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The Internship Field Experience is the second of three required field experiences for certification in The School of Education at The University of South Dakota. The Internship is designed to give students a more extensive and participatory experience than the Paraprofessional Field Experience, and students who complete the Internship will be better prepared to enter the Student Teacher Field Experience. In keeping with the School of Education’s theme of //Reflective Decision Making + Leadership//, the Internship is designed to allow students the opportunity to examine their interactions in the school setting and to evaluate the role they play in student learning. According to Donald Graves (2001), “Awareness that grows out of the specifics of your own situation produces energy. For this reason, you need to know the details of your own experience in order to make some judgments about how to set a personal and professional direction for your life.” The activities required during the Internship Field Experience and the associated written assignments will give you the chance to reflect upon your progress toward becoming a teacher. Perhaps more importantly, you will have the opportunity to reassess and, hopefully, reaffirm your commitment to teaching as a career path.
 * =SEED 394 Internship in Secondary Education =

Graves, D. (2001). //The Energy to Teach.// Portsmouth, NH: Heinemann


 * Elizabeth Hunhoff's Fall 2010 SEED 394 Internship Placement** || School: ||  ||
 * Field-based supervisor: Mrs. Gina Zuercher ||  ||
 * Content area: 7th Grade Language Arts ||  ||
 * FBS e-mail address: Gina.Zuercher@k12.sd.us ||  ||
 * FBS phone: NA ||  ||
 * USD supervisor: Kevin J. Reins, Phone: 605-677-5831, e-mail: kreins@usd.edu ||  ||

=Check List - Next Steps=

Next steps: Please check off the following items by replacing the "o" with an “X” in the left hand column of the table once you have completed the task.
 * x || Upon receiving this information, respond immediately via e-mail to Dr. Kevin Reins indicating that you have received your placement information and that you have no major conflict with the placement. ||
 * x || Contact your field-based supervisor within 48 hours of receiving your placement information either by phone or e-mail. ||
 * x || During this first e-mail or phone call to your field based supervisor, ask to set up the first meeting (at your FBS’s convenience) for you to visit the classroom. ||
 * x || Upon arriving at the school, go directly to the main office, introduce yourself, the reason for your attendance, (make a great impression from the beginning) and ask to be directed to your FBS’s classroom. ||
 * x || During the first visit to the classroom, notify your FBS of the URL to your wikispace and let her/him know that you will be documenting the __requirements__ of the experience in this space. Discuss the requirements. ||
 * x || Deliver the FBS’s packet with the evaluation forms and return envelope to your field based supervisor during the first meeting. ||
 * x || Also during the first meeting, exchange phone numbers in case of emergency (edit your wikispace and put your FBS’s prefered phone number in the informatin table above), confirm your visitation times, and discuss what you will be doing in the class over the course of the 45 required hours in the classroom. ||
 * x || When convenient, introduce yourself to the principal and other faculty throughout your stay at the school. Be kind, courteous and show appreciation for the opportunity to be visiting and working with the students and faculty at the school. Always try to leave a great impression on people. ||
 * x || Within the first two visits, ask for a copy of the school handbook or ask to borrow a handbook for the semester. ||
 * x || Report to Dr. Kevin Reins via e-mail after you have completed your initial visit. Briefly describe the visit and ask any questions or state any concerns you have at this time and through the semester. ||
 * x || IF YOU MISS A SCHEDULED TIME – REPORT IT TO DR. REINS IMMEDIATELY. ALWAYS KEEP HIM INFORMED. RECORD THE DATES THAT YOU MISSED HERE. ||

My goals for the internship:
(1) Develop classroom management skills. (2) Develop more confidence in my teaching strategies. (3) Develop a relationship with my FBS that can extend past the internship experience.

Post-experience reflection on my goals.
I have developed classroom management skills as a result of watching the FBS and how she conducts her classroom. I have learned that even if students stray from the subject that it is the teachers job to push the students back on track. I have also learned that teachers cannot give into student's puppy-dog eyes no matter how much they beg. Also, teachers need to stand a firm ground; once they set rules they cannot apply the rules only to certain students but to every student. Teaching the two lessons has helped me develop more confidence and less fear of student's opinion's of me. I believe I have created a relationship with my FBS that will extend outside the internship as she was very warm and welcoming...everything I want to be when I am a teacher.

