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PROFESSIONAL INTERNSHIP EXPERIENCE

1. Purpose of the Professional Internship Experience

   The professional internship is the third and final stage in the teacher preparation sequence; a stage that requires a student to spend an entire semester – everyday, all day - in an assigned school or agency. Interns will follow the same schedule as the cooperating teacher including appropriate professional activities.

   Field experiences provide opportunities for teacher education students to acquire an understanding of the teaching process by means of a gradual induction into increased instruction responsibilities. The professional intern practices procedures he/she has learned regarding daily lesson planning, classroom management, assessment, and the integration of technology into the classroom. The professional intern is required to instruct individual students and small groups of students, as well as the whole class and to reflect on that instruction.

   The Professional Internship provides opportunities for working with linguistically and culturally diverse students and exceptional populations. A supervised professional internship experience prepares students to assume full-time teaching responsibilities.

2. Admission to Professional Internship Experience

1. Undergraduate Students

1. Formal acceptance into a department within the College of Education. These departments are: Communication Disorders and Deafness, Early Childhood and Family Studies, EMSE - Elementary, Middle and Secondary Education (including programs in Elementary Education, Secondary Education, ESL and Bilingual/Bicultural), Fine Arts (K-12), Music (K-12), Physical Education and Health (K-12), Special Education  (including Teacher of Students with Disabilities), and Theatre.

2. A minimum of 95 credit/semester hours completed.

3. Cumulative grade point average (GPA) of 2.75 or above from all institutions attended and at Kean University.

4. Negative test results for the Mantoux (Tuberculin) Test before entering the assigned school for the Professional Internship experience. The results must be no more than six (6) months old and be submitted to the school nurse on the first day of the experience. A student with a positive reaction to the Mantoux test must comply with the State’s follow-up procedures (including chest x-ray and medical evaluation) by submitting a physician’s report.

5. Successful completion of Introductory Field Experience and Preprofessional Field Experience. All undergraduate teacher education candidates seeking an initial certification at Kean University are required to successfully complete at least one-preprofessional field experience at Kean, as well as a full semester of professional internship.

6. Earned grades of C or better in professional education courses. A minimum grade of B- in professional education courses is required for the Elementary and Secondary Education programs. Grades below C or a grade of IP (Incomplete) in professional education courses will cause a student to be ineligible for field work.

7. Successful completion of specific program requirements including prerequisite courses as determined by the department in which accepted. Individual department and/or program requirements may supersede the above stated eligibility requirements. Please check with the program coordinator.

8. Beginning September 1, 2006, the College of Education requires that a professional internship student schedule, take and pass the respective Praxis II Test for the teacher certification that he/she is seeking before he/she can participate in the internship field experience.  Students seeking ESL, P-3, or Special Education licensing will be required to pass the Elementary Education Content Knowledge Test.  It is the candidate's responsibility to schedule and pass the appropriate Praxis II Test within the required timeframe.  Students will not be able to participate in the professional internship without submitting a photocopy of a passing Praxis II score report to the Teaching Performance Center in Willis 110 by the stated deadline (August 15 for fall internships, November 1 for the spring).
9. A student seeking Bilingual Teacher Certification will be recommended for field experience placement - preprofessional and the internship - when documented evidence of satisfactory scores on written and oral proficiency tests are presented along with the field experience application to the program coordinator.  Satisfactory scores on oral proficiency are acceptable only at the level of Advanced High and written proficiency at the level of Advanced Medium.  Proficiency scores must be submitted for English as well as the other language of instruction.

a. Formal acceptance into the Post Baccalaureate Certification Program within the College of Education.

b. Cumulative GPA of 2.75 or above.

d. Successful completion of respective Introductory Field course and Preprofessional Field Experience. All post-baccalaureate teacher education candidates seeking an initial certification at Kean University are required to successfully complete at least one preprofessional field experience at Kean, as well as a full semester of professional internship.

e. Earned grades of C or better in professional education courses. A minimum grade of B- in professional education courses is required for the Elementary and Secondary Education programs. Grades below C or a grade of IP (Incomplete) in professional education courses will cause a student to be ineligible for field work.

f. Negative test results for the Mantoux (Tuberculin) Test before entering the assigned school for the Professional Internship experience. The results must be no more than six (6) months old and be submitted to the school nurse on the first day of the experience. A student with a positive reaction to the Mantoux test must comply with the State’s follow-up procedures (including chest x-ray and medical evaluation) by submitting a physician’s report.

g. Successful completion of specific program requirements including prerequisite courses as determined by the department in which accepted. Department and/or program requirements may supercede above eligibility requirements. Please check with the program coordinator.

h.  Beginning September 1, 2006, the College of Education requires that a professional internship student schedule, take and pass the respective Praxis II Test for the teacher certification that he/she is seeking before he/she can participate in the internship field experience.  Students seeking ESL, P-3, or Special Education licensing will be required to pass the Elementary Education Content Knowledge Test.  It is the candidate's responsibility to schedule and pass the appropriate Praxis II Test within the required timeframe.  Students will not be able to participate in the professional internship without submitting a photocopy of a passing Praxis II score report to the Teaching Performance Center in Willis 110 by the stated deadline (August 15 for fall internships, November 1 for the spring).

i.  A student seeking Bilingual Teacher Certification will be recommended for field experience placement - preprofessional and the internship - when documented evidence of satisfactory scores on written and oral proficiency tests are presented along with the field experience application to the program coordinator.  Satisfactory scores on oral proficiency are acceptable only at the level of Advanced High and written proficiency at the level of Advanced Medium.  Proficiency scores must be submitted for English as well as the other language of instruction.

a. Formal acceptance into a department within the College of Education. These departments are: Communication Disorders and Deafness, Early Childhood and Family Studies, EMSE-Elementary, Middle and Secondary Education, Fine Arts (K-12), Special Education and Speech Pathology.

b. A minimum of 18 credit/semester hours of prerequisite courses

c. Cumulative grade point average (GPA) of 3.0 or above

d. Negative test results for the Mantoux (Tuberculin) Test before entering the assigned school for the Professional Internship experience. The results must be no more than six (6) months old and be submitted to the school nurse on the first day of the experience. A student with a positive reaction to the Mantoux test must comply with the State’s follow-up procedures (including chest x-ray and medical evaluation) by submitting a physician’s report.

e. Earned grades of B or better in professional education courses. Grades below B or a grade of IP (Incomplete) in professional education courses will cause a student to be ineligible for field work.

f. Successful completion of specific program requirements including prerequisite courses as determined by the department in which accepted. Department and/or program requirements may supersede above eligibility requirements. Please check with the program coordinator.

