Ecse 451

TOWSON UNIVERSITY, COLLEGE OF EDUCATION
DEPARTMENT OF SPECIAL EDUCATION
“The College That Prepares Facilitators of Active Learning”
ECSE 451.851: Internship in ECSE

Spring 2019
Instructor Instructor
Gina D. Williams, M.Ed Jeffrey Hoffman, M.Ed
gdwilliams@towson.edu jhoffman@towson.edu
Office Hours: by appointment Office Hours: by appointment
410-704-5163 401-704-3129
Meeting Dates and Times: Monday through Friday, 8:00 am – 4:00 pm

(Exact arrival and departure times vary based on school assignment.)
Class Location: Assigned Harford County Public School
TOWSON UNIVERSITY COLLEGE OF EDUCATION MISSION: To inspire, educate, and prepare facilitators of
active learning for diverse and inclusive communities of learners in environments that are technologically advanced.
TOWSON UNIVERSITY COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK: All students should be

able to identify and discuss the Conceptual Framework. It is our mission statement that is operationalized by required
content, professional and pedagogical nation, state, and institutional standards. To review the entire document, visit the
following websites: https://www.towson.edu/coe/about/accreditation2014/overview.html and
https://www.towson.edu/coe/about/accreditation2014/documents/overview/R.I.5.c.1.pdf
REQUIRED TEXTS:
 Tk20 Account
 Towson University Department of Special Education. (2013). Department of Special Education Internship
Handbook: A Guide for Interns, Mentor Teachers, and University Supervisors. Towson, MD.
COURSE LEARNING OUTCOMES:

The purpose of this course is to develop the knowledge and skills necessary to plan and implement developmentally
appropriate curriculum in the primary inclusive classroom. Topics will include developmentally appropriate practice, the
use of appropriate technology to help all students achieve, organizing the learning environment, assessment, long range
individualized educational program planning and the implementation of plans based on the curriculum.
COURSE OBJECTIVES:
The course objectives are aligned with the current professional knowledge and skills as defined by three learned societies:
Interstate Teacher Assessment and Support Consortium (InTASC), Council for Exceptional Children (CEC), and National
Association for the Education of Young Children (NAEYC).
HLP STATEMENT: High-leverage practices are the basic and most essential components of teaching. The nature of
“high-leverage” refers to their importance for students’ learning and focus on these allows a teacher to advance his or her
teaching skills. The HLPs listed below are the skills, specific to special education, which will be practiced most directly in
this course. The instructor will incorporate these in instruction, offer students an opportunity to practice them, and will
provide feedback to students as they implement them over the course of the semester.
 The HLPs will be assessed in this internship through the signature assessments and classroom observations. A complete list
of the HLPs will be provided in class and on Blackboard.
Updated: 1/26/2019 Page 1

CEC Preparation Standards InTASC Teacher Standards NAEYC Preparation Standards
A. Learners and Learning
1. Learner Development and 1. Learner Development 1. Promoting child development

Individual Learning Differences and learning
2. Learning Differences
2. Learning Environments
3. Learning Environments
B. Content
3. Curricular Content Knowledge 4. Content Knowledge 5. Using content knowledge to

build meaningful curriculum
5. Applications of Content
C. Instructional pedagogy
4. Assessment 6. Assessment 3. Observing, documenting, and

assessing to support young
5. Instructional Planning and 7. Planning for Instruction children and families
Strategies
8. Instructional Strategies
4. Using developmentally
effective approaches
D. Professionalism and collaboration
6. Professional Learning and 9. Professional Learning and 2. Building family and

Ethical Practice Ethical Practice community relationships
7. Collaboration 10. Leadership and

Collaboration 6. Becoming a professional
Teachers are expected to routinely use technology to support student learning and assessment. Use of technology has
been embedded within the CEC and InTASC standards. To ensure a clear connection between courses taught within the
College of Education and the use of technology, the College of Education developed a standard specifically addressing
technology within education (i.e., COE Standard 11). COE 11 also aligns with the Maryland Teacher Technology
Standards. https://www.towson.edu/coe/about/accreditation2014/documents/standard2/R.2.5.3.pdf
Listed below are the specific course objectives and the specific alignment to the professional standards that are addressed
by the course.
 Demonstrate an understanding of how language, culture and family background influence the learning of
individuals with and without exceptionalities. (CEC 1; InTASC 1, 2; NAEYC 1)
 Demonstrate an understanding of learning theory, subject matter, curriculum development and student
development and know how to use this knowledge in planning instruction to meet curriculum goals. (CEC 1, 3,
5; InTASC 1, 4, 7; NAEYC 4, 5 )
 Develop and implement motivational and instructional interventions to teach individuals with and without
exceptionalities how to adapt to different environments. (CEC 2; InTASC 3; NAEYC 1)
 Understand the principles of effective classroom management and use a range of strategies to promote positive
relationships, cooperation and purposeful learning in the classroom. (CEC 2; InTASC 3; NAEYC 1)

