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=SEED 394 Internship in Secondary Education= The Internship Field Experience is the second of three required field experiences for certification in The School of Education at The University of South Dakota. The Internship is designed to give students a more extensive and participatory experience than the Paraprofessional Field Experience, and students who complete the Internship will be better prepared to enter the Student Teacher Field Experience. In keeping with the School of Education’s theme of //Reflective Decision Making + Leadership//, the Internship is designed to allow students the opportunity to examine their interactions in the school setting and to evaluate the role they play in student learning. According to Donald Graves (2001), “Awareness that grows out of the specifics of your own situation produces energy. For this reason, you need to know the details of your own experience in order to make some judgments about how to set a personal and professional direction for your life.” The activities required during the Internship Field Experience and the associated written assignments will give you the chance to reflect upon your progress toward becoming a teacher. Perhaps more importantly, you will have the opportunity to reassess and, hopefully, reaffirm your commitment to teaching as a career path.

Graves, D. (2001). //The Energy to Teach.// Portsmouth, NH: Heinemann

=Check List - Next Steps=

Next steps: Please check off the following items by replacing the "o" with an “X” in the left hand column of the table once you have completed the task. = =

My goals for the internship:
Write three goals for your internship experience. (1) Better organization skills. (2) Whether I want to teach high school or middle school students. (3) Better ways to interact with my students.

Post-experience reflection on my goals.

 * I met all the goals that I had set for my internship. For example, my mentor taught me how to be better organized, and how to better interact with groups of students. You can view this interaction under headlines B and C. I also figured out that I want to teach middle school. I really built a good relationship with the students, and I really like middle school students' desires to learn and discover new things, unlike high school students whose desire to learn is not as high.

