SYLLABUS

EEC 2941 PRESCHOOL INTERNSHIP II

Credits: 2 credits (90 Hours External Contact Hours)

Prerequisite (s): EEC 2940

Place and Time of Class Meeting: José María Vargas University Campus
Instructor:
E-mail:
Office: Faculty Room
Office Hours: 6:00pm to 7:00pm
To communicate with the instructor, send an e-mail or call (954) 322-4460 to leave a
message.
Course Website: https://jmvu.orbund.com/

Textbook:
Beaty, J. J. (2017). Skills for preschool teachers. (10th Ed.). Saddle River,
New Jersey: Pearson.
ISBN: 9780133766349, 0133766349

Barbara, a. Nilsen. (2017) Week by week: Plans for Documenting Children’s Development.
Seventh Edition. Ed. Wadsworth.
ISBN: 13 9781305501003

Florida Early Learning and Developmental Standards. (2017). Birth to Five Years old and for
Four years old. Available at: http://flbt5.floridaearlylearning.com/

Course Readings:
Ward, M. J., & Wells, T. J. (2003). Guests in the classroom: Top ten tips for pre-service teachers.
Kappa Delta Pi Record, 40(1), 42-44.

Wong, H. K., & Wong, R. T. (2004). The first days of school: How to be an effective teacher.
Mountain View, CA: Harry K. Wong Publications.

Course Description:
Through a teaching internship in a licensed pre-school, students are able to extend and apply the
knowledge they have acquired in their courses to practical situations.

Course Objectives:
At the end of the course the student should be able to:
• Identify and describe bio-psychosocial processes in the formation of the child.
• Describe daily classroom activities and strategies as they relate to time and space.
• Use set criteria for planning in the assigned preschool.

Instructional Methods:
• Demonstration classes
• Interactive lecture with class discussion of textbook Chapters
• Individual and small group presentations
• Reading the recommended bibliography published in specialized journals for subsequent
discussion.
• Research toward individualized Final Projects and Final Presentations

Final Project: Internship II Portfolio:

A three-ringed white binder is needed for Internship II. The portfolio should fallow APA 7th
Edition format. The university coordinator may check the following required sections:
• Title Page
• Table of contents
• Introduction
• Resume
• Three Professional Letters of Recommendation
• Philosophy Statement
• 5 Teacher Work Sample/Integrated Unit and Lesson Plan
• Calendar of school events, daily schedule, meetings, conferences, appointments of the
Internship II site school
• Parents communication
• Weekly Narrative Report
• Table of Contents for each INTASC standard section, placed to introduce each standard
• Artifacts
• Supervising Teacher and University Coordinator Observations
• Self-evaluation
• Photo-journal
• Professional Development Plan
• Closing Statement

Internship II Expectations: Internship Roles and Responsibilities

Supervising Teacher
• Meet with intern to discuss attendance (sign-in) procedures, classroom
expectations/management plan.
• Meet with intern to discuss course assignments, roles and responsibilities, Internship II
checklist. Assist in providing required experiences and tasks.
• Evaluate all written assignments pertaining to all the semester syllabi.
• Document all school visits and contacts.
• Evaluate intern’s performance and provide written and oral feedback twice a semester and
then as necessary.
• Work with the school director/teacher and intern to achieve a positive working relationship.
• Serve as a university contact for the field school and director/teacher.
• Schedule weekly conferences with intern and monitor progress.
• Complete 3 observations of intern using the Internship II Observation Form. Provide copy.
• Meet and discuss observations on a timely manner.
• Complete Internship II Growth Profile. Provide copy to intern.
• Meet with intern for final conference.

Intern
• Attend to course orientation
• Meet with supervising teacher to discuss course assignments, roles and responsibilities,
Internship II checklist. Plan the necessary activities and tasks.
• Meet with supervising teacher to discuss attendance (sign-in) procedures, classroom
expectations/management plan.
• Provide the field school with the Background Criminal Check
• Make note and attend scheduled conferences. Follow up on areas in need of improvement.
• Be responsible for keeping university supervisor apprised of progress or issues in field
experiences.
• Work on completion of Internship II checklist.
• Meet with supervising teacher for final conference.
• Report on time for all school duties and functions.
• Follow the field school dress code and dress professionally.
• Work cooperatively and effectively with your teacher, school staff, team members, and
parents in planning and providing for the needs of the students.
• Maintain an Internship file and attendance log for university supervisor to review.
• Provide Liaison copy of 3 observations, Final Evaluation and Growth
• Profile per placement at the end of Internship II

Intern Information
Intern: ______________________________________ Date: _______________
Email: ______________________________________ Phone: ________________
Supervising Teacher: __________________________________________________
Email: ____________________ Phone: ____________________________
Intern’s Current Schedule: (Please attach)

Course Policies:

Attendance Policy
Students are expected to attend all scheduled University classes for the courses that they are
registered for and to achieve the goals set forth by each class instructor. Attendance is taken daily.
Enrolled students are permitted no more than 2 “free” absences in one semester. Students missing
3-5 classes over the course of the semester will receive a one-letter grade deduction from their
final course grade; missing more than 6 classes will result in failure of the course regardless of
grade average. It is the student's responsibility to arrange to make up work missed because of an
absence.

Student Tardiness Policy:

A student is considered tardy if the student comes to class 5 minutes late. A student can be tardy
up to 15 minutes after class has started. After 15 minutes the student will be considered absent. A
student is considered to have left the class early if the student leaves before the end of class time.
With three tardies or having left the class early three times, the student accumulates one full
absence. If the student leaves early and misses half of the class period, it is considered a full
absence. When a student has more than six tardies or has left class early six times, the instructor
will contact the JMVU Director of Student Development to request an intervention session with
the student. The goal of the intervention session is to develop and implement an intervention
program to help students learn new ways to manage time.

