Internship Orientation (Aug 3rd-7th 2020)

 Sign up for PLT ASAP maybe look into taking test at home? Make sure
the correct browser/software is downloaded before taking test
 Three things to remember
o Internship – complete in order to get degree
o Degree – complete degree before receiving license
o License – once internship is posted and degree are posted you
may get license
 Internship Expectations:
o Get the opportunity to help decide certain new procedures and
plans in regards with how to handle COVID and manage the
classroom
o Want to be great for the students every single day, not every
remember why you’re doing this.
o Reach out if feeling defeated and like you can’t/don’t want to do
this. You can and you’ll be great. Resources are available for you
o AR Ideas used for PD in the whole state – going to complete
science of reading and get account setup. Due in the next 3
weeks, ASAP just to get it out of the way 14 lessons virtually
o Finish training and will issue certificate as PDF, save it and keep
it (print it out and put it in file box) Don’t rely on IDEAS keeping
up with the PDF make your own copy
o Licensure requires science of reading
o WATCH HSU EMAILS ALL THE TIME SETUP NOTIFICATIONS ON
PHONE
 o PAY ATTENTION TO SUBJECT LINE AND RESPOND WHEN ASKED
PAY CLOSER ATTENTION!!!
o Print handbook
o Child maltreatment training – PD and will get done this week
o Tk20 Field Experience Binder – documentation of four university
supervisor observations, minimum of four clinical teacher
observations outside for the internship placement, minimum of
one parent teacher conference, a unity of study and impact on
student learning project.
o DO NOT RELY ON COOPERATING TEACHER TO TAKE CARE OF
CHILD MALTREATMENT DO IT YOURSELF!!! BE THERE FOR THE
KIDS, REPORT IT
o Being professional at all times
o Required to attend every campus event scheduled for internship
– Every month there is a day that you have to be on campus,
share the calendar with both teachers
o Campus events do not count towards absences
o Name tags required for every campus event and be worn at all
times at the district. If you lose it contact the office, Ms. Loy and
then charge for the name badge. Around $7
o Follow all district policies, get a district handbook to know what
to the students are expected and also going to need a
personnel/employee handbook so I know what is expected of
me
o Allowing me to work internship so I will follow all guidelines of
the employees
o Build a good relationship with cooperating teachers
o Supervisor relationships are also important, more than likely Dr.
Popp will be supervisor – Observe me 4 times throughout the

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 semester, meet with them and submit things to them. Listen to
supervisor, follow suggestions and guidance from them and
communicate with them often, setup a good line of
communication with them regularly
o If schools close down due to COVID, it will depend on school
district, as far as for interns for now, nobody really knows
anything right now. Schools are still figuring it out and following
guidelines from the state, interns are welcome, but if everything
is shutdown nobody really knows how much access to teaching,
we will. No redoing or pushing back due to online instruction,
work with supervisor and school district and cooperating teacher
o Do not wait to do the big project, get started ASAP
o Control only the things you can, and just whatever happens a
plan will be figured out on the Henderson side.
o Do not rely so much on looking for answers from other people,
just make the decisions yourself and go for it. You are a
professional starting in the career so act like it, not some scared
little kid who is unsure. You have done this, and you can do this.
o NEVER ADD STUDENTS ON SOCIAL MEDIA AND BE CAREFUL
ABOUT WHAT YOU POST ON IT. JUST BE SMART AND NOTHING
THAT RUFFLES ANY FEATHERS
o No piercings!
o If eating anything with peanut butter or any other allergy foods
wash hands big time! Just be careful and mindful about what
you eat and bring into the classroom
o Can’t leave class early for work. Talk to Mr. Mark Pounds about
schedule for school.
o Get Science of Reading done ASAP 14 lessons and then email the
pdf of the certificates to teacher’s college
 TK20 Assignments

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 o InTASC – 2 artifacts and 1 reflection per category
o 4 categories, TK20 portfolio is going to give some possible
artifacts for each category
o Does not auto save anything. Save constantly, or type in a word
document, then copy and paste into TK20
o Time out will delete everything if on the same screen for about
half an hour without doing anything else. Type else where
o Artifacts: attach like an email and Reflection: fill in like a google
sheet
o Does not accept large file sizes, for video file due September 9 th,
try as best you can to upload the video, but if not then bring a
USB drive with the video to Hot Topics and get it
uploaded/compressed
o Do not have to be too long, just enough for the supervisor to
look and see instructional strategies within the lesson. Could be
small group or large group
o All TK20 submission deadlines are 11:55pm try not to wait until
the last minute, try and not make the system crash
o All info for visits will be in TK20 and all big assignments and
everything we are doing (minus the portfolio) is going to be
uploaded into the binder
o Get the first three forms 48 hours BEFORE the supervisor comes,
last reflection form due 48 hours AFTER they come
o Even if online, the forms are still going to be filled out and
everything done that needs to be done, but just a bit different
way
o Cooperating teacher will watch and evaluate how you do in the
parent teacher conference