A. 45 hours of field-based classroom participation
Note: Some hours may be completed outside of your placement by the SEED 394 class as a whole.
 * **Date** || **Hours** || **Description of my activities/participation in the classroom....** ||
 * 03/04/09 || 3 hrs. || This was my first introduction with my mentor. We came up with a schedule for when I would be attending his classes. I will meet most every Monday, Wednesday, and Friday from 8:15 to 11:20. I will cover four different periods with my mentor. We were not able to conduct the interview because Mr. S. is the head wrestling coach for "high school", and they had to leave early because of a chance for a snowstorm. We decided to have the interview at a later date. ||
 * 03/09/09 || 3 hrs. || Today I introduced myself to the students, they were all very welcoming. Basically, I observed the classroom today; however, today was also a "spring fling" week for the students. During one of their class periods the students were allowed to play activities in the gym for candy. The students played dodge ball, frisbee toss, bean bag toss, and Swedish horseshoes; they all really enjoyed the different games. Today the sixth graders began another spelling unit, and my mentor did a pre-spelling test with them. Their final test will be on Friday, and if the students got a 100 percent on the pre-test, then he/she did not have to retake the test. ||
 * 03/11/09 || 3 hrs. || I helped my mentor today by giving make-up spelling tests to students. Today was pretty uneventful; however, I talked a lot with Mr. S. about teaching. We get along really well, and he has made me very comfortable and welcome in his classroom. I cannot wait to learn more from him. ||
 * 03/13/09 || 3 hrs. || Both the sixth and seventh graders worked on their speeches today. After their spelling test, the students went to the computer lab to fill out outlines and find more research on their speeches. Before working on their speeches the students had to do a WAC (Writing Across the Curriculum), they then built their speeches off of their WACs. I walked around and helped the students with topic decisions, how to fill in their outlines, and I gave them some tips and pointers on giving a speech. I enjoyed helping the students and talking to them about their speeches. The sixth graders are doing informative speeches, and some of them are really interesting. For example, Amanda is doing her speech on Ben and Jerry's ice cream, and Melissa is giving a speech on bubble gum. The seventh graders are going to give demonstrative speeches. Ian, will be demonstrating how to play the bass guitar, and Emily is going to demonstrate how to decorate a Christmas wreath. However, the students still have a lot of work to do. Many need to re-work their speeches or add more time to their speeches. Yet, I am very excited to hear them present.
 * Psedudonyms are used. ||
 * 03/16/09 || 3 hrs. || I conducted my first lesson today. I was nervous, but the lesson seemed to go over well with the students. I gave my lesson during the first period and then again during the fourth period. The second time around, I will probably be way more confident with the students. I really appreciated the comments given to me by my mentor, and I will use the comments to have a more successful second lesson. ||
 * 03/25/09 || 3 hrs. || Today was a really good day. The students were doing prepositions today and prepositional phrases today. Some of them struggle with the concept of this, but if they study I know they will grasp the information. The students are really seeking my guidance with their homework. I am starting to get to know a number of the students, and they are really beginning to look at me as another teacher. I feel very confident and welcomed into their group now. I printed off a lot of papers today for my mentor, learning how to copy in different ways was definitely a challenge. I think I looked silly to the secretary trying to figure out all the buttons. ||
 * 03/27/09 || 10 hrs. || I traveled to Nebraska to view a magnet school. I and a handful of students toured a performing arts and technology school. This was a wonderful and eye-opening experience, in my opinion. I noticed that outside factors really affect the environment of a classroom. The school is very diverse and a lot of outside issues affect the students more than learning. However, I also noticed poor classroom management from the teachers. For example, while viewing a Spanish classroom, a student interrupted the lesson and talked to the teacher about what she was going to do that weekend. What was even more astonishing was that the teacher stopped her lesson and continued to talk to the student for about ten minutes before redirecting back to her original lesson. From this experience, I learned that I do not want to teach in an inner-city school. I especially, do not want to teach at a school where there is no classroom management, and the students have no desire to learn. ||
 * 03/30/09 || 3 hrs. || The students did not have a spelling unit this week, because they will be presenting their speeches. Classes today were devoted to practicing their speech with their peers. I walked around and listened to a lot of speeches, today. I also gave a number of students tips on how to extend their speeches. For example, one student is going to talk about South Dakota's landscape, but when she practiced today, it was about one minute short. I advised her to look at the different sorts of nature are in the areas. I also helped the students practice gestures and good attention getters. The first sixth grade class period seemed to struggle the most...they need a lot of work. ||
 * 04/01/09 || 3 hrs. || The sixth graders and seventh graders continued presenting their speeches today. They were judged by students from the high school. The first class (6th graders) made a lot of mistakes, and most did not make their time of three minutes. I noticed that a few students did not use a note card; however, the student could use a note card for their speech. This was odd to me, but maybe the students were just lazy-this probably affected their grade. The seventh grade demonstrative speeches were excellent. I was very impressed by them. Dan, Adam, and Emily's speeches were very well demonstrated, and they all did a good job of explaining to the students how to make/perform their objects. The second group of sixth graders was a lot better than the first group. They were more prepared and used a lot of tips that had been given to them-like gestures and walking around the front.
 * Pseudonyms are used. ||
 * 04/03/09 || 3 hrs. || The final speeches were presented today by the students. Again, I was really impressed by the speeches. However, one student gave only a 45 second speech about how to jumpstart a car battery. The students were really confiding in me today, and asking my opinion on their speeches. One student even gave me a "goalpost", which was her demonstrative speech. A goalpost is a decorative wall decoration made out of cd's and cd cases. I really liked relating to the students and giving them positive feedback about their speeches. I seem to be developing a strong bond with a number of the students. ||
 * 04/06/09 || 3 hrs. || Today my mentor and I discussed what I still have to do before my internship hours are over. We also went over my lesson that I will be giving on Wednesday. The top speeches were announced to each class. There were two winners from each class that will present their speeches to the whole 6th, 7th, and 8th grade body. The seventh graders took a test today over prepositions. I observed a lot of Mr. S.'s teaching today, and I also communicated a lot with the students. I enjoy spending time with the students; they like to ask questions about their homework to me. ||
 * 04/08/09 || 3 hrs. || I conducted my second lesson plan today. I was way more confident and comfortable during this lesson, mainly because I have developed a relationship with many of the students. I enjoyed presenting my lesson to the students, and looking at the illusions with them. After my lesson, I had the opportunity of judging the top speeches from the 6th, 7th, and 8th grades. This was a lot of fun, and was very difficult for myself and the other judges to choose the top two from each grade. I was very impressed with the students and their speeches. ||
 * 04/15/09 || 3 hrs || Today was my last day of internship; my mentor and I conducted the interview today, as well. I was extremely sad to have to leave the students. I really enjoyed getting to know the students and their individual talents, especially during their speeches. The whole school-teachers, students, and administrators were all very welcoming, and made me feel like I was included in every activity. Mr. S. taught me a lot during my internship, including classroom management, building a teacher-student bond, and a lot more. I am very grateful for my experience at "middle school"; I learned a lot of skills to take with me during my student teaching semester. ||

B. Work with a group of students
1. Describe the group of students you worked with.
 * I worked mostly with groups of sixth graders; however, there was a class period of seventh graders that I worked with, as well.