g.  Beginning September 1, 2006, the College of Education requires that a professional internship student schedule, take and pass the respective Praxis II Test for the teacher certification that he/she is seeking before he/she can participate in the internship field experience.  Students seeking ESL, P-3, or Special Education licensing will be required to pass the Elementary Education Content Knowledge Test.  It is the candidate's responsibility to schedule and pass the appropriate Praxis II Test within the required timeframe.  Students will not be able to participate in the professional internship without submitting a photocopy of a passing Praxis II score report to the Teaching Performance Center in Willis 110 by the stated deadline (August 15 for fall internships, November 1 for the spring).

h.  A student seeking Bilingual Teacher Certification will be recommended for field experience placement - preprofessional and the internship - when documented evidence of satisfactory scores on written and oral proficiency tests are presented along with the field experience application to the program coordinator.  Satisfactory scores on oral proficiency are acceptable only at the level of Advanced High and written proficiency at the level of Advanced Medium.  Proficiency scores must be submitted for English as well as the other language of instruction.

4. Visiting Professional Interns

The College of Education accepts only visiting professional interns from other NCATE approved institutions for guest placements during the final semester of the professional internship.  Click here for additional Information.

The following criteria must be in place for acceptance. A student must:

a. Have a minimum cumulative GPA of 2.75 from an accredited NCATE institution.

b. Have passed the Praxis II test for the intended area of certification.  The Praxis II score must meet or exceed the required passing score of the state in which the sending institution is located.

c. Submit a letter of support by his/her academic department.

d. Be interviewed by the director of the Teaching Performance Center.

e. Submit a completed Visiting Professional Internship application.

f. Complete a TPC Field Placement application (available at TPC-Willis 110).

g. Register for professional internship at the sending institution.

h. Make payment of fees to Kean University for supervision, cooperating teacher honorarium, and supervisor travel costs before August 15 for fall semester placement or December 15 for spring semester placement.

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Professional Internship Placements

Two important factors in the development of a successful field experience program are: 1) the availability of effective cooperating schools for field experiences, and 2) the matching of cooperating teachers and university students. The following general policies are intended to help ensure that sound procedures are used in the selection of the cooperating schools and in the assignment of interns to those schools.

A teacher must meet the following criteria to serve as a cooperating teacher:

                    1. Be approved by the principal and the district office.

                    2. Be able to serve as a model for excellence in teaching.

                    3. Be familiar with and model New Jersey Professional Teaching Standards.

D. Professional Internship at Place of Employment:

3. Acknowledgment that a supervisor from Kean University will be in the classroom to observe and assess the professional intern during the semester in consultation with the cooperating teacher.

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Professional Internship Policies

• Any crime of the first or second degree;

• Any crime involving sexual offense or child molestation;

• An offense involving the manufacture, transportation, sale, possession, distribution or habitual use of a drugs or any violation involving drug paraphernalia;

• Any crime involving the use or force or the threat of force to or upon a person or property, including, but not limited to, robbery, aggravated assault, stalking, kidnapping, arson, manslaughter and murder;

• Any crime of possessing a weapon;

• A third degree crime of theft or a related offense;

• An offense of recklessly endangering another person, terroristic threats, criminal restraint, luring or enticing a child into a motor vehicle, or isolated structure;

• An offense of causing or risking widespread injury or damage;

• Any crime of criminal mischief, burglary, usury, threats or other improper influences, perjury and false swearing, resisting arrest, or escape;

• Any conspiracy to commit or attempt to commit any of the crimes described above.

a. School-related Activities

b. University-related Activities

3. Absence for part of a day counts as one absence.

1. The situation that affects professional internship is to be reported to the university supervisor/clinical instructor and the Teaching Performance Center, 110 Willis Hall, (908) 737-4185.

1. The professional internship experience is a supervised experience.

2. The director of the Teaching Performance Center, in cooperation with the program department, assigns a university supervisor/clinical instructor to mentor each student during the experience.

3. There will be a minimum of seven on-site observations and one videotaped evaluation for a total of eight written assessments.

a) Formal observation reports that are to be completed, signed and submitted include five narrative reports, one midterm evaluation, one final evaluation and one video analysis report.

b) If, for some reason, a school or district will not permit a professional intern to be videotaped, an additional narrative report is to be completed and submitted in lieu of the video analysis report.

c) For a two-part professional internship experience the following is suggested:

1^st half - observation reports to be completed, signed and submitted include two to three narrative reports, one midterm evaluation, one final evaluation, and one video analysis report.

2nd half - observation reports to be completed, signed and submitted include two to three narrative reports, one midterm evaluation, and one final evaluation. (Note: The Physical Education/Health Department requires a video tape for each of the two experiences.)

d) A supervisor is expected to spend a minimum of fifteen (15) contact hours supervising/observing a professional intern each semester.

4. For the purpose of evaluation, the professional intern should be viewed as an emerging professional, a work-in-progress. The field experience student should be evaluated by standards appropriate to an emerging educator.

1. Removal from a field experience placement may be initiated by the cooperating teacher, university supervisor/clinical instructor, principal or the student. Conditions for a future placement are delineated in Section K below.

2. If removal from the placement is the result of unethical conduct, criminal activity or extreme incompetence in performing the requirements of the experience, the student may be denied a second opportunity.

1. Application to repeat the professional internship may be made within a two-year period from the date of withdrawal from the internship or receipt of a grade of "U" - Unsatisfactory. A student will have one opportunity to repeat the professional internship. A student who graduates from the undergraduate program without certification and returns to the post baccalaureate program is also governed also by this policy.

2. The internship may be repeated, only once, provided the student meets all recommended remediations and interventions.  A formal intervention plan will be developed by the program coordinator i collaboration with the university supervisor/clinical instructor, the student and the Teaching Performance Center.

3. Formal application to repeat the professional internship is initiated by letter to the program advisor with copies to the department chairperson and the director of the Teaching Performance Center. This letter must identify the semester in which the student is requesting a second placement opportunity and must be submitted two months prior to the start of the requested semester. The request will be reviewed by a committee consisting of the director of the TPC, the department chairperson and the program coordinator; however, it may not result in a recommendation for a second professional internship.

4. A professional intern who is repeating student teaching will be assigned a Kean University residential faculty member as his/her supervisor for the duration of the field experience semester. Interns who are repeating and are placed in a Teacher Development Program School (Section M) will be supervised by a university supervisor/clinical instructor who has been assigned to that particular site.

