Course Information



Internship in Elementary EducationOakland University, School of Education and Human ServicesTeacher Development and Educational StudiesCourse InformationEED 4950 CRN: _____________Winter 2019, 12 CreditsCourse Description Provides teaching and other appropriate activities in an area classroom with guidance by a university supervisor and a mentor teacher. General and specific instructional concerns of interns are explored in five or more concurrent seminars. Completion of a program evaluation survey is required before a grade is reported to the registrar. May not be repeated. General Education Requirement: Satisfies the university general education requirement for the capstone experience.Prerequisites:Completion of all required program coursework and passing scores on licensure tests(Michigan Test for Teacher Certification: Test 103 and any major/minor content area exams), and all final forms as described on the Applying for Student Internship site under “STEP 4: Submit Final Forms”. Students who are completing an internship in middle school or junior high must also pass the appropriate MTTC subject matter tests.In addition to completing all other coursework in the preparation program, students must have achieved individual course grade point requirements in each of the courses in the professional program. All assigned fieldwork must have been documented. Students must have proof of liability insurance. Course Format:EED 4950 meets full days, for 14 weeks, in a student teaching placement classroom. The school district’s calendar, rather than the university calendar, is used for the dates that this course is in session. The last day in your placement classroom is the last day of scheduled classes at OU, unless absences or other circumstances, such as weather closings, create an additional time requirement.In addition to the daily student teaching responsibilities, candidates are expected to attend 2-3 small group seminars with their university supervisor and participate in the following five seminars hosted by the Office of School and Field Services:Orientation: Tuesday, December 11th 2018, 9:00am to 12:00pm, OC Banquet Room ASeminar 2: Wednesday, January 23rd, 2019, 1:30 pm to 4:30pm, OC Banquet Room ASeminar 3: Monday, February 11th, 2019, 1:30 pm – 4:30 pm, OC Banquet Room ASeminar 4: Thursday, March 14th, 2019, 1:30 pm – 4:30 pm, OC Banquet Room ASeminar 5: Wednesday, April 17th, 2019, 9:00 am – 12:00 pm, OC Banquet Room ASupervisor Information Name: ______________________________You can reach me at _________________________________ by phone or_______________________________________ by e-mail. Supervisor Expectations: Because communication and constructive feedback is crucial during this time of teaching and learning, candidates should expect narrative feedback on their weekly reflections, within one week of turning them in. After an observation, candidates will receive feedback within a week as well, with the expectation that feedback is addressed throughout the teaching and learning process. Candidates should expect responses to emails within 48-hours of sending them.Important Dates and InformationFollow the university deadline for applying to graduate found at this semester, you must apply by January 26th, 2019 for April commencement. You must apply by this deadline in order to graduate as planned. This is not the same as applying for certification.The last day to drop this class with 100% tuition refund, as well as other important academic dates, can be found on the Office of the Registrar “Important Dates” site. Winter 2019 final drop date is January 17th, 2019.Course EvaluationsUnlike most university courses, this capstone course to the elementary education program requires a series of different types of evaluations as required by the State of Michigan, accrediting bodies, and for the purpose of program improvement. These evaluation forms can be found within the Certification tab on the School and Field Services website under Exit Requirements. They include:State of Michigan SurveyPlacement EvaluationSupervisor EvaluationMentor Teacher’s Supervisor Evaluation (completed by the Mentor Teacher upon your request)Note that the traditional course evaluation survey will also be emailed to you and you may complete this as an option to provide direct feedback to the instructor.Learning OutcomesObservations by university supervisors target specific objectives from the following goals and outcomes outlined for this course below. This should be read prior to beginning your placement.1. Candidates will demonstrate knowledge of, and teaching practice aligned with, the Michigan Professional Educator’s Code of Ethics. Key principles include: service toward the common good, mutual respect, equity, diversity, and, truth and honesty.2. Candidates will demonstrate the depth of knowledge and strategies necessary to work with all students in self-contained classrooms to teach and assess all content in a differentiated manner, using technology as appropriate to facilitate and enhance learning. (MI Elementary Certification Standards, 1.0, MI Standards for the Preparation of Teachers of Lower Elementary Grades, P.1, L.1; MI Standards for the Preparation of Teacher of Upper Elementary Grades, P.1, L.1)3. Candidates will use formal and informal assessment strategies, and analyze