2. Did students have clearly defined roles/or tasks?
 * Yes, a lot of interaction that I had from working with groups of students concerned their speeches. They were all required by Mr. S., during these hours, to practice their speeches, or make changes to their speeches.

3. Describe your interaction with this group of students.
 * I really enjoyed working with the different groups of students. One interaction that I had involved listening and timing Melissa and Katey's speeches. Each girl presented their speech to me, and in turn I told them their time. As a requirement for their speeches, the speech had to be at least three minutes long. However, both girls' speeches were about one minute short. I gave them both advice on how to lengthen their speeches. For Melissa, I told her to add more gestures to her speech, and to add another brand of bubblegum in her discussion about the different types. I also recommended that she could tell, in her speech, her favorite type of bubblegum. For Katey, I told her to use more gestures, as well. I also recommended that she include the animals that are in the different areas of South Dakota. I walked around to most of the groups and worked with them in similar ways.

4. How did your interaction affect student learning?
 * In the example that I provided, both girls lengthened their speeches significantly--and both used my advice. Both girls made the time limit of the speeches, as a result of me working with them. I feel that my interactions helped the two girls to make the time length, resulting in them getting a better score on their speeches.
 * Pseudonyms are used.

C. Work with students individually
1. Describe the individual you worked with.
 * I worked with a sixth grader, Jake, on his speech.

2. Did the student have clearly defined role and/or task?
 * Yes, the student was trying to figure out his speech topic.

3. Describe your interaction with the student.
 * I really enjoyed working with Jake. He did not really care for his WAC topic, so he wanted to choose a different topic (this was allowed by my mentor). I helped Jake discover which topic he would like to present. I did so by asking what sort of themes he was interested in-for example if he liked sports, or music. Eventually, he mentioned that his dad had recently been to China. So, I started asking him questions about China--Are you interested in the Great Wall, karate, fireworks? He sparked up and said that he really liked fireworks. He then chose his topic, fireworks, and asked me what would be a great way to introduce his subject. I said, "Maybe say, "BOOM", the sound of a firework, or beginning with a question works well, too".

4. How did your interaction affect the student’s learning?
 * Jake's speech went over swimmingly. He began his speech by asking a question, and was very smooth and professional throughout his speech. His speech over fireworks, lasted almost four minutes, and he really enjoyed presenting the speech. He took my advice, and from me working with him, he was able to produce a successful speech.

5. How did you assess your impact on the student’s learning?
 * I assessed my work with Jake by how well he did in his speech presentation to the class. He used all the advice that I provided for him, to help better his speech. Jake did well on his speech, and I believe he received an "A" from the judges. Jake was very grateful for my help, and was one of the students (aforementioned in my daily activities) who were really excited to hear my opinion about his speech.
 * Pseudonyms are used.

D. Participate in redesign of a lesson with technology
Reflection on the ISTE standards: Technology with the teacher:
 * I agree with the majority of ISTE standards. I really like the idea to promote technology to the community-in turn allowing for a better understanding of what students are doing in school. However, I think that some of them are unrealistic. For example, under number five, Engage in Professional Growth and Leadership, it says to participate in local and global learning communities to explore creative applications of technology to improve student learning. I think that it would be hard to explore globally others' ideas and applications to improve technology in a timely manner.
 * I developed a simple PowerPoint for my mentor to use for introductions of new words to the 6th graders. Normally, my mentor simply discusses the words with the students without using any technology. I thought that this would be a good way for the students to view the words, and develop their own sentences by seeing sample sentences on the PowerPoint. This was a simple way to introduce a different approach to spelling words, which the students really enjoyed.
 * PowerPoint

E. Classroom teaching two lessons with lesson plans and documented impact on student learning
Lesson Plan One
 * Lesson #1 - 25A Spelling**

Lesson Plan Two Assessment Analysis of Lesson Planning and Impact
 * Lesson #2 -Capitalizing Names and Titles**

F. Design an assessment tool for evaluation of one of the lessons taught
Here is a link to the homework results for my second lesson. Assessment

Here is my link to a graphic representation of my results: Assessment

G. Share two duties with field-based supervisor
1. What were the two duties you shared with your field-base supervisor?
 * I shared in a number of duties with my field-base supervisor. Including running errands, correcting papers, making copies of materials, writing assignments on the board, monitoring tests, and assisting in finishing a lesson.