==A. 45 hours of field-based classroom participation==
 * **Date** || **Hours** || **Description of my activities/participation in the classroom....** ||
 * 10/27/10 || 30min. || ==== Met with my FBS for the first time. We discussed the requirements for my internship and she proceeded to explain to be her background teaching information. She always explained the set-up her her classroom and how she works through her days. We discussed future meeting times and times that outside activities could be attended. ==== ||
 * 11/1/10 || 7hr. || First full day with the class. Came to school early to supervise the lunch room with my FBS. Class began with DGP (Daily Grammar Progress). Students are given a sentence on the board and are given time to fix the errors in the sentence. After fixing the errors individually, the teacher goes over the errors with the students. After DGP, it was journal time. Students were given fifteen mintues to write and the topic was, "Tell Me About Halloween". Before the students began writing, however, the teacher gave an example of her Halloween as a guide for students to generate ideas. When the fifteen minutes were up, students closed their journals and began AR (accelerated reader). AR is a program in which the students individually read young adult novels that are worth a certain amount of points. After reading the novels, students take a short test on it. If they pass the test with a "C" or better, they get all of the points for that book. The majority of the students are required to reached 25 points by the end of the semester, but the teacher adjusts the requirement accordingly for students who have lower reading comprehension skills. The students are given about 15-20 minutes to read individually depending on how well the class behaves. Reading time is up when the bell rings. This same senario is repeated through the rest of the five periods the teacher teaches throughout the day. One of the periods is study hall, but the students read indiviually this day so there is not much to report on that class. The only pause is for lunch, which I left the school for. The students were generally well-behaved and seemed to have a greal deal of respect for their teacher as she exhibited a great deal of respect for them. At the end of the day, the FBS and I discussed when I would come again. ||
 * 11/10/10 || 4hrs || I began the day observing third period study hall. At the begining of the period, students are required to read for fifteen minutes while the teacher leaves the room to perform some personal duties. During this time, I am left in charge of the students and am to make sure that they stay on task. After reading time is up, students are allowed to go to the library or work on homework. Fourth period led back to Language Arts, and this day's DGP delt with identifying clauses in sentences. The students did not seem to have any trouble identifying these, which surprised me. After DPG, the students listened to a chapter from their class novel "My Brother Same is Dead". When the audio was complete, the teacher lead a class discussion on what the students just read to see if they had comprehended anything. The students were very willing to participate in the class discussion and again, were able to answer the questions posed by the teacher with little to no difficulty. This discussion lasted until the end of the period. Fifth period ran in the exact same format as fourth period. Six period was also the same format as the last two periods minus the fact that the students are reading the novel "Johnny Tremaine". Before listen to the novel on tape, students handed in the study questions from the night before. Again, class discussion lasted until the end of the period. At the conclusion of the day, I told the FBS when I would come again. Again, there really were not discipline actions that needed to be taken with the students. Every one in a while the teacher would tell the students they needed to be quite, but none of the students actually acted out in a negative way. ||
 * 11/12/10 || 10hr. || Class trip to Omaha South Magnet school. Omaha South is an information technology and visual performing arts high school. This trip was an extremely eye-opening experience for me. I went to a high school of a little over a 1,000 students, but that was nothing compared to the over 2,000 students at Omaha South. I am not used to a high school that big and felt very uncomfortable in its setting. I know the school is in an urban environment, but it just felt weird to have an actual security staff on duty to guard the kids. I also noticed that the students treated their teachers with a different respect than I was grew up accustom to. Students at Omaha South called their teacher Miss or Sir and did not include their last names. If I ever would have called me teachers by anything other than their last names I would have definitely had a word or two spoken with me. Also, while observing an English class, I noticed that while the teacher was teaching students were talking amongst themselves and acting like they did not care one bit abou the class. There was a lot of texting going on which highly surprised me because even at USD students are not supposed to use their cellphone in class and can even get in trouble if they do so. Other than the piano room, I was not very impressed with the school over all. I was particullary unimpressed with the graduation and dropouts rates of the students. I understand that 90% of the students are minority and come from difficult backgrounds, but I guess I was expecting a higher graduation rate and lower drop out rate because it is a magnet school. While I was not too thrilled with the overall school itself, I am happy I had the chance to tour the school and observe two classes because it opened my eyes to a whole new culture that I have never been exposed to. It also made be realize that I probably will not be able to handle teaching in such an urban environment simply because I did not group up in that environment and want to be in one that is more welcoming and where students attempt to actually respect their teachers. ||