data from both formative and summative assessments to plan, evaluate, modify, and strengthen instruction designed to promote continuous intellectual, social, emotional, and physical development of each elementary student (MI Elementary Certification Standards, 4.0)4. Candidates will plan and implement instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, educational technology, and pedagogy, as well as knowledge of learners and the community context. (InTASC 7)5. Candidates will demonstrate and apply a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways, using technology as appropriate. (InTASC 8, MI Standards for the Preparation of Lower Elementary Grades, P.1, L.1; MI Standards for the Preparation of Teachers of Upper Elementary Grades, P.1, L.1)Note: Michigan Elementary Certification Standards and InTASC standards not listed above are also integrated into the course. The standards listed above are the focus.General Education Cross-Cutting Capacities1. This course is identified as a general education capstone course and as such, you will demonstrate: appropriate uses of a variety of methods of inquiry and a recognition of the ethical considerations that arise; the ability to integrate the knowledge learned in general education and its relevance to your life and career. (2018-2019 Oakland University Undergraduate Catalog, General Education Requirements).Textbooks and MaterialsStudents are expected to be familiar with the internship requirements, overview, seminar dates, and forms as posted on the Elementary Internship site of the Office of School and Field Services website.This course requires a VIA by Watermark license (formally known as LiveText). VIA allows you to create and submit course assessments online and allows for long-term storage of projects, documents, and your teaching portfolio. Only one VIA license is needed for the length of your program. Therefore, if you already have purchased VIA for another course, you need not purchase an additional license for this course. VIA is a requirement for students in SEHS Education programs. You can find more information at . For questions about purchasing VIA by Watermark, please contact the Office of Continuous Improvement at sehscic@oakland.edu.The Council of Chief State School Officers (CCSSO). (2013). Interstate Assessment and Support Consortium (InTASC) model core teaching standards and learning progressions for teachers. Retrieved from Department of Education. (2003). Michigan Professional Educator’s Code of Ethics. Retrieved from Department of Education. (2008). Certification standards for elementary teachers. Retrieved from of Michigan (2016). TeachingWorks: High-leverage practices. Retrieved from ExpectationsComply with all standards outlined in the Michigan Professional Educator’s Code of munication: Clear, timely, and professional communication with your mentor teacher, university supervisor, and the Office of School and Field Services is critical to your success. Preparation and Timeliness: It is expected that you will be thoroughly prepared for your assigned teaching responsibilities and devote the time necessary, often outside of your daily schedule, to ensure success in the classroom. Assignments are to be submitted as established by the supervisor by the due date and time. Truth and Honesty: All assignments are expected to be the individual student's original work. When necessary, please cite references appropriately (e.g., lessons from school or mentor teacher not presented as your own work). Students are strongly encouraged to complete the online Plagiarism Tutorial found on the Kresge Library website. All allegations of academic misconduct will be reported to the Dean of Students and, thereafter, to the Academic Conduct Committee for adjudication. Anyone found guilty of cheating in this course may receive a course grade of 0.0, in addition to any penalty assigned by the Academic Conduct Committee. Please refer to the 2018-2019 Oakland University Undergraduate Catalog to read the full Academic Conduct Policy listed under Other Academic Policies online at and Adherence to School and District Policies, Rules, Regulations and State Laws: You are responsible for knowing, learning about and enacting laws, rules, regulations, and policies involved with your teaching placement. When you have questions, it is your responsibility to seek information from your mentor teacher, building administrators, the university supervisor, or others who can assist.Professionalism and Digital Applications: A special note is needed about the use of photos, videos or other media that may be collected during your student-teaching experience. It is your responsibility to seek permission to take photographs or to video your teaching. Speak directly with the teacher regarding policies and make sure that you are able to articulate the purpose, the use and limitations of use, and the protections you will enact. In most cases, the teacher will have already sought permission from parents according to school district policy and will be able to indicate who is not allowed to be photographed or video-recorded. Photographs or video are for your assignments or teaching portfolio and are not allowed to be posted online or published in any way (e.g., web, newsletter) for this course. All digital portfolios must be password protected.Substitute