In some cases where a candidate’s successful completion of the internship is in jeopardy and where it is felt that an additional guided experience can be beneficial, the director of the Teaching Performance Center, at the recommendation of the university supervisor/clinical instructor, will form a committee consisting of the director of the TPC, the university supervisor/clinical instructor and the department coordinator or designee. This committee will review the student’s particular situation and recommend an extension of the internship, a recycling of the entire internship, or a complete removal from the internship process.

If a candidate is unable to progress according to the suggested schedule in Section IX.C. because of justified excessive absences or the cooperating teacher is not able to allow the candidate to take over the class and teach full-time for seven (7) weeks, the committee will convene and determine how long the internship should be extended. If the internship is to be extended, a Special Case Report must be completed.

If the committee determines that the candidate will not be able to complete the internship within a maximum of a three (3) week extension, the committee will recommend removal from placement and refer the candidate to the Teacher Development Program. A grade of IP - Incomplete will be given to the candidate until the extension of the internship is completed. The committee can recommend to extend the internship for a designated period of time beyond the instruction period, at the end of which the committee then will decide whether to award the grade of "S" or "U." If a student declines to extend the internship at the request of the committee, it will not be possible for the student to receive a grade of "S" and a grade of "U" will be given.

It is the prerogative of the committee to recommend ending the internship if it is determined that, (1) doing so is in the best interests of the P-12 students with whom the candidate is working, (2) the identified problems are so severe that the intern requires additional specialized instruction and practice, and (3) the candidate is demonstrating unprofessional behaviors such as continuous lateness, frequent absences, or conduct unbecoming to the teaching profession. If this is the case, the committee will also determine whether the student will be able to repeat the experience in its entirety after specific measures to remediate the difficulties have been completed.

An intern who has received a score of two or below on any competency on the Professional Intern Performance Competency Assessment or a student who is identified by a Special Case Report may be referred to the Teacher Development Program. A student may also be self-referred or faculty referred. At a conference with the student an intervention plan will be developed indicating the competency areas requiring remediation and/or support services. The student’s progress will be monitored closely until the completion of his/her teacher education program or until other career choices have been selected.

Support services provided through the Teacher Development Plan address pedagogical and personal knowledge, skills, and dispositions and may include, but are not limited to:

• Opportunities to discuss performance evaluations and remediation strategies, as well as review placement difficulties and/or personality conflicts.

• Small group seminars conducted on topics such as time management, lesson planning, inclusion, classroom management, assessment strategies or critical thinking skills.

• Directed field observation of a master teacher.

• Access to videotape resources focusing on classroom models and teaching strategies.

• Intensive supervision by a designated university supervisor/clinical instructor and/or departmental faculty to observe the student in teaching situations and to provide immediate feedback.

• Frequent video taping and/or audiotaping of the intern to encourage reflection and self-evaluation.

• Weekly on-site conferences among the intern, cooperating teacher and university supervisor/clinical instructor.

• Identification of university and community services available to the intern including computer software.

• Referrals made to appropriate counseling services as needed.

A student who is accepted to the Teacher Development Program will be asked to sign a release form acknowledging that the participants involved in the student’s intervention program (university supervisor/clinical instructor, cooperating teacher, school principal) will be made aware of the student’s previous performance in those competency areas in need of remediation.

A professional internship assignment may create challenges which require identification and professional management by the Kean university supervisor/clinical instructor. During the placement, a student may experience difficulty with problems or professional concerns. These may include, but are not limited to such areas as classroom instruction, spoken or written English, management skills, content knowledge, or interpersonal relationships.

The following procedure is outlined as a management plan leading to the resolution of a problem or concern with a professional intern:

1. A serious problem (or problems) is identified by the cooperating teacher and /or the Kean university supervisor/clinical instructor.

2. The Kean university supervisor/clinical instructor and the cooperating teacher confer to further define the problem(s).

3. The Kean university supervisor/clinical instructor, the cooperating teacher and the field experience student confer formally to identify clearly and explain fully the problem(s) as well as generate suggestions for its solution. This conference is to be dated, noted and recorded on a narrative report or appended to the narrative report. In most cases, this should take place within the first 4 to 5 weeks of the student’s placement.

4. The director of the Teaching Performance Center is to be informed of the problem at this time. The director will then notify the program coordinator.

5. If the problem(s) persists, a second formal conference with the student, the cooperating teacher and the Kean university supervisor/clinical instructor is held. A Special Case Report is to be completed by the university supervisor/clinical instructor and signed by the student, the cooperating teacher and the supervisor. The original and one copy of the Special Case Report are sent immediately to the Teaching Performance Center. The remaining copies are distributed to the persons indicated. In most cases, this should take place by the end of the 6th week and must be filed if a student is failing at mid-semester.

6. If progress is not observable by the cooperating teacher and/or the Kean university supervisor/clinical instructor, the director of the Teaching Performance Center is formally and directly notified by the university supervisor/clinical instructor. The director of the Teaching Performance Center will arrange a conference with the Kean university supervisor/clinical instructor, the cooperating teacher and the university program coordinator to discuss available options. The field experience student will then be invited into the conference. (This must take place no later than the 8th week of the professional intern’s placement.)

7. Options available at this point would include:

a. removal from placement;

b. creation of a plan for remediation/intervention;

c. reapplication for placement in a subsequent semester;

d. completion of a contract for a grade of IP (Incomplete);

e. assignment of a grade of Unsatisfactory;

f. withdrawal from the program;

g. counseling of the student to pursue a career path other than teaching.

This procedure is designed so that a professional intern will know what the problem(s) is, specifically how he or she is to correct the situation and, given time, helped to make adjustments. Clearly, the major burden of change is on the professional intern. The Kean university supervisor/clinical instructor, working collaboratively with the cooperating teacher and other university personnel, provides the professional assistance and guidance to help the student realize his or her progress in this field experience by following the above procedure.

The professional intern is assessed on an ongoing basis with formative and summative evaluation instruments. A grade of "S" - Satisfactory is granted upon successful completion of all requirements. Detailed descriptions of the assessment procedures are found in Section X for the cooperating teacher and in Section XI for the university supervisor/clinical instructor.

Seven (7) observational visits and supervisory reports are to be completed by the university supervisor/clinical instructor and provided to the professional intern as written feedback. Five (5) narrative reports, one (1) mid-experience, and one (1) final assessment report constitute the seven reports. Please see Appendix for a sample narrative report and Appendix for a sample assessment report. The same assessment report form is used for the mid and final reports.