2. What did you learn about collaborating with another colleague?
 * I really enjoyed collaborating with Mr. S.. I enjoyed jumping into one of the lessons, and finishing the spelling words that the students were going to have a test on, on that particular Friday. It showed me that he really trusted me with his students, and that I am able to work and think quickly on my feet. I learned how to be way more organized from correcting all the tests, and assignments, and to organize missing assignments from students. I also learned how to work with a professional, and how to be accommodating towards my mentors needs. In my opinion, he taught me a lot by allowing me to be involved in all his different duties. As Mr. S. said, "Duties come with being a teacher; if you can be organized you should have no problem." This was one of my goals, and I am confident that I have some great new skills for organizing because of collaborating with him. In addition, we discussed a lot of current events in society, and also a lot about "middle school" and its students, and students in general. I think that these discussions were the most important aspect of collaborating with my mentor, because they taught me how to have a professional conversation with a colleague.

H. Attend an extra-curricular activity with students
1. What did you learn from your extracurricular activity(ies) with students?
 * They are very proud! The Huskies have an excellent junior high track team, and I believe will continue to progress into a tough-to-beat high school team. Also, I saw a few students and had a quick chat about their events and places. They were really excited to communicate with me everything about their events.

2. Describe what had the most impact on you from this outside-the-classroom requirement.
 * The most impact was definitely the motivation that the student's had for the sport; they were all excited to run, jump, or throw. Furthermore, they seemed to really enjoy interaction with other schools, and compare results; good sportsmanship!

I. Attend a school board meeting
1. What date and school board meeting did you attend?
 * I attended the school board meeting on Monday, April 13th at 7 p.m, at a local middle school.

2. What did you learn about the policy and procedures of middle/secondary schools?
 * During a school board meeting there are a lot of procedures that the group goes through, and everything is extremely organized. The school board approved a new teacher for the school, and also reviewed a contract of one of the teachers. Also, the board proposed new middle school bleachers, and when they would have a meeting on special negotiations and bids for the bleachers. They also discussed which teacher was going on a field trip, and the administrator gave an "administrative report". The administrative report was basically an update of goings-on at the school.
 * I learned that the school board is very important in the school, because they handle and approve of everything that happens to the school. I did not know that the school board had so much impact on the school. In other words, I did not realize that they have complete control over the school.