 Demonstrate an understanding of the central concepts, structures of the discipline, and tools of inquiry of the
content areas they teach, and can organize this knowledge, integrate cross-disciplinary skills, and develop
meaningful learning progressions for individuals with and without exceptionalities. (CEC 3; InTASC 4, 5;
NAEYC 5)
 Use general and specialized content knowledge for teaching across curricular content areas to individualize
learning for individuals with and without exceptionalities. (CEC 3; InTASC 4, 5; NAEYC 5)
 Select and use technically sound formal and informal assessments that minimize bias. (CEC 4; InTASC 6;
NAEYC 3)
 Use knowledge of measurement principles and practices to interpret assessment results and guide educational
decisions for individuals with and without exceptionalities. (CEC 4; InTASC 6; NAEYC 3)
 Collaborate with colleagues and families using multiple types of assessment information in making decisions
about individuals with and without exceptionalities. (CEC 4; InTASC 6; NAEYC 3)
 Consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the
selection, development, and adaptation of learning experiences for individuals with and without exceptionalities.
(CEC 5; InTASC 7, 8; NAEYC 4 )
 Create and implement lesson plans that use multiple teaching and learning strategies to engage students in active
learning opportunities that promote the development of critical thinking, problem solving, and performance
capabilities and that help students assume responsibility for identifying and using learning resources. (CEC 5;
InTASC 8; NAEYC 4)
 Use professional Ethical Principles and Professional Practice Standards to guide practice. (CEC 6; InTASC 9;
NAEYC 6)
 Demonstrate an understanding of the significance of lifelong learning and participate in professional activities
and learning communities. (CEC 6; InTASC 9; NAEYC 6)
 Collaborate to promote the well-being of individuals with and without exceptionalities across a wide range of
settings and collaborators. (CEC 7; InTASC 10; NAEYC 2)
PROFESSIONAL BEHAVIOR POLICY:
It is expected that all interns conduct themselves in a professional manner. This includes interpersonal dealings, conflict
resolution, and managing responsibilities with field placement personnel, college faculty, and students. The Towson
University Education Program Professional Behavior Policy contains and describes these behaviors. At the end of the
policy is a form that is signed yearly and stored in each student’s file housed in the department office. Signature on this
form indicates acknowledgement of the behavior policy. Failure to adhere to this policy may result in removal from the
internship. The policy regarding continuance or removal from field placements is included in the Internship Handbook.
Severe inappropriate and unprofessional behavior in the field placement may result in immediate removal from the
internship. Inappropriate use of social media is addressed in the professional behavior policy as well. Infractions will be
addressed accordingly.
ESSENTIAL DISPOSITIONS FOR EDUCATORS:
At Towson University, we recognize the importance of preparing candidates who are worthy to join the education
profession. All students enrolled in the Professional Education Unit programs are expected to develop a professional
conscience by demonstrating important human characteristics and dispositions necessary to work with diverse and
inclusive communities of learners. Following is a list of dispositions, including important diversity proficiencies, which
have been identified as core behaviors expected of all graduates of all Unit programs. As candidates progress through
coursework and field experiences, they are expected to demonstrate increased understanding and eventual mastery of
these dispositions.
Commitment to Professional Practice

The successful candidate:
o Respects and models high academic standards, and demonstrates proficiency in academic writing and
professional oral presentation.

