Internship Welcome Guide - College of Education - Michigan State ...

TO:

2016‐2017 Secondary Interns and Mentor Teachers

FR:

Kelly Hodges ([email protected]), Chris Kaiser ([email protected]), Sylvia Hollifield ([email protected]), Stacey Pylman ([email protected]), Susannah Van Horn ([email protected]) and Michael Everett ([email protected])

RE:

2016‐2017 Internship Welcome Guide

Welcome Guide Contents Preliminary Course Enrollment Information .............................................................................................................................................. 2 Fingerprinting Information for Interns ...................................................................................................................................................... 3 CPR and First Aid Information for Interns .................................................................................................................................................. 4 Initial Meeting Checklist ............................................................................................................................................................................ 5 Spring and Summer Planning Checklist ...................................................................................................................................................... 6 Planning Grid .............................................................................................................................................................................................. 8 Placement Confirmation Form ................................................................................................................................................................... 9 Welcome to the Secondary Internship Year! The Secondary Team website is http://education.msu.edu/te/secondary/. Please bookmark this site and look here for information about upcoming events. The Internship Guide can be found at this site under Documents and Forms. You can look at the Internship Guide for more information about the internship year policies and procedures. A version of the Internship Guide updated with 2016‐2017 calendars and other minor revisions will be available after the end of the 2015‐2016 internships. In the meantime, the resources in this Welcome Guide will help mentors and interns get to know each other, learn about the internship year program, and do some early planning together before the Opening Day in August (see below). At the Opening Day, interns and mentors will meet their field instructors, who will provide additional customized support in designing an experience for the interns that is sensible in the school context while within the guidelines of the MSU program. IMPORTANT: Please consult the Internship Guide on pages 37‐38 for the Substitute Teaching by Interns policy. To summarize the policy: Interns can begin subbing for their mentor teacher only after the first Guided Lead Teaching is completed (usually around the middle of October) with the consent in writing of the mentor teacher, field instructor and building administrator. Interns may substitute teach for no more than 15 days during the year‐long internship. Please review the information in this Welcome Guide and contact your placement coordinator if you have questions. THE OPENING DAY REQUIRED for all interns – mark your calendar now! SOUTHEAST MICHIGAN AREA

Thursday, August 25, 2016, MSU Detroit Center 3408 Woodward Avenue, Detroit, MI 48201

LANSING AND GRAND RAPIDS AREAS

Friday, August 26, 2016, MSU Main Campus Erickson Hall, 620 Farm Lane, East Lansing, MI 48824

Check the Secondary Team website for updates later in the spring.

Preliminary Course Enrollment Information All interns must enroll in the following courses: FALL 2016 TE 501 (6 cr.) – Internship in Teaching Diverse Learners I TE 801 (3 cr.) – Professional Roles and Teaching Practice I TE 802 (3 cr.) – Reflection and Inquiry in Teaching Practice I SPRING 2017 TE 502 (6 cr.) – Internship in Teaching Diverse Learners II TE 803 (3 cr.) – Professional Roles and Teaching Practice II TE 804 (3 cr.) – Reflection and Inquiry in Teaching Practice II Additional information about the courses is available in the Internship Guide. TE 501, 502, 802 and 804 sections are determined by an intern’s subject area. See the MSU Schedule of Courses for additional details about the sections of these courses in which each intern should be enrolled. TE 801 and 803 sections are determined by an intern’s placement school. Initially, interns should enroll in section 10 of TE 801 and TE 803. Coordinators will assign specific sections when the bulk of placements are confirmed, and communicate that information to interns in August prior to the start of classes. Interns remain in the same section for both TE 801 and TE 803. Interns should plan to enroll for internship courses between May 7, 2016 and July 22, 2016. The university will charge a late fee of $50 to interns not enrolled in any courses by 8 pm on 7/22/16. See the MSU Academic Calendar. Further, interns cannot begin their field placement until they are properly enrolled for the internship courses. Only enrolled students are covered by our indemnification agreements with placement schools. As part of their course expectations, all interns should make plans to attend the SECONDARY INTERN CONVOCATION CEREMONY Friday, April 28, 2017 4:00 pm to 6:00 pm On the MSU Campus Mentor teachers are warmly welcomed and encouraged to attend this celebration of the internship year.

Fingerprinting Information for Interns Last updated 2/13/15.