J. Reflective interview of field-based supervisor around teaching standards
Type your interview questions and the field-based supervisor's responses. 1. What is your personal philosophy on teaching? 2. What/who prompted you to get into teaching? 3. How did you choose to teach middle school, and not elementary or high school? 4. What do you think about the increase in technology in the classroom? What has been the main issue with technology integration for the school district? 5. What has been the biggest challenge for you as a teacher? 6. Everyone says that the first year of teaching is the hardest, what helped you to get through and excel? 7. Have you ever had to deal with a student with severe special needs, for example autism or ausberger's? What has been an effective technique to help you deal with a student with special needs? 8. What has been the most rewarding aspect in your years of teaching?
 * "Have fun. Make sure to come down to their level, and not be so serious all the time. At the same time, make sure to watch that fine line between teacher and student. But, at the middle school level it is important to have fun and talk to the students about their interests." Mr. S.
 * "Coaching. My high school wrestling coach was a huge influence on me to get into teaching." Mr. S.
 * "When I first started I wanted to teach the third grade. I worked there for a few years, and realized that I was more of a parent, than a teacher. I had to wipe the kids' noses and pack their bags for them. This was not for me. I also taught science for a while, but I am now in language arts. The main factor though in deciding to teach middle school, was that I was not the students' parent, but at the same time, I was not completely removed, like in a high school." Mr. S.
 * "Technology is good in some aspects. However, some take technology too far. For example, all our grades are on the web, and are updated daily. I had a parent that would look at her child's grades almost every hour, and would call and ask why her child had received a certain grade and why. Also, some teachers are overdoing technology, 'How much is too much' was a question asked by our principal at a school board meeting once. But, we have a big technology budget, and all high school students have a laptop. We really have not had any trouble with technology integration." Mr. S.
 * "Timing, especially my first year. Now, with my family, extra duties, and wrestling, time is still difficult, but I have learned to manage it well. Disciplining kids has been another struggle, but I picked up how to handle that from my peers." Mr. S.
 * "I taught with really good teachers my first year. I really recommend getting into a mentorship program at the school you are interviewing for. Definitely ask them if they have a program in place, they are basic and very helpful." Mr. S.
 * "I have a very soft-heart for students with special needs. I did have to deal with a student who had ausberger's once, but most of the time he was not in my classroom. It's hard for me to see students without special needs who study for tests get B's and C's, but a student with special needs get the answers handed to him/her and get an A on the test. This has been the most difficult struggle for me, but it is the law, and I have to do what that says." Mr. S.
 * "The 2008 students that just graduated were the students that I first taught. I received 44 invitations out of the 48 who graduated. I feel like I really made a difference on these students, and to have them all invite me was really rewarding. Being told from students that, "Hey I really enjoyed you as a teacher", is the most rewarding feeling. I love making a difference in students' lives." Mr. S.

1. What is your impression of your field-based supervisor’s attitude toward teaching standards?
 * My impression of my mentor's attitude towards teaching standards is that he really incorporates them and uses them daily. His teaching really reflects the standards-for example he uses technology, he involves the students, he understands development and differences, etc. He rely strives to be the best teacher that he can, and he really reaches out to his students, and he does so by incorporating these standards. Mr. S. is a great example for someone who reflects and reviews his teaching by the standards.

2. What is your impression of the impact of standards on instruction?
 * The impact of standards on instruction is imperative. The standards can basically revolve on any one teacher's philosophies on teaching. I believe that they are very important to be a well-rounded, effective teacher.

3. How do you intend to incorporate standards into your teaching?
 * I intend to incorporate the standards into my teaching on a daily basis. Like Mr. S., I will incorporate them into the community (wrestling), technology (lesson plans), and more. I will use them as a guideline for my lesson plans and how I interact with my students and colleagues, as I have observed my mentor doing.

**Link to on-line portfolio resources file** Portfolio Resources

 * Link to on-line Unit Plan Unit Plan**

= = =Items that I have included that might be helpful for accomplishing the requirements of the internship=
 * Suggested Routines for Participating in the classroom**

1. Make a seating chart. 2. Take attendance. 3. Run errands for the classroom teacher. 4. Help with classroom housekeeping. 5. Organize materials needed for a lesson. 6. Make copies of materials needed for the lesson. 7. Help pass out materials to the students. 8. Arrange a bulletin board. 9. Check out books from the library to be used by students in the classroom. 10. Check out media to be used in a lesson. 11. Make a chart or graph. 12. Make a transparency or stencil. 13. Run a film, filmstrip, videotape, etc. 14. Get supplementary materials needed for a lesson (e.g., magazine illustrations, pamphlets, maps, etc.). 15. Develop a bibliography for an upcoming unit. 16. Correct papers. 17. Set up or help set up a lab. 18. Write news/assignments on the chalkboard. 19. Set up a learning center. 20. Set up an experiment or a demonstration. 21. Obtain a speaker to come to class, or help organize a class field trip. 22. Help gather materials for a class party. 23. Help make costumes for a class play. 24. Send out a class newsletter to parents. 25. Help individual students with seatwork. 26. Assist a small group. 27. Assist students with library research. 28. Monitor a test. 29. Hand out and collect materials. 30. Listen to an individual student read or recite a lesson. 31. Give a test or a quiz. 32. Read aloud or tell a story. 33. Help students in a learning center. 34. Accompany students to school office, bus, playground, after-school programs. 35. Help monitor the hallway, lunchroom, or playground.