Homework Policy:
Students enrolled in courses at Jose Maria Vargas University must follow the University
Homework Policy, which states that for each one hour of in-the-classroom instruction, students
spend two hours of out-of-the-classroom work. Internships are expected to have three hours per
week in out-of-the-classroom work. Homework is described as “an amount of work” completed
by the students on a weekly basis which link to the student learning outcomes of the course.
Homework is graded by the course professor.

NOTE: Plagiarism is defined as the use, without proper acknowledgment, of the ideas, phrases,
sentences, or larger units of discourse from another writer or speaker. Plagiarism includes the
unauthorized copying of software and the violation of copyright laws. Students who commit
plagiarism will obtain Failure Grade on their exam or assignment.

“Students agree that by taking this course all required papers may be subject to submission
for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted
papers will be included as source documents in the Turnitin.com reference database solely
for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is
subject to the Usage Policy posted on the Turnitin.com site”.

Other course requirements:

Cell Phones and Laptops
Phone usage of any kind during class is not allowed. Cell phones must be off and away during
class. Answering or making phone calls, text messaging, receiving or sending emails during class
time will be seen as a lack of participation and could result in the following: First offence will
result on a verbal warning and Second offence the student will be asked to leave the classroom
which will be considered as an absence.
Laptops are permitted only for taking notes or reviewing the e-textbooks for this course. The
instructor has the right to ask the student to discontinue use of the computer if they are not
following this guideline.

This course meets the following INTASC Standards for Beginning Teachers:

Standard #1: Learner Development.

The teacher understands how learners grow and develop, recognizing that patterns of learning
and development vary individually within and across the cognitive, linguistic, social, emotional,
and physical areas, and designs and implements developmentally appropriate and challenging
learning experiences.

Standard #2: Learning Differences.

The teacher uses understanding of individual differences and diverse cultures
and communities to ensure inclusive learning environments that enable each learner to meet high
standards.

Standard #3: Learning Environments.

The teacher works with others to create environments that support individual and collaborative
learning, and that encourage positive social interaction, active engagement in learning, and self-
motivation.

Standard #4: Content Knowledge.

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s)
he or she teaches and creates learning experiences that make the discipline accessible and
meaningful for learners to assure mastery of the content.

Standard #5: Application of Content.

The teacher understands how to connect concepts and use differing perspectives to engage
learners in critical thinking, creativity, and collaborative problem solving related to authentic
local and global issues.

Standard #6: Assessment.

The teacher understands and uses multiple methods of assessment to engage learners
in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s
decision making.

Standard #7: Planning for Instruction.

The teacher plans instruction that supports every student in meeting rigorous learning goals by
drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy,
as well as knowledge of learners and the community context.

Standard #8: Instructional Strategies.

The teacher understands and uses 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.
Standard #9: Professional Learning and Ethical Practice.
The teacher engages in ongoing professional learning and uses evidence to continually evaluate
his/her practice, particularly the effects of his/her choices and actions on others (learners,
families, other professionals, and the community), and adapts practice to meet the needs of each
learner.

Standard #10: Leadership and Collaboration.

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student
learning, to collaborate with learners, families, colleagues, other school professionals, and
community members to ensure learner growth, and to advance the profession.

JMVU Policies:

Disabilities Services
In accordance with federal law, a student requesting accommodation must provide
documentation of his/her disability to the Office of Student Development within the first two
weeks of the course. This office will evaluate the student’s needs on an individual basis and
provide the professor with recommendations for course modifications and accommodations
based on the student’s needs.

Policy on Academic Misconduct:

The following are examples of misconduct for which students and/or student organizations
are subject to disciplinary action by Jose Maria Vargas University. This list should not be
considered inclusive.

1. Dishonesty, such as cheating, plagiarism, or knowingly furnishing false information

to the University.
2. Forgery, alteration, or misuse of University documents, records, or identification.
3. Theft of and/or damage to property of the University, of a member of the University
community or of a visitor to the University.
4. Unauthorized entry to, or use of, University facilities, which are locked, closed to
student activities or otherwise restricted as to use.
5. Tampering with fire equipment, exit lights, fire alarms, or any other Safety
equipment or structures.
6. Disorderly, lewd, indecent, or obscene conduct or expression on University owned
property or at University sponsored or supervised activities.
7. Abusive behavior - Any action or situation which produces mental or physical
discomfort for any member of the University community, or which places the
individual or group in danger of physical or mental injury. This behavior includes but
is not limited to:
• Sexual Harassment - inappropriate or unwelcome sexual attention to coerced
sexual relations or sexual assault (also see policy on Sexual Harassment).
• Verbal Harassment-statements incorporating abusive, obscene or threatening
language.
• Physical Harassment - use of, or threatened use of, physical force or violence.
 Stalking - willfully, maliciously, and repeatedly following or harassing another
person.
• Any harassment on the basis of race, ethnicity, gender, disability, religion, or
sexual orientation.
8. Forging, altering, possessing, duplicating, or using documents, keys, records, or
identifications without consent or authorization.
9. Failing to comply with a judicial sanction, to include violation of specific probationary
statutes.
10. Purporting to or representing another person, an organization, or the University
improperly without the consent or authority.
11. Lying or perjuring self to University official.
12. Being present during the commitment of a violation of the University student conduct
code constitutes permission or condoning of the act.
13. Possessing, consuming, dispensing, or being under the influence of alcoholic
beverages or illegal drugs in violation of the State of Florida Law or JMVU policy.
14. Violating the University smoking tobacco use policy in specified facilities.
15. Soliciting/selling for personal or organizational profit without proper consent of
University officials.
16. Disruption of the normal activities of the institution, including physical violence or
abuse of any person or conduct which threatens or endangers the health or safety of
persons, the deliberate interference with academic freedom and freedom of speech.
17. Possession of weapons, which include firearms (or replicas), guns, sling shot
devices, grenades, knives, explosives, flammable materials or any other instrument
which may be used to cause injury to body or damage to property.
18. Violation of other published University policies, rules or regulations.