The review and analysis of the videotape will be the eighth (8th) report. Videotaping of a professional intern’s performance is a routine part of the assessment process at Kean University. Should a school or district prohibit a videotape, a sixth narrative report is to be substituted. See Appendix for a sample copy of the video analysis form.

a. Single Experience

The professional intern is observed by a university supervisor/clinical instructor seven (7) times during the semester completing a narrative or formative report for five (5) observations. A mid-term and a final competency form or summative report is completed by the cooperating teacher and the university supervisor/clinical instructor, for a total of two (2) each. A minimum of one (1) video analysis form is completed by the supervisor as a substitution for the eighth (8th) visit.

b. Double Experience

Program majors in Health/Physical Education, Music, and Fine Arts are required to participate in two (2) separate and distinct field experiences during their professional internship. The professional intern will be observed and supervisory reports completed for each of the two (2) experiences. A mid-term and final competency assessment for each of the two (2) experiences are to be completed by the cooperating teacher and university supervisor/clinical instructor. In addition, two (2) to three (3) narrative observation reports for each of the two experiences are to be completed and filed with the Teaching Performance Center. A minimum of one (1) video analysis form is completed by the supervisor for the professional intern. (NOTE: The health/physical education program requires a separate videotape to be completed for each of the two (2) experiences.

University Supervisor/Clinical Instructor

• 5 narrative observation forms 4-6 narrative observation forms
• 2 competency assessment forms
• 1 video analysis form
• Special case report (as needed)

Cooperating Teacher

• 2 competency assessment forms
• Special case report (as needed)

        DOUBLE EXPERIENCE

University Supervisor/Clinical Instructor

• 4-6 narrative observation forms (2-3 from each experience)
• 4 competency assessment forms (2 from each experience)
• 1-2 video analysis forms
• Special case report (as needed)

Cooperating Teacher

• 4 competency assessment forms (2 from each experience)
• Special case report (as needed)

2. Grading

Traditional letter grades are not awarded for professional internship. Instead, one of the following is earned:

S – Satisfactory performance Credit given; recommended for certification

U – Unsatisfactory performance No credit given; not recommended for certification

IP – Incomplete Incomplete contract completed between the university and the student

It is possible that a professional intern will be unable to demonstrate satisfactory competency by the conclusion of the professional internship semester. In such a case, the student has the following options:

a. Withdraw from the professional internship if it is within the time limit and receive an automatic grade of "WD".

b.. Receive a grade of "U" indicating unsatisfactory performance. A SPECIAL CASE IN FIELD EXPERIENCE report must be on file in the Teaching Performance Center as one documentation of unsatisfactory performance. See Appendix N for a sample of this report.

c. Receive a grade of "IP" (Incomplete) indicating satisfactory performance but not completion of a semester of work.

d. Assignment to the Teacher Development Program. See Section M.

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The Professional Intern

One expectation for each professional intern is that an interview at the placement district/agency/ school will be held well before the onset of the semester of field experience. During this time the university student is to make a note of the principal’s name as well as that of the contact person and telephone number to call if he/she is late or absent.

The first few days of professional internship are extremely important, for they set the tone for the entire experience. While orientation to the school and community may continue throughout the semester, most orientations take place the first week.

The preservice teacher plays the central role in the professional internship semester. Consequently, it is essential that the intern approach this experience with an understanding of the basic program and the responsibilities to be met. The professional intern, the cooperating teacher, and the university supervisor/clinical instructor assume certain responsibilities. Please refer to the information regarding those responsibilities in the appropriate sections of this handbook.

The following is a list of basic responsibilities for the professional intern during the semester of professional internship. The professional intern:

1. presents negative test results for the Mantoux (Tuberculin) Test to the school nurse before the first day of the experience. The results of which must be no more than six (6) months old. A student with a positive reaction to the Mantoux test must comply with the State’s follow-up procedures (including chest x-ray and medical evaluation) by submitting a physician’s report.

2. follows the school district’s calendar. The intern is to report on the first day of school according to the semester of the assignment. The university assigns the last day of professional internship. The Professional Internship Calendar identifies specific dates of importance to each intern.

3. is expected to be in attendance every day, all day for the four months of the professional internship. If illness prevents a student from attending, the intern is to notify the school as early as possible and make arrangements for lesson plans and materials. The university supervisor/clinical instructor is to be made aware immediately that a professional intern is not in attendance.

4. dresses according to the professional standards established by the teachers with whom the professional intern works. Jeans are not appropriate for most teaching situations.

5. behaves professionally in his/her relationships with students, faculty, non-teaching staff, parents, and administrators.

6. makes it a priority to become acquainted within the first two weeks with other school staff members such as teachers, administrators, nurses, librarians, secretaries, and custodians.

7. plans to arrive at school early and stay late and notifies the school and the university supervisor/clinical instructor of an impending late arrival.

8. observes as many different teaching situations as possible. For example, the intern plans to observe an English as a Second Language (ESL) class, a Gifted and Talented (G and T) class, and at least one inclusion class.

9. obtains a map of the school district and a school calendar for his/her personal use, as well as for his/her university supervisor/clinical instructor.

10. becomes familiar with district policies and regulations such as accidents, discipline, fire drills, school closings, drug and other substance abuse, child abuse and sexual harassment.

11. attends faculty meetings, professional development sessions, school board meetings, and PTA meetings.

12. attends university scheduled professional internship workshops and/or seminars.

13. prepares a daily and semester schedule for the university supervisor/clinical instructor.

14. discusses with the cooperating teacher the classroom management and discipline procedures that the cooperating teacher would wish him/her to use.

15. limits outside employment during the period of professional internship, making every effort not to permit personal needs and obligations, or other university courses or activities to take precedence over his/her internship responsibilities. A student is not to ask to leave early or to be absent from his/her cooperating school to engage in a university course or employment.

16. resolves conflicts between professional internship obligations and other activities with the university supervisor/clinical instructor and cooperating teacher.

17. limits registration to one course in addition to the professional internship.

Underlying the teacher preparation program at Kean University is the goal that the professional intern becomes an informed, dynamic professional. This means that the faculty and staff are committed to the preparation of educators who will be creative, innovative and inquiring educational leaders in the settings in which they will work. Teachers engage in a wide array of decision-making activities, and we believe that reflective practice and ongoing teacher inquiry are ways in which a teacher’s knowledge, skills and dispositions/values can be strengthened and improved.

There are five requirements of the professional internship semester:

1. the maintenance of a daily reflective journal;

2. preparation of lesson plans;

3. the completion and analysis of a videotaped lesson;

4. teach and assess P-12 students; plan, implement and be observed teaching at least one (1) computer-aided lesson during the professional internship;

5. additions to and completion of an educational portfolio.

