Graduate Course Proposal Form Submission Detail - EDG6947
Edit function not enabled for this course.
Approved by SCNS
Submission Type: Change
Course Change Information (for course changes only): Title change from Final Internship, Decision Making II to read: MAT Final Internship
Comments: to GC 12/3. Elementary ED MAT - Course Title Change; GC approved 12/6/12. to SYS 12/12/12. to SCNS 12/20/12. Corrected prefix from EDE to EDG 1/8/13. SCNS approved effective 3/1/13
- Department and Contact Information
Tracking Number Date & Time Submitted 2914 2012-08-28 Department College Budget Account Number Childhood Education & Literacy Studies ED 171100 Contact Person Phone Audra Parker 8139743463 email@example.com
- Course Information
Prefix Number Full Title EDG 6947 Finale Internship, Decision Making II Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? If repeatable, how many times? 0 Credit Hours Section Type Grading Option 6 I - Internships (Including Practicum) S - S/U Only Abbreviated Title (30 characters maximum) Final Internship Dec. MakingII Course Online? Percentage Online C - Face-to-face (0% online) 0
completion of all coursework except TSL 5240
Designed to support a one semester full-day internship in a public or private elementary school. The final internship or student teaching will allow student to demonstrate ability to teach as described by the Fl Accomplished Practices.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Needed for program/concentration/certificate change
B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?
final requirement in MAT planned program of study
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
Doctoral degree in Elementary Education or related field
- Other Course Information
1. Student will apply concepts from human development and learning theories to co-plan and co-teach coherent, data-driven sequenced instruction that acknowledges student differences and leads to student mastery.
2. Use a variety of research-based instructional strategies (e.g. cooperative learning, hands-on experiences, modeling, think-alouds, content area literacy strategies, integration, higher order questioning, centers, assistive technologies) and resources to co-plan and co-teach effective instruction for diverse learners.
3. Maintain a management system that promotes a supportive, safe, organized, and efficient student-centered learning environment respectful of learner differences
4. Use and model clear, acceptable oral and written communication
5. Integrate current information and communication technologies to support teaching and learning and organize data for collaboration with parents, administrators, and other instructional personnel.
6. Differentiate instruction and assessment to accommodate a variety of learning styles and varying levels of knowledge and set high expectations for all learners.
7. Align learner objectives with a variety of formative and summative assessments to diagnose students’ learning needs, provide specific feedback, and adjust instruction to promote student mastery.
8. Use inquiry and incorporate reflection, data informed research, collaborative partnerships, and professional growth opportunities to set purposeful goals that drive professional development.
9. Collaborate with school personnel to enhance academic achievement through participation a variety of school-based initiatives, committees, team meetings, and faculty meetings)
10. Adhere to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida
B. Learning Outcomes
Demonstrate instructional competence and behavior management skills during scheduled and unscheduled observations. A minimum of three formative observations (reading, language arts, science, health, social studies, or math) are required during the semester by the University Supervisor and the Classroom Collaborating Teacher. You must receive a 3 or higher on each stated Accomplished Practice outlined in the Summative D3 that both your collaborating teacher and your university field supervisor will complete at the end of the semester. Missing a scheduled observation without giving the university supervisor prior notice will result in an unsatisfactory grade in this course.
C. Major Topics
1.Phase 1 (Practicum): Video-tape one lesson and analyze instruction using modified Danielson observation. Provide reflective feedback to an assigned peer colleague.
2.Phase 2 (Prior to Final Internship): Use data from self and peer analyses to identify three strengths and three areas for improvement. Construct a professional development plan for the final internship experience. Include three purposeful professional development goals, each supported by a research-based rationale.
3.Phase 3 (Final Internship): Implementation of knowledge learned from Phase 2 and data collection on progress towards goals.
4.Phase 4 (Final Internship): Use the data collected and a final video sample to analyze progress towards their professional development goals. Establish new goals for first year of teaching and prepare presentation for sharing results of inquiry.
This is the one program “task” that serves as the foundation for the professional teaching behaviors expected of a final intern in the MAT program. This task is listed under the Chalk and Wire Critical Assignment. The completed assignment must be posted on Chalk and Wire by November 29, 2012 and submitted for assessment to Dr. Parker. Graduation from the MAT program is dependent upon successful completion of this critical task
B.Other Formative Assignments/Assessments (Points and/or %)
1. Professional Commitments & Scholarly Dispositions – Self-Assessment (FEAP: 6; Objective: 10)
A key requirement of your program is to complete the survey which can be accessed from the link below. You will need to provide your student identification number prior to completing this survey. This information will be used to help the program coordinator make decisions about how to enhance the program. It will not be used for research purposes, nor will your name or any other personally identifiable information be shared with anyone other than the program coordinator. This is a data-collection tool that will be used for the evaluation of the entire College of Education, so your input is imperative. You will receive this electronically near the end of the semester. This is due Thursday, November 29, 2012.
