1. ECH INTERN RESPONSIBILITIES IN BOTH PLACEMENTS NOTE: Different University Supervisors may have varied requirements. Some of you may have different Supervisors for Placement I and Placement II. The basic responsibilities are the same, regardless of supervisors, but you follow your University Supervisor’s instructions. All Interns must submit Portfolios, however.

2. ECH INTERN RESPONSIBILITIES IN BOTH PLACEMENTS Reflections Action Plan Planning, Teaching, Evaluating Integrated Instructional Plan (2- 1 week Plans, or 1 2 week plans) IIP IIP Rationale Internship College Live Text Portfolio and LTTL Portfolio

3. IN EACH PLACEMENT YOU WILL: Kindergarten Reflections Action Plan Planning, Teaching, Evaluating Integrated Instructional Plan (2- 1 week Plans, or 1- 2 week plan) IIP IIP Rationale Internship College Live Text Portfolio and LTTL Portfolio Primary Grades Reflections Action Plan Planning, Teaching, Evaluating Integrated Instructional Plan (2- 1 week Plans, or 1-2 week plan) IIP IIP Rationale Internship College Live Text Portfolio and LTTL Portfolio

4. REFLECTIONS Kindergarten Overall Reflection in Internship Handbook Select 1 Formative Observation and Reflect upon it. Submit your written reflection to your University Supervisor within 2 days of the Formative Observation. NOTE: This can be a Clinical Supervisor Observation or a University Supervisor Observation. (p. 6 of syllabus) Primary Grades Overall Reflection in Internship Handbook Select 1 Formative Observation and Reflect upon it. Submit your written reflection to your University Supervisor within 2 days of the Formative Observation. NOTE: This can be a Clinical Supervisor Observation or a University Supervisor Observation. (p. 6 of syllabus)

5. ACTION PLAN (IN EACH PLACEMENT) During Weeks 1-2, with the help of your Clinical Supervisor, identify a child, and determine areas for “growth” for that child- Objectives. Document Parent/Caregiver contact- 3 instances- Starting with permission to begin! Pre-Assess the Child Describe the child in all areas of development Describe the child’s cultural context and the intervention relevant to that context. Written Goals for the child- linking your assessment with intended outcomes. (Syllabus p. 7, Appendix A 1)

6. ACTION PLAN (IN EACH PLACEMENT) Detailed description of the five planned intervention lessons - at least one using appropriate technology Description of five or more home activities and a rationale as to why the activity was chosen Describe ongoing performance and continuous assessment Post-data and the rationale for why post-assessments were chosen Description of Intervention/rationale data Rationale and Descriptions of further recommendations based upon post- assessment Reflections from each intervention session (5)- best done at time of intervention! Overall Reflection about the action plan.

7. IIP (INTEGRATED INSTRUCTIONAL PLAN (SYLLABUS P. 7 AND APPENDICES B1,B2, B3, B4) 1- 2 week Plan (10 “Integrated” Plans using Pathwise) OR 2- 1 Week Plans ( 5 “Integrated” Plans using Pathwise, per IIP) IIP Plans Include – Overall Goals and Objectives for IIP Objectives/CCSS for each Plan Integration of subjects in some way Assessment of student learning Developmentally Appropriate and Hands-on Active learning

8. NOTES ABOUT IIP The IIP Plans (in full) must be submitted to the University Supervisor and the Clinical Supervisor 48 hours prior to the start date for approval. IIP Lesson Plans do not negate the writing of other lesson plans! For example- Reading- If you are also teaching Reading during your IIP, lesson plans for Reading are required. If you are doing SOLO teaching, abbreviated plans may be submitted with permission from your University Supervisor and Clinical Supervisor.

9. IIP ADVOCACY PROJECT (SYLLABUS P. 7, APPENDICES C1 & C2) This project is designed to assist you in the future with: Advocacy with Administrators and Parents Communication Providing Rationale for your choices in teaching

10. IIP RATIONALE ADVOCACY PROJECT 1) After writing your IIP, choose 2 activities from your IIP that are Developmentally Appropriate. 2) Write a Rationale for each activity (2) for parents/guardians to help them understand why the activity was included in the classroom and its significance. 3) Write a Rationale for each activity (2) for administrators to help them understand why the activity was included in the classroom and its significance. HINT: You will write 4 Rationales total!

11. KINDERGARTEN PLACEMENT (POSSIBLE EXAMPLE) IIP AND ADVOCACY RATIONALE One Week IIP You must have: Lesson Plans for IIP 48 hours in advance Checklist of activities cross-references with IIP-Partially included NOTE Checklist will go with both IIP’s since you will have 2 IIPs IIP Advocacy Rationale- 1 Activity Chosen 1 Rationale for Parents 1 Rationale for Administrators = 2 Rationales TOTAL PER IIP (2 IIPS) Two Week IIP You must have: Lesson Plans for IIP 48 hours in advance COMPLETE Checklist of activities cross-references with IIP IIP Advocacy Rationale- 2 Activities Chosen (yes, just 2! 2 Rationales for Parents 2 Rationales for Administrators = 4 Rationales TOTAL

12. PRIMARY GRADE PLACEMENT (POSSIBLE EXAMPLE) IIP AND ADVOCACY RATIONALE One Two-Week IIP You must have: Lesson Plans for IIP 48 hours in advance Checklist of activities cross-references with IIP IIP Advocacy Rationale- 2 Activities Chosen 2 Rationales for Parents 2 Rationales for Administrators

13. INTERNSHIP COLLEGE LIVETEXT PORTFOLIO Kindergarten Placement- 20% grade Each Requirement noted on syllabus, must be entered into the Portfolio prior to the end of WEEK 7 Your University Supervisor will review the Portfolio and will provide 20% portion of your grade to the Summative Evaluation. That constitutes the assessment these entries, but they also reflect upon your planning, teaching, and professional practice. Primary Grade Placement- 20% Grade Each Requirement noted on syllabus, must be entered into the Portfolio prior to the end of WEEK 7 Your University Supervisor will review the Portfolio and will provide 20% portion of your grade to the Summative Evaluation. That constitutes the assessment these entries, but they also reflect upon your planning, teaching, and professional practice.

14. LTTL PORTFOLIO LEARNING TO TEACH: TEACHING TO LEARN This portfolio is submitted at the end of the second placement to your University Supervisor. It is cumulative and may include entries that you select from both placements. This portfolio is reflective of your experience at ASU in Learning to Teach! This is also ASU’s Program Assessment for our Teacher Education program for our accreditation. It is very important. It is also due in WEEK 7. Delay of submission may result in delay of graduation. The entries come from both placements.