Throughout their pre‐internship course work, MSU teacher candidates have submitted to ongoing monitoring of their conviction history. Additional information about those requirements and procedures can be found on the College of Education website at Conviction Disclosure Responsibility and Implications. Since July 1, 2008, the State of Michigan has required that all individuals “employed or regularly and continuously working” in Michigan schools must be fingerprinted using the LiveScan technology (digital fingerprinting) and submit to criminal background checks. This includes any individuals acting as substitute teachers. School districts vary in their interpretation of the law with respect to student teachers or interns, but most require interns to be fingerprinted. As a result, the MSU policy is: ALL MSU INTERNS SHOULD EXPECT TO BE FINGERPRINTED BY THEIR PLACEMENT DISTRICT PRIOR TO BEGINNING THE INTERNSHIP SO THAT A CRIMINAL HISTORY BACKGROUND CHECK (CHBK) CAN BE CONDUCTED BY THE MICHIGAN STATE POLICE. Fingerprinting should be done during the spring or summer before the internship year so the CHBK can be received by the school or district before the internship begins. Michigan State University does not participate in the fingerprinting process, and neither the fingerprints nor the results of the CHBK are delivered to MSU. The fingerprinting and background check process takes place between the intern and the placement school directly. All interns are advised to check with the human resources department of their placement school district to confirm how the district will access their fingerprinting and CHBK information. It is important to make this inquiry sooner rather than later. Schools may have important information for interns about their preferred or recommended method for receiving the CHBK information. Most interns can be eligible to be paid as substitutes for their mentor teachers. Some districts do not permit interns to substitute for their mentor teachers. Contact your school placement district human relations office to determine your school’s policies. Fingerprinting is required in order to be a substitute teacher, and interns will want to avoid being fingerprinted twice if possible, so inquiries about substitute teaching should be made early as well. Some interns have had their fingerprints taken previously and in some cases these may be used to meet the requirements for the internship. In most cases interns will have to have new fingerprints taken. Interns should contact the agency that collected their first set of prints to find out if they can be used again for internship and/or substitute teaching requirements.

CPR and First Aid Information for Interns Interns are NOT required to complete the CPR and First Aid training prior to the start of the internship. Interns’ CPR and First Aid certification must be valid when the intern is recommended for certification, which in almost all cases will happen in May or June following your internship year. Both the American Heart Association and the American Red Cross now provide CPR certification that is valid for two years. Because you will have more time prior to the start of the internship year, we recommend that you complete the certification in the months preceding the start of the internship. Additional information about the CPR and First Aid requirements for certification can be found on the College of Education website at CPR & First Aid Requirements and the MDE website at First Aid and CPR Requirements for the Initial Certification of Michigan Teachers.

Initial Meeting Checklist This checklist suggests topics for the first meeting between the intern and mentor, prior to confirming the placement. PLEASE KEEP THIS FORM FOR YOUR RECORDS. Make an initial appointment with your prospective mentor teacher: ___ Schedule a visit to observe the mentor’s teaching and talk about the coming year. Tell the mentor that you have been given a checklist of items to discuss during the meeting and that both of you will need to complete an online Placement Confirmation process. Both of you are able to access these checklists and materials at http://education.msu.edu/te/secondary/pdf/welcome‐guide.pdf ___ Bring this checklist and attached materials to the meeting, as well as other materials that would help you show the mentor what you have been doing in the program so far. Be sure you can also access the Internship Guide during the meeting. At the meeting with the mentor teacher: ___ Discuss your resume and qualifications, and your goals for the internship year. ___ Discuss the mentor’s approach to teaching the grade, subjects, and students that s/he will be teaching. ___ Review the responsibilities of interns and mentors on pp. 8‐10 of the Internship Guide. Discuss the mentor’s expectations for an intern, including issues of professionalism, e.g. dress, time spent at school, communication. At this time, or upon confirming your intent to work together: ___ Share with the mentor when you expect to complete all remaining requirements to progress to the internship. ___ Trade current and summer telephone numbers with the mentor. Talk about how you will communicate with each other as needed during the spring and summer. ___ Review the Spring and Summer Planning Checklist and plan additional visits to your mentor’s classroom when you can carry out the suggested activities. ___ Find out the district policies and procedures for having your fingerprints taken and forwarded to the district. Inquire about steps for registering as a substitute teacher for your mentor teacher. ___ Make a plan to meet the building principal, either in conjunction with this visit or at a future visit prior to the start of school. ___ Find out when you should report to school for the fall semester. If unknown at this time, find out how and when you will find out what day to report to school. Interns should plan to attend their district’s “New Teacher Orientation” if possible. ___ Note the date for The Opening Day for your area in your calendar. ___ Complete the online Placement Confirmation Form.