o Demonstrates a repertoire of pedagogical skills that develop all students’ critical and independent
thinking, and performance capabilities.
o Uses ongoing assessment as an integral part of the instructional process.
o Reflects on practice regularly in order to improve student learning.
o Makes decisions based on ethical and legal principles, including respect for confidentiality.
Caring for the Success and Well-being of All Students
o Believes that all students can learn and persists in facilitating their success.
o Accepts and demonstrates responsibility for improving learning for all students.
o Values co-operation with colleagues, students, and families by respecting their views on improving
student achievement.
o Models the virtues of an educated person, including the drive to work hard and become flexible.
o Demonstrates culturally responsive teaching and celebrates cultural differences.
Collaboration with Colleagues and Stakeholders
o Establishes and contributes to a positive learning climate for all students.
o Engages in continual learning and discussion with other professionals.
o Recognizes families, colleagues, and supervisors as partners in teaching and learning by creating
opportunities to involve them in instructional decisions.
o Seeks expert knowledge in order to improve teaching and learning.
o Accepts suggestions and implements changes to improve professional practice.
COURSE POLICIES:
Attendance/Participation: Interns are expected to participate in every internship day. Interns will follow the Harford
County Public Schools calendar, including spring break and inclement weather events. Absences will only be considered
excused for extreme emergencies (e.g. medical illness supported by medical documentation, death in immediate family,
natural disaster, and medical emergency requiring hospitalization). In the event of an emergency, interns are expected
to contact their university supervisor via email, mentor teacher and principal, via telephone and email,
IMMEDIATELY, to determine an appropriate course of action. Excused absences require documentation upon the
day of return to the school placement. Unexcused absences will be made up at the end of the semester before graduation.
In the event of illness or an emergency that will result in an absence, interns are responsible for delivering all lesson plans
and materials to the school. Arrangements need to be made in advance for delivery of lesson plans and materials to the
mentor teacher in the case of illness or emergency. Interns should consider identifying a network of colleagues for such
situations.
Interns are expected, at minimum, to follow the teacher work hours for the schools in which they work. If an intern is to
be delayed arriving to school, the mentor teacher and principal is to be contacted immediately and notified of the
cause of the delay and the approximate time of arrival to school. The intern will also notify the university
supervisor on the day of the late arrival of the situation by email
Early dismissals will not be granted except in the case of extreme emergencies. An intern must have permission from the
mentor teacher, school principal, and university supervisor if leaving before teacher duty hours. All absences, late arrivals,
and early dismissals MUST be made up in order to satisfactorily complete Internship II. Additional internship days due to
absence or lateness will be completed the week of graduation. These days/times are arranged at the discretion of the
mentor teacher and university supervisor. Attendance will be logged in Tk20 and will be reviewed by the mentor
teacher by the end of each placement rotation.
Interns will be excused from internship duties to attend Towson University’s job fair. Interns are encouraged to schedule
job interviews with principals before or after school hours. One full day, either a full day or a combination of two half
days, will be allowed for coordinator/human resources interviews.
Inclement Weather: Interns will follow Harford County Public Schools closings and delays due to inclement
weather. If Harford County Public Schools are closed, interns will not report to their internship. If HCPS has a
delayed opening or early dismissal due to inclement weather, interns will report to their internship at the
designated time or leave as designated by the county.
Web-Enhanced Course: All students will be required to maintain a Tk20 account. Students will log on to Tk20 to log
hours and complete necessary course requirements as outlined in this syllabus. Students will be required to access
Blackboard frequently throughout the semester to obtain updates, handouts and resources related to the internship (ECSE
451 and seminar (ECSE 452).
Email Communication: All electronic communication regarding this course will be through the student’s Towson
University email account only. All email communication to the instructor will be written in a professional format.
Emails will contain a professional greeting and complete sentences which will be free of spelling errors and
grammatical mistakes. Unprofessional emails will not be addressed by the instructor.
Assignment Standards: Students are expected to apply professional standards to all written and electronic
communication. All assignments must adhere to American Psychological Association (APA), Sixth Edition style, be
neatly typed, and double-spaced using Times New Roman 12 pt. font. Proofread your work and correct all spelling,
grammar and punctuation errors. Always make a copy of your work for your records before submitting the original. You
are expected to use Person First language, (e.g., not “disabled students”, but “students with disabilities;” for more
information on the use of Person First language, see https://www.disabilityisnatural.com/people-first-language.html
Writing Standards: The standard format for any written work in the College of Education is APA (6th ed.), unless
otherwise indicated by the instructor. If you are unfamiliar with APA, it would benefit you to purchase the Publication
Manual of the American Psychological Association (6th ed.) and to access the Towson University Library site which
provides a summary of this referencing information. You can access tutorials to learn APA format at
http://apastyle.apa.org/learn/. Also, the Cook Library has helpful resources related to APA available on their website at
http://cooklibrary.towson.edu/. All work produced outside of class must be typed and in APA (6th ed.) format, unless
otherwise noted.
While the additional resources listed above may be helpful, they should not be considered a substitute for directly
consulting the APA manual (6th ed.).
Conferences: The instructor is available for conferences by appointment. It is recommended that students who feel they
are having difficulty with the course or may need clarification meet with the instructor as early as possible.
Incomplete (I): The grade of (I) is assigned at the end of the term because of verifiable medical reasons or other
documented circumstances beyond the control of the student. Unless the course is completed within 180 days, the grade
becomes an F unless changed to another letter grade. It is the responsibility of the student to make arrangements to
complete course requirements to change the grade of (I).
Repeating a Course: Students may not repeat the course more than once without prior permission from the Academic
Standards Committee.
Withdrawals: The last day to withdraw with a grade of “W” is posted on the Towson University website. It is the
student’s responsibility to verify this information.
Academic Integrity Policy: Honesty & Behavior Policy. All students are expected to adhere to the Student Code of
Conduct as outlined in the Student Policy Book and summarized in the Student Handbook. Plagiarism and cheating are
not acceptable behaviors. Academic Integrity: Students in this course are expected to exhibit academic integrity at all
times. Be aware that plagiarism is presenting someone else's work as your own or presenting previous work of your own
as new work. Whether the act is deliberate or unintentional is irrelevant. You must take great care to give credit to
an author when you borrow either exact words or ideas. Generally, if you use 4 or more consecutive words from a
document, you should use quotation marks and a proper citation. Academic dishonesty will be reported to the appropriate