Grading Policies:

Percentage Points

10 Weekly Reports 10 100

10 Homework 20 200
2 Progress report elaborate by the classroom teacher 5 50
3 Observations complete by university instructor 15 150
Portfolio 40 400
Portfolio Presentation 10 100
Total Points 100 1000

Weekly Narrative Report [100 points]:

Weekly narrative reports will consist of a two-page typed summary of lessons and activities which
proceeded well in the classroom and reflection on lessons and activities which need revision for
future classes. The weekly report is a reflective journaling of what worked and what did not work
as well as the intern gains real classroom experience to internalize instructional method and
expertise. Record all activities, experiences, and incidents that occur every day.
Homework [200 points]: Ten written homework assignments valued at 20 points each will
reinforce concepts discussed in class and improve student synthesis and critique skills. (All must
be typed, in APA 7th Edition Format, download in the JMVU Portal and manually submit to the
instructor)

Internship II Portfolio:

Personal reflection papers

Should be no less than two pages in length and should be written with the understanding that
they will be part of your personal portfolio. Your reflection paper must be a professionally
written expression of your experience.

Artifacts
An artifact can be a drawing, a list, a chart, an exam or paper written for a course, field observations
from a journal, children’s work with an explanation of what the students has written, or an essay
anything generate by the student itself and should represent their learning and personal experience
reflecting each of the INTASC standards. The student should present two artifacts for each of the
INTASC standards.
1) A description of the artifact (What artifact have you included and why did you file it under this
Standard)
2) An analysis of what has being learned (Describe and explain the artifact. Identify how the
artifact was used. How does this artifact connect to the Standard?)
3) An explanation of how the artifact demonstrates competence in meeting each of the INTASC
standards. (Tell how this artifact demonstrates your growing knowledge of the competency area,
and how the artifact was used to foster learning in students, and how it might influence your
future teaching and/or self-learning).

Lesson Plan:
A formal lesson plan is due at the time of each observation to your university coordinator. The
lesson plan should include the topic, a major goal, objectives, materials needed,
strategies/activities- which include specific questions and ideas needed to meet objectives—and
assessment. They need to also contain the Sunshine State Standards, related benchmarks, and
ESOL strategies. Be sure to have a copy of any of the materials being used ready for the
coordinator or internship professor [seating chart, lesson plan, copy of the textbook]. Lesson
plans/units should be approved by the supervising teacher at least one week in advance of teaching
them.
Areas of reading instruction should include but not limited to the following elements: phonics,
word recognition, fluency, automaticity, reading endurance, vocabulary, comprehension, and
progress monitoring.

Photo-journal Lesson and Reflection

Students will photograph the presentation and materials used and created by the students during a
15-minute lesson then complete a self-analysis evaluating their content, performance, and
interactions with the students during the lesson. A thorough reflection of your results will be
written in a one-two page paper to be added to your Internship Notebook. A review or
establishment of your Professional Development Plan will take place. You will brainstorm a list
of related activities to support selected goals. Some related activities might include attending a
professional conference, reading a professional development text, reflecting with a colleague or
mentor, reading a research journal, or searching the Internet for additional resources.

Teacher Work Sample/Integrated Curricular Unit:

Working with your supervising teacher you will develop an integrated unit. You will need to use
authentic, evidence-based assessment to assess and improve student learning outcomes, and to
demonstrate how you have impacted your student’s achievement. Each lesson will have (1) the
topic, (2) major goal(s), (3) objectives, (4) materials needed, (5) strategies/activities – which
include specific questions and ideas needed to meet objectives, (6) technology, and (7) assessment.
Each lesson plan must be based on research-based instructional practices. Each lesson must show
evidence for differentiation of instruction. Teacher working samples are exhibits of teaching
performance, such as a unit, that provide direct evidence of the teacher’s ability to (1) design and
implement standards-based instruction, (2) assess student learning, (3) reflect on the teaching and
learning process.
You will then write a reflection based on lessons administered and the outcome. Your reflection
must include the following components: (1) Title of Integrated Unit (2) Grade Level, (3) Length
of time/number of lessons, and (4) How your test results showed that the students learned/mastered
the material presented.

Letters to Families:
Throughout the course of the second internship, the student intern will be required to show
documentation of communication with families. This documentation will be kept in the student
intern’s internship notebook to be checked by their supervising professor or university coordinator.
Examples are a letter during the first week of internship introducing themselves, newsletters, letters
or notes home and field trip information.

Parent Conference Documentation and Reflection:

The student intern will write a one-two page reflection on a parent teacher conference to turn into
their university coordinator. Please be aware of student confidentiality. Documentation of the
Parent Teacher Conference will be kept in the student intern’s internship notebook, again being
aware of student confidentiality.
The student intern will upload a signed copy of the midpoint evaluations and final evaluation
(along with the Internship Evaluation Rubric) from both his/her supervising teacher and university
coordinator. The student intern will upload two observations from his/her supervising teacher or
university coordinator into the Portfolio and the university platform.

Self-Evaluation
Students will submit two self-evaluation. This is an opportunity for you to recognize your strengths
and growth areas and identify areas in which you would believe you need additional experience or
knowledge. You will be graded on the thought and realistic assessment of your skills and growth.

Closing Statement
The student will write a 4-5-page summary of her/his learning experience at JMVU.
• How the JMVU education has changed your early childhood practice
• The growth you have seen in yourself as a professional
• The experiences at JMVU that were most influential in your growth
 • Your goals as you move forward in your career as an early childhood educator
• Your thoughts on the portfolio process

Vargas Online Information:

Log in to Vargas Portal as soon as the term begins to access your course https://www.jmvu.edu/
To access this course on Vargas Portal you will need access to the Internet and a supported Web
browser (Internet Explorer, Chrome, Firefox, Safari). You will use your Portal account to login
to the course platform.
In the Vargas Portal you will access online lessons, course materials, and resources. At
designated times throughout the semester, we will participate in a variety of activities using the
Vargas Portal and/or alternative Internet-based technologies.
Simply logging in to an online class does not count as attendance. Students must engage in
regularly log in and participate in discussions and course assignments.
If you need technical assistance at any time seek assistance from the HELP Desk

REQUIRED INTERACTION
Class participation will be grade through discussion post and responses are required. The
expectation of the student is to complete assignments, assessments, writing assignments and the
exam prior to the due dates. Please check your email and course notifications on a regular basis.
While you can email the instructor at any time, Instructor will respond to emails within 48 hours.

