The UMBC Department of Education mission is to research teaching and learning, and to develop caring, thoughtful,
knowledgeable, and skilled teachers who are responsive to children, families and the community. We expect our graduates to be
leaders in their schools as well as advocates for democracy and social justice.
Table of Contents
UMBC PDS NETWORK SITES .................................................................................................... 1
Secondary and P-12 Education Programs ..................................................................................... 1
Important Contact Information...................................................................................................... 1
My PDS Contact Information ......................................................................................................... 2
SECONDARY EDUCATION PROGRAMS INTERNSHIP ........................................................ 3
Phase I ........................................................................................................................................... 3
Phase II .......................................................................................................................................... 5
Internship Seminar ........................................................................................................................ 6
Lesson Plans .................................................................................................................................. 6
SUGGESTIONS TO ASSURE A SUCCESSFUL INTERSHIP EXPERIENCE .......................... 8
CLINICAL PRACTICE PERFORMANCE ASSESSMENT (CPPA) REQUIREMENTS AND
TIMELINE ...................................................................................................................................... 9
7-12: ENGLISH, MATH, FOREIGN LANGUAGE, SCIENCE, SOCIAL STUDIES and ALL
OTHER SINGLE ROTATIONS ................................................................................................... 9
(P-12: ART, DANCE, MUSIC AND THEATER and ALL OTHER SPLIT ROTATIONS) ...... 9
Secondary Program Lesson Plan Template ...................................................................................10
Secondary & P-12 Education Programs Intern Handbook Supplement 1
UMBC PDS NETWORK SITES
Secondary and P-12 Education Programs
Anne Arundel County Public Schools
Meade Middle School
Meade High School
Howard County Public Schools
Mount Hebron High School
Patapsco Middle School
Baltimore City Public Schools
Baltimore City College High School
Baltimore Polytechnic Institute
Digital Harbor High School
Grove Park Elementary/Middle School
Violetville Elementary/Middle School
Baltimore County Public Schools
Arbutus Middle School
Catonsville High School
Sollers Point Technical High School
Southwest Academy
Windsor Mill Middle School
Important Contact Information
General Questions and Information
Office of Field Experiences & Clinical Practice
Director: Dr. Pamela Morgan, [email protected]
Placement Specialist: Mr. James Lindsay, [email protected]
Faculty Research Assistant: Ms. Yeji Yoon, [email protected]
Secondary and P-12 Education Programs
Program Director: Dr. Jonathan Singer, [email protected]
Content Area Advisors
Science and Music: Dr. Jonathan Singer, [email protected]
Math and Dance: Dr. Christopher Rakes, [email protected]
English, Theatre and Art: Dr. Cheryl North-Coleman, [email protected]
Social Studies and Foreign Languages: Dr. Linda Oliva, [email protected]
Tk20
Assessment Coordinator: Mr. Justin Schaffer, [email protected]
Secondary & P-12 Education Programs Intern Handbook Supplement 2
My PDS Contact Information
PDS 1 Name Email Phone
School
Mentor Teacher
Supervisor
University Liaison
School Liaison
Principal
Other Interns
PDS 2 (if
applicable)
Name Email Phone
School
Mentor Teacher
Supervisor
University Liaison
School Liaison
Principal
Other Interns
Secondary & P-12 Education Programs Intern Handbook Supplement 3
SECONDARY EDUCATION PROGRAMS INTERNSHIP
Phase I The purpose of the Phase I internship is to initiate teacher-candidates to the experiences
associated with being a successful teacher. Two common questions raised regarding the
Phase I internship are:
“When do I begin?” The internship experience begins the week that teachers return to schools in August.
For the 2013/14-school-year this date should be Monday August 19. During this
week, interns are oriented to their school and classroom where they receive clear
guidelines and expectations of their eventual primary teaching role. Days that the
intern attends during this week (as well as all days prior to the start of the UMBC fall
semester) may count toward fulfilling your 20 day Phase I requirements.