Teaching: You may not serve as a substitute teacher during your internship until you have completed all requirements and forms as outlined by the Office of School and Field Services.Retention in the Program: Be sure you understand programmatic and professional expectations and adhere to them. Students may be removed from the program, removed from a field placement, or may not be recommended for certification as described in the Official Competency and Retention Statement.AssignmentsDetails regarding these assignments will be shared with you.Electronic portfolio (15%)Please note that part of this portfolio will include two video excerpts of your teaching. This portfolio is meant to illustrate your growth as a pre-professional throughout your time at Oakland University.Student Learning Analysis (10%)This assessment will be submitted to VIA and will include evidence of the following: aligning learning goals to a state standard, an analysis of student understanding, using assessment to inform instruction, implementing instruction based on assessment and reassessing in order to determine learning. This is not just about showing an increase in students’ scores, but rather an analysis of student thinking.Four Formative Supervisor Evaluations, with feedback and reflections (20%)Each evaluation will be worth 5 points: 2 points for evaluation and 3 points for reflectionThese will be submitted in VIAMidterm Improvement Plan, based on CPAST (5%)Final Supervisor Evaluation (25%)Final Improvement Plan, based on CPAST (10%)This will be submitted to VIAProfessionalism, including mentor and supervisor feedback (15%)Please note that the CPAST will be used to provide feedback to the candidate and the university regarding progress in the field at both the middle and the end of the semester. This will require a three-way meeting between the candidate, university supervisor and mentor teacher in order to provide robust, detailed feedback and aid in the ongoing growth and improvement of the candidate.GradingAs of Fall 2018, OU will be using a “letter grade” scale. There is no “A+”. In order to be recommended for a teaching certificate, candidates must pass student teaching with a B or higher. Oakland University Grading ScaleA93 - 100%: 4.0A-90 - 92% 3.7B+87 - 89% 3.3B 83 - 86% 3.0B-80 - 82% 2.7C+77 - 79% 2.3C 73 - 76% 2.0C- 70 - 72% 1.7D+67 - 69% 1.3D 65 - 66% 1.0FBelow 65% 0.0 Using Moodle and Other TechnologiesUse of Moodle will be up to the discretion of each individual instructor. It is recommended that all work be submitted to and evaluated in Moodle. Technology Back-up Plan● In the event that your computer crashes or internet goes down, it is essential to have a “backup plan” in place where you are able to log in using a different computer or travel another location that has working internet.● Any files you intend to use for your course should be saved to a cloud solution (Google Drive, Dropbox, etc.) and not to a local hard drive, USB stick or external disk. Saving files this way guarantees your files are not dependent on computer hardware that could fail.Technology Help· For help using Moodle, use the Get Help link at the top of the Moodle page (moodle.oakland.edu).· For access to technology and in-person assistance, call or visit the Student Technology Center (Link to Student Technology Center: ).· For general technology assistance, consult the OU Help Desk (Link to Help Desk: ).Additionally, classroom technology can be found in the ERL, where personnel are happy to assist you. Respect Rules of HYPERLINK "" Netiquette· Respect your peers and their privacy.· Use constructive criticism.· Refrain from engaging in inflammatory comments.Classroom and University PoliciesClassroom Behavior1. Academic conduct policy. All members of the academic community at Oakland University are expected to practice and uphold standards of academic integrity and honesty. Academic integrity means representing oneself and one’s work honestly. Misrepresentation is cheating since it means students are claiming credit for ideas or work not actually theirs and are thereby seeking a grade that is not actually earned. Following are some examples of academic dishonesty: Cheating. This includes using materials such as books and/or notes when not authorized by the instructor, copying from someone else’s paper, helping someone else copy work, substituting another’s work as one’s own, theft of exam copies, falsifying data or submitting data not based on the student’s own work on assignments or lab reports, or other forms of misconduct on exams.Plagiarizing the work of others. Plagiarism is using someone else’s work or ideas without giving that person credit; by doing this, students are, in effect, claiming credit for someone else’s thinking. Both direct quotations and paraphrases must be documented. Even if students rephrase, condense or select from another person’s work, the ideas are still the other person’s, and failure to give credit constitutes misrepresentation of the student’s actual work and plagiarism of another’s ideas. Buying a paper or using information from the World Wide Web or Internet without attribution and handing it in as one’s own work is plagiarism.Falsifying records or providing misinformation regarding one’s credentials.Unauthorized collaboration on computer assignments and unauthorized access to and use of