 * 11/19/10 || 4hr. || I began my day with third period study hall. I monitered the students while the teacher was out of the room. The students seemed antsy this day, but for the most part they stayed on task. When the the teacher came back, she explained to be that on Fridays the class plays a game called "Silent Seat Ball" during study hall. SSB consists of the students getting in a big circle around the room. The purpose of the game is to remain completely silent while the students throw a soft ball at each other. Students become eliminated if they do not catch the ball, they throw the ball and it hits the ceiling, or they chuck the ball at another student. This was a fun activity to participate in and we played it until the end of the period. Fourth and Fifth periods consisted of DGP and the students taking a quiz over "My Brother Sam is Dead". During sixth period, the students did DGP and then listened to "Johnny Tremain" on tape. After they finished listening, they added characters to their class character list they have been creating as they read the book. Working on the charcter list took until the end of the period. At the end of the day, I discussed when I would come again. There were no problems with the students today. ||
 * 11/22/10 || 4hr. 30min. || First and Second period began with DPG. In both classes, the students were required to come up to board and make one correction each. It was fun to watch the students go up to the board and make corrections because they were actually excited to do it. After DGP came journaling and the topic was, "Thanksgiving, What Are You Thankful For?" The second period class was not exicted about this journal entry. They complained a lot and gave the teacher a hard time about her making them write. They kept asking the teacher if she would lessen their writing time, but she ended up extending it by two minutes. After journaling was finalyl completed, the students were taken to the library for AR time. The students were on their best behavior duing this time period and read until the end of the period. Duing third period, I again watched the students while the teacher was out of the room. The time went off and the teacher still was not back so I wrote the students their passes to go to the library and to their lockers. The students remained well behaved for the rest of the period. Fourth and Fifth periods predeed just like first and second will little to no disturbances. At the end of the period I discussed with the FBS that I would teach my first lesson on Dec. 1 over Paul Revere's ride. ||
 * 11/24/10 || 2hr 30min || All of the students are very excited about Thanksgiving break. Today is a shorten schedule, so I observed fourth, fifth, and sixth periods in a short amount of times. All three classes consisted of DPG and they were required to do sentence diagramming. All of the classes very unenthused about having to the work, but the teacher made them do it anyways. After DPG, the students were given the rest of the period to read and go over their AR points individually with the teacher. It was a pretty chaotic day even though I was only there two and a half hours. ||
 * 12/1/10 || 2hr || Back to observing after being sick with strep throat. Supposed to teach students about Paul Revere's Midnight Ride. I created a PowerPoint about the ride and illustrated it with pictures. After the lecture, students were to get into pairs and answer the following question: "What would you do if you had been arrested by the British? Would you have tried to escape like Dawes and Prescott or would you have stayed put like Revere did? Would have been upset that you missed the Battle at Lexington?" Students could as questions and I would walk about around to the groups asking who they were coming and if the needed any help. After pair work took place, the answers are to be discussed as a class. This small activity helps students think critically and put themselves in the shoes of the person during the time period. ||
 * 12/6/10 || 7hr || Today was Monday, which is DGP/Journal/ARP day. This is first week that students are being graded for the DPG. Before, students would complete the sentences on the board, but they would go over the answers as a class and it wouldn't be graded. The teacher believes that the students now are familiar enough with the structure of the lessons that they can not be held accountable for what they do and do not know. The writing topic for all the classes today was "Compare 'My Brother same is Dead' to another work of fiction". The examples the teacher used for the class was comparing the book to Star Wars. The students definitely liked this comparison. The students were well-behaved throughout the majority of the day, but 5th period was particularly rowdy. The teacher had to tell the students multiple times to settle down, but the students just would not listen. Due to their continual talking, they did not have much AR time because the class was running behind. Also, 3rd period study hall did not put their pillows away and the teacher stated that they would be losing their pillow privileges from now on. ||


