Guidelines for Student Teaching Internship - The Citadel

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The student teaching internship portfolio and assessments are maintained on the webbasedsystem LiveText. Candidates and college supervisors have access to the system. Thestudent teaching intern is expected to upload assignments and portfolio into his/her LiveTextaccount. College Supervisors will assess assignments, portfolio and additional assessments onLiveText.E. Overview of the ADEPT System Performance StandardsArticulated standards or expectations for competent practice are the defining attributesof any profession. They provide a blueprint for designing appropriate professional preparationprograms, focusing assistance for novice members of the profession, designing assessmentswhich may be used to make decisions about continued practice of the profession, and designingstrategies for promoting continued professional growth and development. Research suggeststhat teaching is becoming an increasingly demanding profession and that successful practicerequires mastery of complex bodies of knowledge and skill. Furthermore, research suggeststhat there is no one recipe for effective teaching and that attempts to define and assessteaching in terms of a set of discrete behaviors and skills vastly over-simplifies teachers'responsibilities. Rather, effective teaching requires a large repertoire of knowledge and skillthat can be drawn upon, as needed, to handle ever changing contexts (e.g., different types ofstudents and subject matter).The ADEPT System Performance Standards (APS's) provide the foundation andcontinuity for all regulations, procedures, and programs in the ADEPT System. They articulateupgraded expectations for what all South Carolina teachers should know and be able to do andreflect fundamental principles of competent professional teaching. The APS's were developedbased on several sources of information. They build on earlier efforts that developed the skillsand behaviors assessed by the APT and the State Board of Education Content Criteria forEvaluating Annual and Continuing Contract Teachers, as well as more recent efforts includingSouth Carolina's Curriculum Frameworks, the Model Standards for Beginning Teacher Licensingand Development, which were developed by the Interstate New Teacher Assessment andSupport Consortium (INTASC), and the National Board of Professional Teaching Standards(NBPTS).Each ADEPT System APS contains a Standard Description, which describes the broadrange of interrelated knowledge and skills covered by the standards, a set of DocumentationQuestions for assisting evaluators in recording evidence, and a Competent PerformanceDescription that describes the level of job performance competent professional teachers shoulddemonstrate on a typical basis. Performance in each standard is interpreted holistically and incontext.The ADEPT System APS's will provide the focus for formative evaluation and assistanceactivities for pre-service teachers during student teaching and for provisional contract teachersduring Induction Programs. Annual contract teachers must pass an evaluation of their typicalperformance in each APS to become eligible for continuing contract status. During theevaluation process, evaluators will collect information on teachers' performance from a varietyof sources including reviews of long-range plans, assessment interviews, reviews of teachermade instructional and assessment materials, and classroom observations. The APS's will alsoprovide a focus for evaluation and professional development activities for continuing contractteachers.All student teaching interns will attend the ADEPT Orientation Session during the professionalseminar conducted prior to beginning and during their student teaching internship placement.The Citadel, School of Education 48
F. ADEPT Evidence Documentation SheetOver the course of four to six observations, college supervisors will collect evidence ofthe intern's progress in each of the ADEPT Performance Standards. The cooperating teacherand college supervisor will complete a combined total of six ADEPT observations. For thepurpose of discussing strengths and weaknesses of teaching performance, follow-upconferences between the college supervisor and student intern are to be held within one weekof the last observation. Student teaching interns will be provided with written documentation ofidentified strengths and weaknesses, and remediation will be discussed. A remediation plan willbe prepared in the event the intern does not attain competency in one or more of thePerformance Standards.Cooperating teachers are responsible for completing the ADEPT Weekly StudentTeaching Internship Evaluation Forms.G. ADEPT Evaluation and Grading CriteriaThe state required ADEPT evaluation criteria are:Domain# ofAPSsTotal # KeyElements# Key ElementsNeeded to PassPlanning 3 11 >10Instruction 4 12 >11Environment 2 6 >5Professionalism 1 5 >4TOTAL 10 34H. ADEPT Midterm Evaluation and Student Teaching Internship EvaluationSummary FormMidterm and final evaluations represent the summative evaluation component of theADEPT process. Evaluation results must be appropriately documented to protect teachers fromarbitrary or capricious decisions. Written documentation also provides the intern withmeaningful information to improve or enhance performance.The midterm evaluation provides a checkpoint for future growth and development as aprofessional and should be completed by the college supervisor, cooperating teacher, andstudent teaching intern mid-way in the internship. The originals of all forms will be submittedto the Director of Internship & Field Experiences, and copies of the completed forms will beincluded in the intern's LiveText portfolio.The final evaluation summary should be completed at the end of the last week of thestudent teaching internship. The student teaching intern may receive one of three possiblejudgments for each key element, Unsatisfactory, Developing Competence, or Competent.The Citadel, School of Education 49
Page 1 and 2: School of EducationCharleston, Sout
Page 3 and 4: INTRODUCTIONThe student teaching in
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
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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
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Page 46 and 47: The four transition points and the
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Page 56 and 57: Section 10: Overview of Educator Ce

Guidelines for Student Teaching Internship - The Citadel

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