specific daily events in the life of a school or classroom; learning
community or organization (II.B, III.A, III.B, III.D, III.E, IV.A, VI.A, VI.B)
3. Ability
to understand the vast complexity of the organizational setting and to use
organizational forces in facilitating change and improvement (II.B, III.A,
III.B, III.D, III.E, IV.A, VI.A, VI.B)
4. Facility
to work well with others, fostering teamwork and collaboration, and helping to
unleash the positive potential inherent within each person (I.C, III.A, III.B,
IV.A, VI.B)
5. Skill in
preparing/constructing materials, protocols, and other resources that aid the
teaching-learning process (II.B, III.A, III.D, IV.A, IV.B, VI.A, VI.B)
6. Ability
to evaluate and assess educational effectiveness and report findings in
appropriate ways for decision-making (I.B, IV.A, IV.B, V.A, V.B, V.C, VI.A,
VI.B)
7.
Competency in effectively using models of instruction. (II.B, III.A, III.B,
III.D, III.E, IV.A, IV.B, VI.A, VI.B)
School of Education Conceptual Framework:
The School
of Education’s conceptual framework, “To Educate is to Redeem,” identifies six elements
that describe the important learning outcomes for all programs in the
unit. We believe that the following
shared learning outcomes, organized by our conceptual framework elements, are
essential in preparing educators and other school personnel who can fulfill the
redemptive mission expressed in our conceptual framework.
This element addresses
appreciation of the perspectives of others and development of a personal
philosophy from which action and service arise.
Graduates will be able to . . .
I.A Explain worldviews and trace their
historical development
I.B Critique
worldviews from a Christian perspective
I.C Integrate
principles of a Christian worldview into their chosen fields of study
This element addresses
principles of growth, development, and learning and the use of these principles
to effect positive change. Graduates
will be able to . . .
II.A Describe human development
II.B Apply current
theories of learning
This element addresses principles of group behavior and the
use of these principles to effect positive change for individuals and
organizations. Graduates will be able to
. . .
III.A Facilitate
change in groups and organizations
III.B Relate effectively with various cultural,
racial, and special interest groups
III.C Identify
political and legal issues
III.D Manage human,
financial, and material resources
III.E Demonstrate
servant leadership
This element addresses
oral, written, intrapersonal, and interpersonal communication as the essence of
human behavior and technology as it enables, supports, and enhances human
interaction and learning. Graduates will
be able to . . .
IV.A Communicate
effectively in written, verbal, and non-verbal forms
IV.B Use electronic tools effectively for
professional communication, teaching, and research
Element
V: Research and Evaluation
This element addresses
valuing and conduction disciplined inquiry for decision-making. Graduates will be able to . . .
V.A Read and
evaluate research
V.B Conduct research
V.C Report research
findings
This element addresses commitment to holistic personal and
professional growth. Graduates will be
able to . . .
VI.A Demonstrate
continuing professional development
VI.B Demonstrate
ethical behavior in all professional activities
VI.C Demonstrate
balanced physical, mental, spiritual, and social development
Phases:
There are
several phases of the Internship experience:
A. Identification
of the focus of the Internship should take place as soon as possible to
allow sufficient time to make the necessary preparations. In some cases this may be impossible and the Internship
may need to extend beyond a single semester.
The Internship should relate closely
with the student's goal statement, which undergirds the student's program of
study. After student has decided on some preliminary ideas, the student should
discuss them with the EDCI886 professor who will in term make contact with
agencies for placement.
B. Observation
and Job Descriptions.[1] Before taking up Internship responsibilities,
student should observe and analyze the work assignment and, in cooperation with
the site supervisor[2],
determine which facets of the assignment will serve as the focus for the
assigned term. Observation allows the
opportunity to identify and analyze what is happening as a baseline for
subsequent participatory experiences.
C. Participation. The student is fully engaged as a team member
at the site. Ongoing contact with the
site supervisor and the university Internship professor helps insure the
participation is "on target" and productive.
D. Analysis. The student reflects upon what is happening
or what has happened and relates educational theory to the workplace. The student keeps detailed logs of ongoing
observations and prepares an interpretive analysis based upon principles
learned during coursework and reading. A
final analytical report may be required with supporting references and other
forms of documentation. The site
supervisor provides regular written assessments of student performance.
Procedures:
A. Students
wishing to take Internship or internship will complete an application
form [see Form 886A] and submit it to the Internship professor at least
a month before placement is desired.
B. A contract
[see Form 886B] must be prepared to guide the direction and activities of
the Internship. The student, site
supervisor, and Internship professor normally develop this collaboratively.
C. A weekly
log [see Form 886C] should be kept outlining each activity, its
location, significant points of interest, and the time spent in given
activity. The log should be available
for inspection at any time by site supervisor or Internship professor. Periodic conferences will be
scheduled between the student and the university supervisor, either in person
or using appropriate communication technologies. If possible, conferences will occur near the
first of each month.
E. Site
supervisors will regularly evaluate [see Form 886D] the student
using the forms provided and will promptly forward evaluations to the Internship
professor. Site supervisors will provide
the student ongoing informal feedback regarding the students performance. The university professor will typically make
several on-site visits as arranged in advance.
F. Each
semester credit of Internship should translate to approximately 30-45 clock
hours. For example: five semester hours
of Internship requires a minimum of 150 clock hours or approximately 10
hours a week for a fifteen week term. A determination should be made with the Internship
professor as to how many credits a candidate should register for and how the
clock hours should be allocated.
G. Unless a
petition is filed at the time of registration, the final grade will be
composed of a Satisfactory or Unsatisfactory grade. The final grade is based upon a variety of
determinants including site supervisor’s ratings, university professor's
observations, quality of logs and interpretive report, and in some cases
assessment on the part of the clients.
