FCS 465 Intro to FCS Education Internship



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FCS 251 FCS 350 FCS 351 FCS 461 FCS 465 FCS 469 FCS 470 FCS 471 Contact Information Family & Consumer Sciences University of Idaho PO Box 443183 Moscow, Idaho 83844-3183 Betty Sawyer 208-885-7819 Fax: 208-885-5751 bsawyer@uidaho.edu Kristi Overfelt 208-885-7819 Fax: 208-885-5751 kloverfelt@uidaho.edu www.agls.uidaho.edu/fcsed		FCS 465 Intro to FCS Education Internship WELCOME TO FCS 465: INTRODUCTION TO THE FAMILY AND CONSUMER SCIENCES EDUCATION INTERNSHIP. This experience is intended to provide student interns with an early insight into the teaching profession. The course involves a minimum focus on pedagogical concepts and a major involvement in school observations and orientation. The focus is broad, encompassing activities both inside and outside of the classroom. The activities are less structured and more exploratory and reflective in nature. Students will have the opportunity to develop a mentoring relationship with the cooperating teacher, and begin to understand and form their own roles as teaching interns. Beyond the classroom, it is expected that students will gain insights into the organization, administration, and operation of a public school. Syllabus Required text: Posner, G.J. (2004). Field experience: A guide to reflective teaching. New York: Longman. COURSE OBJECTIVES Analyze the role of the classroom teacher in preparation for the school year. Acquire competence in observation and analysis of student behaviors. Examine strategies used for instruction and classroom management. Evaluate the scope and sequence of curriculum for the internship site. Experience the teacher role for a variety of instructional formats. Begin to acquire management and facilitation skills to guide an FCCLA chapter. Review curriculum strategies that address multiple intelligences. Observe teachers from other subject areas. Examine multicultural/anti-bias education in the classroom. Examine integration of achievement standards across the curriculum The setting for this three-week course consists of the Internship site classroom and school facilities. Students will attend teacher workshops and participate in other activities occurring prior to the start of the school year. Upon completion of the three-week time, students will return to the University of Idaho campus to complete the block courses offered during the fall semester. Within this course, FCS education students are provided the opportunity to participate within the teaching internship classroom. From this opportunity, students will become familiar with the adolescents for whom they are preparing lesson and unit plans; develop rapport with the mentor teacher; review the scope and sequence of curriculum planned by the teacher Assignments clinicalplan.pdf - evaluation.pdf 17 Clinical Activities- to be handed out at beginning of course. 17 Clinical Activities INTRODUCTORY TEACHING INTERNSHIP EXPERIENCES & TEACHING INTERNSHIP PLAN A Teaching internship plan should be completed and submitted. Remember that a well-written plan sets the pace for the entire semester. Plans will be reviewed by the course instructor and the specialization faculty for completeness and detail. A verification of satisfactory completion of activities, signed by the cooperating teacher is required with the plan. JOURNAL You will be required to keep a journal (log) of your experiences using the format in Posner, Chapter 3 as a guideline. All activities in the internship plan throughout introduction to the FCS internship should be journalized, the 120-150 hours of pre-internship experience, in addition to any other entries you wish to add. The journal will not be graded, but will be required for a grade to be assigned. The instructor will use a journal rubric when reviewing your journal for insightfulness and detail, and will also contribute supportive comments. The following items must be submitted with your assignment: 1. Teaching Internship Plan 2. Name, address, phone numbers of cooperating teacher(s) and school 3. Personal goals and expectations 4. Goals and expectations of cooperating teacher 5. List of activities/experiences to meet goals and expectations 6. Class schedule of cooperating teacher 7. School contacts 8. School calendar 9. School Policies/Handbook 10. Verification of internship experiences 11. Written Assignment #2: Analysis of School and Community Culture 12. Journal entries for the 40 hours of internship experience required for the course STUDENT ASSIGNMENTS ASSIGNMENT ONE INTRODUCTORY TEACHING INTERNSHIP EXPERIENCES AND INTERNSHIP PLAN Your introductory teaching internship experiences are the primary focus of FCS 465. Interns are required to experience a minimum of 3 weeks (or 120 hours) of internship activities prior to the end of the semester enrolled. REQUIRED ACTIVITIES: Meet with the cooperating teacher to get acquainted and to develop your Internship Plan for your 17 Clinical Internship Activities NOW THROUGH THE END OF YOUR FCS 465 INTERN EXPERIENCE. Attend pre-service workshops, pre-opening workdays, extended employment time, early work as arranged with your cooperating teacher. These activities will be individually arranged by you and your cooperating teacher. Attend at least the FIRST TWO FULL DAYS OF SCHOOL at the assigned school site. If you have course conflicts, plan to be in school for two full days during the first week of school. NOTE: PLEASE MAKE TWO COPIES OF YOUR INTERNSHIP PLAN ASSIGNMENT TWO WRITTEN ASSIGNMENT Read Chapter 8, The Community and the School. Complete the written assignment “Analysis of School and Community Culture.” See rubric for assignment. ASSIGNMENT THREE JOURNAL You are required to maintain a journal (log) reflecting upon your internship experiences. All activities in the internship plan for the 120-150 hours of internship experience required for this course should be journalized, in addition to any other entries you wish to add. Follow the format in the handout provided and discussed in Posner, CHP 3. ASSIGNMENT DUE DATE: END OF CLASS TEACHING INTERNSHIP PLAN for the 17 activities JOURNAL ENTRIES (MINIMUM OF THREE WEEKS) AND SUPPLEMENTAL ENTRY FROM POSNER TEXT (2 COPIES) ANALYSIS OF SCHOOL AND COMMUNITY CULTURE ASSIGNMENT, Chpt 8 Posner) VERIFICATION OF SATISFACTORY COMPLETION OF CLINICAL ACTIVITIES, SIGNED BY COOPERATING TEACHER DISABILITY STATEMENT Reasonable accommodations are available for students who have a documented disability. Please notify me during the first week of class regarding accommodations needed for the course. All accommodations must be approved through Disability Support Services located in the Idaho Commons, Room 306. Phone: 885-6307. Email: dss@uidaho.edu. Website: www.access.uidaho.edu. ACADEMIC HONESTY AS QUOTED FROM THE DEAN OF STUDENTS WEBPAGE: “TODAY, I AM GOING TO GIVE YOU TWO EXAMINATIONS, ONE IN TRIGONOMETRY AND ONE IN HONESTY. I HOPE YOU WILL PASS THEM BOTH, BUT IF YOU MUST FAIL ONE, LET IT BE TRIGONOMETRY, FOR THERE ARE MANY GOOD PEOPLE IN THIS WORLD TODAY WHO CANNOT PASS AN EXAMINATION IN TRIGONOMETRY, BUT THERE ARE NO GOOD PEOPLE IN THE WORLD WHO CANNOT PASS AN EXAMINATION IN HONESTY.” MADISON SARRAT, (1891-1978) DEAN, VANDERBILT UNIVERSITY THE UNIVERSITY OF IDAHO EXPECTATIONS AS A STUDENT AT THE UNIVERSITY OF IDAHO, YOU ARE EXPECTED TO ENGAGE IN ACADEMIC ACTIVITY WITH HIGH STANDARDS HONESTY AND INTEGRITY. CENTRAL TO ANY EDUCATIONAL PROCESS, AND ESSENTIAL TO LIFE AS A CITIZEN IN A COMMUNITY AND AS A FUTURE PROFESSIONAL, ARE VALUES RELATED TO ACADEMIC INTEGRITY. SPECIFIC EXPECTATIONS ARE OUTLINED IN THE STUDENT CODE OF CONDUCT.