computer programs, including modifying computer files created by others and representing that work as one’s own.For more information, review OU’s Academic Conduct Regulations. (Link to Academic Conduct Regulations: )2. Behavioral Code of Conduct. Appropriate behavior is required in class and on campus. Disrespectful, disruptive and dangerous behavior are not conducive to a positive learning environment and may result in consequences. Core Standards for Student Conduct at OU includesIntegrity. See academic conduct policy points munity. Policies regarding disruptive behavior, damage and destruction, weapons, and animals.Respect. Policies regarding harassment, hazing, and sexual misconduct (Link to Sexual Misconduct policy: )Responsibility. Policies regarding alcohol, drugs, and other substancesSee the Student Code of Conduct for details. (Link to Student Code of Conduct: )Accommodation and Special ConsiderationsOakland University is committed to providing everyone the support and services needed to participate in their courses. Students with disabilities who may require special accommodations should make an appointment with campus Disability Support Services (DSS). If you qualify for accommodations because of a disability, please submit to your professor a letter from Disability Support Services in a timely manner (for exam accommodations provide your letter at least one week prior to the exam) so that your needs can be addressed. DSS determines accommodations based on documented disabilities. Contact DSS at 248-370-3266 or by e-mail at dss@oakland.edu.For information on additional academic support services and equipment, visit the Study Aids webpage of Disability Support Services website. (Link to Disability Support Services website: )Attendance policyBecause you are now in a professional role, daily attendance in your classroom is imperative. Should you have an emergency, you must contact both your university supervisor and your mentor teacher before the absence. Additionally, you must adhere to the school calendar and hours. Finally, student teachers are only allowed three absences during the semester. Religious ObservancesStudent should discuss with professor at the beginning of the semester to make appropriate arrangements. Although Oakland University, as a public institution, does not observe religious holidays, it will continue to make every reasonable effort to help students avoid negative academic consequences when their religious obligations conflict with academic requirements. See The OU Diversity Calendar for more information. (Link to calendar: )Preferred Name PolicyOU’s Preferred Name Policy ensures a student’s university records can use a name that reflects the student’s identity (abbreviated name, name change etc.).Sexual MisconductFaculty and staff are responsible for creating a safe learning environment for our students, and that includes a mandatory reporting responsibility if students share information regarding sexual misconduct/harassment, relationship violence, or information about a crime that may have occurred on campus with the University. In such cases, the professor will report information to the campus’ Title IX Coordinator (Chad Martinez, chadmartinez@oakland.edu or 248-370-3496). Students who wish to speak to someone confidentially can contact the OU Counseling Center at 248-370-3465. Additionally, students can speak to a confidential source off-campus 24 hours a day by contacting Haven at 248-334-1274.Be sure to get acquainted with your district’s policies on sexual misconduct as well. Add/DropsThe university policy will be explicitly followed. It is the student’s responsibility to be aware of deadline dates for dropping courses and officially drop the course. (Link to deadlines for dropping courses: )Faculty Feedback: OU Early Alert SystemAs a student in this class, you may receive “Faculty Feedback” in your OU e-mail if your professor identifies areas of concern that may impede your success in the class. Faculty Feedback typically occurs during weeks 2-5 of the Fall and Winter terms, but may also be given later in the semester and more than once a semester. A “Faculty Feedback” e-mail will specify the area(s) of concern and recommend action(s) you should take. Please remember to check your OU email account regularly as that is where it will appear. This system is to provide early feedback and intervention to support your success. Link to Faculty Feedback for students: PreparednessIn the event of an emergency arising on campus, the Oakland University Police Department (OUPD) will notify the campus community via the emergency notification system. The professor of your class is not responsible for your personal safety, so therefore it is the responsibility of each student to understand the evacuation and “lockdown” guidelines to follow when an emergency is declared. These simple steps are a good place to start:· OU uses an emergency notification system through text, email, and landline. These notifications include campus closures, evacuations, lockdowns and other emergencies. Register for these notifications at .· Based on the class cellphone policy, ensure that one cellphone is on in order to receive and share emergency notifications with the professor in class.· If an emergency arises on campus, call the OUPD at (248) 370-3331. Save this number in your phone, and put it in an easy-to-find spot in your contacts.