Assessment Criteria and Methods of Evaluating Students:

97 – 100% →A
90 – 96% → A-
87 – 89% → B+
83 – 86% →B
80 – 82% → B-
73 – 79% → C+
70 – 72% →C
67 – 69% → C-
63 – 66% → D+
60 – 62% →D
57 – 59 % → D-
< 57% →F

Do not count on a curve!

Grades “A” through “C-” are passing grades. Grades "W" and "I" indicate that no grades were
earned for the course. A "W" grade indicates that the student withdrew from the course. An "I"
grade indicates that the student was passing the course but failed to complete all the required
course work. The instructor, in his/her discretion may grant an "I" grade instead of an "F",
pending completion of the course work by the student within a specified time arranged by the
instructor and told the student. It is the student's responsibility to follow-up with the instructor to
complete the course work. If the course work is not completed by the arranged time, the “I”
grade becomes an “F".

Course Schedule:
DATE SPECIFIC TOPIC (S) LEARNING HOMEWORK &
OBJECTIVE ACTIVITIES ASSIGNED READINGS
Week 1 Reviewing course Explanation of syllabus Professor Homework 1: [20 points]
policy and items lecture of Conduct ongoing observations
expectations syllabus items of the physical, cognitive,
Internship Agreement social, emotional and
Discuss internship Observation form language development of the
form’s Hourly Report children at your classroom,
Documenting your using at least 3 recording
Documenting your internship methods and write a report
internship with your interpretations. Use
Observation Review APA 7th Edition Format Turn
in Week 4.

Week 2 Providing program Observing recording Team Bring a Binder to begin

management and interpreting planning, planning your portfolio
children’s data curriculum
Planning curriculum theme-based
based on student needs curriculum
Applying planning Time
criteria management
Week 3 Promoting teacher Early childhood Licensing and Weekly Narrative Report #1
professionalism professional credentialing
development
Ethics for Educators
Week 4 Identifying the Time specifications Practical case Weekly Narrative Report #2
elements and Scheduling example
requirements for exercises Homework 2: [20 points]
the development of Building your Develop 5 activities to
a working day. portfolio address the results of your
observations. Use APA 7th
Edition Format Turn in Week
5.

Week 5 Describing Identifying the Practical case Weekly Narrative Report #3

specific learning standards addressed in example
centers in a each center exercises. Homework 3: [20 points]
preschool Develop 5 cognitive activities
classroom appropriate for you
classroom. Use APA 7th
Edition Format Turn in Week
6.
Read Beaty Chapters 5
through 8.
Week 6 Defining free and Free activities in each Activities in Weekly Narrative Report #4
self-selected learning center the preschool
student activities Advantages and classroom Homework 4: [20 points]
challenges of free Develop 5 Social or emotional
activities activities appropriate for you
classroom. Use APA 7th
Edition Format Turn in Week
7.
Week 7 Defining current Purposes of assessment Practical case Weekly Narrative Report #5
practice in Cultural and linguistic example
assessment of differences exercises. Homework 5: [20 points]
young children Children with special Self-evaluation. Use APA 7th
Listing federal, needs Edition Format. Turn in Week
state and local 8.
regulations related
to assessment of
preschool students
Week 8 Describing Statistical analysis of Practical case Weekly Narrative Report #6
reliability, validity the classroom data example
and fairness in exercises. Homework 6: [20 points]
assessment and Develop 5 Physical activities
instruments appropriate for you
Using results for classroom. Use APA 7th
the intended Edition Format Turn in Week
purposes 9.
Week 9 Characterizing Monitoring children’s Practical case Weekly Narrative Report #7
teaching and development and example
assessment learning exercises. Homework 7: [20 points]
Classroom plan Develop 5 Creative activities
guidelines appropriate for you
Identifying students in classroom. Use APA 7th
need of early Edition Format. Turn in Week
intervention 10.
Expected child
outcomes and school
schedules
Week 10 Documenting Sources of information Weekly Narrative Report #8
Practical case
through collection Systematic
example
and recording of observation Homework 8: [20 points]
exercises.
information Authentic assessment Develop two children
measures portfolios with reports and
Eliciting responses interpretation of each artifact.
from young children Use APA 7th Edition Format
Rating scales and Turn in Week 11.
rubrics
Week 11 Interpreting
assessment data
Comparing Practical case Weekly Narrative Report #9
performance at two or example
more points in time exercises. Homework 9: [20 points]
Distinctive patterns of Plan, teach, and evaluate
development lessons for entire class. Bring
Approaches to learning a report and reflection. Use
The influence of APA 7th Edition Format. Turn
context on learning in Week 12.

Week 12 Using assessment Ways to report Practical case Weekly Narrative Report #10
information communication and example
Communicating specialized services exercises. Homework 10: [20 points]
and collaborating Professional Video and Self Evaluation and 5-page
results with development and discussion reflective self-analysis of your
parents, children ethics performance as a student
and additional Types of Standardized teacher. Use APA 7th Edition
professionals Tests Format Turn in Week 13.
Week 13 Characterizing Notebooks Practical case
Assessment Portfolios example
Modules Files exercises.
Assessment plans and Guest speaker
guidelines and discussion
Week 14 Categorizing red Developmental Practical case Portfolio and Portfolio
flags for young milestones and the example Presentation due Week 15
children continuum for ages exercises.
and stages of growth
and learning
Week 15 Portfolio Portfolio Presentation Student
Presentation Presentation
Disclaimer: JMVU reserves the right to change or modify the information contained in this
syllabus at any time.