authorities and handled as outlined in your student handbook. Students are encouraged to consult the website below for
specific details. http://www.towson.edu/provost/resources/studentacademic.asp
Diversity Statement: Diversity is a broad, dynamic term that includes, but is not limited to, ethnicity, race, gender,
socioeconomic status, exceptionality, language, religion, sexual orientation, gender identity, and geographical location.
Our values, beliefs, customs, and behaviors are shaped by any one or any combination of these attributes.
The lens through which our perceptions of diversity are constructed continuously change as a result of not only the
context within which diversity is examined but also the evolving of our individual sense of self.
The Department of Special Education at Towson University recognizes the importance of diversity in the development of
the knowledge, skills, and dispositions required of professional educators. Each course within the department provides
students in teacher preparation programs with various information, activities, and assignments to guide them in
developing the knowledge, skills, and dispositions that will enable them to work within diverse communities.
MSDE Institutional Performance Criteria for Diversity: Programs prepare professional educators to teach a diverse
student population (ethnicity, socio-economic status, English Language Learners [ELL], giftedness and inclusion of
students with special needs in regular classrooms).
a. The program provides instruction to, and assesses proficiency of, teacher candidates in developing and implementing
integrated learning experiences for diverse student
b. The program provides instruction to, and to assesses proficiency of, teacher candidates in planning instruction, adapting
materials, implementing differentiated instruction, and to provide positive behavior support for students with disabilities
in an inclusive classroom
c. The program provides instruction to, and assesses proficiency of, teacher candidates in how to differentiate instruction
for English Language Learners (ELL)
d. The program provides instruction to, and assesses proficiency of, teacher candidates’ in how to differentiate instruction
for gifted and talented students
e. The program provides instruction to, and assesses proficiency of, teacher candidates in how to collaboratively plan and
teach with specialized resource personnel
Within ECSE 451, interns are expected to take the diversity of their class of students into account when planning and
delivering instruction. A satisfactory student teaching experience requires that candidates “. . . interact courteously, fairly,
and professionally with people from diverse racial, cultural, and social backgrounds and of different genders or sexual
preferences” (Towson University Education Program Professional Behavior Policy, p. 3). This includes interactions with
school-based staff, university faculty, students, and families. Within the course, the interns’ ability to the honor the
diversity of their students and take this into account when planning instruction will be evaluated through informal and
formal observations, routine daily lesson planning, and through the mentor teacher and university supervisors’ written
evaluations at the end of each internship rotation.
Americans with Disabilities Act Compliance: Towson University is committed to providing equal access to its programs
and services for students with disabilities, in accordance with Section 504 of the Rehabilitation Act of 1973 and the
Americans with Disabilities Act of 1990. Disability Support Services is the office designated to provide reasonable
accommodations to students with disabilities. Students seeking accommodations must identify themselves to DSS,
request an appointment to discuss their needs, and provide DSS with up-to-date and complete documentation of
their disabilities. DSS determines what accommodations are reasonable on a case-by-case basis, taking into account the
student’s disabilities and needs, nature of learning tasks, course standards and essential requirements of the program of
study, and educational environment. Students seeking accommodations: A memo from Disability Support Services
(DSS) authorizing your accommodation is needed before any accommodation can be made. Students with disabilities are
encouraged to register with DSS, 7720 York Road, Suite 232, 410-704-2638 (voice) or 410-704-4423 (TDD). Students
who expect that they have a disability but do not have documentation are encouraged to contact DSS for advice on how to
obtain appropriate evaluation – http://www.towson.edu/dss/. Students are encouraged to register with DSS as soon as
possible after admission to the University to ensure timely provision of services.
DSS Statement for Field Experiences/Internships: If you are a student with a disability, please be aware that you may
request accommodations for a field experience. A field experience accommodation may more closely resemble a job

accommodation rather than an academic accommodation. Field experience accommodations require advance planning. If
you will be participating in a field experience, plan to discuss whether accommodations will be needed by contacting the
DSS office as early as possible.
To summarize: If you are a student with a disability and believe you may need accommodations for this course, please
notify me with a memo from Disability Support Services (DSS). Since accommodations are not retroactive, it is strongly
recommended that you provide me with notification as early as possible in the term. To register with DSS, or if you have
questions about disability accommodations, contact Disability Support Services at 410-704-2638, or visit the DSS office
in the Administration Building, Room 232.
Course/Instructor Evaluation Procedures: Student evaluations play a crucial role in the delivery of this course. All
course evaluations will be administered online during the last two weeks of the course. You will receive an email with a
link to the website with directions on how to access the survey. It is vitally important that you complete the survey, as the
results are used to modify the course and assess teaching. The University also uses the results to address technology and
facility needs. You can be assured that your responses will be confidential. The results will be transmitted after the
grading period and will not include any identifying information. Any questions regarding these procedures governing its
distribution and completion may be directed to Dr. Betsy Neville,Chairperson, Department of Special Education, 410-
704-4499.
Required Course Assignments and Grades

Assignment Percentage of Grade
Formal Lesson Observations (submitted in Tk20 by mentor and supervisor):
• 3 mentor: 1 from special ed. placement + 2 from EC-general ed. placement 45%
• 3 supervisor: 1 from special ed. placement + 2 from EC-general ed. placement
Formal Observation Lesson Plans (submitted in Tk20 by intern):
• Submit a lesson plan in a format of your choice (UDL template, school system
Reviewed as part of formal
template, etc.) for each formal lesson observation.
observation grade
• Due in Tk20 at least 48 hours prior to the start of your scheduled formal
observation.
Formal Observation Reflections (submitted in BB by intern):
• After each Supervisor Formal Observation, submit a post-observation
reflection responding to all 5 required questions. (see template in BB)
10%
• Due in Blackboard (BB) within 24 hours of the completed formal observation.
• These reflections will be discussed during the post observation conference held
within 48 hours of the observation.
Plan Book (reviewed weekly by Mentor)
• Document your 5-day itinerary outline for the week. Weekly Mentor Checklist
• See the plan book requirements below under Course Requirements. rating and comments
• Present to Mentor for review each Monday morning by 8:00 am.
Mentor and Supervisor Weekly Checklists (submitted in Tk20 by mentor in Tk20) Used for documentation of
intern progress
Summative Internship Placement Evaluations (submitted in Tk20 by mentor and
supervisor):
45%
• 2 Mentor: 1 from special ed. placement + 1 from EC-general ed. placement
• 2 Supervisor: 1 from special ed. placement + 1 from EC-general ed. placement
Total 100%

