Auburn University 
Course Syllabus
	
1.   Course Number:	CTEC 4920
	Course Title:	Traditional Internship: Early Childhood Education
	Credit Hours:	10 semester hours
	Prerequisites:	Admission to Internship 	
	Corequisites:	CTEC 4210

2.	Date Syllabus Prepared: 	August 1998; revised January 2007; updated January 2010

3.	Texts:	
College of Education Internship Handbook

4.	Course Description:

This internship provides the student the opportunity to demonstrate the ability to work effectively during a full time (15 week) supervised teaching experience in a setting serving preprimary or primary school children with varying abilities [NAEYC 6.3].  During this time the student is required to have at least 20 days of full time teaching, 10 of which must be consecutive.

5.	Course Objectives:

Course objectives include a subset of key indicators from the Alabama Quality Teaching Standards (AQTS) and program-specific indicators. AQTS indicators assigned to CTEC 4920 are highlighted on the performance assessment template included in the attachments. Indicators for Alabama Early Childhood Education (ECE) and the National Association for the Education of Young Children Standards (NAEYC) are noted below.

The internship provides the pre-service teacher the opportunity to construct knowledge and refine their practice through experiences that support empirical and theoretical decision-making.  To this end, this internship will provide pre-service teachers the opportunity to observe and participate in another supervised experience [ECE 2.b.6]  [NAEYC 6.1]  with young children of diverse ages and reflecting diverse family systems [NAEYC 6.2 & 6.3] in order to demonstrate their ability to:

	1.	Set goals to facilitate children's development and skills in communication, inquiry, creative expression, reasoning, and interpersonal relationships.  [ECE 2.b.3]  [NAEYC 5.7]

	2.	Develop integrated learning experiences for young children in all areas:  cognitive, language, physical, social, emotional, aesthetic and technological. [ECE 2.b.3]  [NAEYC 2.1.4 & 2.1.8] 

	3.	Plan, implement, and evaluate developmentally appropriate content and methodologies for young children that integrate all curriculum areas including biological and physical sciences, fine arts, health education, language arts, mathematics, physical education, and social studies.  [ECE 2.b.2,2b.4 & 2.b.5]  [NAEYC 2.1.5, 4.1.1, 5.5 & 5.6]

	4.	Plan, implement, and evaluate strategies that foster mutual respect and understanding through verbal and nonverbal communication and that ensure equitable and effective access to all instructional materials.  [ECE 2.b.3]  [NAEYC 2.1.2, 5.5 & 5.6] 

	5.	Promote and manage a positive classroom environment.  [ECE 2.b.4]  

	6.	Evaluate, select, and create materials based on long-range, unit, and daily objectives.  [ECE 2.b.4]  [NAEYC 4.1.3] [ECE 2.b.7]

	7.	Use manipulative materials and play as instruments for enhancing development and learning.  [ECE 2.b.1]  [NAEYC 2.1.2]

	8.	Select and use appropriate equipment and technology. [NAEYC 2.1.6]

	9.	Communicate with parents/guardians for the purpose of involving them in the education of young children.  [ECE 2.b.6]  [NAEYC 3.1.1, 3.1.3, 3.4, 3.5, 4.1.5, & 5.7] [ECE 2.b.9]

	10.	Use shared reading experiences and the structure of natural learning as a basis for literacy instruction. [ECE 2.b.2]   [NAEYC 2.1.2]

	11.	Respond to and conference with children at the appropriate developmental stage.  [ECE 2.b.5] [ECE 2.b.9]

	12.	Utilize a variety of instructional methods and materials appropriate for particular topics and situations, emphasizing student participation in hands-on activities and relate to colleagues in a professional manner.  [ECE 2.b.4]

	13.	Implement basic health, nutrition, and safety management practices for young children, including specific procedures for infants and toddlers and procedures regarding childhood illness and communicable disease.  [NAEYC 2.4.3 & NAEYC 2.4.4 & 5.8]

	14.	Use reflection and self-evaluation as a basis for program planning and modification for the individual needs of young children, including children with special needs and children from diverse backgrounds.  [NAEYC 5.1]

	15.	Observe, record, and assess children's behavior and development.  [ECE 2.a.4] [ECE 2.b.9]

	16.	Use school and/or community resources to enhance the programs for young children.  [NAEYC 3.4 & 3.5]

	17.	Function as a member of an instructional team and relate to colleagues in a professional manner.  [NAEYC 5.6]

	18.	Analyze and evaluate field experiences, including supervised experience in working with parents and in working with interdisciplinary teams of professionals. [NAEYC 6.4]

19.	Advance children’s development in the use of written language [ECE 2.b.8]

20.	Advance children’s use of the stages of the writing process [ECE 2.b.8]

21.	Develop and implement a classroom -management plan to ensure equitable and effective student access to available technology resources.

22.	Model safe, responsible, legal and ethical use of technology and implement school and district acceptable use policies including fair-use and copyright guidelines and Internet user protection policies.