 * < 12/7/10 ||< 2hr. ||< Met with teacher to discuss next possible teaching time. We decided on December 14, 2010. I will be teaching an overview of Charles Dickens' life as well as an introduction to "A Christmas Carol" which the class will be listening to on tape. I will revise two of her PowerPoints which will serve as my revision of a lesson. I will also create a quiz that the students will complete after being lecture. As well as discussing my next teaching opportunity, I interviewed my teacher and asked her questions on her view of technology, standards, best teaching practices, how to deal with parental complaints, and best advice for beginning teachers. ||
 * < 12/14/10 ||< 3hr. ||< Today I taught my lesson on Charles Dickens and "A Christmas Carol". The teacher began the class by going over the DGP with the students, and after that was completed, she then turned the classroom over to me. The Smartboard was used as my technology incorporation and I had two PowerPoints that were to be presented. Throughout the presentation interaction with the students occurred as I asked them questions and discussed with them questions they had. After giving the presentation, the students were presented with a five question quiz over Dickens' life. At first the students were upset about the quiz, but they were okay with it once they found out it wasn't too hard. After everyone had completed the quiz we went over it as a class. The students were well-behaved during my presentation and it seemed like they respected me and what I had to say. ||

Note: Some hour may be completed outside of your placement by the SEED 394 class as a whole.

B. Work with a group of students
1. Describe the group of students you worked with. I tutored a group of students after school. These students would voluntarily come in after school to either work on reading or to work on assignments. Some of these students were struggling academically and the others were using after school time to make progress on their AR points.

2. Did students have cleary defined role/or tasks? Yes, some of the students came into get get help on their specific assignment or their reading skills. The other students' tasks were to continue their reading process after school.

3. Describe your interaction with this group of students. There were two students that were working on their group project. One of these students were struggling academically and the other has just started to make progress on his grades and was trying to keep his A. It was difficult to keep these two students on task because the student that was struggling was derailing his group's progress. Instead of taking the group project seriously, the struggling student was being inappropriate in his behavior and was not contributing to his group's progress. I had to sit down with this group and keep them on task. Through my guidance, the group was able to stay on track and finished their project.

4. How did your interaction affect student learning? I thought that there was a lot of progress within this group. Once I sat down with the group and showed kept them on track, they made a significant amount of progress on their group project.

C. Work with students individually
1. Describe the individual you worked with. I worked with multiple individual students that were in the special needs class.

2. Did the student have clearly defined role and/or task? The students were to fill out their DPG. I walked around the room and helped students that were having trouble completing the task.

3. Describe your interaction with the student. The interaction was friendly as the students were thankful to have someone help them. While DGP is generally easy for the other classes, these students definitely find it more challenging.

4. How did your interaction affect the student’s learning? I feel my interaction helped the students become more confident in stating answers out loud in front of the class because they were more certain that what the would say was right.

5. How did you assess your impact on the student’s learning? I assessed my impact because I noticed that that students whom I helped raised their hands more often than the students who received no help at all.

==D. Participate in redesign of a lesson with technology== Reflection on the ISTE standards  Note: This is not one of the two lessons that you are teaching in requirement E.

==E. Classroom teaching two lessons with lesson plans and documented impact on student learning== 
 * Lesson #1 - Title**






 * Lesson #2 - Title**





==F. Design an assessment tool for evaluation of one of the lessons taught== List of objectives being assessed

1. The students will reflect on the PowerPoints presented to them. 2. The students will be able to explain the key points of Charles Dickens’ life. 3. The students will be able to identity key points of Dickens’ life.





G. Share two duties with field-based supervisor
1. What were the two duties you shared with your field-base supervisor? I helped my teacher supervise during morning duty and I watched over her classroom while she had to run her errand during third period.

2. What did you learn about collaborating with another colleague? It's really easy if you are both willing to compromise and corporate with each other.

==H. Attend an extra-curricular activity with students== 1. What did you learn from your extracurricular activity(ies) with students? Students are very excited to attend sporting events and they have a great deal of school spirit. I was surprised at how well-behaved the student section was.

2. Describe what had the most impact on you from this outside-the-classroom requirement. The enthusiasm the students had for their school. You do not experience that much inside the classroom.

I. Attend a school board meeting
1. What date and school board meeting did you attend? 12/13/10, Vermillion School District. Neuharth Center.

2. What did you learn about the policy and procedures of middle/secondary schools? I learned that no one attends these meetings as the only people who were there besides the board was a guest speaker and three other USD students. I also learned that the meetings are a long, drawn out process and it is rather dismal hearing the budget cuts and things that cannot be done within the school district due to funding shortages. The topic I learned the most about was Gov. Rounds proposed 5% tax cut in which the Vermillion School District alone would lose $500,000 dollars in funding and that would mean at least 12 teachers would need to be cut.