Internship I Checklist
First Placement Date: ____________________
Full Days in School: ____________________

Date due Task Intern Initials

Attend mandatory Internship I Week 1Orientation.
Complete Intern Information at the bottom of the Internship I
Roles and Responsibilities
Plan and give a copy to Internship Professor
Learn students’ names.
Become familiar with school layout (administrative office,
cafeteria, classrooms).
Upload the classroom evaluation report and the classroom
management report into Portfolio.
 Review textbooks, teacher’s manuals, curriculum framework,
and student’s IEP’s.
Assist in supervising and managing students (bathroom/water,
bus, classes).
Assume clerical responsibilities (grade book, roll, lunch,
copies).
Use classroom technology.
Make bulletin boards, teacher-made materials, displays and
Power Point presentations.
Assist in instruction and follow supervising teacher’s
lesson/model.
Monitor small groups and special activities; Review
tests/assessments, check homework,
grade tests (throughout placement)
Prepare, conduct, and evaluate small group activities.
Arrange for Observation 1. Sign Observation and Feedback
Form 1 and return to Internship Professor.
Plan and teach lessons for entire class.
Two Lesson plans to be uploaded into the Portfolio.
Monitor students during independent practice activities.
Plan for Observation 2 by Internship Professor.
All assignments must be completed and turned in.
1. Audio-taped lesson,
2) Lesson Plans, and
3) Journal Log of experience.
Upload work to course platform and into Portfolio.
Sign Observation and Feedback Form 2 then return to
Internship Professor

Rubric for Evaluation of Internship I Final Project

Domain
______
Exceptional Good
Please indicate Satisfactory [S] Unacceptable [U]
[E] [G]
each domain as E,
G, S, or U
Assessment of __ Selects and uses __ Alternative __ Instruction __ No evidence of
student learning assessment data from a assessment provides evidence review of
variety of sources. __ strategies indicated of alternative assessment data.
___________ Consistently uses (in plans). assessment ___ Inadequate
alternative and __ Lessons provide strategies. modification of
traditional assessment evidence of __Some instruction.
strategies. instruction instructional goals _ Instruction does
accommodations are assessed. not provide
evidence of
 __ Can communicate based on learner __ Some evidence assessment
with learners about needs. of review of strategies.
their progress. __ Reviews assessment data. __ No
assessment data to __ Uses little or no understanding of
_ Uses assessment to inform instruction. assessment to assessment or its
promote student __ Uses assessment identify student use.
learning. as a tool to identify needs.
student strengths.
Communication __ Teaching __ Communicates __ Communicates __ Inconsistent
consistently high expectations expectations for communication of
___________ demonstrates for learning. learning. expectations for
opportunities for __ Environment __ Evidence of learning.
learner/teacher, supports learner/teacher __ Does not listen
learner/learner individual/group interaction. to or respond to
interaction. inquiry. __ Provides learners.
__ Varies verbal and __ Demonstrates feedback. __ No evidence of
non-verbal responsive communication
communication listening. __ Evidence of
according to learner __ Provides alternative modes
needs. constructive of communication.
__Actively feedback. __ One-
communicates with __ Encourages dimensional view
students whose first many modes of of communication
language is not English. communication in
__ Fosters culturally the classroom.
sensitive
communication.
Instructional __Bases instruction on __ Reviews __ Communicates __Unclear in
method review of instructional instructional learner progress. communication of
methods/subject matter. methods. __ Observes other learner progress.
___________ __ Relies on research __ Identifies ways teaching __Rarely observes
and other resources for to affect change in professionals. other teaching
professional learning. the classroom. professionals.
__ Develops __ Accepts __Engages in __ Unwilling to
professional feedback. reflection. accept
relationships. __ Demonstrates constructive
__ Seeks out, develops, commitment to feedback.
and refines practices reflection and life- ______________
that address individual long learning. __Does not
needs of students. __Willingly gives engage in
and receives help. reflection.
Planning and _______Planning/instru ___ Consistently __ Does not always __ No evidence of
preparation ction uses teaching include higher order
promote understanding strategies that independent thinking.
___________ of creative and higher expand thinking and __ Single method
order thinking thinking/address learning. instruction.
through learner needs. __ Utilizes problem
projects/problem- __ Includes solving strategies. __ Does not
solving activities. __ strategies that respond to learner
Uses flexibility in needs.
 teaching as a necessity assess higher order __ Respects learner
for adapting instruction thinking. feedback.
to student needs. __ Varies
__ Encourages instruction.
development of __ Uses flexibility
students’ critical in teaching as a
thinking and necessity for
independent problem- adapting instruction
solving. to student needs.
__ Adjusts
instruction to
learner feedback.
Diversity __ Provides ample __ Uses a variety of __Uses limited __ Uses no
choice in activities and multicultural multicultural multicultural
___________ assignments for resources in resources in resources.
learners to connect teaching. teaching. __ Little evidence
experiences to subject __ Learners __ Occasionally of knowledge of
matter. encouraged to use demonstrates diversity.
__ Practices acceptance multiple accommodation for __ Learners
of diversity, resolution, perspectives. learner needs. demonstrate no
and mediation. __ Instruction is __ Values cultural understanding or
__ Helps students adapted to diversity. appreciation of
appreciate each other’s accommodate cultural diversity.
individuality and various learners. __ Does not value
potential. diversity.
__ Promotes social __ Learning
justice through problem environment
solving and classroom promotes respect
discussion. for the individual.
__ Uses teaching
resources that
demonstrate
unbiased opinions,
diverse actions, and
general acceptance.
Ethics __ Demonstrates and Adheres to the __ Attempts to __ No consistent
applies understanding Code of maintain safe demonstration of
___________ of Code of Ethics and Ethics/Principles of learning understanding of
Principles of Professional environment. Code of
Professional Conduct. Conduct. __ Inconsistently Ethics/Principles
__ Does not __ Maintains refrains from of Professional
discriminate on basis of honesty in all expressing personal Conduct.
race, gender, religion, professional views. __ Does not
origin, social dealings. demonstrate
background, or __ Demonstrates __ Acknowledges ethical behavior.
handicapping restraint in importance of
condition. expressing personal ethical behavior.
views.
__ Encourages and __ Does not
acknowledges discriminate on
 importance of ethical basis of race,
behavior as a gender, or religion.
professional and for
students. __ Demonstrates
professionalism in
behavior and
appearance.