4.Video Taping and Self-Reflection
5. Formal Observations
No specific Textbook required; All MAT Teacher Candidates are required to purchase a Final Internship Handbook, that you will purchase from ProCopy at 5219 East Fowler Avenue in Tampa. This handbook includes a description of the respective responsibilities for the intern, cooperating teacher, and university supervisor. The packet also contains copies of required assessment forms, helpful suggestions, and recommended organizational tips.
E. Course Readings, Online Resources, and Other Purchases
It is expected that MAT Teacher Candidates will receive from their cooperating teachers, the appropriate textbooks and supplementary materials designed to aid them in developing and delivering instruction to the class or classes in which they are interning.
F. Student Expectations/Requirements and Grading Policy
1.Follow all procedures and expectations as stated in the College Final Internship Handbook.
Always have your name tag (no first name) with you and sign in with the front office before 7:30 following the school’s sign-in procedures. Sign out at the time you leave the building. UNDER NO CIRCUMSTANCES are you to sign in and out when you arrive; doing so constitutes a breach of ethics and will be subject to review by the Standards Committee.
3. Demonstrate instructional competence and behavior management skills during scheduled and unscheduled observations. A minimum of three formative observations (reading, language arts, science, health, social studies, or math) are required during the semester by the University Supervisor and the Classroom Collaborating Teacher. You must receive a 3 or higher on each stated Accomplished Practice outlined in the Summative D3 that both your collaborating teacher and your university field supervisor will complete at the end of the semester. Missing a scheduled observation without giving the university supervisor prior notice will result in an unsatisfactory grade in this course.
4. Active participation and discussion in the seminars.
5. Demonstrate adherence to the dress code set forth by the county or individual school by being dressed professionally each time you go to the school. No JEANS!
6. Display enthusiasm and a positive attitude toward your work with both the classroom teacher and the students in your classroom. You must be thoroughly prepared in advance for your day in the classroom.
7. Perform all tasks assigned by the classroom teacher and the university supervisor in a prompt, professional, and responsible manner.
8. Reinforce established classroom organization and management strategies with regard to discipline, guidance techniques, rules, routines, transitions, and clerical tasks.
9. Assume increasing responsibility as outlined by the collaborating teacher and university supervisor. This will include tutoring, small group instruction (i.e. reading), or whole class activities and lessons utilizing the co-teach model. Show enthusiasm, confidence, and initiative.
10. Handle all confidential information in a professional manner. Be able to define and differentiate between confidential and public information.
11. Exhibit positive interpersonal relationships in the school. [This is your future. The relationships you establish through this course could follow you throughout your career.]
12. Use proper handwriting, standard grammar, spelling and handwriting in all work in the classroom, on the board, and in written communication.
13. Be able to accept constructive criticism from the classroom teacher and the university supervisor in a positive manner, and implement suggestions for improved teaching.
14. Demonstrate knowledge and mastery of each of the Florida Department of Education’s Accomplished Practices at the Pre-professional level prior to graduation from the program [attached]. The student will be introduced to and become familiar with each of these Accomplished Practices during the Level II internship.
15. Begin and maintain documentation of a professional portfolio. The portfolio will originate as a hard copy portfolio, saving all files and documents as they are created on the computer. Artifacts from critical tasks will become a piece of the e-portfolio developed on chalk-and-wire. This will be an integral part of all future classes and internships in the college of education at the University of South Florida.
G. Assignments, Exams and Tests
1. Professional Commitments & Scholarly Dispositions – Self-Assessment
2. Reflective Journal
3. Parent/Student/Teacher Conference
4. Video Taping and Self-Reflection
5. Formal Observations
H. Attendance Policy
Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
2.Attendance and Punctuality. You will be at the school during the days and hours that your cooperating teacher is required to be there. You are to be in your assigned classroom before 7:30 each morning. You are to attend any function that she/he is required to attend. Only absences due to illness or emergency will be accepted. When you will be absent, contact the school or teacher in advance as early as possible, and contact the supervising professor at work or at home. Students are required to attend all seminars, including occasional large group seminars that are held at the university.
a. If you must be absent, notify your Collaborating teacher (Do not leave a message on the message line) and your University Supervisor in advance (as early as possible).
I. Policy on Make-up Work
Make up days will be discussed and arranged between you, your collaborating teacher and your university supervisor.
J. Program This Course Supports
MAT in Elementary Education
- Course Concurrence Information