“How often should I be teaching?” While the answer to this question is variable, the expectation is to aim for teaching a
minimum of seven lessons as shown in Table #1. The ultimate performance goal for
Phase 1 is to demonstrate your ability for leading student learning across consecutive
class meetings (e.g., second period on Tuesday and Wednesday). It is to your benefit
to maximize the number of your teaching opportunities. This performance is
measured by the Phase 1 to Phase 2 Transition Performance Assessment (see Row 4
of Table1).
Interns work at their school preferably two half-days per week to observe, assist, and
prepare to assume teaching responsibilities. Interns complete a minimum of 40 half-
days in their schools during this phase. The Phase I experience is linked to the content
area methods courses and Reading in the Content Area II course (see Table 2).
Table 1:
Phase I Minimum teaching opportunities
Row
#
Number of
Lessons
Description Approximate Dates
1 2 or 3
Focus Lessons
1 (may be observed), 2
& 3
Mid October
Early November
2 1 Informal Supervisor
Observation
Mid September
Early October
3 2
Formal Supervisor
Observations
(CPPA 1 and 2)
Mid October
Late November
4 2
(must be consecutive
class meetings)
Phase 1 to Phase 2
Transition Performance
Assessment
Late November
Mid December
Secondary & P-12 Education Programs Intern Handbook Supplement 4
Table 2:
Phase 1 Assignments connected to UMBC course work
Assignment Description Course Approximate
Due Date Contextual Analysis Reflection of Field Placement
School Culture
Seminar Early September
Focus Lesson 1
Classroom
Management
Reflection of classroom
management practices in field
placement (may be observed)
Methods of
Teaching Courses
and
RICA II
Mid-September
(see course
syllabus)
Focus Lesson 2
Student Learning
Reflection of how/why students
did/did not learn material in a
particular lesson
(must be taught by intern)
Methods of
Teaching Courses
and
RICA II
Mid-October
(see course
syllabus)
Focus Lesson 2
Differentiated
Instruction
Reflection of how individual
student needs were addressed
in a particular lesson
(must be taught by intern)
Methods of
Teaching Courses
and
RICA II
Early November
(see course
syllabus)
Curriculum Unit Plan 500-minute sequence of lessons about a key idea developed in conjunction
with mentor teacher
ID Content Standards Mid-September
Development of Pre/Post Assessment(s) Mid-October
Outline of Lessons Early November
One Completed Lesson Plan Early November
Full Unit Completed Finals Week
CPPA Informal
Observation
Lesson fully taught by intern or
co-taught and led by intern
Internship
(Supervisor)
Prior to Formative
1
CPPA Formative 1 Lesson fully taught by intern or
co-taught and led by intern
Internship
(Supervisor)
Phase I Week 8
CPPA Formative 2 Lesson fully taught by intern or
co-taught and led by intern
Internship
(Joint Mentor
Teacher and
Supervisor)
Phase I Week 17
Phase I to Phase II
Transition
Assessment
Determination by supervisor
and mentor teacher of intern
preparedness for Phase II
Internship
(Joint Mentor
Teacher and
Supervisor)
End of Phase I
SLOPE Student Learning Objective
Process Experience
Seminar End of Phase II
Reviewing Baseline Student Data Early October
Developing appropriate research questions Mid-November
Developing appropriate research design, methodology, and measures End of Phase I
Secondary & P-12 Education Programs Intern Handbook Supplement 5
Phase II Interns return to their school full-time, typically working with the same mentors as in Phase
I. Interns follow the county specified start date for when classes resume after winter break
and take the Spring Break for the school system in which they are assigned, not the UMBC
Spring Break. Public schools in Maryland typically begin school within the first couple of
days of January (e.g. Jan. 2nd
or 3rd
). Interns assume progressive responsibility for
providing instruction and should provide full instruction for a period of at least six weeks.