23.	Design, implement and assess learner-centered lessons and units that use appropriate and effective practices in teaching and learning with technology.

24.	Use the following technology tools for instruction, student assessment, management, reporting purposes and communication with parents/guardians of students including but not limited to: spreadsheets, web page development, digital video, the Internet, email and other.

25.	Facilitate their students’ individual and collaborative use of technologies to locate, collect, create, produce, communicate, and present information including but not limited to: spreadsheets, web page development, digital video, the Internet, email and other.

26.	Design, manage, and facilitate learning experiences incorporating technologies that are responsive to diversity of learners, learning styles and special needs of all students (for example, assistive technologies for students with special needs.

27.	Evaluate their students’ technology proficiency and students’ technology-based products within appropriate curricular areas.

28.	Use technology to enhance professional growth (for example, through accessing web-based information, on-line collaboration with other educators and experts, and on-line professional courses).
	
6.	Course Content and Schedule:

Students will complete all of the Internship requirements specified by the College of Education, any additional requirements as specified in the internship orientation meetings, and unique requirements required by the university supervisor and the cooperating school.

7.	Course Requirements/Evaluation:

	Students will:
	1.	complete a minimum of 15 weeks of internship.
	2.	design, implement and be evaluated on at least three lesson plans during the semester.
	3.	complete a professional work sample documenting their internship learning.
	4.	attend all required meetings.
	5.	evaluate the university and site supervisors.
	6.	develop, implement, and evaluate a theme study that includes major projects or displays and appropriate initiating and culminating activities (also see guidelines for the College of Education Professional Work Sample that is required for all interns).  A draft of plans for the theme study must be submitted to the university supervisor at least one week prior to the four-week teaching experience.
	7.	develop plans for the four week period in which the intern assumes full time teaching responsibility.  Plans must be submitted to the university supervisor at least one week prior to the teaching experience.
	8.	facilitate the writing of daily journals with all children in class if possible.  Writing should continue for at least one month.
	9.	participate in all our of class activities that are required of the classroom teacher such as, faculty meetings, PTA meetings, school board meetings etc.

	Evaluation:

Each objective must be achieved in order for the student to earn a satisfactory grade.  The university supervisor with direct input and consultation with the cooperating teacher and the intern will assign the grade of Satisfactory or Unsatisfactory.  When progress has been made without reaching satisfactory results, a grade of Incomplete may be assigned.  

The Alabama State Board of Education requires all students completing teacher certification programs to be assessed using the Alabama Quality Teaching Standards (AQTS) and program-specific standards. Key internship assessments aligned with the AQTS are (1) the Professional Work Sample, (2) PEPE, and (3) the Inventory of Candidate Proficiencies. Assessment resources include the following: 
•	directions and rubrics for key assessments – Internship Handbook, pp. 16-24
•	alignment of AQTS with the College’s 15 candidate proficiencies – Attachment A
•	alignment of candidate proficiencies with the key assessments – Attachment B

The final internship grade (S, U) is determined by the university supervisor and the cooperating teacher based on the key assessments which include a holistic evaluation of the student’s performance throughout the semester (e.g., Inventory of Candidate Proficiencies). The Inventory of Candidate Proficiencies (ICP) is completed by the cooperating teacher and university supervisor at two points: mid-term and the semester’s end.  

8.	Class Policy Statements:

Participation:  Students are expected to participate in all class discussions and participate in all
exercises. It is the student’s responsibility to contact the instructor if assignment deadlines are not
met. Students are responsible for initiating arrangements for missed work.

Attendance/Absences:  Attendance is required at each class meeting.  If a session is missed, a
make-up session will be scheduled only for University-approved excuses as outlined in the Tiger Cub.
Arrangements to make up the work must be made in advance.  Students who miss the internship session(s)
because of illness need a doctor’s statement for verification of sickness and should clear the
absence with the cooperating teacher and unversity supervisor as soon as possible and before the last class day of the term.  Other unavoidable absences from internship must be documented and cleared in advance.

Unannounced quizzes:  There will be no unannounced quizzes.

Accommodations:  Students who need accommodations are asked to arrange a meeting during
office hours the first week of classes, or as soon as possible if accommodations are needed
immediately.  If you have a conflict with my office hours, an alternative time can be arranged. To
set up this meeting, please contact me by e-mail. Bring a copy of your Accommodation Memo
and an Instructor Verification Form to the meeting. If you do not have an Accommodation Memo
but need accommodations, make an appointment with the Program for Students with Disabilities
at 1244 Haley Center, 844-2096 (V/TT).

Honesty Code:  The University Academic Honesty Code and the Tiger Cub Rules and
Regulations pertaining to Cheating will apply to this class.

Professionalism:  As faculty, staff, and students interact in professional settings, they are expected
to demonstrate professional behaviors as defined in the College’s conceptual framework. These
professional commitments or dispositions are listed below:
•	Engage in responsible and ethical professional practices
•	Contribute to collaborative learning communities
•	Demonstrate a commitment to diversity
•	Model and nurture intellectual vitality