Grading Scale: The ECSE 451 Internship is graded Satisfactory (S – is 80% proficiency), or Unsatisfactory (U – 79% or
less). In addition, a Satisfactory course grade requires:
o Professional conduct, dress, and demeanor at all times.
o Submission of required documents to the university supervisor and maintenance of a weekly plan book.
o Professional Portfolio rated Satisfactory, at minimum, by a Portfolio Review Team.
o Teaching and Planning in the Internship classrooms rated Satisfactory or higher
o Acceptable or higher rating on the Essential Dispositions assessments
Course Requirements:
Formal Lesson Observations (45% of Total Grade): Interns will be both formally and informally observed by the
University Supervisor and Mentor Teacher throughout the placement. Special education Mentors will complete 1 formal
observation, and EC-general education Mentors will complete 2 formal observations. In addition, both mentors during the
spring semester will complete multiple informal observations over the course of the spring placements. The University
Supervisor will also conduct 1 formal observation during the special education placement and two formal observations
during the early childhood general education placement, as well as weekly informal observations during both placement
rotations. If any formal observation is determined to be unsatisfactory, the University Supervisor may choose to conduct
additional formal observations, as needed. The scoring rubric for formal observations is available in Tk20.
Formal Lesson Plans (Included in Formal Observation Grade): Prior to each formal lesson observation, interns must
submit a written lesson plan in Tk20 at least 48 hours prior to the start of their scheduled observation for their mentor and
supervisors to review. Interns are allowed to use ANY lesson plan format of their choice; for example, you may choose to
use the supervisor template provided in this syllabus, a template suggested by your mentor teacher, a template used by
your school/school system, etc. All lesson plans for formal observations must include references to:
Maryland College and Career-Ready Standards, student-friendly learning objectives, connections to student IEP
objectives (based on the needs of the specific group of students), lesson development procedures, materials, as
well as aligned formative assessments for the lesson. Lesson plans will be reviewed by your supervisor for the
purpose of ensuring you are planned ahead for this lesson.
Formal Observation Reflections (10% of Total Grade, 6 @ 10 pts. each): Within 24 hours of the completion of your TU
Supervisor’s formal lesson observation, interns must complete a reflection on their observed lesson and post this in
Blackboard (BB). Reflections must include a response to all of the questions listed below and be submitted in BB within
24 hours of the completed observation so your reflection can be included in the post observation discussion that will be
held within 48 hours of your observation.
Reflections will be graded using these 5 questions as criteria:
1. What did the students learn during this lesson, and how do you know this?
2. What student behaviors did you address? How did you address them?
3. What information did you gain from the formative assessment?
4. How did you differentiate instruction to meet the needs of your diverse learners?
5. How would you change this lesson if you were to teach it again? Why? What were the most successful
elements?
Plan Books (rated by Mentor on Weekly Checklists): On Monday morning each week, interns must share their 5-day
plan for that week with their mentor. Similar to the plan books required in the 2-day internship, the intern’s plan book
should be organized by the 5-day weekly class schedule. These can be completed via an electronic
document/template/chart, or interns can use hard-copy planning pages in a personal plan book. Regardless of format, all
required components of the weekly itinerary planning pages must be clearly labeled. During each instructional block in
the daily schedule, the weekly itinerary plans must include:
1. Student friendly lesson objective.
• Example: “Students will use sensory words in a personal writing piece.”
2. Brief description of formative assessment activity – be specific; i.e. do not list “exit slip, paragraph, or completion
of problems”.
• Example: “Students write a poem using sensory words.” 
3. 3. Brief list (can be bulleted) describing steps in lesson activity(s).
• Example: “Show a video illustrating a variety of sensory words; Provided a topic, students
will brainstorm sensory words in groups.”
4. Accommodations and modifications for students with special needs, if applicable
• List the students’ initials, and include note(s) to identify lesson supports for that student; Example: “JW-
sensory word bank”
Weekly Mentor Evaluative Feedback Form: Each week mentors will complete a Weekly Mentor Checklist Form on
Tk20. Each week the intern must secure time with their mentor to discuss their mentor’s ratings and feedback. These
forms are vital for the growth and development of each intern. These evaluations are being used to document progress
and promote communication between the intern, the mentor and the university supervisor. Noted concerns on these
evaluations may result in the generation of an assistance plan. It is the intern’s responsibility to ensure the forms are being
completed and submitted.
Summative Internship Placement Evaluations (45% of Total Grade): Individual student conferences throughout the
internship placements will allow the University Supervisor to update the intern on his/her progress, areas for
improvement, and overall development as a beginner teacher. The intern should also reflect and assess progress on
personal growth throughout the semester, and seek ongoing, daily feedback from their mentor teachers. At the end of each
internship placement, the mentor teacher and university supervisor will provide summative feedback and also complete
the Summative Internship Placement Evaluation form, aligned to the CEC, NAEYC, and InTASC standards for teacher
preparation.
Portfolio: Interns are expected to develop a professional/exit portfolio which is a representation of the intern’s best work
in undergraduate studies. This serves as evidence of knowledge and application of the Interstate New Teacher Assessment
and Support Consortium (INTASC), Council for Exceptional Children (CEC), and National Association for the Education
of Young Children (NAEYC) standards. The intern will submit the professional/exit portfolio in Tk20, which will then be
reviewed by a professional panel. The professional portfolio will include artifacts determined to meet standards as
outlined in the ECSE 452 syllabus (thus, the grade for the portfolio is actually captured in ECSE 452).
Action Plan Research (Satisfactory or Unsatisfactory): All students need to experience some form of service learning
intervention that occurs in one of their internship placements. Intervention in regards to reading, math or writing is a
common occurrence before or after school in most settings. Information regarding this opportunity will be shared at each
school during the early childhood rotation. The Action Plan Research will meet standards as outlined in the ECSE 452
syllabus (thus, the grade for this action plan is actually captured in ECSE 452).

