MHH & MSF ACTFL 2007 1 Ensuring the Successful Student Teaching Internship Marjorie Hall Haley, PhD & Melissa S. Ferro George Mason University
Jan 06, 2016
MHH & MSF ACTFL 2007 1
Ensuring the Successful Student Teaching
Internship
Marjorie Hall Haley, PhD&
Melissa S. Ferro George Mason University
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Agenda Objective: to compare the efficacy and
usefulness of our previous manual to an updated, NCATE-aligned version
Description of older version Discussion and demonstration of newer
manual Data collection and analyses Results shared via portfolio and video clips Group shares experiences and asks
questions Closure
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Defining the Concept
What does “ensuring successful student teaching internship” mean?
Internship Experiences: Incorporate prior coursework, assessments
and reflective practices Provide for continued intellectual and
professional growth Prepare pre-service teachers for the
realities of today’s culturally, linguistically, and cognitively diverse learners
Culminate with completion of a Professional Development Portfolio
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Defining the Concept
What does “ensuring successful student teaching internship” mean?
The Internship Manual: Includes the goals and responsibilities of
each team member States protocol and includes forms for
meeting state licensure requirements Provides guidelines for completing the
Professional Development Portfolio
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The Internship Manual
Prior to this study, GMU used one generic internship manual.
While it served a meaningful purpose, it was often ambiguous and difficult to follow.
Anecdotal evidence and program completers convinced us it was time for a change.
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Generic VersionSample Timeline
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Generic Lesson PlanTemplate (PK-5)
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Generic Lesson PlanTemplate (6-12)
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Generic VersionPortfolio Standards
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Generic VersionPortfolio Standards
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Initial Goals for Revisions To meet the specific needs of
foreign/world language interns Provides continuity between coursework and
internship requirements by using similar forms and assessment tools
Observation forms, Lesson plans, Portfolio guidelines
To align with ACTFL/NCATE standards Promotes successful internship experiences
by fulfilling nationally recognized benchmarks
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Reviewing the StandardsPK-12 Language Learners
ACTFL Standards for Foreign Language Learning The 5Cs:
Communication Cultures Connections Comparisons Communities
From: www.actfl.org
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Reviewing the StandardsProfessional Language Teachers ACTFL/NCATE Standards
From www.actfl.org / www.ncate.org Language, Linguistics, Comparisons Cultures, Literatures, Cross-Disciplinary
Concepts Language Acquisition Theories and
Instructional Practices Integration of Standards into Curriculum
and Instruction Assessment of Language and Culture Professionalism
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Revisions
From Generic to World Language Specific: Update the timeline to include two
placements (PK-5 and 6-12) Revise forms to make them specific to world
languages Revise guidelines for the professional
development portfolio Align to ACTFL/NCATE and INTASC standards Guidelines with examples Assessment checklist
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Revised VersionSample Timeline Table
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Revised VersionSample Timeline Table
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Revised Lesson Plan Template
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Revised VersionNew Observation Checklist
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Revised Version:Aligned to Standard
III. Language Acquisition Theories and Instructional Practices ACTFL/NCATE Standards 3 and 4; INTASC Standards 2, 3, 4, 5, and 7
This section of the Portfolio should provide evidences of teacher's knowledge of language acquisition theories, their application in the classroom setting, and instructional planning and practices. It should show how the teacher uses this knowledge for learners at varied developmental levels, in classroom instruction, lesson planning and preparation, and assessment
Required Reflection on connection of SLA theories to classroom practice that includes the incorporation of the ACTFL Student Standards, target language input and usage, and how instructional practices meet the needs of diverse learners
Required entry: Language Analysis Project (course based product), or other
evidence of application of language acquisition theories
Suggested Items for Inclusion: Excerpts from lesson plans or classroom activities that show how the teacher
uses knowledge of SLA theory to inform his/her practice – this should include a unit or lesson design with reflection (teach and reflect model)
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Revised VersionAligned to Standard
VI. Technology ACTFL/NCATE Standards 3 & 6; INTASC Standards 6 & 10
This section provides evidence of how the teacher candidate uses a variety of media and other communication tools in professional practice and to support and enrich communication and learning opportunities for students.
Required Reflection on candidate’s beliefs about technology & language
learning, and its role in meeting the needs of all learners.
Suggested Items for Inclusion at the choice of the candidate: Compilation of web sites used for professional research or class preparation
Examples of different types of technology used in the classroom to enrich learning opportunities (i.e. WebQuests, lists of web sites used for self and with students, software programs, videos)
Example(s) of web based homework site, or course communication site used for course facilitation (e.g., Blackboard or Web CT)
Example of a lesson plan or other learning activities that incorporate technology
Student products - with appropriate permission – created using technology and/or multimedia
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Description of the Present Study Objective:
To conduct a comparative research study to examine the student-teachers’ perceptions of the two Student Teacher Internship Manuals (STIM)
Action Steps: Fall 2006 the GMU STIM was completely revised and made foreign/world language specific. It was also aligned with ACTFL/NCATE standards
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Data Collection:Timeline
Fall 2006Student teacher interns completed surveys and participated in interviews to provide feedback on the ’06 STIM.
Spring 2007 The Curriculum and Program Development Committee approved the revised STIM for Foreign/World languages and it was implemented with one student intern and university supervisor.
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Data CollectionGeneric Manual
Fall-2006 Semester: Five foreign/world language interns used
the generic manual for their student-teaching internships.
Three interns completed a survey that evaluated the usefulness of the manual.
Two interns participated in video interviews that provided detailed responses to the survey questions.