Knowledge of __ Representations of __ Instruction __ Instruction __ Lacks

subject matter concepts capture key applies demonstrates knowledge of
ideas and link to prior understanding of knowledge of subject matter.
___________ understanding. subject matter. subject matter. __ Makes no links
__ Instruction links __ Uses varied Demonstrates to other
subject area content to explanations of content knowledge disciplines.
other disciplines. concepts to address but does not
learner differences. connect content to __ No ability to
__ Knowledge of how __ Plans and other subjects or vary explanations
to access resources for collaborates with disciplines. or view content
teaching. colleagues. from different
__ Gains new __ One- perspectives.
knowledge through __ Instruction dimensional view
professional maintains academic of content.
development. standards.
__ Demonstrates
enthusiasm for the
discipline.
Classroom __ Classroom routines __ Classroom __ Evidence of __Lack of routines
management and procedures of routines and routines and and procedures.
instruction enhance procedures are procedures. __ Inconsistent
___________ learning. consistent. __ Instructional instructional
__ Clear evidence of __ Provides clear techniques meet techniques.
standards of instructions. learning needs. __ Lack of clear
accountability. __ Feedback provi- __ Inconsistent directions for
__ Organizes and ded on student feedback provided. instructional
manages time, space, progress. __ Adequate activities.
and resources. __ Demonstrates instructional
effective use of practice. __ Little or no
__ Evidence of time. recognition of
celebrating student __ Encourages __ Learning learner abilities.
success. positive learner environment fosters
__ Provides a safe relationships. positive learner
learning environment. __ Establishes a relationships.
positive classroom
climate.
Continuous __Identifies/analyzes __ Works __Consults with __ Does not
improvement learner needs to plan cooperatively with supervising teacher. identify learner
instruction. supervising teacher. __ Identifies needs.
___________ __ Supports learning __ Provides learner needs. __ Provides little
through meaningful or no feedback.
 feedback of learner feedback of learner __ Supports student __ Provides little
progress. progress. learning. support of
__ Consults with other __ Meets deadlines. _ Communicates learning.
colleagues about __ Manages student with learners.
learner needs behavior. __ Does not
__ Demonstrates high __ (Works with __ Attempts to identify student
level of instructional supervising teacher identify student needs.
practice. to) communicate needs.
__ Willing to consult with parents about
with other professionals student progress.
about well-being of
students. __Concerned about
__ Caring and students’ learning.
concerned about Appreciates all
students’ learning. aspects of students’
__Appreciates all experiences.
aspects of students’
experiences.
Technology __ Integrates __ Demonstrates __ Demonstrates __ Little or no
technology in planning, proficiency in adequate evidence of
___________ instruction and technology. proficiency in proficiency in use
assessment. __ Creates technology. of technology.
__ Can integrate authentic tasks for __ Provides __ Rarely uses
technology with limited learners to improve opportunities to use technology in
resources. __ technology skills. technology. instruction.
Acknowledges __ Provides __ Uses technology __ Lack of regard
technology as an structured in instruction. for importance of
integral part of opportunities for __ Works to technology.
learning. students to use improve
__________ technology with technology skills.
__ Willing to use limited resources.
technology for research __ Encourages the
in practice. use of technology
__ Encourages the use in learning.
of technology in __ Willing to use
learning. technology in
__ Willing to assist practice.
students in improving
their technology skills.

INTERSHIP OBSERVATION AND

FEEDBACK FORM

Intern: Instructor:
School: Grade or Level:
Number of children: Time of the observation:
Brief description of the student grade level and classroom placement: Attach pictures and other reports

The items listed below indicate areas in evidence before, during, and after the observation. Please check all
that apply. Interns should be evaluated on their “performance” and not their potential.
Instructions: 4= Excellent: Behavior always present and the quality is exceptional
3= Proficient: Behavior is frequent and quality varies
2= Basic: Behavior does not occur consistently and the quality is low
1= Unsatisfactory: performance is unacceptable
Pre-Teaching Preparation: 4 3 2 1
Intern considered various approaches to learning and different cultural background are 4 3 2 1
incorporate in designing the lesson plan
Intern met with teacher prior to implementation to review lesson plan and assessment. 4 3 2 1
Intern revised plan according to meeting with teacher. 4 3 2 1
Equipment, supplies and materials for the lesson are prepared prior to the lesson. 4 3 2 1
Adaptations and accommodations for the lesson are planned for prior to lesson. 4 3 2 1
Displays knowledge of age appropriate development characteristics of children. 4 3 2 1
Assessment is planned and aligned with objectives 4 3 2 1
Classroom Environment
Classroom management strategies are effective and understood by the children 4 3 2 1
Management of transitions is efficient 4 3 2 1
Responds to misbehavior with sensitivity 4 3 2 1
Instruction
Reviewed previous class material and access background knowledge prior to introducing the 4 3 2 1
new lesson
Secured students’ attention before beginning the lesson 4 3 2 1
Good voice projection, articulation, and expression 4 3 2 1
Followed a structured lesson plan 4 3 2 1
Conducted frequent comprehension checks 4 3 2 1
Demonstrated content knowledge of the lesson 4 3 2 1
Made the curriculum accessible to ALL students 4 3 2 1
Demonstrated appropriate lesson pace and wait time 4 3 2 1
Gave appropriate time between one direction and the next 4 3 2 1
Utilized technology in planning and/or teaching 4 3 2 1
Implement ESOL strategies 4 3 2 1
Provided directions one at a time in proper sequence 4 3 2 1
Demonstrated effective time management 4 3 2 1
Made necessary adaptations and accommodations 4 3 2 1
Provided smooth transitions 4 3 2 1
Showed consistency in classroom rules and consequences 4 3 2 1
Used effective and positive classroom management skills 4 3 2 1
Gives clear directions 4 3 2 1
Modeled student expectations of what to complete during an activity when appropriate and 4 3 2 1
beneficial to the students’ comprehension of the lesson
Listen and responds to children 4 3 2 1
Promotes interaction 4 3 2 1
Provided students with opportunities to use critical thinking skills 4 3 2 1
Lesson plan was developmentally appropriate and accommodated differentiated learners 4 3 2 1
Lesson appealed to different learning styles 4 3 2 1
Relationships
Enabled and encouraged students 4 3 2 1
Displayed respect for students, staff, and families 4 3 2 1
Good rapport with students, staff, and families 4 3 2 1
Professionalism
Demeanor and dress were professional 4 3 2 1
Exhibited enthusiasm and commitment 4 3 2 1
Demonstrated ethic principles 4 3 2 1
Maintains a positive attitude 4 3 2 1
Had compliance with the school policies 4 3 2 1
Handles criticism constructively 4 3 2 1
Post Observation Summary:

Area Scores
Pre-Teaching
Preparation
Classroom
Environment
Instruction
Relationships
Professionalism
Total score
Recommendations:

Supervising Teacher Signature Date:

Intern Signature Date:

INTERN PROGRESS REPORT

Intern Name: □ Mentor Teacher’s Name:

School Site Name: □ Mentor Director’s Name:
School Site Address:
School Site Phone Number: Date: Report Number: □1 □ 2 □ 3
This Progress Report is to be complete by the Mentor Teacher. The items listed below indicate areas in
evidence during the Internship. Please check all that apply. Interns should be evaluated on their
“performance” and not on their “potential”. Complete and discuss the report with the student teacher

Instructions: 5= Outstanding 4= Proficient 3= Developing 2= Basic 1= Unacceptable

5 4 3 2 1
Student teacher demonstrates professional behavior in attendance 5 4 3 2 1
Student teacher is punctual 5 4 3 2 1
Student teacher demonstrates initiative 5 4 3 2 1
Student teacher is responsible 5 4 3 2 1
Student teacher is responsive to constructive feedback and or supervision 5 4 3 2 1
Student teacher has rapport with the students, peers and others 5 4 3 2 1
Student teacher cooperates with others 5 4 3 2 1
Student teacher is committed to high ethical standards 5 4 3 2 1
Student teacher is willing to work with other professionals to improve the learning 5 4 3 2 1
environment for the students
Student teacher demonstrates knowledge of theories of learning and development 5 4 3 2 1
When designing the curriculum, the student teacher appreciates the content of the 5 4 3 2 1
subject matter and the diverse needs, assets, and interests of the students
Student teacher incorporates culturally diverse resources 5 4 3 2 1
Student teacher implements a variety of instructional and professional strategies 5 4 3 2 1
Student teacher uses a variety of formal and informal assessment techniques 5 4 3 2 1
Student teacher responds to misbehavior with sensitivity 5 4 3 2 1
Student teacher demonstrates effective communication skills 5 4 3 2 1
Student teacher has good voice projection, articulation, and expression 5 4 3 2 1
Student teacher listen and responds to children 5 4 3 2 1
Student teacher relates well with the children 5 4 3 2 1
Student teacher promotes interaction 5 4 3 2 1
Student teacher is respectful with students, staff, and families 5 4 3 2 1
Student teacher exhibits enthusiasm and commitment 5 4 3 2 1
Student teacher compliances with the school policies 5 4 3 2 1
Student teacher maintains a positive attitude 5 4 3 2 1
Student teacher utilizes technology in planning and/or teaching 5 4 3 2 1
Student teacher demonstrates effective time management 5 4 3 2 1
Student teacher uses effective and positive classroom management skills 5 4 3 2 1
Comments:

Recommendations:

Review by the following:

Student Teacher’s Signature Mentor’s Signature

Supervisor’s Signature Date:

Final Presentation: Students will present the highlights of the Internship I Portfolio through
explaining their lesson plans and student achievement before and after their instructional
intervention. The intended audience is the supervising teacher, the internship site administrator,
the internship professor, the district superintendent and state policy advisors. The presentation
must include a policy recommendation and allow time for interaction of the audience. The
presentation must include an opportunity for the audience to assess the presentation. A strict 15-
minute guideline must prevail.
 RUBRIC FOR FINAL PRESENTATION

