2010-2011 Internship Exit Performance Description Secondary Social Studies

The five-year teacher certification program at Michigan State University prepares college graduates to assume the responsibilities of beginning teaching. The program consists of a planned sequence of professional courses and field experiences including a year-long internship after students complete their bachelor's degree. A five-year program enables teacher candidates to acquire a solid grounding in their teaching subjects as undergraduates and to spend a year of guided teaching in a school and classroom setting. The program meets all the requirements for the provisional elementary and secondary teaching certificate of the State of Michigan. It also reflects state and national standards for beginning teachers. The internship combines observation and guided practice teaching averaging about 30 hours per week with twelve credit hours of master's degree courses. These experiences are designed to support the intern's growth both in classroom teaching and in the performance of a teacher's other professional roles, such as working with parents and colleagues in the school. The internship includes a sustained period of lead teaching. With the collaborating teacher's support, the intern bears primary responsibility for planning, instruction, and assessment. The attached report is based on the intern's extensive experience. Report Prepared By: Sarah M. Collins- Owosso High School Mentor Teacher

MSU is an Affirmative Action/Equal Opportunity Institution

Secondary Social Studies Enduring Understandings The secondary social studies team at Michigan State University has developed five enduring understandings. These enduring understandings are used to organize all social studies coursework in the senior- and internship-year courses. Theses enduring understandings are aligned with Michigan State Universitys program standards. The five enduring understandings are as follows:
1.

Teachers and Students Co-Create the Curriculum.

2. Teachers Value the Cultural, Social and Intellectual Funds that Students Bring to School. 3. Teaching is a Learning Profession.
4.

Social Studies Teaching is Interdisciplinary and Connects Students to the World Around Them.

5. Teachers and Students are Citizens. The Intern Portfolio Presentation and Defense In order to complete the program, secondary social studies interns must develop a portfolio that addresses their mastery of the five enduring understandings. The portfolio should be organized according to the five understandings, though it may include other sections that would more it more attractive to employers (for example, your resume and letters of recommendation) or as suggested by colleagues and other course instructors. However, five clearly marked sections, each addressing an enduring social studies understanding, must be clearly present. Mastery of each enduring understanding should be demonstrated by the careful choosing of three to five artifacts. Each artifact should be labeled and described. An explanation of how the intern sees this artifact as demonstrating mastery of the enduring understanding should be provided. This explanation might run anywhere from one-half to two pages, typed, double spaced. For the final spring semester evaluation, the intern shall form a committee to which the portfolio can be presented. The committee shall consist of: the field instructor, the mentor, and at least one other professional colleague (another teacher in the building, a student colleague at the university, a course instructor, etc.).

MSU is an Affirmative Action/Equal Opportunity Institution

The Exit Performance Description (EPD) is based upon both the interns presentation and defense of the portfolio. In this way, we feel that we are basing our evaluation upon evidence provided by the internthat is, we believe we are giving the intern agency over his or her final evaluation.

MSU is an Affirmative Action/Equal Opportunity Institution

Teaching Situation Ross Burdette completed his internship at Owosso High School in Owosso, Michigan during the 2011-2012 academic years. Ross Burdette completed the internship while taking two graduate-level courses each semester at Michigan State University. He is also employed as the Marching Percussion Instructor for Grand Blanc and Flushing schools. Owosso Public Schools is an authorized MYP IB World School. Mr. Burdette has worked with two special education teachers. One teacher is a coteacher in an at-risk classroom and the other works exclusively with a blind student. Sarah Collins and Ross Burdette co-taught 10th grade IB World History and Geography to students with varying abilities including special education and honors. Owosso High is a rural school between East Lansing and Flint, Michigan. It has a student population of about 1200. Currently there is approximately 70 % of the student body on free and reduced lunch. We are a small class A school. We are the feeder school for Shiawassee County in servicing special needs students. We are also proud to offer many AP classes, vocational classes through Baker College of Owosso and online classes with MSU. We have an extensive fine arts program offering band, dance, vocal and many levels of varied media art classes. Overall Ross exceeds expectations in both portfolio and oral presentation. Ross uses You Tube, Google Earth and Prezies to present information. He encourages students to use technology at home to probe websites that may lend to the topic at hand. Planning and instruction using technology does not intimidate him. He demonstrates his ability to relate to students through technology and allows for different learning styles in creating a meaningful lesson. The Imperialism unit focused on citizenship and personal responsibilities to the greater world. Students formed opinions based on knowledge of the impact imperialism had on indigenous people. They had to answer the unit question of Is Bigger Always Better? and How did a small number of European countries come to dominate most of the world? The Revolution unit showed how Ross responded to student interest in the current Syrian Revolution. Students made comparisons between past revolutions, like France, and present. This assignment demonstrates meaningful, authentic, and socially- relevant learning. Ross used a Table of Contents to assist students in staying organized. He acknowledged that a good teacher needs to have a system for assigning, collecting, and collecting homework. He used my system to some degree to

