Guidelines for Student Teaching Internship - The Citadel

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Table of ContentsIntroduction 3Section 1: The Citadel’s Professional Education Unit Conceptual Framework 4Section 2: Overview of the Student Teaching Internship Experience 6Goals and Objectives of the Student Teaching Internship 6Program Organization 7The Framework for the Student Teaching Internship 9Recommended Semester Calendar – Secondary Education 11Recommended Semester Calendar – K-12 Physical Education 12Section 3: Expectations of the Student Teaching Intern 13Section 4: Expectations of the Cooperating Teacher 17Section 5: Expectations of the College Supervisor 23Section 6: Expectations of the School Administrator 25Section 7: ADEPT System Guidelines 26ADEPT Overview 26ADEPT Requirements for Teacher Education Programs 42Section 8: Assessment and Evaluation 44Section 9: Portfolio Requirements 51English Language Arts Portfolio Guidelines_____________________________________51Mathematics Portfolio Guidelines_____________________________________________52Modern Languages Portfolio Guidelines________________________________________53Science Portfolio Guidelines_________________________________________________54Social Studies Portfolio Guidelines____________________________________________55Section 10: Overview of Teacher Education Certification 56The Citadel, School of Education 2
INTRODUCTIONThe student teaching internship is designed as the culmination of the professional preparationprogram leading to initial certification for secondary teaching in a specific content field andinitial certification for physical education teaching K-12. The student teaching internship isdesigned to reinforce the knowledge, skills, and dispositions necessary for a teacher candidateto begin working as a professional educator.The student teaching internship is a bridge between educational theory and practice. Withinthis supervised teaching experience, the teacher candidate begins the transition from teachercandidate to professional teacher. A successful transition requires the teacher candidate todemonstrate knowledge, dedication, enthusiasm, and professionalism. In turn, the cooperatingteacher and college supervisor need to demonstrate encouragement, assistance, trust, andcompassion.The Citadel School of Education Director of Internships & Field Experiences) coordinates all fieldexperiences and internships for the program and works directly with each school and district toprovide the best possible placement. Agreements are renewed on an annual basis between TheCitadel and each school district where student teachers may be placed, as well as on asemester basis between cooperating teachers and The Citadel. The Citadel School of Educationgreatly appreciates the many teachers, administrators, and staff members who provide Citadelfaculty and teacher candidates with outstanding professional opportunities and experiences inthe public schools.The Guidelines for Student Teaching Internship is a handbook for student teaching interns,cooperating teachers, principals, district coordinators, and college supervisors that providesinformation on policies and procedures of the teaching internship program. The handbook alsoconstitutes the syllabus for the undergraduate courses EDUC 499 and PHED 499: Internship inTeaching, and for the graduate M.A.T. courses, EDUC 520 and HESS 620: ProfessionalInternship.The Secondary Teacher Education Programs at The Citadel adhere to the standards and arerecognized by their respective national specialized professional (SPA) associations, meet theoperating standards of the National Council for Accreditation of Teacher Education (NCATE),comply with the regulations of the State’s ADEPT legislation, and follow the guidelines providedby the South Carolina State Department of Education.The Citadel, School of Education 3
Page 1: School of EducationCharleston, Sout
Page 6 and 7: Section 2.Overview of theStudent Te
Page 8 and 9: d) have a staff that demonstrates a
Page 10 and 11: 4. MANAGING - The key to good manag
Page 12 and 13: RECOMMENDED SEMESTER CALENDARFor K
Page 14 and 15: 13. become knowledgeable about all
Page 16 and 17: according to cadet regulations. M.A
Page 18 and 19: 13. demonstrate exemplary teaching
Page 20 and 21: 7. working with individuals or smal
Page 22 and 23: 3) offer specific rather than gener
Page 24 and 25: 15. complete ADEPT Midterm and Fina
Page 26 and 27: ADEPT OverviewSection 7: ADEPT Syst
Page 28 and 29: PlanningAPS 1APS 2APS 3PlanningAPS
Page 30 and 31: DOMAIN 2:INSTRUCTIONAPS 6: Providin
Page 32 and 33: and are designed to expose students
Page 34 and 35: KEY ELEMENTSThis standard requires
Page 40 and 41: actions focus on the inappropriate
Page 42 and 43: ADEPT Requirements for Teacher Educ
Page 44 and 45: Section 8: Assessment and Evaluatio
Page 46 and 47: The four transition points and the
Page 48 and 49: The student teaching internship por
Page 50 and 51: The decision must be recorded, alon
Page 52 and 53:
THE CITADELMATHEMATICS TEACHING CAN
Page 54 and 55:
THE CITADELSCIENCE TEACHING CANDIDA
Page 56 and 57:
Section 10: Overview of Educator Ce
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