ECSE 451 Required Internship Documents for Interns & Mentors
INTERN MENTOR TEACHER (MT)
Document: Timeline: Document: Timeline:
Ongoing (update daily in Mentor Weekly Weekly; complete each
Log of internship hours Tk20) Checklists Friday afternoon in Tk20
(16)
Share with supervisor at Completed Forms in
beginning of placement* Tk20:
(*replace if updated) Formal Observation
Copy of Mentor Teacher’s SPED: Completed during
Forms (1 special ed. + 2
Weekly Schedule weeks 3 or 4
EC-gen. ed.)
ECED: Completed during
weeks 5 and 7
Plan Books:
5-day itinerary outline for the
week, including student
Shared with Mentor by Essential Dispositions (1 End of internship
friendly lesson objective,
Monday at 8:00am for that special ed. + 1 EC-gen. placement; compete in
formative assessment(s), lesson
week of internship ed.) Tk20
activity(s), accommodations
and modifications for
individual students.
Submitted in Tk20 48
hours prior to formal Internship Final
Formal Lesson Plan (6) End of internship rotation
observation; intern’s Evaluation
choice of format
Submitted in BB within 24
Formal Observation Reflection
hours after completed
(3) End of each internship
formal observation Approval of internship
placement; completed in
Submitted in Tk20 during hours
Tk20
Essential Dispositions (2) the last week of each
internship rotation

Tentative Phase-In Internship Schedule:
Date Learning Experiences
WEEK 1 Day 1-2:

SPED  Observe lessons, re-establish relationships with students and team, review school-wide
1/28/19-2/1/19 behavior plan and classroom rules
 Document observations of objectives, groupings, modifications, accommodations, and
assessments
 Review students’ Individualized Education Programs (IEPs) Snapshots and
Accommodations
 Review curriculum and related materials
 Actively participate in planning sessions/prepare and set-up plan book
 Independently and consistently enforces classroom rules, follows PBIS procedures and
specific student behavior plans.
Day 3-5
 On Wednesday, Thursday, and Friday of this week, the intern teaches at least one
small group (planned by mentor) each day OR co-teaches whole class with general
educator for at least 1 content area each day
 Demonstrate a strong level of content knowledge and ability to differentiate instruction to
meet the needs of students.
 Incorporate technology resources and tools in his/her teaching.
 Incorporate Universal Design Principles in teaching.
 Collect and analyze data
 Reflect on lessons taught
 Actively participate in planning sessions/update plan book
 Attend all IEP meetings with mentor, participate in gathering IEP pre-meeting paperwork
WEEK 2  The intern independently plans and takes over (approx. 50%) mentor’s teaching
SPED responsibilities:
2/4/19-2/8/19 o Push-in groups co-taught with general educator, and/or
o Pull-out groups taught by intern with mentor shadowing, or
o Self-contained classroom activities
 Responsible for approx. 50% of classroom transitions as needed by mentor and/or general
educator.

WEEK 3  The intern independently plans and takes over (approx. 50%) mentor’s teaching
 Responsible for approx. 50% of classroom transitions as needed by mentor and/or general
educator.
 Mentor Formal Observation
WEEK 4  The intern independently plans and takes over 100% of mentor’s teaching
*HCPS Early
Dismissal for o Self-contained classroom activities
students  Responsible for approx. 100% of classroom transitions as needed by mentor and/or
2/15/19 general educator.
*HCPS Closed  Incorporate technology resources and tools in his/her teaching.
2/18/19  Incorporate Universal Design Principles in teaching.
 Mentor Formal Observation, if not completed Week 3
 Supervisor Formal Observation, if not planned for Week 5

 Responsible for approx. 100% of classroom transitions as needed by mentor and/or
general educator.
 Supervisor Formal Observation, if not completed Week 4
 Responsible for approx. 100% of classroom transitions as needed by mentor and/or
general educator.
 Final Evaluation Conferences