1. What did the students learn from your lesson? How do you know they learned from your lesson? (Attach assessment tools from the lesson.) 2. What did you think about or consider when planning the lesson? (Be specific.) 3. What do you think was the most effective part of the lesson? Why? 4. How closely did you follow your lesson plan? If you deviated from the lesson plan, what decisions did you make during the lesson and why? 5. Were the activities/materials/visuals/aids appropriate? Why? Why not? 6. What part or parts of your plan would you consider changing before teaching this lesson again? 7. What do you see as your teaching strengths? 8. Identify a goal you would like to have your field-based supervisor assist you in achieving.
 * Analysis of Instructional Planning and Impact on Learning**


 * Checklist of Interview Techniques for Teaching Standards**

1. Before the Interview a. Establish the purpose for the interview. b. Request an appointment (time and place), giving sufficient time for the interview. c. Plan specific questions related to the purpose of the interview. d. Prioritize questions, asking the most important first.

2. During the Interview a. Be on time for the interview. b. Start the interview by restating the purpose of the interview. c. Take careful, objective notes-- try to list direct quotes as often as possible. d. Avoid inserting your own impressions or judgments. e. Limit the interview to no more than 15-30 minutes.

3. After the Interview a. Review with the respondent what has been said or heard. b. Express your appreciation for the interview. c. Offer to share the interview report with the interviewee.


 * School of Education Standards for Initial Preparation of Teachers**


 * 1. Understands Content:** The teacher understands the central concepts, tools of inquiry, and the structures of his/her discipline. The teacher demonstrates the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn meaningful subject matter.


 * 2. Understands Development:** The teacher understands how children learn and develop and can provide opportunities leading to active learning that support their intellectual, social, personal, and physical development.


 * 3. Understands Difference:** The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.


 * 4. Designs Instructional Strategies:** The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills while incorporating state and national standards.


 * 5. Manages and Motivates:** The teacher uses an understanding of individual and group motivation and behavior to establish a safe, orderly, and equitable learning environment that fosters positive social interaction, active engagement in learning and self-motivation.


 * 6. Communicates:** The teacher uses knowledge of effective verbal ,nonverbal, and media communication techniques with students and their constituents within and beyond the classroom. The teacher fosters active inquiry and engagement in lifelong learning to prepare students for workforce readiness.


 * 7. Plans for Instruction:** The teacher plans instruction based upon knowledge of students, subject matter, technology, curriculum goals, and the community.


 * 8. Evaluates:** The teacher understands, creates, selects, and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.


 * 9. Reflects on Practice:** The teacher is a reflective practitioner who continually evaluates the effects of his/her instructional choices and action on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.


 * 10. Participates in the Professional Community and Seeks Professional Growth:** The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being, reflects on their professional behaviors, and actively seeks opportunities for professional growth and development.

1 **1. Integrates Technology to Enhance Learning:** The teacher uses current technologies, software, and telecommunications networks to plan, design, deliver, and evaluate learning experiences to enhance learning. The teacher employs the ethical use of technology and uses it to further his/her professional productivity.


 * 12. Understands Evolution of Public Education and Its Legal and Ethical Responsibilities:** The teacher understands the foundations of public education, technological and societal changes in the schools, and upholds the legal and ethical responsibilities of the teaching profession.

=How your wikispace will be graded=

 Name: _ Completing the Internship Application Form (3 points) _ Writing goals for internship (3 points) _ Post-experience reflection on goals (5 points) _ Log of: A. 45 hours of field-based classroom participation (10 points) _ Reflection on: B. Work with groups of students (5 points) _ Reflection on: C. Work with students individually (5 points) _ Artifacts for: D. Participate in redesign of lesson with technology (10 points) _ Artifacts for: E. Classroom teaching two lessons with lesson plans and documented impact on learning (40 points) _ Artifacts for: F. Design an assessment tool for evaluation of one of the lessons taught (10 points) _ Reflection on: G. Share two duties with field-based supervisor (2 points) _ Reflection on: H. Attend an extra-curricular activity with students (2 points) _ Reflection on: I. Attend a school board meeting (2 points) _ Transcript and Reflection on: J. Reflective interview of field-based supervisor around teaching standards (5 points) _ Documentation form for field experience (3 point) _ Maintaining wikispace (6 points) _ Performance on Knowledge and Skills from Evaluative Comments (21 points) _ Performance on Professional Dispositions (18 points)
 * Wikispace Grade – SEED 394 Grade**

Total points possible: 150 points