Notes

Notes

Notes

Spring and Summer Planning Checklist This checklist suggests steps to take after the placement is confirmed but before you report to school in the fall. PLEASE KEEP THIS FORM FOR YOUR RECORDS. Before you leave for the summer: ___ Discuss how you would like to work together and how your respective ideas can be accommodated. ___ Review a lesson plan that you prepared and taught during the senior year. Explain the ideas about planning that you have been studying, and the aspects of a teacher’s planning practices that you still need to learn. Discuss how you might approach unit and lesson planning: when and how you will get guidance and resources from your mentor before and after preparing a draft plan, a timeline for preparing a draft and sharing with your mentor before teaching, the format you will use to do your everyday planning, etc. ___ Get a copy of the district’s subject‐specific curriculum objectives, course descriptions, or pacing guides for the courses you will be teaching. ___ If possible, get copies of textbooks or other key materials that your mentor will be using early in the fall semester, so that you can study them over the summer. ___ If possible, get a copy of the teacher evaluation tool in use in your district. ___ Use the attached Planning Grid to make a rough sketch of the subjects and topics that your mentor will be teaching in the first 10‐12 weeks of the year. If that cannot be done at this time, decide on a time that this will be completed (should be no later than the first week of school). ___ Share some ideas and strategies you have been discussing in your classroom for meeting the needs of students with a range of learning needs, and the aspects of a teacher’s practices for working with students with a range of learning needs that you still need to learn. Ask your mentor teacher to share information about the range of learning needs that students in your classes might have. ___ Share some ideas you have for using information about the community to meet students’ learning needs, and the aspects of a teacher’s practices for working with families and communities that you still need to learn. Ask your mentor to share information about the community surrounding the school, and how they use that information to meet the needs of their students. ___ Share some ideas you have learned about classroom management, and the aspects of a teacher’s management strategies that you still need to learn. Ask your mentor to talk about his/her approach to classroom management. ___ Tentatively, select a course that will serve as your “focus class” during the internship year. See pp. 14‐21 of the Internship Guide for additional information about the structure of the intern’s lead teaching load during the internship year. You might also wish to begin discussions at this point about which class period (“hour”) will serve as the focus class. (continued on next page)

Notes

___ Review the date of the New Teacher Orientation for your district and the first day that teachers must report. Review the date and location of The Opening Day for interns in your area. The Opening Day is required for all interns. Mentors should attend also, whenever possible. ___ Review both intern’s and mentor’s summer contact information and make plans for when you will first see each other in the fall. ___ Discuss any other tasks the mentor would suggest in order for the two of you to be well prepared to start school in the fall. Before you begin work in the fall: ___ By August 15, call your mentor to confirm when you should first report to school for the New Teacher Orientation and beginning‐of‐the‐year meetings. Review dates, times and locations for The Opening Day in your area, checking the Secondary Team website at http://education.msu.edu/te/secondary/ for any last‐minute information about this event. ___ Revisit the discussion of the focus class that you had in the spring. Make a tentative list with your mentor of the duties you will take on in your focus class, and in the other classes, during September and plan to discuss these with your field instructor during the initial conference. Begin thinking about what other courses and class periods the intern will teach during the lead teaching period in the spring. ___ Consult the revised Internship Guide for 2016‐2017 on the Secondary Team website. In particular, note the responsibilities of field instructors as described on p. 10, and the expectations for the focus class “binder” on pp. 41‐ 42. An updated calendar for 16‐17 can always be found on the Secondary TP Team Google calendar. ___ Carefully tour the classroom with your mentor and find out what everything is and why it is where it is. ___ Make a plan for your use of technology in your district. Interns should NOT plan to use their mentor teacher’s email and should not be supplied with mentors’ passwords. Mentors can help interns work with district IT to acquire appropriate login information and access. ___ Discuss with your mentor how you will introduce yourself to students on the first day. ___ Bring your completed checklists and notes to your initial conference with your field instructor. See p. 53‐54 in the Internship Guide for more information about this meeting. Questions for our field instructor:

Notes

Planning Grid Time

Subject:________________ Hours:______________

Subject:________________ Hours:______________

Subject:________________ Hours:______________

Weeks 1 and 2 Dates:






Additional Notes:

Placement Confirmation Form Confirmation of the internship placement will be completed using the online Placement Confirmation Form. Interns will receive an email invitation to complete their portion of the placement confirmation form from the MSU Teacher Preparation Program at [email protected]. This email will be delivered to their MSU email address and will contain a personalized link tied to their individual student record. Interns should contact the Teacher Preparation Program at [email protected] if they need another copy of their invitation email. It is not possible to use someone else’s link. Expect the first invitation email to arrive on or before April 1, and reminders to arrive periodically through the summer until the form is submitted. Interns complete the form first, by following the link provided and entering the mentor’s full and correct name and email address. When the intern’s portion is complete, the online system will send an email to the mentor with additional information for completing the mentor’s portion of the confirmation process. Mentors with questions about their portion of the confirmation process can contact [email protected], or their placement coordinator. It is important that all interns and mentors complete this process prior to the start of the internship year. The information on the form allows for the disbursement of the mentor teacher’s professional funds. See Financial Support for Teachers and Schools on p. 40 of the Internship Guide for additional information. If an intern’s placement changes after the confirmation form has been filed, the intern should complete a second form. Interns in this situation can request access to the second form by contacting [email protected].