WEEK 1  Observe mentor and students, learn student names, circulate around the room, assist
ECED students at their seats, carpet etc.,
3/11/19-3/15/19  Facilitate transitions and/or classroom duties such as bathroom breaks, brain breaks and
opening activities
 Initiates a conversation with the mentor to gain information on school-based PBIS-
initiatives and specific student behavior plans/protocols, as applicable.
 Establish relationships with students and team, inquire about school-wide behavior
program and review HCPS’ SharePoint site.
 Introduce himself/herself to faculty, staff and parents.
 Inquire about the formative assessment process in an effort to understand how data are
gathered/used.
 Inquire about how multiple means of engagement, representation, and action & expression
are incorporated into class content.
 Reflect on lessons taught by mentor
 Review curriculum and related materials
 Attend and observe grade level planning meetings and keeps an organized plan book
documenting instructional plans for each week.
 Review students’ Individualized Education Programs (IEPs) Snapshots and
Accommodations
WEEK 2  Co-teach math with mentor based on mentor-created lessons. (Mentor may choose a
ECED different content area/subject to begin if easier/more logical).
3/18/19-3/22/19  Follow the mentor’s lead in enforcing PBIS-initiatives and specific student behavior
plans/protocols, as applicable.
 Assist the mentor in gathering formative data.
*3/22/19 HCPS  Facilitate transitions and/or classroom duties such as bathroom breaks, brain breaks and
Early opening activities
Dismissal for  Observe how multiple means of engagement, representation, and action & expression are
students incorporated into class content and discuss with mentor.
 Participate in grade level planning and keeps an organized plan book documenting
instructional plans for each week.
 Reflect on lessons taught and observed.
WEEK 3  Co-plan and co-teach math and science/social studies with mentor based on mentor-
ECED created lessons. (Mentor may choose a different content area/subject to begin if
3/25/19-3/29/19 easier/more logical).
 Follow the mentor’s lead in enforcing PBIS-initiatives and specific student behavior
*TU Job Fair plans/protocols, as applicable.
Thursday, 3/21  Assist the mentor in gathering formative data.
11:00 -2:00 pm  Facilitate transitions and/or classroom duties such as bathroom breaks, brain breaks and
opening activities
 Observe how multiple means of engagement, representation, and action & expression are
incorporated into class content and discuss with mentor.
 Participate in grade level planning and keep an organized plan book documenting
instructional plans for each week.

Weeks 4  Co-plan and co-teach math, science/social studies and word work with mentor based
ECED on mentor-created lessons. (Mentor may choose a different content area/subject to
4/1/19-4/5/19 begin if easier/more logical).
 Facilitate transitions and/or classroom duties such as bathroom breaks, brain breaks and
opening activities
 During planning, make suggestions for ways multiple means of engagement,
representation, and action & expression can be incorporated into class content and discuss
with mentor.
WEEK 5  Co-plan and co-teach math, science/social studies, word work and writing with
ECED mentor based on mentor-created lessons. (Mentor may choose a different content
4/8/19-4/12/19 area/subject to begin if easier/more logical).
 Facilitate transitions and/or classroom duties such as bathroom breaks, brain breaks and
opening activities
with mentor.
Week 6  Co-plan and co-teach teach all subjects with mentor.
ECED  Facilitate transitions and/or classroom duties such as bathroom breaks, brain breaks and
4/15/19-4/19/19 opening activities
*4/18/19 HCPS plans/protocols, as applicable.
Early  Assist the mentor in gathering formative data.
Dismissal for  During planning, make suggestions for ways multiple means of engagement,
Students representation, and action & expression can be incorporated into class content and discuss
with mentor.
*4/19/19 HCPS  Reflect on lessons taught and observed.
Closed for  TU Supervisor Formal Observation
Spring Break
WEEK 7  Plan and teach math independently; co-plan and co-teach teach all other subjects
ECED with mentor.
opening activities
*4/22/19 HCPS  Enforce PBIS-initiatives and specific student behavior plans/protocols, as applicable.
Closed for  Assist the mentor in gathering formative data.
Spring Break  During planning, make suggestions for ways multiple means of engagement,
with mentor.

WEEK 8  Plan and teach math and science/social studies independently; co-plan and co-teach
ECED teach all other subjects with mentor.
opening activities
 Enforce PBIS-initiatives and specific student behavior plans/protocols, as applicable.
 Gather formative data and use it to make instructional decisions.
with mentor.
 Supervisor Formal Observation
WEEKS 9  Plan and teach all subjects independently.
with mentor.
WEEK 10  Plan and teach all subjects independently.
with mentor.
 Final Evaluation Conferences
** Partnership for Assessment of Readiness for College and Careers (PARCC) Testing Dates will be determined by
each placement school. Please notify your university supervisor of these dates, and necessary adjustments will be
made to the above schedule.

ECSE 451 Lesson Plan Template
Date: _________________________ Subject: _______________________ Grade: ___________
Common Core List the standard you will cover in this lesson.
Standard
Objective What is the objective? How will you discuss it?
Modeling Teacher demonstrates the new skill and thinks aloud.
Guided Practice Teacher and students practice the new skill together.
Independent Students work independently to practice. Teacher reviews answers when finished
Practice to determine if more review is necessary before assessment.
Differentiation How will you modify the lesson to meet the various needs of your students?
Formative Students work alone with no assistance. Assessments are observed or collected and
Assessment teacher records data and plans for future instruction.
Closure Teacher and students review the objective and what was learned today.
Materials What materials (teacher and student) will be used for this lesson?