==J. Reflective interview of field-based supervisor around teaching standards==

Question 1. Is it difficult to incorporate content standards? "It is not so much that it is difficult to incorporate standards, rather it is the problem of making sure none of them are missing because I have so many. Also, after years of teaching you become rather familiar with them."

Question 2. What is the best strategy for classroom management? "The best way I manage my class is by pointing out the students who are doing the right thing, like having their DGP ready or have their books open to the right page. By pointing out the students who are setting a good example, the other students will want to be like that student. If I point out the students who are doing the wrong thing then the students are more willing to just snicker at that students and not change their own behavior."

Question 3. How do you deal with upset parents? "It is very difficult to deal with upset parents because most of the time they do not understand the goal you are trying to accomplish. However, at the same time, you need to remember that both you and the parent are looking out for the child's best interest and that you need to try and find a common goal that you can both agree on. I would suggest taking deep breaths."

Question 4. What is your view on the use of technology in the classroom? "I feel the use of technology is useful and important, however it is extremely frustrating when the technology doesn't work which happens more than you think. Due to this fact, I hardly ever create a lesson that is based entirely around technology because it isn't 100% reliable. I also do not like how students get around the firewalls and mess around on the internet while you are trying to teach them.

Question 5. What is your best recommendation for a beginning teacher? "Beginning teachers need to realize that it takes time to be good at what you do. Being successful and fully understanding content doesn't come unless there are years of practice and dedication. Also, realize that it is okay to make mistakes. I would suggest making a back up plan for your lessons the first few years you teach because things do not always go as you want them to.

1. What is your impression of your field-based supervisor’s attitude toward teaching standards? I believe my teacher had a positive attitude towards teaching standards although she did admit that they can be a bit over whelming.

2. What is your impression of the impact of standards on instruction? I feel the standards serve as a guidance tool for teachers so they have more of a coherent idea on what to teach. I do not like how standardized test are used to determine a teachers teaching ability.

3. How do you intend to incorporate standards into your teaching? I will do whatever it takes to make sure they are successfully implemented into my lessons because after all, it is my job.

= **Wikispace Grade – SEED 394 Grade** = = Name: = = _ Completing the Internship Application Form (3 points) = = _ Writing goals for internship (3 points) = = _ Post-experience reflection on goals (5 points) = = _ Log of: A. 45 hours of field-based classroom participation (10 points) = = _ Reflection on: B. Work with groups of students (5 points) = = _ Reflection on: C. Work with students individually (5 points) = = _ Artifacts for: D. Participate in redesign of lesson with technology (10 points) = = _ Artifacts for: E. Classroom teaching two lessons with lesson plans and documented impact on learning (40 points) = = _ Artifacts for: F. Design an assessment tool for evaluation of one of the lessons taught (10 points) = = _ Reflection on: G. Share two duties with field-based supervisor (2 points) = = _ Reflection on: H. Attend an extra-curricular activity with students (2 points) = = _ Reflection on: I. Attend a school board meeting (2 points) = = _ Transcript and Reflection on: J. Reflective interview of field-based supervisor around teaching standards (5 points) = = _ Documentation form for field experience (3 point) = = _ Maintaining wikispace (6 points) = = _ Performance on Knowledge and Skills from Evaluative Comments (21 points) = = _ Performance on Professional Dispositions (18 points) = **Total points possible: 150 points**

= (Using the Nines System) = = 150 – 135 points is assigned an A = = 134 – 120 points is assigned a B = = 119 – 105 points is assigned a C = = 104 – 90 points is assigned a D =
 * Grading Scale**
 * <=89 points is assigned an F **

=Items that I have included that might be helpful for accomplishing the requirements of the internship=