· Review protocol for evacuation, lockdown, and other emergencies via the classroom’s red books (hanging on the wall) and emergencies.· Review with the professor and class what to do in an emergency (evacuation, lockdown, snow emergency).Again, please be sure to get acquainted with the emergency procedures within your district and school. Violence/Active Shooter: If an active shooter is in the vicinity, call the OUPD at (248) 370-3331 or 911 when it is safe to do so and provide information, including the location and number of shooter(s), description of shooter(s), weapons used and number of potential victims. Consider your options: HYPERLINK "" \h Run, Hide, or Fight. Tentative Course ScheduleWeek: DatesActivitiesDue1: 1/1 – 1/4(many local schools return on 1/2)Initial meeting to include student, mentor teacher and university supervisorIntroductory Stage: Observation, becoming familiar with your teacher, students, the classroom and the building.Weekly ReflectionMentor Teacher Feedback2: 1/7 – 1/11Supported Stage: Continue observing, but begin assisting and teaching. Begin brainstorming what you will include in your electronic portfolio.Weekly ReflectionMentor Teacher FeedbackProvide supervisor with daily schedule.3: 1/14 – 1/18Supported StageStart thinking about a learning goal that will be covered later in the semester that you may want to work with for the SLA. Weekly ReflectionMentor Teacher Feedback1st observation should be completed by the end of this week.4: 1/21 – 1/25Supported Stage:Continue brainstorming the pieces of your portfolio, as well as what platform you will use.Weekly ReflectionMentor Teacher Feedback5: 1/28 – 2/1Supported Stage:Complete your first video recording this week, in order to show growth and focus by your second video recording. Weekly ReflectionMentor Teacher Feedback6: 2/4 – 2/8Independent Stage: You are completely responsible for all aspects of management, instruction and planning.If you have not done so already, begin creating/adapting an assessment tool that will be used for the SLA. The rest of the SLA timeline will be based on the teaching and planning that is occurring in your particular classroom. Weekly ReflectionMentor Teacher Feedback2nd Observation should be completed by the end of this week.7: 2/11 – 2/15Independent Stage:Continue work on your electronic portfolio. At this point, you should have the shell of your website (or whatever platform you choose) and begin adding to it.Weekly ReflectionMentor Teacher Feedback8: 2/18 – 2/22Independent Stage:After the midterm evaluation, supervisors will complete the CPAST. A three-way conference will need to be set up at that time. Following the conference, an improvement plan should be written by the candidate and shared with both the university supervisor, as well as the mentor teacher and uploaded to VIA.Weekly ReflectionMentor Teacher Feedback9: 2/25 – 3/1Independent Stage:Complete your second video recording this week.Weekly ReflectionMentor Teacher FeedbackMidterm Evaluation should be completed by the end of this week10: 3/4 -3/8Independent Stage:Begin finalizing your electronic portfolio. Double check all writing mechanics, make sure links work and be careful that if there are students in pictures, they have media releases on file at school.Weekly ReflectionMentor Teacher Feedback11: 3/11 – 3/15Independent Stage:All components of your SLA should be completed by the end of this week and turned into your supervisor, as well as uploaded to VIA. Weekly ReflectionMentor Teacher Feedback12: 3/18 – 3/22Independent Stage: In preparation for the final evaluation, supervisors will complete the CPAST. A three-way conference will need to be set up at that time. Following the conference, an improvement plan should be written by the candidate and shared with both the university supervisor, as well as the mentor teacher. Weekly ReflectionMentor Teacher Feedback4th Observation should be completed by the end of this week.13: 3/25 – 3/29Phasing Out Stage: Begin handing classroom instruction and responsibility back to the mentor teacher. Continue to assist and observe.All pieces of your electronic portfolio should be in place and the link should be sent to your supervisor.Weekly ReflectionMentor Teacher Feedback14: 4/1 – 4/5Phasing Out Stage: Weekly ReflectionMentor Teacher FeedbackFinal consensus meeting should be completed by the end of this week.15: 4/8 – 4/12Phasing Out Stage: If possible, spend this final week observing throughout the building, learning from other teachers at different grade levels and subject areas.Weekly ReflectionMentor Teacher Feedback Please note that within this calendar, schools will have mid-winter break and spring break – be sure to plan and modify accordingly. Additionally, the final day of classes at Oakland is April 16th. Please note that, during observation weeks when you write an observation reflection, you do not have to write a weekly reflection.In regards to a timeline for the SLA, you should decide on a learning objective and standard early in the semester, for planning purposes. However, when you implement the assessment, data collection, and subsequent pieces of the assignment will be based on the structure and plans of your individual classroom. ................
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