Figure 1 (see below) illustrates the “ideal” circumstance for the Phase II teaching
progression. Beginning in January, the intern should begin by taking over primary
instructional responsibility for one class and maintaining this class for 12 – 14 weeks
(bottom dashed line in Figure 1). Teaching responsibilities should increase around week 4
or 5 of Phase II with the intern picking up additional courses and maintaining this teaching
load for approximately 10 – 12 weeks. Finally, the intern is expected to be responsible for
all of his or her mentor’s classes (co-teaching is acceptable) by week 6 or 7 of Phase II and
maintain this full teaching load for at least 6 – 8 weeks.
Figure 1 Phase II Progression of Teaching Responsibilities.
Note. Percent of Teaching Responsibilities includes planning, teaching, grading, attendance taking, parent
conferences, faculty meetings, hall/bathroom/cafeteria duties, and any other duties normally fulfilled by the
mentor teacher.
The Formative 4 evaluation cycle is a joint mentor teacher-university supervisor, full-evaluation
cycle (approximately week 12 or 13 in Figure 1). At this time, any potential concerns that may
prevent the intern from successfully completing the Phase II internship must be explained to the
intern and reported to the Field Experience office. The nature of the concerns and potential sources
of observable evidence that will need to be demonstrated to pass the internship will be submitted to
the intern in writing. A contract may or may not be completed by the intern at the discretion of the
mentor teacher and supervisor.
0
20
40
60
80
100
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Pe
rce
nt
of
Teac
hin
g R
esp
on
sib
iliti
es
Weeks
January February March April May
All Classes 6-8 Weeks (Some Co-Teaching OK)
Most Classes 10-12 Weeks
At least 1 Class 12-14 Weeks
Feedback for
possible issues that may prevent successful completion of Phase II Internship [CPPA 4]
Secondary & P-12 Education Programs Intern Handbook Supplement 6
Internship Seminar Interns will “officially” register for the internship seminar (EDUC 457/797) during the spring
semester. Starting in the 2013/14 academic year the Secondary Education Program will, however
be holding seminar sessions during both academic semesters. The rationale for extending seminar
meetings into Phase I include:
Providing greater cohesion and consistent support between the two internship phases.
Providing additional support for the development of the Student Learning Objective
Process Experience (SLOPE). Two or three seminar meetings will be held during Phase
I focusing on constructing measureable research questions, required student base-line
data, and research-based learning interventions.
Decreasing the number of outside classroom obligations during the full time teaching
experience.
The UMBC academic calendar does not align with the dates associated with the Phase I
and II internships since many of the starting and transitions periods occur when UMBC
is not in session.
The seminar participation is mandatory. There will be three seminars during Phase I, two at UMBC
and one at each PDS school. The seminars at UMBC will be held on Friday, September 27, 2013
and Friday, October 18, 2013 from 4:30 – 6 pm, location to be determined. The school-based
seminar will be schedule by the liaisons between mid-November and mid-December. The first
seminar session for Phase II will be held in early January.
Lesson Plans Interns submit lesson plans to the mentor teacher and supervisor at least two (2) school days in
advance and have them approved prior to implementation. For lessons that are for assignments and
observations (including CPPA observations, focus lessons, and unit plans), interns use the official
UMBC lesson plan format.
For officially/formally observed/evaluated lessons
CPPA Formative Lessons 1-6,
Methods Course Focus Lessons,
Curriculum Unit Plan Lessons and
Enacted Lessons,
interns must submit their lesson plans using the official Secondary Program Lesson Plan Template
(available on Blackboard through Methods courses). A copy of this template is found on the final
two pages of this handbook.
All observed lessons (officially and unofficially observed) must be submitted to the mentor teacher
at least two days in advance. All officially observed lessons must be submitted (on the official
Secondary Program Lesson Template) to the university supervisor at least two days in advance.