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 o Going to 4 other teacher’s classrooms that are not my
cooperating teacher’s classroom—only about an hour or class
period or so. Doesn’t take too much time
o Don’t waste too much time with putting in reflections about
various assignments
o Make sure to send to supervisor as well so they can give some
critiques and fixes/changes
o MUST BE APPROVED BY SUPERVISOR BEFORE TEACHING THE
UNIT PLAN, SO IT DOESN’T FALL APART
 Cultural Considerations for ELL
o Know students
 Observe with your eyes, ears, and heart
 Come up with ways to get to know them
 Ask questions, ask them
 Names and use their real names and learn to spell them
CORRECTLY – it may take a while to learn names
 Sincere interest – fake it till you make but be sincere and
get to know and understand what they like and are
interested in – especially students who no one takes
interest in
 Connect 2 x 10 method. – really misbehaving kid who you
can’t reach or get to, spend 2 minutes for 10 days with
that student – let them talk or find out about them
 Cult of Pedagogy – strategies, tech, and routines
(YouTube)
 Draw the line – not a friend interested, but a teacher who
is interested
 “He’s not acting right!”

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  Topic – some topics are off limits in some cultures
 Agonism – opposing other’s views, may not be taken
as healthy discussion, choose words WISELY
 Amplitude, pitch, and tone – culturally these things
make a difference be careful how you speak and the
way you say things may be interpreted incorrectly
 Intonation – sarcasm doesn’t translate very well, no
sarcasm
 Overlap vs. interruption – student’s talking over you
may not be disrespectful just culturally different
 Turn- taking – some students don’t believe in taking
turns
 Indirectness – can be lost over language and culture
barriers
 Framing – don’t be upset if students don’t get you
but sometimes you won’t get them
 Smiling – may not show understanding just
politeness and unwilling to combat authority
 Asking questions – some students won’t ask
questions because they think it’s their fault
 Inattentiveness – give students breaks so they can
remain attentive and engaged in lesson
 Refusal to debate/discuss – students see this as rude
to disagree with someone
o Interaction strategies
 Teacher to student
 Student to teacher
 Student student

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  Student with text, video, technology, etc.
 Miles on the tongue – practice very important
 Practice for writing – one of the 4 domains that is hardest
for ESL
 Continued engagement – need it from students especially
if they can’t write, they need to talk
 Formative assessment – walk around and listen to hear
understanding and application
 Language and literacy development – allow students to
interact and speak to each other
 Purposeful interaction – not pointless interaction has a
purpose for it
 Structured – give them a topic so it is not mindless chit
chat
 Support the learning outcomes
 They have to be taught – if they are listening they should
be taught how to do it, every single time without having to
teach it – saves more time in the long run
 If we go remote
 Talk less, listen more
 Elbow partners – half that communication time is
spent listening
 Stop and jot – put all that info on a sticky note and
hold it up
 Fishbowl – practice a scenario for modeling
 Numbered heads together – Groups are separated
and then give answers and after rolling a dice then
that numbered person gives the answer for the
question

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  Jigsaw –
 Thumbs up – side – down --
o Importance of Routine
 Teach them every single time. Especially now
 Consistent
 Explicitly expressed or demonstrated – do it the same
every time
 Efficient with little movement – time efficient and figure
out those efficient routines now with little movement and
no touching
o Language acquisition or learning disability
 Achievement level descriptors -- ELPA
o Microaggressions
o Academic optimism
 Create a safe space in the classroom – allow students to
mess up and screw up to take risks
 Give genuine and sincere feedback – no false information
and don’t praise bad habits/mistakes
 Encourage students to practice sincere feedback, find
something specific to say
 Growth mindset – the power of “YET” (this applies to life,
change in mindset) help students understand about
themselves
 Ownership – have students take ownership of what they
do and make it matter to them, it is their success not yours
 Motivation –
 Relevance – make the kids want it and become
motivated