 * Suggested Routines for Participating in the classroom**

1. Make a seating chart. 2. Take attendance. 3. Run errands for the classroom teacher. 4. Help with classroom housekeeping. 5. Organize materials needed for a lesson. 6. Make copies of materials needed for the lesson. 7. Help pass out materials to the students. 8. Arrange a bulletin board. 9. Check out books from the library to be used by students in the classroom. 10. Check out media to be used in a lesson. 11. Make a chart or graph. 12. Make a transparency or stencil. 13. Run a film, filmstrip, videotape, etc. 14. Get supplementary materials needed for a lesson (e.g., magazine illustrations, pamphlets, maps, etc.). 15. Develop a bibliography for an upcoming unit. 16. Correct papers. 17. Set up or help set up a lab. 18. Write news/assignments on the chalkboard. 19. Set up a learning center. 20. Set up an experiment or a demonstration. 21. Obtain a speaker to come to class, or help organize a class field trip. 22. Help gather materials for a class party. 23. Help make costumes for a class play. 24. Send out a class newsletter to parents. 25. Help individual students with seatwork. 26. Assist a small group. 27. Assist students with library research. 28. Monitor a test. 29. Hand out and collect materials. 30. Listen to an individual student read or recite a lesson. 31. Give a test or a quiz. 32. Read aloud or tell a story. 33. Help students in a learning center. 34. Accompany students to school office, bus, playground, after-school programs. 35. Help monitor the hallway, lunchroom, or playground.


 * Analysis of Instructional Planning and Impact on Learning**

1. What did the students learn from your lesson? How do you know they learned from your lesson? (Attach assessment tools from the lesson.) 2. What did you think about or consider when planning the lesson? (Be specific.) 3. What do you think was the most effective part of the lesson? Why? 4. How closely did you follow your lesson plan? If you deviated from the lesson plan, what decisions did you make during the lesson and why? 5. Were the activities/materials/visuals/aids appropriate? Why? Why not? 6. What part or parts of your plan would you consider changing before teaching this lesson again? 7. What do you see as your teaching strengths? 8. Identify a goal you would like to have your field-based supervisor assist you in achieving.


 * Checklist of Interview Techniques for Teaching Standards**

1. Before the Interview a. Establish the purpose for the interview. b. Request an appointment (time and place), giving sufficient time for the interview. c. Plan specific questions related to the purpose of the interview. d. Prioritize questions, asking the most important first.

2. During the Interview a. Be on time for the interview. b. Start the interview by restating the purpose of the interview. c. Take careful, objective notes-- try to list direct quotes as often as possible. d. Avoid inserting your own impressions or judgments. e. Limit the interview to no more than 15-30 minutes.

3. After the Interview a. Review with the respondent what has been said or heard. b. Express your appreciation for the interview. c. Offer to share the interview report with the interviewee.


 * School of Education Standards for Initial Preparation of Teachers**


 * 1. Understands Content:** The teacher understands the central concepts, tools of inquiry, and the structures of his/her discipline. The teacher demonstrates the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn meaningful subject matter.


 * 2. Understands Development:** The teacher understands how children learn and develop and can provide opportunities leading to active learning that support their intellectual, social, personal, and physical development.


 * 3. Understands Difference:** The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.


 * 4. Designs Instructional Strategies:** The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills while incorporating state and national standards.


 * 5. Manages and Motivates:** The teacher uses an understanding of individual and group motivation and behavior to establish a safe, orderly, and equitable learning environment that fosters positive social interaction, active engagement in learning and self-motivation.


 * 6. Communicates:** The teacher uses knowledge of effective verbal ,nonverbal, and media communication techniques with students and their constituents within and beyond the classroom. The teacher fosters active inquiry and engagement in lifelong learning to prepare students for workforce readiness.


 * 7. Plans for Instruction:** The teacher plans instruction based upon knowledge of students, subject matter, technology, curriculum goals, and the community.


 * 8. Evaluates:** The teacher understands, creates, selects, and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.


 * 9. Reflects on Practice:** The teacher is a reflective practitioner who continually evaluates the effects of his/her instructional choices and action on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.


 * 10. Participates in the Professional Community and Seeks Professional Growth:** The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being, reflects on their professional behaviors, and actively seeks opportunities for professional growth and development.

1 **1. Integrates Technology to Enhance Learning:** The teacher uses current technologies, software, and telecommunications networks to plan, design, deliver, and evaluate learning experiences to enhance learning. The teacher employs the ethical use of technology and uses it to further his/her professional productivity.


 * 12. Understands Evolution of Public Education and Its Legal and Ethical Responsibilities:** The teacher understands the foundations of public education, technological and societal changes in the schools, and upholds the legal and ethical responsibilities of the teaching profession.