1. Journal (Required)

Keeping a reflective journal about the events and experiences occurring during the professional internship including specific reactions and reflections is a course requirement. The journal is an ongoing narrative in which daily entries reflect the professional intern’s increased awareness of:

a. Growth in understanding of his/her professional and personal needs, i.e., areas in which additional training is necessary, such as questioning, summarizing, or transitioning between instructional strategies.

b. Relationships with students, cooperating teacher and building personnel, i.e., communicating, responding, valuing of others.

c. Development of teaching skills, i.e., specific skills you have learned and strengthened through classroom application, as well as the identification of areas in need such as planning or classroom management.

d. Flexibility in dealing with daily occurrences, i.e., strategies for handling students who arrive late to class or positive reinforcement of student behavior.

e. Recognition and use of student interests, responses and questions, i.e., relevancy of subject or topics to students’ lives or integrating student interest.

f. Understanding the role of the teacher in the school and community.

g. Recognition and application of educational principles related to instructional intelligences or questioning techniques.

h. Creation of instructional opportunities adaptable to diverse learners, i.e., planning with teacher of the handicapped for a student with special needs.

i.  Contextual factors that shape the nature and diversity of the community, district and classroom.

The university supervisor/clinical instructor will review the journal entries bi-weekly as well as the complete journal at the conclusion of the professional internship experience.

2. Lesson Plans (Required)

Units, lessons, activities, experiences, techniques, plans and strategies are terms that are used every day in a classroom to identify some aspect of the planning-to-teach process. Teachers plan in order to introduce, reinforce, clarify, assist, organize, and better communicate with their students.

During the professional internship, each professional intern will be responsible for both short and long range planning. Initially, a student will plan with greater detail so that the plans will provide support in the lessons what will be taught. As more instructional responsibilities are added and assumed and the intern becomes more experienced, the student and the cooperating teacher, after consulting with the university supervisor/clinical instructor, may decide that plans may become less detailed.

A professional intern is responsible for submitting a plan for each lesson that is to be taught. The lesson plan is to be signed by the cooperating teacher before the lesson is implemented. Each supervisor will review a lesson plan and observe a lesson that incorporates the use of computer technology, software, and/or media.

3. Videotape/Video Analysis (Required)

The purpose of a self-videotape and its analysis is to provide a professional intern with a medium to present himself/herself in action. It also enables a student to receive objective feedback, that in turn, builds confidence and may lead to significant growth in classroom teaching.

Each student is responsible for making arrangements for videotaping a lesson. Arrangements may be completed with school or district personnel, early in the internship semester. More than one videotaped lesson may provide insights into areas of strength as well as areas of needed improvement. Certainly a videotape will reveal idiosyncratic behavior or personal speech patterns which may not have been previously noticed. The videotape is to be completed between week seven (7) and week ten (10) of the professional internship semester, providing time for remediation, if indicated, and an opportunity for one or more additional tapings.

The videotape assessment form and additional instructions, including format, may be found in the Appendix.  Please note that a written lesson plan is to accompany the videotaped lesson at the time of the video analysis conference with the university supervisor/clinical instructor.

4. Classroom Teaching (Required)

After a reasonable period of observation and work with small group and individual student instruction, the professional intern will assume major responsibility for lesson planning, classroom management, and instruction.

a. At the elementary level, the professional intern is required to teach in all content areas and work with all ability levels during the course of the 15-week experience.

b. At the secondary level, the professional intern is required to teach full-time for a maximum of five (5) periods per day starting at the seventh week and continuing through the 15-week period.

c. The professional intern who is enrolled in the Teacher of Individuals with Disabilities Program is required to follow the teaching schedule of his/her cooperating teacher(s) during the course of the 15-week period.

d. The professional intern is required to prepare written lesson plans which are to be made available for examination, comment, and approval by the cooperating teacher and the university supervisor/clinical instructor. Plans are to be organized in chronological order and filed in a folder or ring binder.

e. The professional intern is required to prepare and implement at least one (1) lesson incorporating computer-aided instructional strategies during the internship. This lesson is to be observed and documented by the university supervisor/clinical instructor.

5. Additions to an Educational Portfolio (Required)

A professional intern is to continue to add artifacts, evidence and reflections to his/her educational portfolio, as well as complete all other portfolio requirements. A full explanation of an educational portfolio, a guide to compiling the portfolio, and all portfolio requirements are found in the Appendix .

A professional intern must provide artifacts that serve as evidence of meeting at least three learning outcomes from each of the three SPECTRUM categories of knowledge, skills and dispositions for a minimum of nine artifacts added to the portfolio during the professional internship.

The university supervisor/clinical instructor is responsible for reviewing and formally evaluating the candidate’s portfolio and providing assistance in the collection of artifacts and the accompanying reflections. The supervisor will use the Portfolio Assessment Rubric and the Portfolio Assessment Form in the evaluation with input from the cooperating teacher.

The capstone course instructor from each program is responsible for reviewing the candidate’s portfolio, providing guidance in the selection and reflection of artifacts and formally evaluating the portfolio using the Portfolio Assessment Rubric and the Portfolio Assessment Form in the evaluation. The portfolio evaluation will be included in the grade for the capstone course.

The cooperating teacher will use the portfolio as a catalyst for discussion about best teaching practices and will provide input to the university supervisor/clinical instructor regarding the evaluation of the portfolio.

Each professional intern will have two portfolio evaluations, one from the university supervisor/clinical instructor and one from the capstone instructor.

A professional intern’s portfolio will be scored by both the university supervisor/clinical instructor (with input from the cooperating teacher) and the capstone course instructor as follows:

45 – 50 Accomplished

40 – 44 Capable

34 – 39 Developing

30 – 33 Needs revision

<30 Unacceptable

A minimum score of 3 is required in each section summary.

First Week:

• Observation (school personnel, students, instructional strategies, other classrooms above and below grade level)
• Assumption of routine classroom duties
• Review of lesson plans
• Assessment and reflection

Second Week:

• Observation
• Gradual assumption of instructional and non-teaching activities
• Instruction of one class or group daily
• Assessment and reflection
• Preliminary conference with university supervisor/clinical instructor

Third to Sixth Week:

• Observation
• Gradual assumption of full-time teaching schedule
• Assessment and reflection

Seventh to Thirteenth Week:

• Observation
• Assumption of full responsibility of class
• Assessment and reflection
• Videotape of lesson
• Formative conference and assessment (week 7)

Fourteenth to Fifteenth Week:

• Teaching responsibility gradually turned back to cooperating teacher
• Summative Conference and Assessment
• Completion of portfolio

This is a recommended plan for the gradual induction of the professional intern into the school and classroom activities during the semester. This plan serves as a working model for a calendar, which can be discussed and developed collaboratively by the cooperating teacher, university supervisor/clinical instructor and professional intern.

