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F. What might my intern and I be doing in October?

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During this month, your intern should continue functioning as a support person in your classroom. However, you might begin adding responsibilities as your intern develops. Consider team teaching with your intern or providing the intern with opportunities for small group instruction for which you have done the planning.

This is also a time for the intern to begin developing classroom management skills. Many of the routine tasks assigned in the classroom learning environments course will help your intern develop these skills. Try to give your intern multiple opportunities to do each task and discuss how well each task goes.

Since your intern will need help in the initial attempts at lesson planning and implementation, you need to be sure to share your thinking about planning. One technique that can be helpful in sharing your thinking and approach to planning is for you to complete a written plan for a lesson you are teaching, have the intern observe the lesson while looking at the plan, and then reflect on the lesson together. Another technique might be to have the intern try to complete the lesson plan as you teach the lesson and reflect on the components of the plan after the lesson. Remember, the intern does not have a window into your thinking about your teaching unless you share it.

The "trip sheets" are a valuable way to provide feedback to your intern and a way to document intern growth. The trip sheet is a tri-color form on which mentors and PDAs write their observations of the intern. The intern receives the white copy; the mentor gets the yellow; and the PDA gets the pink copy. When you complete a "trip sheet," please share the documentation with the PDA since this will facilitate the PDA's understanding of the intern's progress.

You might also want to reflect on the experiences your intern has had so far in your room. At this point, generating a list of experiences will help you continue designing the intern's I.I.P. as well as provide the intern with some documentation for the e-Portfolio.

Because of the heavy methods class workload, late October through mid-November tend to be especially stressful times for interns. Try not to assign work to the intern that must be completed by the intern outside the school day. Encourage the intern to talk with you about how methods courses are going.

Some other ideas include:

  • Discuss how your intern will assist you in daily lessons and activities for the month
  • Take an active role in the case study that your intern will carry out for the classroom learning environments course
  • Assign observations for your intern based on identified needs (example: observe a mentor do a read aloud and create a rubric for a good read aloud)- remember to use your partner classroom
  • Discuss classroom learning environment management tasks with your intern
  • Prepare for student goal setting conferences
  • Determine the intern's role in these student-led goal setting conferences
  • Discuss successful and unsuccessful instructional strategies
  • Discuss classroom management strategies
  • Have your intern teach lessons you planned to small groups
  • Team teach whenever possible
  • Discuss and plan for PSU course work expectations
  • Have the intern complete a blank lesson plan as you teach a lesson
  • View the intern's e-Portfolio and discuss it

Complete the intern assessment form for the intern's goal-setting conference. This procedure is explained in detail under Section O - "How are the Interns Graded?"