HCPS Professional Dress Code for Interns
All Harford County Public Schools employees and interns are to dress in a manner that is appropriate to the educational
and work setting. It is understood that different tasks or assignments will have an influence on the type of clothing worn.
Furthermore, it is important that all employees and interns are aware of the importance of presenting a positive image
through modest, neat, and professional appearance. It is the responsibility of the administration to ensure that appropriate
attire is maintained in each school and/or department.
https://www.hcps.org/departments/docs/humanresources/EmployeeHandbook.pdf
Towson University Interns are expected to adhere to the following dress code when working in the school systems during
field placements, internships, and professional development:
1. Professional casual attire is what principals expect.

a. Dresses or skirts (with nylons or tights)
b. Blouses or sweaters
c. Dress slacks
d. Shirt and tie
e. Polo shirt
f. Casual loafers, flats or dress shoes
2. The following articles of clothing are not permitted:

a. Sneakers
b. Short skirts (above mid-thigh)
c. Jeans (unless the principal designates a specific day for faculty to wear jeans)
d. T-shirts
e. Tank Tops
f. Graphic shirts
g. Tight fitting shirts or pants
h. Leggings/exercise pants
i. Jeggings
j. Flip flops
k. Low-cut shirts
It is important to remember that you are a guest in the school. You are working with children, and you will be sitting on
the carpet, bending over desks, and moving around the classroom; therefore, selecting modest, neat, and professional
outfits is very important as well as maintaining healthy hygiene habits.
Not abiding by the dress code will result in a conference with the school principal and TU supervisor and will be reflected
in the intern’s evaluation, which could result in the intern being removed from the internship.

COURSE BIBLIOGRAPHY
American Psychological Association. (2001). Publication manual of the American Psychological

Association (5th ed.). Washington, DC: Author.
Arends, Richard. (2006). Learning to teach. New York: McGraw Hill.
Beaty, J. (2009). Preschool appropriate practices. Clifton Park, NY: Delmar Learning.
Bentzen, W. (2008). Seeing young children. (6th ed). Clifton Park, NY: Centgage Learning
Bowe, F. (2007). Early childhood special education: birth to eight. (4th ed). Clifton Park, NY:
Thomas Delmar.
Council for Exceptional Children. (2003). What every special educator must know: Ethics,
standards, and guidelines for special educators. Arlington, VA: Author.
Danielson, C. (2007) Enhancing Professional Practice: A Framework For Teaching. Alexandria, VA: ASCD.
Gestwicki, C. (2007). Home, school and community. (6th ed). Clifton, Park, NY: Centgage
Learning.
Groark, C., Mehaffie, K. &Greenberg. (2008). Evidence based practices and programs for early
childhood. Thousand Oaks, CA: Corwin Press.
Interstate Teacher Assessment and Support Consortium. (1992). INTASC’s model standards for
beginning teacher licensing, assessment and development. Washington, DC: Author.
National Association for the Education of Young Children. (2010). NAEYC standards for early
childhood professional preparation: Initial licensure programs. Washington, DC:
Author.
Prior, J. & Gerard, M. (2007). Family involvement in early childhood: Research into Practice.
Clifton Park, NY: Thomas Delmar.
Tiedt, P., Tiedt, I. (2006). Multicultural teaching. Boston: Allyn & Bacon.
Wandberg, R., & Rohwer, J. (2003). Teaching to the standards of effective practice: A guide to
becoming a successful teacher. Boston: Bacon, Pearson Education.
Recommended Professional Journals:

Exceptional Children
Young Children
Childhood Education
Topics in Early Childhood Special Education
Exceptional Parents
Journal of Early Intervention

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TOWSON UNIVERSITY, COLLEGE OF EDUCATION

DEPARTMENT OF SPECIAL EDUCATION

“The College That Prepares Facilitators of Active Learning”

ECSE 451.851: Internship in ECSE

Meeting Dates and Times: Monday through Friday, 8:00 am – 4:00 pm

Class Location: Assigned Harford County Public School

TOWSON UNIVERSITY COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK: All students should be

COURSE LEARNING OUTCOMES:

Updated: 1/26/2019 Page 1

A. Learners and Learning

1. Learner Development and 1. Learner Development 1. Promoting child development

3. Curricular Content Knowledge 4. Content Knowledge 5. Using content knowledge to

4. Assessment 6. Assessment 3. Observing, documenting, and

D. Professionalism and collaboration

6. Professional Learning and 9. Professional Learning and 2. Building family and

7. Collaboration 10. Leadership and

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PROFESSIONAL BEHAVIOR POLICY:

ESSENTIAL DISPOSITIONS FOR EDUCATORS:

Commitment to Professional Practice

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Required Course Assignments and Grades

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Date Learning Experiences

WEEK 1 Day 1-2:

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Objective What is the objective? How will you discuss it?

Modeling Teacher demonstrates the new skill and thinks aloud.

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1. Professional casual attire is what principals expect.

2. The following articles of clothing are not permitted:

Updated: 1/26/2019 Page 18

American Psychological Association. (2001). Publication manual of the American Psychological

Arends, Richard. (2006). Learning to teach. New York: McGraw Hill.

Recommended Professional Journals:

Updated: 1/26/2019 Page 19

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