One intern completed both the survey and the interview. Total participants: N=4
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Generic VersionFeedback from Interns
Survey Question:
How would you rate the content of the manual?
Interns’ Responses Two “Mostly Useful”
“By reading the manual, I knew what I was supposed to do.”
One as “Partially Useful” “I used it only for getting
the forms and to refer to the timeline—when to progress from observing to co-teaching to independent teaching.”
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Generic VersionFeedback from Interns
Survey Question:What would you
suggest to improve the organization of the manual to make it more user-friendly?
Sample Interns’ Responses
“Make sure all the materials related to those involved are all together. It seemed that I had to look in several places for the information relevant to me.”
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Generic VersionFeedback from Interns
Survey Question:How would you
rate the manual in terms of how it helped you to develop your professional portfolio?
Sample Interns’ Responses “I used the checklist
often to ensure I was including all the necessary elements.”
“It would have been helpful to provide examples of what is expected in each section.”
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Generic VersionFeedback from Interns
Overall Experiences: Three of the four interns rated their
experience with the manual as “good”, or “excellent”.
One intern rated her experience with the manual as “poor”.
Additional Considerations: Each internship is a unique experience for
all involved Different personalities and approaches may
affect general attitudes and perceptions of individual student-teacher interns.
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Generic VersionAdditional Feedback
Other comments and recommendations included:
A checklist for the cooperating teacher to use during observations (bi-weekly reports are too broad)
A checklist for the intern to use at the second placement that includes questions about student needs (IEP’s)
Make lesson plans specific to teaching languages Reduce amount of information (especially for the
cooperating teacher) Provide more structured feedback on the development
of the portfolio during the internship
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Revised ManualA Case Study Spring-2007 Semester:
The revised manual was used by one intern during her student-teaching internship.
The intern completed the same survey for evaluating the usefulness of the manual
Two video interviews were completed by the intern:
A full presentation of her portfolio A brief follow-up interview on the revised
manual The university supervisor also provided
feedback on the revised manual.
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Revised VersionA Case Study
Survey Question:How would you
rate the content of the manual?
Intern’s Response:Very Useful: “The manual helped
to clarify the responsibilities of the team members.
University Supervisor’s Response:
“Lots of good suggestions for the role of each person (Student Intern / Cooperating Teacher/ University Supervisor).”
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Revised VersionA Case Study
Survey Question:What would you
suggest to improve the organization of the manual to make it more user-friendly?
Intern’s Response:“I think that there was a bit
of repetition in the manual in terms of directions and there were conflicting requirements in terms of the forms needed.”
University Supervisor’s Response:
“Drop all mention of Clinical Faculty. It confuses the cooperating teachers.”
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Revised VersionA Case Study
Survey Question:How would you
rate the manual in terms of how it helped you to develop your professional portfolio?
Intern’s ResponseVery Useful: “I had a head start
on the manual in one of my methods courses. I was happy that I didn’t have to create the whole thing from scratch during my internship”
Regarding the Portfolio Evaluation Form:
“I checked off what I included in each section since I knew that ultimately I would be evaluated against that form”
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Revised VersionAdditional Feedback
Other comments and recommendations included: “Clarify how hours should be listed for direct
teaching vs. independent teaching and what to do in the event of inclement weather.”
“There should be some type of tracking method for completing the requirements—maybe a checklist or a timeline for visual people like me.”
“There were some conflicting requirements in terms of the forms needed (regarding clinical faculty and/or cooperating teacher).”
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“Live Standards”Video Clips
Standard 1: Language, Linguistics,Comparisons (2:13) Proficiency
Standard 2: Cultures, Literatures, Cross-Disciplinary Concepts (1:26) Whose cultures are valid?
Standard 3: Language Acquisition Theories and Practices (1:30) Lesson Plan with Reflection (3:03)
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“Live Standards”Video Clips
Standard 4: Integrating Standards (4:15) MI Lesson Plan
Standard 5: Assessments (2:23) Rubrics and Exit Slips
Standard 6* Technology (1:50) PowerPoint Turning Point
Standard 7: Professionalism (2:33) Honing your craft
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Results and Implications
Standards-based Professional Development Portfolios show evidence of: The intern’s ability to address the
cultural, linguistic and cognitive realities of today’s diverse language learners
Intellectual and professional growth Life-long learning
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Results and Implications
This study will remain “in progress” Continue to elicit feedback from
interns, cooperating teachers, and university supervisors
Future changes will reflect updates to standards and the changing needs of our interns, cooperating teachers, and university supervisors
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Conclusions All indications are extremely positive
that having a STIM aligned with both ACTFL/NCATE standards and coursework, provide a more substantive document – one that will not only enhance efficacy but also usefulness.
Having the document posted on our websites makes it readily available and students are encouraged to begin their portfolios earlier in their program.
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Group Share How have you aligned your student
teaching internship (and perhaps a manual) with your accrediting body’s standards?
In way(s) do you connect course work directly to their experiences in the field?
What are some of your most effective methods for collecting evidence of the student internship experience?
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Additional Resources
1. GMU’s FL licensure and Master’s degree courses (NCATE aligned) can be found at http://gse.gmu.edu/programs/foreignlang/academics
2. To see all teacher education programs NCATE-aligned go to
http://cehd.gmu.edu/about/ncate
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Presenters’ Information
Marjorie Hall Haley is an Associate Professor of Education and the Director of Foreign/World Language Teacher Licensure
Contact: [email protected]
Melissa Ferro is a doctoral student in Multilingual/Multicultural Education, an Adjunct Instructor, and Graduate Research Assistant at GMU
Contact: [email protected]