Secondary & P-12 Education Programs Intern Handbook Supplement 7
Officially Observed Lessons (CPPA Formative Lesson 1-6) Process
2. Supervisor and mentor teacher provide lesson plan feedback.
5. Supervisor and mentor teacher provide feedback on lesson enactment.
4. Intern teaches lesson.
6. Intern completes reflection on lesson enactment.
3. Intern revises lesson plan based on feedback.
7. Intern uploads lesson plan with reflection to TK-20.
1. Intern submits lesson to mentor teacher and supervisor (at least 2 days in advance)
8. Supervisor and/or Mentor Teacher upload scores and evidence to TK-20.
Secondary & P-12 Education Programs Intern Handbook Supplement 8
SUGGESTIONS TO ASSURE A SUCCESSFUL INTERSHIP EXPERIENCE
Take time early in the internship experience to have a series of conversations with your mentor
regarding goals for the classroom and the internship experience. Discuss daily, weekly, and long-
term objectives, as well as instructional goals, classroom management, parent involvement, and
student evaluation. These early conversations are a good time to outline the progression of your
responsibilities over the internship and to plan a schedule of observations and reviews with your
mentor and supervisor.
These guidelines span the full school year of engagement in the school community, learning to
teach, and having experiences with students of diverse backgrounds and abilities.
Interns are expected to report to their placement, starting on the first day of school for teachers in
the school system in which interns will complete their internship. Active participation in these
teacher professional development days provides interns with an additional and invaluable learning
to teach experience.
The following list provides ideas of important topics that you may want to discuss during your
initial orientation with your mentor, supervisor and other individuals important to the success of
your internship.
With your mentor’s assistance, construct a letter to the students’ parents describing your role
in the class. (See Appendix in general handbook).
It is expected that you will participate in your school’s “Back to school night.”
Logistics including where to park, tour of building, orientation to physical classroom,
check-in procedures, faculty roster, administrative tasks, supplies and equipment
Timeline and lists of things that must be done to set up a room (e.g., texts, manuals,
furniture arrangement, bulletin boards, class lists, student supply lists, permanent records,
schedules, audiovisuals, resources, classroom library and supplementary materials, etc.).
Meet administrative staff, other colleagues, specialists, secretaries, cafeteria, and custodial
staff.
School procedures and expectations for interns (When are meetings? Where are meetings?
Who’s in charge? What’s expected?).Student attendance procedures
School’s policies and procedures (e.g., fire drill, plan book, sign in and sign out sheets,
student attendance, discipline policies, etc.).
School calendar of activities (e.g., holidays, standardized test dates, mentor’s lesson plan
book, schedule of field trips, etc.).
Legal matters associated with teaching, including confidentiality, child abuse reporting,
I.E.P.
Secondary & P-12 Education Programs Intern Handbook Supplement 9
CLINICAL PRACTICE PERFORMANCE ASSESSMENT (CPPA) REQUIREMENTS AND TIMELINE
7-12: ENGLISH, MATH, FOREIGN LANGUAGE, SCIENCE, SOCIAL STUDIES and ALL OTHER SINGLE ROTATIONS
TEACHER CANDIDATE
Stage of Evaluation:
Phase I Observation Phase II Observation
□ formative 1 □ formative 2 □ summative
□ Internship Survey
End of Phase I (Phase II Week 11) End of Internship
MENTOR TEACHER
Stage of Evaluation:
Phase I Observation Phase II Observation
□ formative 1
□ P1 to P2 Transition Performance assessment □ formative 2
□ summative
□ Internship Survey
End of Phase I (Phase II Week 11) End of Internship
UNIVERSITY SUPERVISOR
Stage of Evaluation:
Phase I Observation Phase II Observation
□ formative 1 □ formative 2 □ formative 3 □ formative 4 □ formative 5 □ formative 6 □ summative
□ Internship Survey
Middle of Phase I End of Phase I (Phase II Week 4) (Phase II Week 8) (Phase II Week 11) (Phase II Week 13) End of Internship
(P-12: ART, DANCE, MUSIC AND THEATER and ALL OTHER SPLIT ROTATIONS)
TEACHER CANDIDATE
Stage of Evaluation
Phase I Observation Phase II Observation
□ formative 1 □ formative 2 □ summative
□ Internship Survey
End of Phase I (Phase II Week 11) End of Internship
MENTOR TEACHER
Stage of Evaluation
1st MENTOR TEACHER
Phase I Observation Phase II Observation
□ formative 1 □ formative 1 □ formative 2 □ Internship Survey
Middle of Phase I Middle of Placement 1 End of Placement 1 End of Internship
2nd MENTOR TEACHER
Phase I Observation Phase II Observation
□ formative 1
□ P1 to P2 Transition Performance Assessment □ formative 3 □ summative □ Internship Survey
End of Phase I Middle of Placement 2 End of Placement 2 End of Internship
UNIVERSITY SUPERVISOR
Stage of Evaluation
Phase I Observation Phase II Observation
□ formative 1 □ formative 2 □ formative 3 □ formative 4 □ formative 5 □ formative 6 □ summative
□ Internship Survey
Middle of Phase I End of Phase I Middle of
Placement 1 End of Placement 1
Middle of
Placement 2 End of Placement 2 End of Internship
Double Click to Edit Header: Lesson Plan Title
[Name]
Secondary & P-12 Education Programs Intern Handbook Supplement 10
Standards Content
Standard Description Type of Standard
Should include both national and local standards Choose an item.