MSU is an Affirmative Action/Equal Opportunity Institution

do this. Collaboration with me is demonstrated in the Notebook Check with the Table of Contents artifact. Ross Burdette has demonstrated his professionalism through his unending work ethic, attending professional development and school improvement meetings, and collaborating with other teachers and staff. His greatest strength is his innate connection with students as individuals. He has repeatedly recognized concerns with students who may bring personal baggage into the classroom. He has been flexible with student assignment deadlines and objectives in order to continue with student motivation and success as a learner. Having Ross Burdette as my intern this year has been a personal joy. He has encouraged me to become a better teacher everyday. He will continue to grow as a learner and I have full confidence in his ability to be a successful teacher.

MSU is an Affirmative Action/Equal Opportunity Institution

Enduring Understanding #1: Teachers and Students Co-Create the Curriculum Curriculum is that from which we learn and it is never neutral. It embraces the what, how, and why of learning. Teachers use resources, materials, and student ideas to create learning opportunities that are meaningful, authentic, and sociallyrelevant. Exceeds expectations (1) Portfolio 1- exceeds expectations
Includes 3-5 artifacts1 which use resources, materials, and student ideas to create learning opportunities that are meaningful, authentic, and socially-relevant. Thoroughly describes at least 3 artifacts which use resources, materials, and student ideas to create learning opportunities that are meaningful, authentic, and socially-relevant.

Meets expectations (.5)

Includes 3-5 artifacts which use resources, materials, and student ideas to create learning opportunities that are meaningful, authentic, and/or socially-relevant. Describes 2-3 artifacts which use resources, materials, and student ideas to create learning opportunities that are meaningful, authentic, and socially-relevant.

Does not meet expectations (.25)

Includes 3 or fewer artifacts which use resources, materials, and/or student ideas to create learning opportunities

No Evidence (0)
No Evidence

Oral Presentation 1- exceeds expectations

Identifies and describes 2 or fewer artifacts which use resources, materials, and student ideas to create learning opportunities.

No Evidence

Mentors and Field Instructors, Please provide a narrative here of the way in which the artifacts, abstracts, and presentation spoke to the enduring understanding. (NOTE: The third member of the committee is welcome to fill out this section as well.)

Artifacts may include lesson plans, unit plans, photographs, reflective statements, student work samples etc.
MSU is an Affirmative Action/Equal Opportunity Institution

Enduring Understanding #2: Teachers Value the Cultural, Social and Intellectual Funds that Students Bring to School Teachers accept and value what children bring to school. Teachers scaffold learning by using students prior knowledge, prior life experiences, personal life goals, role models, values, and talents. Rating Exceeds expectations (1) Portfolio 1 exceeds expectations
Includes 3-5 artifacts which show scaffolding of learning by using students prior knowledge, prior life experiences, personal life goals, role models, values, and/or talents. Thoroughly describes scaffolding of learning by using students prior knowledge, prior life experiences, personal life goals, role models, values, and/or talents using at least 3 artifacts.

Meets expectations Does not meet (.5) expectations (.25)

Includes 3 artifacts which show scaffolding of learning by using students prior knowledge, prior life experiences, personal life goals, role models, values, and/or talents. Describes scaffolding of learning by using students prior knowledge, prior life experiences, personal life goals, role models, values, and/or talents using 2-3 artifacts.

No Evidence (0)

Includes fewer than No Evidence 3 artifacts which show scaffolding of learning by using students experiences.

Oral Presentation 1 exceeds expectations

Describes scaffolded learning using artifacts

No Evidence

Mentors and Field Instructors, Please provide a narrative here of the way in which the artifacts, abstracts, and presentation spoke to the enduring understanding. (NOTE: The third member of the committee is welcome to fill out this section as well.)