Observation: The majority of the time spent in the classroom the first week will be in observation. Learn the names of students, school personnel, classroom management techniques, visit other classrooms on the same level, as well as those above and below the grade level and ESL/Bilingual and inclusion classrooms.

Participation: Begin to assume routine classroom duties, e.g., homeroom supervision, opening activities, attendance, lunch count; assist teacher in gathering instructional materials; work with students on a one-to-one basis.

Planning: Review and discuss lesson plans developed by the cooperating teacher. Decide on a topic for the unit(s), Teacher Work Sample, and set a date within the week to begin to teach.

Evaluation: Discuss daily instructional program and particular happenings during each day. Make daily entries in the journal.

Observation: Continue observation format; record dates of observations

Participation: Continue and increase instructional, routine, and supplemental non-teaching activities.

Teaching: Assume responsibility for teaching one class or group.

Evaluation: Discuss instructional program, specific assigned teaching responsibilities, and particular daily happenings. Anticipate a visit by university supervisor/clinical instructor. Continue entries in the journal.

Observation: Continue observation format.

Participation: Plan for instruction, with approval of cooperating teacher, for one half or more of the daily teaching schedule.

Teaching: Gradually continue to assume responsibility of the classroom.

Evaluation: Continue daily informal conferences and one formal conference a week with your cooperating teacher. Continue to make daily entries in journal.

Observation: Continue observation format; record dates of observation.

Participation: Continue participation in all areas of teacher responsibility.

Planning: Plan for instruction with approval of cooperating teacher. Continue to increase preparation responsibility until you take charge of preparing the total instructional program starting at week 7.

Teaching: Assume full responsibility of the class for planning, teaching and assessing students’ learning..

Evaluation: Continue daily informal conferences. Videotape of lesson and its accompanying lesson plan are to be ready for review with your supervisor and cooperating teacher between week 7 and week 10. Continue to make journal entries.

Participation: Teaching responsibility is gradually turned back to the cooperating teacher and is concluded by the end of week 15.

Planning: Tie up all loose ends (e.g., teaching of units, recording of grades and other record keeping, returning of textbooks, library books and other instructional materials).

Evaluation: Assessment of knowledge, skills and values of the professional intern by cooperating teacher and university supervisor/clinical instructor. A summary of the reflective journal, as well as portfolio artifacts are to be turned into the university supervisor/clinical instructor.

One purpose of evaluation is to determine readiness of the student to be recommended for New Jersey Teacher Certification. The assessment process includes information from two sources: 1) the cooperating teacher and 2) the university supervisor/clinical instructor.

The cooperating teacher completes two (2) formal written evaluations of the professional intern’s progress: the mid experience and final evaluation.  (The same report form is used for the mid and final report). Although this information will not be part of the student’s permanent record, it will serve as a valuable reference to help the student improve his/her skills or increase his/her knowledge. Both the student and the university supervisor/clinical instructor will be involved in the preparation of these evaluations. A professional intern will be required to sign each evaluation signifying that he/she has reviewed each with either or both the cooperating teacher or the university supervisor/clinical instructor. The student’s signature indicates that he/she has read the evaluation; it does not signify either approval or disapproval. The final decision for evaluation and recommendation for certification rests with the university supervisor/clinical instructor.

The university supervisor/clinical instructor is responsible for ensuring completed and signed copies of all assessments are given to: 1) the Teaching Performance Center 2) the professional intern 3) the cooperating teacher, 4) the university supervisor/clinical instructor 5) the major department. A copy of the final assessment of the professional intern is attached to the application form for certification when it is forwarded to the Bureau of Licensing at the State Department of Education in Trenton, New Jersey.

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The Cooperating Teacher

As an "off campus" experience, the professional internship is unique and dependent upon the cooperation of many different people. The professional intern, the cooperating teacher and the university supervisor/clinical instructor are those most directly involved in the daily classroom experience. Others, such as the building administrator, university faculty and administrators, and other school faculty and staff members contribute also to the outcome of the field experience.

Research studies indicate that the single most important individual in the professional internship process is the cooperating teacher. This person interacts daily with a teacher education student and provides the classroom stability and setting necessary for a satisfying and successful clinical experience. Much depends upon the development of a nurturing and productive relationship between the cooperating teacher and the professional intern.

1. The Cooperating Teacher assumes responsibility for:

a. becoming acquainted with the background of the professional intern and using the information to help the student grow as a professional.

b. preparing the classroom students for the arrival of the field experience student.

c. creating an atmosphere in which the professional intern feels welcome.

d. acquainting the professional intern with school policies and procedures.

e. orienting the professional intern to the faculty, staff, school, and community.

f. providing a specific workplace in his/her classroom for the professional intern.

g. encouraging the professional intern to attend staff meetings and to participate in professional development activities as well as other school/district events.

h. reviewing and critiquing the professional intern’s plans, and with his/her signature, approving the plans.

i. sharing methods of P-12 student assessment.

j. encouraging the professional intern to ask questions and experiment, and then to reflect upon what worked and why.

k. providing frequent encouragement, constructive criticism, and recognition of success.

l. urging the professional intern to visit the classes of other teachers who are working with students of different ability, in other subject areas/grade levels, or trying an innovative approach and facilitating these visits by gaining the other teacher’s permission prior to the visits.

m. keeping a record of the professional intern’s progress and submitting assessment reports relative to his/her professional growth and development.

n. involving the professional intern in a variety of instructional methods and strategies including cooperative learning, portfolio assessment, and the use of technology including multimedia and computers.

o. providing time for and maintaining communication with the university supervisor/clinical instructor.

p. recognizing that planning and classroom management are two areas most professional interns need to strengthen during their internship semester.

q. helping the professional intern develop as a professional by:

1. aiding in the transition from university student to teacher.

2. enabling him/her to develop an understanding of the aims and purposes of education.

3. fostering an atmosphere in which self-evaluation is valued.

r. participating in university-sponsored professional development activities.

s. reinforcing the awareness of state and national initiatives, including NJ Core Curriculum Content Standards and NJ Professional Teaching Standards.