Objectives Performance Objective Bloom’s
Taxonomy Level Level of Relevance
[Performance Objectives (Observable; Measurable); Use Bloom’s Taxonomy Verbs; “Students will…”]
Choose an item. Choose an item.
Assessment Formative
Assessment Description Objective Assessed Describe how the teacher will determine that students are making progress toward the objective: [Note: Most lessons include “observing” the students. What are you specifically looking for to tell you that the students are learning/need more attention?]
Objective Assessed
Summative Assessment Description Objective Assessed
Describe how the teacher will determine that students have reached the objective
Objective Assessed
Context Background Information/Demographics
Grade level, number of students, number of students with an IEP or identified as Gifted/Talented or Limited English Proficiency (LEP)
Differentiation Differentiation for students with special needs (e.g., IEP, ESL, Gifted/Talented)
Alignment within Unit How this lesson fits into the substance of the unit; where it falls in the unit
Materials Include all materials not normally present in the classroom
Double Click to Edit Header: Lesson Plan Title
[Name]
Secondary & P-12 Education Programs Intern Handbook Supplement 11
Procedures
Type of Activity
Activity Description Assessment/
Evaluation
UDL Principles
Introduction/Engagement
What will the teacher do to draw students in on the lesson and focus on the learning that follows? How will the teacher ensure that all students are engaged in the introductory activities?
☐ Engagement
☐ Representations
☐ Action and
Expression
Core Learning Activities/ Explore-Explain-Elaborate
[Step by Step, Accounts for every minute] [This section will include the specifics of what both the students and teacher will be doing, but not scripted: It should be detailed enough for someone else to teach the lesson if needed] [Includes Potential Questions/Problems] [Includes Relationship of Activities to Assessment and Objectives] [Includes all tasks, worksheet questions, etc.]
☐ Engagement
☐ Representations
☐ Action and
Expression
Closure [How will the lesson be wrapped up? How will the teacher/students connect all the different ideas and concepts that have been learned in the lesson? Do not forget about the metacognitive aspects of your lesson. Revisit with the students why this lesson was important and how they could use it in their lives. Remember that you have to be able to answer this question yourself. Include an explanation of how the teacher will ensure that all students are engaged in the closure activity.]
☐ Engagement
☐ Representations
☐ Action and
Expression
Reflection On the Lesson Plan
[Research Addressed; Rationale for this Lesson; Explain How UDL Principles Addressed; Relevant Feedback from Pre-Observation Conference or Lesson Plan Feedback]
On the class time: [What went well; What didn’t go well; Why; Relevant Feedback from Post-Observation Conference]
What would I do differently or the same next time? [Describe potential changes or enhancing something that worked Rationale for why changes/enhancements are expected to improve student learning; Evidence from the class to support the rationale. Relevant Feedback from Post-Observation Conference]
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