MSU is an Affirmative Action/Equal Opportunity Institution

Enduring Understanding #3: Teaching is a Learning Profession Teachers continue to learn and grow as they provide access to learning for self and others. Teachers learn as they use past life experience to solve professional problems in the present and to imagine a better future. Teachers learn in collaboration with others. Outside of the classroom, teachers are always reading and everything they read is filtered through their teaching. Rating Exceeds expectations (1) Portfolio 1- exceeds expectations
Includes 3-5 artifacts in which past life (professional) experiences are used in order to solve professional problems in the present and to imagine a better future. Describes how experiences of collaboration, learning outside of the classroom, and/or reading has informed their teaching Thoroughly describes ways in which past life (professional) experiences are used in order to solve professional problems in the present and to imagine a better future. Describes how experiences of collaboration, learning outside of the classroom, and/or reading has informed their teaching.

Meets expectations (.5)

Includes 3-5 artifacts in which past life (professional) experiences, collaboration, learning outside of the classroom, and/or reading has informed their teaching and to solve professional problems.

Does not meet expectations (.25)

Includes fewer than 3 artifacts in which teacher learning is described.

No Evidence (0) No Evidence

Oral Presentation 1 exceeds expectations.

Describes ways in which past life (professional) experiences are used in order to solve professional problems in the present. Describes how experiences of collaboration, learning outside of the classroom, and/or reading has informed their teaching.

Vaguely describes learning experience past, present, and future.

No Evidence

Mentors and Field Instructors, Please provide a narrative here of the way in which the artifacts, abstracts, and presentation spoke to the enduring understanding.
MSU is an Affirmative Action/Equal Opportunity Institution

(NOTE: The third member of the committee is welcome to fill out this section as well.) Enduring Understanding #4: Social Studies Teaching is Interdisciplinary and Connects Students to the World Around Them Social studies teachers creates connections to the world through active inquiry and the use of dynamic teaching strategies. Social studies teachers pull out the big ideas as they investigate essential questions with their students. Social studies teachers connect students to the world around them through the curriculum and assessments they have created. Social studies teachers draw from all areas of knowledge (both academic and artistic fields) in their lessons and units. Rating Exceeds expectations (1) Portfolio 1 exceeds expectations
Includes 3-5 artifacts in which big ideas, essential questions, and multiple areas of knowledge (both academic and artistic fields) are evident in in their lessons and units. Thoroughly describes big ideas, essential questions, and multiple areas of knowledge (both academic and artistic fields) evident in in their lessons and units.

Meets expectations (.5)

Includes at least 3 artifacts in which big ideas, essential questions, and multiple areas of knowledge (both academic and artistic fields) are evident in in their lessons and units. Describes big ideas, essential questions, and/or multiple areas of knowledge (both academic and artistic fields) evident in in their lessons and units.

Does not meet expectations (.25)

Includes fewer than 3 artifacts in which big ideas, essential questions, and/or multiple areas of knowledge (both academic and artistic fields) are evident in in their lessons and units Vaguely describes big ideas, essential questions, or multiple areas of knowledge (both academic and artistic fields) evident in in their lessons and units.

No Evidence (0) No Evidence

Oral Presentation 1- exceeds expectations

No Evidence

Mentors and Field Instructors, Please provide a narrative here of the way in which the artifacts, abstracts, and presentation spoke to the enduring understanding. (NOTE: The third member of the committee is welcome to fill out this section as well.)

MSU is an Affirmative Action/Equal Opportunity Institution

Enduring Understanding #5: Teachers and Students are Citizens Citizens make informed choices and are aware of the impact of their choices on others (locally and globally). Citizens care both about the common good and the unique needs of individuals. Teachers and students recognize and respect each other as citizens of the classroom, school, community, nation and Earth. Rating Exceeds expectations (1) Portfolio 1 exceeds expectations
Includes 3-5 artifacts in which recognition and respect of each other as citizens of the classroom, school, community, nation and Earth is evident. Thoroughly describes instances in which recognition and respect of each other as citizens of the classroom, school, community, nation and Earth occurred.

Meets expectations (.5)

Includes at least 3 artifacts in which respect of each other as citizens of the classroom, school, community, nation and Earth is evident. Describes instances in which respect of each other as citizens of the classroom, school, community, nation and/or Earth occurred.

Does not meet expectations (.25)

Includes fewer than 3 artifacts in which respect for teacher and student is evident.

No Evidence (0) No Evidence

Oral Presentation 1 exceeds expectations

Vaguely describes No Evidence respect for teacher and student.

A Mentors and Field Instructors, Please provide a narrative here of the way in which the artifacts, abstracts, and presentation spoke to the enduring understanding.(NOTE: The third member of the committee is welcome to fill out this section as well.)

MSU is an Affirmative Action/Equal Opportunity Institution