2. The Cooperating Teacher guides observation and instruction by:

a. encouraging the professional intern to use an organized method to record classroom observations and suggesting teacher procedures and behavior to look for in each area.

b. providing frequent (weekly, at least) opportunities for an in-depth discussion of the cooperating teacher's observations of the professional intern's performance.

c. focusing the professional intern on a variety of people in the professional environment.

-the pupils or participants.

-the cooperating teacher/practitioner.

-other teachers or professionals within the department, agency or grade level.

-other professional interns and practicum students.

-other agency or school service personnel.

d. demonstrating the relationship between instruction and curriculum with

-school/district procedures.
-a variety of teaching strategies
-classroom management procedures.
-pupil interaction, particularly as it relates to learning.
-pupil-teacher interactions.
-pupil-pupil interactions.
-physical conditions of the classroom and school.
-instructional technology, media and materials.
-parents and guardians.

e. developing a plan for classroom management consistent with school/district discipline policy.

-discuss the plan and why it works.

-furnish a copy of classroom rules and procedures or the code of conduct currently in use.

-provide management and planning ideas.

-encourage the development of the student’s own management style.

-identify professional resources, articles, journals and books from which a professional intern might gather additional information and practices.

f. discussing with the professional intern New Jersey Core Curriculum Content Standards and their impact on daily instruction.

g. reviewing and discussing the use of the curriculum as a guide for choosing materials and strategies as well as planning for the day, week, month and school year.

h. clarifying the expectations of the professional intern about lesson plans:

Professional interns appreciate a cooperating teacher who:

• makes the professional intern feel welcome and comfortable in the school.

• is available and willing to respond to questions and concerns of the professional intern.

• gives formal and informal feedback to the professional intern on lessons, management, planning, etc.

• identifies topics or items on which the professional intern is to focus during the day.

• encourages the intern to try his/her own ideas and not to be a "carbon copy" of the cooperating teacher.

• demonstrates a variety of teaching strategies.

• takes the professional intern to faculty meetings, committee meetings, professional development sessions.

• helps the intern think about personal management style and its effectiveness with students.

• displays an interest in future plans of the professional intern.

• familiarizes the intern with diagnostic screening tests and discusses how to use test results as an effective teaching tool.

• shares grading procedures and practices, school and/or district grading policies, and authentic assessment specifics with the professional intern.

• includes the intern in parent conferences or child-study sessions as appropriate.

• assists the professional intern in planning, writing and administering teacher-made assessment techniques, i.e., tests, portfolios or journals.

• enjoys the pleasures and satisfactions of teaching while acknowledging the stress that is linked to the responsibilities of the task.

During the semester of professional internship the cooperating teacher is recognized as the professional who bears the major responsibilities for ongoing support, positive language, effective classroom management, content mastery, and modeling of successful teaching practices. This unique relationship, predicated on time involvement and space proximity, places the cooperating teacher in a role to assess the daily progress of the emerging teacher.

A cooperating teacher is requested to:

1. select lessons during the semester to formally observe and evaluate. Give the professional intern feedback as soon as possible after those observations.

2. complete the PROFESSIONAL INTERNSHIP PERFORMANCE COMPETENCY ASSESSMENT FORM at mid-term as well as at the conclusion of the semester.

3. discuss with the professional intern his/her competency levels throughout the semester and thoroughly at its end.

4. file a SPECIAL CASE IN FIELD EXPERIENCE form if warranted. A sample copy is available in Appendix N.

5. confer with the professional intern and university supervisor/clinical instructor on an ongoing basis throughout the semester to discuss areas of strength or those in need of improvement.

6. submit copies of the mid-term and final competency evaluations to the Teaching Performance Center, 110 Willis Hall, Kean University, Union NJ 07083.

Professional Development Hours are awarded to cooperating teachers who mentor interns based upon the intern’s educational program. A list of the programs and their respective professional development hour credits is located in the Appendix .

In order to receive a certificate awarding professional development hours and an honorarium, cooperating teachers must return the Request for Honorarium and Professional Development Hours Form . Certificates will be mailed to the cooperating teacher’s home address based upon the following schedule:

The Request for Honorarium and Professional Development Hours are due to the Teaching Performance Center by October 1 for the Fall semester and February 1 for the Spring Semester.  Certificates awarding professional development hours will be mailed to each cooperating teacher's home by February 1 for the preceding Fall semester and by June 1 for the preceding Spring semester.

Only honorarium requests received during the academic year (July 1 – June 30) in which the inservice teacher acted as a cooperating teacher will be honored.

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The University Supervisor/Clinical Instructor

The university supervisor/clinical instructor is responsible for the on-site supervision of Kean University students who are assigned for the professional internship in the public and private schools or agencies of New Jersey. While the primary responsibility is to guide the student, the university supervisor/clinical instructor ensures that the experience is developmentally rigorous and intellectual, based on educational research, evaluation and involvement.

As the official representative of Kean University, the supervisor acts as a liaison between the university and the participants in the host school or agency — the professional intern, the cooperating teacher, and the cooperating school administration — and serves as the resource person for these individuals. The supervisor looks for observable growth in the professional intern’s responsibility, confidence, instructional competence, and comprehension of the teaching-learning process.

The following qualifications are minimum for the position of supervisor:

a. Permanent certification in the content area of supervision or as an administrator/supervisor as issued by the New Jersey Department of Education

b. A minimum of three (3) years permanent certified experience in the area(s) of certification

c.  Master's Degree

d. Supervisor's certification and/or formal training in supervision (preferred)

e. Supervisory experience

The university supervisor/clinical instructor performs the functions of orientation, supervision and evaluation. In these capacities, the supervisor is responsible for the following activities:

a. attending presemester Orientation to Field Experience for Professional Interns;

b. representing Kean University, the College of Education, and the Teaching Performance Center in the cooperating schools;

c. being informed about developments in the field of education, particularly developments related to field experience;

d. developing and maintaining a positive working relationship with the professional intern and the personnel in the cooperating school/district/agency and at Kean University;

e. scheduling an orientation session for the intern and cooperating teacher within the first two (2) weeks of the field experience assignment during which time the contents of A GUIDE FOR PROFESSIONAL LABORATORY EXPERIENCES HANDBOOK III are reviewed with the student and cooperating teachers and collecting the signed form that the intern has read the handbook;

f. investing a minimum of one hour and a half (1-1/2) hour each observational/supervisory visit;

g. establishing specific expectations with the professional intern and cooperating teacher for the journal, lesson plans, portfolio, videotape, Teacher Work Sample, conferences and assessments;

h. reinforcing the need for the professional intern to have an extended experience in teaching full time starting at or near mid-semester;

i. helping the professional intern, cooperating teacher, and building administrators develop an understanding of the Kean University field experience program;

j. encouraging opportunities for the professional intern to observe a variety of classes and teachers and staff in addition to his/her assigned cooperating teacher;

k. observing at least one full lesson every other week. Each observation visit is to include: a review of student lesson plans, a review of the journal, a review of portfolio additions, and a post observation conference with the student;

l. analyzing the intern’s videotape prior to discussion with the professional intern;

m. discussing the videotape and its analysis with the professional intern using any/all of the following questions:

1. What went well with your lesson?
2. What might need work? Why?
3. Did the students respond to your lesson as you anticipated? Why? Why not?
4. Did you do anything unexpected?
5. What evident of student learning is observable on the tape?
6. How effective was the lesson in meeting the NJ Core Curriculum Content Standards
7. How effective was the lesson and its instruction in supporting and meeting the NJ Professional Teaching Standards?

n. returning the completed Video Analysis form to the professional intern. The form is to be completed jointly with the university supervisor/clinical instructor and the professional intern. One copy of the completed form is to be sent to the TPC, Willis Hall, Room 110, one copy of the form is to be given to the professional intern, and one to the supervisor.

o. assessing the progress of the student with the cooperating teacher at the time of each observational visit;

p. reporting to the Teaching Performance Center (TPC) any changes in the status of the professional intern. Documentation is required in situations of failure, withdrawal or outplacement by district.   A Special Case Report form is to be filed if an intern’s score is unsatisfactory at mid-semester.

q. reviewing and evaluating the intern’s professional portfolio;

r. completing and submitting a minimum of five narrative reports. See Appendix for a sample of this form;

s. completing and submitting a mid-experience and a final PROFESSIONAL INTERNSHIP PERFORMANCE COMPETENCY ASSESSMENT report.

t. providing a written and signed copy of each narrative report and/or competency assessment to the professional intern, the cooperating teacher, and the Teaching Performance Center following each observation;

u. scheduling a three-way conference (involving the professional intern, cooperating teacher, and supervisor) at the mid-experience to evaluate the professional intern’s progress to that stage;

v. reinforcing the need for ongoing conferencing among and between the cooperating teacher, the professional intern and the university supervisor/clinical instructor. Conducting a three-way conference at the conclusion of the professional internship. Copies of the completed final competency reports from the cooperating teacher and the supervisor are to be shared at this time with the professional intern;

w. determining and assigning a grade of "S" or "U" for the professional intern after conferring with the cooperating teacher and the professional intern;

x. submitting final grades via the KeanWise electronic system;

y. completing and collecting all forms as they become due and returning them to the Teaching Performance Center. These forms include the cooperating teacher’s request for honorarium and professional development hours and completed assessments as well as the supervisor’s narratives, assessments, and travel vouchers.

z. thanking the cooperating teacher and administration for working with the students and indicating that you enjoyed working with them.

aa. participating in COE-sponsored professional development activities.

Check to be sure that the professional intern is making a satisfactory adjustment. Stress with both the cooperating teacher and the professional intern the absolute necessity of identifying and discussing problems or potential problems early in the experience. Any problem (i.e., change of placement, absenteeism of student, or inadequate preparation to teach) is first brought to the attention of the university supervisor/clinical instructor, if he/she is not the initiator, before it is brought to the Teaching Performance Center. Remediation of a field experience problem situation starts with the supervisor.

The university supervisor/clinical instructor’s observation of the professional intern should be discussed immediately following the observation. Strengths and areas of needed improvement should be identified and noted with the positive aspects identified and stressed first. The supervisor may need to prescribe, in very clear terms, what is necessary for improvement.

The purpose of assessment is to help the professional intern become more effective and to provide a critical basis for self-evaluation and self-reflection. The professional intern is urged to accept and use suggestions for improvement in a professional, intelligent manner and continually seek to improve his/her teaching through these evaluations.

The university supervisor/clinical instructor bears the ultimate responsibility for the final evaluation of the professional intern. Each professional intern receives a minimum of eight (8) formal evaluations from the supervisor and two (2) from the cooperating teacher for at least (10) written assessments of his or her classroom teaching.

Professional Internship grades are stated in different ways:

S = Satisfactory        )    Undergraduate and
U = Unsatisfactory     )    Post-Baccalaureate Students

CG = Credit Given     )    Graduate Students
NG = No Credit Given) 

IP = Incomplete (Extended Internship Assignment)

a. Attainment of a total score of at least 47 on the Professional Internship Performance Competency Assessment form by the university supervisor/clinical instructor.

b. The judgement of the cooperating teacher regarding the proficiency and competency of the student in the total classroom setting.

c. Evidence of the intern’s personal and professional readiness to assume responsibility for students and their learning.

a. A field experience assignment may create challenges which require identification and professional management by the Kean university supervisor/clinical instructor.  During the placement a student may experience difficulty with problems or professional concerns. These may include but are not limited to such areas as classroom instruction, spoken or written English, management skills, content knowledge or interpersonal skills. When such concerns arise, a Special Case Report should be filed by either the university supervisor/clinical instructor, cooperating teacher or the professional intern. See Appendix for a sample of this form.

b. The Special Case Report must be filed by the university supervisor/clinical instructor if the score of the professional intern is unsatisfactory at mid-semester.

c. Procedures for filing the Special Case Report and for notification of all parties, as well as remediation guidelines, can be found in the Appendix.

4. Professional Internship Performance Competency Assessment

a. The final competency assessment is to be completed no earlier than 7-10 days prior to the end of the semester. A copy of the final competency assessment is attached to the student’s application for certification and forwarded to the Office of Teacher Certification in Trenton, New Jersey.

b. The university supervisor/clinical instructor is requested to consider for inclusion under the COMMENT section on the final Professional Internship Performance Competency Assessment report the following:

1. One or two sentences specific to the grade(s), level, subject matter; name, location of school and district, name of cooperating teacher or make certain this information is indicated clearly and legibly in the heading.

2. Next, several sentences illustrative of student’s knowledge and skill starting with a general statement followed by an example(s):

a. His/her lesson plans were creative in that...

b. He/She demonstrated professional rapport with administrators and parents by...

c. His/Her classroom management style provided...

3. Final statement: thinking, feeling or believing

a. It is my professional opinion that...

b. I was impressed by his/her...

c. I believe that his/her love of teaching will...

A copy of the University Supervisor/Clinical Instructor Checklist can be found in the Appendix.  This checklist should be completed at the university supervisor/clinical instructor's first visit to the intern's placement site.