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  Choice – offer a student choice and make it relevant
 High Expectations and high support – not unrealistic,
but. Must teach them and hold them up while they
learn
 Belief in self leads to persistence – capitalize on what
they do well
o Communication tools
o Recently arrived English learner (RAEL) 1st, 2nd, or 3rd 12 months
in US schools – 50 states +DC
o Immigrant – less than 3 full cumulative years in US schools
including Puerto Rico
 Less than 3 cumulative years in US schools including PR
 Aged 3-21
 Born outside US including PR
 Writing a Resume/Assembling a Portfolio
o The hiring process works in reverse from how you work
 Job hunters seek employment:
 Using a resume
 Looking at job ads
 Using an agency
 Using a colleague
 Using proof of skills
 From within
 Employers prefer to seek employment:
 From within
 Using proof of skills

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  Using a colleague
 Using an agency
 Using a resume
 Show up and show out – recommendations will come
naturally
o Resume and Portfolio Overview
 Keywords – computers read through resume, then it
makes it to a person so make it past computer
 Stand out and easy to read and formatted well then, they
will throw it out
 Do not list your duties performed while at the job list your
accomplishments at each previous job
 Cover letter, resume, then reference page in that order
 Email the whole thing as a package and not individually
 Create header Teaching Experience and Internship
Experience
 References: bold the name, provide as much info as you
can, phone number and email are minimum requirements
last page
 Skill summary not career objective – What you can do for
them, not what you want to do
 Change and update resume constantly – never send the
exact same resume to the same job
 Tailor it to the job and to the qualification listed on
the job ad word from word to the resume
 Preparing for a Job Interview and Professional Dress
o Do research for the school and how you can help and make
improvements to the system also staff and names

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 o ONET database tells you everything you need to know before
working somewhere, how much you’ll get paid, what you need
etc.
o Elaborate in interviews – the questions will be short and to the
point, but your answer does not need to be that
o Thank you notes? Maybe something to look into
o Always have some questions but not the wrong questions
o For virtual career fair – look at schools that are there and do
research for about those schools and come in with questions
ready for interested school districts
 Child Maltreatment
o Title 9 – do not discriminate due to gender or race
o DHS is who we call
 Priority 1 – 24 hours to see child
 Priority 2 – 72 hours to see child
o We do not interview the child
 Think you’re helping, but actually no
 The child will have to tell the story more than 5 times to
many different strangers if we try to take matters into own
hands
 Call it in, do not interview
 Advocacy interview can be used as testimony, DHS doesn’t
even conduct interview, that way child only tells one
person and it can be used in court
o Process:
 DHS gives parents 12 months to work the case and
improve the situation
 DHS does not have to have a search warrant

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 o DHS can help pay for services as longs at it is not permanent, just
temporary assistance
o They are fixers and make sure kids and parents have what they
need
o Provisional care – placed with a relative and parents can visit
once a week
o You can call in anonymously, call hotline, explain scenario, they’ll
give you a referral number and time, write down time and who
you talked to – not recommended calling in anonymously
because investigators cannot call you or talk to you
o Could lose license if you do not report suspected abuse or
neglect – even if someone tells you about something that
happens, even if someone else says they’ve called in, call it in.
Always.
o Never hurts to call a case in more than once
o Journal when you notice certain patterns or signs of neglect,
don’t just go off first reaction, trust your gut
 ONE ARTIFACT FOR EVERY INTASC STANDARD FOR EVERY DIFFERENT
CATEGORY – cannot use one that uses all standards must have different
artifacts for all the standards
o Find out what count as artifacts – pretty simple
 Panel Discussion
o Handling stress – let things go, do not dwell on EVERYTHING
control what you can control
o COMMUNICATION IS KEY – SEND IT TO PARENTS, REMIND
 You can schedule remind messages for later in the week
o Be flexible, monitor and adjust – be creative explore options
especially for music

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 o Look for things to do if not given anything specific to do, look for
opportunities to learn and grow
o Build a positive relationship with cooperating teacher – be
respectful, always follow the rules of the teacher and classroom,
don’t step on toes, know your boundaries
o Students will do as much as they are allowed to do – start stern
and do not be friendly (not too friendly) start stern and then
ease up in time
o Be respectful with parents at conferences – being respectful,
give a positive and a negative
o KIDS ARE NOT YOUR FRIEND
o Know your policies for work and turning stuff in late, have a plan
and don’t just make something up at conferences
o Be kind with your words, you need the parent on your team to
work with them, work with them
o Time bomb students – listen to them, let them get everything
out and listen to them and understand them, have compassion
and don’t just get angry and send them to the office
o Pay attention to your kids – going to be hard with masks
o STAY CALM – you can’t reason with them; you have to let them
calm down before you allow the conversation to happen
o SAVE EVERYTHING AND ALL DOCUMENTS – KEEP THEM
SECURED BUT KEEP EVERYTHING AND KEEP IT ORGANIZED
o IF IT ISN’T ON PAPER IT DIDN’T HAPPEN
o

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