 2.75 grade point average at UC Denver

 Be prepared to begin internship when school starts at both Partner Schools. (Be available during the first week of school.)

 Obtain & submit fingerprint card & background check - $39.00
Fingerprinting takes place at The Auraria Campus Police department every Wednesday from 11:30-12:30. They take the last person at 12:20. There is no charge for students. Students need to bring their drivers license. They are located in the Administration Building, Suite 110.

 Internship location
a. Elementary Education must be at one of IPTE Partner Schools
b. Secondary Education choose from one of the IPTE Partner Schools or AVID.
 Be prepared to be interviewed by the prospective Partner School prior to assignment of school location.(not required by all schools)

IPTE 4910 Experiences and Evaluation

During all school internships, be keenly aware of the Teaching Roles that are foundational to the IPTE program. By the end of the first school internship, the teacher candidate should have a working knowledge of these Teaching Roles through engaging in various activities in the internship as well as in coursework and portfolio preparation. The unique experiences and background of each Teacher Candidate (TC) as well as the classroom context affects the degree of responsibility that you will assume as a teacher in the first internship. However, all TCs are encouraged to take initiative (in communication with appropriate people) in order to learn as much as possible.

The goal in the first and second internship is to gain experience broadly across age ranges (middle and high school or primary and intermediate) and in general and special education. From the beginning of IPTE 4910, the TC is encouraged to engage in less demanding forms of co-teaching as previously described. Clinical Teachers will encourage TCs to actively engage in classroom and school activities that require less responsibility for planning (e.g., to work with a small group that has an assignment planned by the teacher) and to utilize the classroom to complete university course assignments that require planning and teaching. Through discussing the hows and whys of classroom activities, Site Coordinators, Site Professors and Clinical Teachers provide TCs feedback on their growth toward assuming the Teaching Roles. At least one time during the first internship, the Site Professor and/or Site Coordinator coaches the TC formally, thus adding formal feedback to the informal feedback they will get along the way. Teacher Candidates who are ready for more responsibility are encouraged to assume more demanding co-teaching responsibilities and to request more coaching.

Elementary and Secondary Education students

During 4910, the Teacher Candidates (TCs) will work with the Site Coordinator and Site Professor to engage in experiences like those on the following list:

• Assess students using techniques and instruments learned in SPED 5111 & 5112 (e.g. the Qualitative Reading Inventory (QRI) and share the information with the students’ teacher.
• Observe in the classroom and take notes about connections between what is observed and university classes.
• Interact with and support small groups of students working on specific tasks. Document what you notice about student-to-student interactions within the small group.
• Conference or work with individual students on schoolwork. Ask students to self-assess their work. Document their comments for discussion in a site seminar or a class.
• Read to a group or the whole class. Consider what you learned from how the students responded to the read-aloud.
• Prepare or organize instructional materials, displays, bulletin boards and the like. What kinds of things did you need to think about? How did you get students involved and how would you let them know that the information is important to them?
• With guidance, provide feedback to students’ work orally or in writing. What issues did it raise? How did it feel? How did students react?
• Gather and record assessment information on individual students. What does it tell you? Where would you go from here in teaching them what they need to learn?
• Participate in teachers’ meetings and in-services and reflect on how they went, the value to teachers, and the participation and reaction of teachers.
• Participate in school events (back to school night, conferences, co-curricular activities) and reflect on how they went and who participated. Did you feel they were successful? Why or why not?

• Co-teach or teach a lesson or portion of a lesson that you have observed the teacher teach in a previous period or on a previous day. Reflect on your own instructional practice and the students’ reactions.
• Co-teach or teach a lesson for which you have written a lesson plan for one of your university classes. Reflect on your ability to manage students and keep their attention.
• Teach a lesson planned by the teacher while the teacher engages in professional development meetings. Reflect on your ability to manage students and keep their attention.
• Shadow a special educator for a day, documenting the types of experiences and activities in which you observe them engaging.
• Shadow a related services faculty member (School Psychologist, Title I teacher, Occupational Therapist, Vision or Hearing Specialist, Child Advocate, School Nurse). Document the types of experiences and activities in which you observe them engaging.
• Select a student that has been identified as a student with disabilities. Complete a thorough review of their educational records. Reflect on how the information in the student’s file creates a “first impression” of the student. Reflect on how this impression could either support positively your work with that student or create artificial barriers to the teaching/learning process.
• Select three students who have differing disabilities and levels of need for special education support services. For example, select a student with profound needs, with moderate to severe needs and with mild needs. Shadow each student for half a day. Write a reflection that compares and contrasts these students’ school experiences. On what basis might there be legitimate reasons for their days to be similar or different?
• Select a student whose first language is not English. Shadow this student for a half-day. Document the types of accommodations that are being made for this student.
• Observe literacy instruction that includes one or more second language learners. Reflect on how the teacher accommodates for the language abilities of the student(s).

IPTE 4910 Evaluation

IPTE 4910 Assessment

Student Evaluation & Letter of Recommendation should reflect the following:

By the end of the first school internship and before beginning the second school internship (IPTE 4911), the Teacher Candidate (TC) is responsible for:

• Being coached the minimum number of times and obtaining regular informal feedback,
• Completing requirements in the respective performance-based assessment as outlined in each of the PBA documents and as is introduced in corresponding seminar coursework,
• Giving a copy of the completed internship grading rubric to your Site Professor and/or Site Coordinator as requested, and preparing a professional plan for the succeeding internship if requested,
• Other as determined by the Site Professor and/or Site Coordinator

Toward the end of the first school internship and before the second school internship begins, the Site Professor and/or Site Coordinator reviews the Teacher Candidate’s internship rubric and body of evidence to provide feedback. If there are discrepancies or difficulties, the Site Professor or Site Coordinator will call a three or four-way conference. Overall assessment of the candidate's potential for teaching (e.g., top 10%, will make a solid contribution, can be expected to take a leadership role, etc.).

• The internship context--the size of the school, school population, length of internship, etc.,
• The Interns duties and types of extra-curricular activities and/or contributions to the school as a whole.
• His/her interpersonal skills in working with students and adults.
• Factors that school personnel would consider important in a beginning teacher (e.g., reflective, responsible, energetic, student-oriented, flexible, exceptional subject matter knowledge, strong student advocate, interest in particular extra-curricular activities, speaks Spanish), and potential in the profession.