Criteria Distinguished Proficient Basic Unacceptable

Organization 10% -- Extremely well -- Generally well -- Somewhat -- Poor or non-

organized. organized. organized. existent
organization.
--Introduces the --Introduces the --Introduces the
purpose of the purpose of the purpose of the --Does not clearly
presentation presentation presentation introduce the
clearly and clearly. purpose of the
creatively. --Includes some presentation
--Include transitions to
--Effectively transitions to connect key --Uses ineffective
includes smooth, connect key points but there is transitions that
clever transitions points but better difficulty in rarely connect
which are transitions from following points; cannot
succinct but not idea to idea are presentation. understand
choppy in order noted. presentation
to connect key --Student jumps because there is
points. --Most around topics. no sequence for
information Several points are information.
--Student presented in confusing.
presents logical sequence; --Presentation is
information in A few minor --Ends with a choppy and
logical, points may be summary or disjointed; no
interesting confusing conclusion; little apparent logical
sequence which evidence of order of
audience can --Ends with an evaluating presentation
follow. summary of main content based on
points showing Evidence. --Ends without a
--Ends with an some evaluation summary or
accurate of the evidence conclusion.
conclusion presented.
showing
thoughtful, strong
evaluation of the
evidence
presented.
Content: Depth --Speaker --For the most --Explanations of --No reference is
and Accuracy provides an part, explanations concepts and/or made to literature
Content accurate and of concepts and theories are or theory. Thesis
complete theories are inaccurate or not clear;
30% explanation of accurate and incomplete. Little information
key concepts and complete. Some attempt is made included that
theories, drawing helpful to tie in theory. does not support
upon relevant applications of There is a great thesis in any way.
literature. deal of
Applications of information that
 theory are theory are is not connected --Presents little or
included to included. to the no evidence of
illuminate issues. presentation valid research.
--Presents thesis.
--Provides evidence of valid --Shows little
evidence of research with --Presents evidence of the
extensive multiple sources. evidence of combination of
and valid research with ideas.
research with --Combines sources.
multiple (you existing ideas to --Information
provide number) form new --Combines included is
and varied insights. existing ideas. sufficiently
sources. inaccurate that
--No significant --Enough errors the listener
--Combines and errors are made; a are made to cannot depend on
evaluates existing few distract a the presentation
ideas to form new inconsistencies or knowledgeable as a source of
insights. errors in listener, but some accurate
information. information is information.
--Information accurate.
completely --Level of --Presentation
accurate; all presentation is --Portions of consistently is too
names and facts generally presentation are elementary or too
were precise and appropriate. too elementary or sophisticated for
explicit too sophisticated the audience.
for audience
--Level of
presentation is
appropriate for
the audience.
--Went above and --Did a very good --Used the --Did not utilize
beyond to job of material provided resources
Research Effort research researching; in an acceptable effectively; did
information; utilized materials manner, but did little or no fact
20% solicited material provided to their not consult any gathering on the
in addition to full potential; additional topic.
what was solicited more resources.
provided; brought than six types of
in personal ideas research to
and information enhance project;
to enhance at times took the
project; and initiative to find
utilized more information
than eight types outside of school.
of resources to
make project
effective.
Use of --Graphics are --While graphics -- occasional use --Student uses
Communication designed relate and aid of graphics that superfluous
Aids reinforce presentation rarely support graphics, no
(Transparencies, presentation thesis, these presentation graphics, or
Slides, Posters, thesis and media are not as thesis; visual aids graphics that are
Handouts, maximize varied and not as were not colorful so poorly
Computer- audience well connected to or clear Choppy, prepared that they
Generated understanding; presentation time wasting use detract from the
Materials) use of media is thesis. of multimedia; presentation.
varied and lacks smooth
20% appropriate with --Font size is transition from
media not being appropriate for one medium to
added simply for reading. another. --Font is too
the sake of use. small to be easily
--Font is too seen
--Visual aids small to be easily
were colorful and --Appropriate seen.
large enough to information is
be seen by all be prepared. Some --Communication
even those in material is not aids are poorly
back of the class supported by prepared or used
visual aids. inappropriately.
--Media are Too much
prepared in a information is
professional included.
manner. Details Unimportant
are minimized so material is
that main points highlighted.
stand out.
Use of Language: --Poised, clear --Clear --Audience --Presenter is
Grammar, Word articulation; articulation but occasionally has obviously
Choice, Voice proper volume; not as polished; trouble hearing anxious and
steady rate; slightly the presentation; cannot be heard
5% enthusiasm; uncomfortable at seems or monotone with
confidence; times Most can uncomfortable. little or no
speaker is clearly hear presentation. expression.
comfortable in
front of the -Student --Student --Student
group. pronounces most incorrectly mumbles,
words correctly. pronounces terms. incorrectly
--Correct, precise pronounces terms
pronunciation of --Selects words --Selects words incorrectly.
terms appropriate for inappropriate for
context and uses context; uses -Selects words
--Selects rich and correct grammar. incorrect inappropriate for
varied words for grammar. context; Uses
context and uses incorrect
correct grammar. --Presentation has grammar.
no more than two --Presentation has
--Presentation misspellings three misspellings --Student
has no and/or and/or presentation has
misspellings or grammatical four or more
errors. spelling errors
 grammatical grammatical and/or
errors. errors grammatical
--Can follow the errors.
--Sentences are --For the most presentation, but
complete and part, sentences some
grammatical, and are complete and grammatical -- Cannot focus
they flow grammatical, and errors and use of on the ideas
together easily. they flow slang are evident. presented.
Words are chosen together easily. Some sentences Because of
for their precise With a few are incomplete/ difficulties with
meaning. exceptions, words halting, and/or grammar and
are chosen for vocabulary is appropriate
their precise somewhat limited vocabulary.
meaning. or inappropriate.

Eye Contact --Maintains eye -- Student --Some eye -- Student reads

5% contact; seldom maintains eye contact, but not all or most of
returning to contact most of maintained and at report with no
notes; the time but least half the time eye contact.
presentation is frequently returns reads most of
like a planned to notes. report.
conversation.
Audience --Encourages --Encourages --Reluctantly --Avoids or
Interaction, audience audience interacts with discourages
Questions and interaction. Calls interaction. audience. active audience
Answers on classmates by participation.
name.
5% --Demonstrates --Demonstrates --Demonstrates
--Demonstrates knowledge of the some knowledge incomplete
extensive topic by of rudimentary knowledge of the
knowledge responding questions by topic by
of the topic by accurately and responding responding
responding appropriately accurately inaccurately and
confidently, addressing to questions. inappropriately to
precisely and questions . At questions.
appropriately to ease with answers
all audience to all questions
questions. but fails to
elaborate.

Length of --Within 4 --Within 5-7 --Within 8-9 --Too long or too

Presentation minutes of minutes of minutes of short; 10 or more
5% allotted time +/– allotted time +/– allotted time +/– minutes above or
below the allotted
time
 STUDENT AGREEMENT

Print Student’s Name: Semester: Spring Summer Year:

Fall Winter
Telephone Number: Student’s E-mail:

Course Number: Course Title: Instructor:

EEC 2941 PRESCHOOL INTERNSHIP II

I _______________________________ have read and discus the syllabus for the above course. I
understand and agree to abide by the terms of this syllabus. I also acknowledge receipt of the syllabus
supplementary information and that JMVU reserves the right to change or modify the information
contained in this syllabus at any time.

Student’s Signature: Date:

Date Syllabus Last Reviewed: 12/2020