Promptness at all appointments figures in to the final grade.
H. The Internship
calendar outlines projected activities and locations during the term.
The calendar should be first prepared during the contract stage and revised as
necessary after that.
The Curriculum and
Instruction faculty hopes this experience will prove valuable to each student
and each site supervisor as well. The
Department Office should be contacted (269/471-6700) in the event further
information or clarification is needed.
Internship Application and Statement of Agreement
EDCI886 Internship
Andrews University
School of Education
During which semester(s) do
you want to do Internship (Check all that apply)?
Specialization (see goal
statement):
Internship site requested
(list only one school/organization. Use
additional pages as needed):
Site supervisor/(s):
Course Description
Internship is comprised of
supervised experiences in curriculum and instruction settings within schools
and other learning organizations. Internship
emphasizes application of concepts and ideas learned during coursework. For this reason, Internship is arranged
toward the end of the student's program of studies.
A prerequisite for Internship
is a clear goal statement of the applicant's intentions for completing a degree
in curriculum and instruction. It is
essential that specific focus areas within the broad field of curriculum
and instruction be identified. Please
summarize the goal statement for pursuit of your degree in the space below:
Goal Statement summary:
What do you plan to do for
your Internship that contributes to the accomplishment of your goal
statement? List and explain each
portion of your proposed Internship experience.
What background do you have
pertinent to this assignment (include any special experience and/or
skills)?
Proposed Calendar
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Date |
Proposed Activity for the Term |
Product to submit |
Assessment |
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10/3/04 |
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Comments:
Form 886B
Internship Contract
EDCI886 Internship
Andrews University
School of Education
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Date |
Proposed Activity for the Term |
Product to submit |
Assessment |
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10/3/04 |
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10/3/04 |
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10/3/04 |
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Internship are assigned 'S'
our 'U' grades in the Curriculum and Instruction program unless a petition for
letter grades has been filed in writing with the university supervising professor
and the University Records Office
Statement of agreement to
the provisions of this Internship:
Student_______________________________________________________________
University
supervisor(s)______________________________________________
Site
supervisor(s)___________________________________________________
xc:
Form 886C
Weekly Log
EDCI886 Internship
Andrews University
School of Education
Please
submit weekly reports to your university supervisor first of each month. E-mail
to @andrews.edu
or FAX to (616) 471-6374.
Form 886D/Form
886D
Evaluation
Report
Andrews University
School of Education
One evaluation due at midterm (November 1, March 1, or
July 1)
One evaluation due during exam week (December 10, May
1, or August 1).
Instructions for
Supervisors of C&I Candidates: In
the spaces below, please provide feedback as to how well our student is
completing the Internship/Internship assignments at your site. Please complete this form
electronically. Use the tab key to move
from field to field. Press the space bar
or use your mouse to check a box.
Supervisor name: Date: 9/3/04
1. Please give
a short description of what the candidate has been doing during this report
period.
2. How have things been going?
3. Please give
suggestions you believe can help improve the candidate’s performance.
4. Please list
any additional observations or comments you would like to share.
Part 2: Outcomes Rubric and Comments
For your evaluation of each of the following School of Education outcomes, please use this rating scale:
Exemplary (“Cream
of the crop”): This educator’s performance for this outcome is
representative of top professionals in the field with a comparable graduate
degree
Competent (“Meets
professional expectations”): This educator’s performance for this outcome is
representative of competent professionals in the field with a comparable
graduate degree
Needs Improvement: This educator does not yet meet minimum professional expectations for
this outcome
|
This educator is able to: |
Rating (Please
select one) |
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I.C: Integrate principles of a Christian worldview into
my profession |
Exemplary Competent |
Needs improvement Not Observed |
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II.B: Apply current theories of learning |
Exemplary Competent |
Needs improvement Not Observed |
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III.A: Facilitate learning of individuals in
classes/teams/groups |
Exemplary Competent |
Needs improvement Not Observed |
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III.B:
Relate effectively with diverse
clientele, including persons with learning, cultural, racial, and ethnic
differences |
Exemplary Competent |
Needs improvement Not Observed |
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IV.A:
Communicate effectively |
Exemplary Competent |
Needs improvement Not Observed |
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IV.B:
Use technology tools effectively |
Exemplary Competent |
Needs improvement Not Observed |
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VI.A:
Demonstrate professional growth and
development |
Exemplary Competent |
Needs improvement Not Observed |
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VI.B:
Demonstrate ethical professional
behavior |
Exemplary Competent |
Needs improvement Not Observed |
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VI.C:
Demonstrate a balanced lifestyle –
including physical, mental, spiritual, and social development |
Exemplary Competent |
Needs improvement Not Observed |
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VIII.B:
Understand and apply curriculum
development processes |
Exemplary Competent |
Needs improvement Not Observed |
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VIII.C:
Create professional quality
curriculum documents |
Exemplary Competent |
Needs improvement Not Observed |
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IX.B: Use
a variety of instructional strategies and practices to meet the needs of ALL
learners |
Exemplary Competent |
Needs improvement Not Observed |
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IX.C:
Use effective staff development
models to facilitate change in learning organizations |
Exemplary Competent |
Needs improvement Not Observed |
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X.B: Use
assessment and/or program evaluation to provide formative assessment and
create plans for improvement |
Exemplary Competent |
Needs improvement Not Observed |
Thank
you for your evaluation. Please send
your completed evaluation as an email attachment to the candidate’s university
supervisor at the following email address: . If you need
to send the evaluation by postal mail, to the university supervisor at the
C&I Program, Bell Hall 013, Andrews University, Berrien Springs, Michigan
49104-0101.
If
you wish to talk with the supervisor at any time, please call the Andrews
University Department of Teaching, Learning, and Curriculum at 269/471-6700.