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=This wikispace is presented by Amy Thvedt in fulfillment of the requirements of= =SEED 394 Internship in Secondary Education= 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.

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

|| http://soe.usd.edu/kevinreins/site_map.htm =Check List - Next Steps=
 * Amy Thvedt's Spring 2009 SEED 394 Internship Placement**
 * School: || Centerville,SD K-12 http://www.centerville.k12.sd.us/default.htm ||
 * Field-based supervisor: || Kelly Quamen ||
 * Content area: || K-12 Art ||
 * FBS e-mail address: ||  Kelly.Quamen@k12.sd.us
 * FBS phone: || School: 605-563-2291 Ext. 111 Cell: 605-366-6410 ||
 * USD supervisor || Kevin J. Reins, Phone: 605-677-5831, e-mail: kreins@usd.edu ||

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 preferred phone number in the information 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:
Write three goals for your internship experience. (1) Become more comfortable and authoritative in front of a group of students. I hope to gain their respect and learn to respect them as well. (2) Learn and gain insights into how to teach art in a way that is not cheesy or pointless, but rather show art's importance and joy. (3) Be affirmed more in my role as a future educator. And, therefore, move toward being more excited and less nervous about teaching.

Post-experience reflection on my goals.
I was surprised at how comfortable I felt in front of a group of students (1). I was nervous about how I would do in front of the high schoolers, but they were very respectful of me and I felt at ease teaching them. I do need to work on my authority goal (1) though. The 2nd graders got a little out of hand at times. Miss. Quamen helped me reach the goal of teaching art in a way that shows it's importance and joy (2). She has a great interest in art history, so that is evident in the way that she teaches. I think that teaching art history is a great way to give art "weight." She also taught with joy and, therefore, the students were glad to be in her class. Many of the Centerville art students are taking art for "the fun of it," even though they already have completed their fine art credit. I loved helping the students with their projects by assisting with technique issues or uncovering ideas. Teaching art appreciation and 2nd grade art were fun days for me and I hope they were for the students as well. Because of these experiences, I feel affirmed in my role as a future educator (3) and less nervous about student teaching this fall.

A. 45 hours of field-based classroom participation

 * **Date** ||= **Hours** || **Description of my activities/participation in the classroom....** ||
 * 2/24/09 ||= 1/2 hr. || Introductions and discussed what my internship will look like. Miss. Quamen and I exchanged schedules and talked about when it would be best for me to come to her classroom. Since she teaches K-12 art, she is very busy and has a lot of variety in the content she teaches. I am looking forward to being able to see a lot of different classes (like graphic design, painting, art appreciation, drawing). I am impressed that even though the school is very small, they boast an extensive art department! In addition to talking about my internship, Miss. Quamen shared about what each of her classes is working on currently and the differing levels of ability that are present in each class. We decided that I will start after spring break so that I can be there consecutive weeks rather than missing a week for break. ||
 * 3/16/09 ||= 3.5 || On my first internship day I observed all of Miss. Quamen's morning classes. Class attendance was low in a few of her classes because many of the students were at a FFA event. The morning classes are: Graphic Design, Art Appreciation, Painting, and Junior High Art (7th grade). During painting I was able to walk around the art room and offer suggestions and encouragement to the students. In addition to it being my first day in the art room, it was also the 7th graders first day of their quarter rotation of art. So, I was able to observe the start of their art curriculum and help Miss. Quamen make their sketchbooks. ||
 * 3/17/09 ||= 4.5 || Today I observed all of the morning art classes and I was able to walk around during the art classes and assist students. The graphic design class is working on making cartoon strips. This class is mostly seniors with "senioritis" and, therefore, seem to be slower to accomplish tasks. Art appreciation just finished South American art and went into the Seven Ancient Wonders of the World. Painting class is working on watercolor portraits, which is fun to observe because they are more familiar with acrylics and this new medium is tricky! Junior high art started the quarter with color wheels, with colors in whatever shapes the students chose. After lunch in the teacher's lounge, Miss. Quamen and I headed to the 2nd grade classroom where they did a lesson on Picasso. It was enjoyable for me to watch and help the 2nd graders. Lastly, I stayed for part of drawing class. ||
 * 3/18/09 ||= 3.5 || I was in the Centerville school for all of the morning art classes again today. While the students are working, I had the opportunity to look through Miss. Quamen's binder of lesson plans that she has compiled from her own and colleague's plans. She said I could make copies of any that interested me, so I am very thankful for that resource! I think that the students are getting used to me being there and are not as afraid to ask me questions or talk to me. ||
 * 3/23/09 ||= 3.5 || Today I got to school at 8am to find out that Miss. Quamen's 1st period class would all be gone for a field trip. Instead, we spent the hour cleaning up her classroom. Art classrooms have a way of getting very cluttered and disorganized quickly, so it was great to have a spare hour to clean. Art history watched a movie, the painting class worked more on portraits, and the 7th graders continued color with value scales. ||
 * 3/25/09 ||= 3.5 || Miss. Quamen's graphic design class got a new assignment today to design their own restaurant and logo. She made them sit at desks and fill out a worksheet to decide what they wanted to do, which I thought was great because then the students had to me more systematic and thoughtful with their designs. An alcohol and drug counselor came to talk during second period. I am learning about how often class routine gets interrupted by other activities! 3rd and 4th periods were painting classes. It's interesting to see how unsure the 7th graders are of the colors they are mixing. They always want to ask Miss. Quamen or I our opinion on how accurate their colors are. ||
 * 3/27/09 ||= 10 || Omaha South Field Trip! Today a group of us from class went to Omaha South High School, which is a magnet school for Visual/Performing Arts and Technology. The curriculum director for the Visual/Performing Arts part of the magnet was our guide for the day and she did an excellent job of answering all our questions (usually before we even asked them!) and showing us around. The differences between my high school and Omaha South were very obvious. Omaha South boasted a very diverse student population, from race to background to lifestyle differences. It would be neat and beneficial to have gone to a school and been exposed to so much diversity.

The emphasis placed on the arts was amazing to see. The entire 5th floor of the school was devoted to visual arts classrooms! I got the vibe right away that the students were there because they wanted to be in art. Cole and I observed an AP 2D Art class where the students were each working on a different project of choice. We spent almost the whole time talking with the art teacher there about how she runs her classroom, the different arts available, and what the students experienced during their four years. She was so welcoming of us in her classroom and seemed eager to tell us about her experiences working there and answer our questions. I was super impressed with how the art teacher organized her supplies (each student was assigned a number which corresponded with their set of materials) and the freedom that she gave her students. || Note: Some hours may be completed outside of your placement by the SEED 394 class as a whole.
 * 3/30/09 ||= 3.5 || Even though today was Monday, the Centerville students were not near as tired as Miss. Quamen and I were! Miss. Quamen is the prom advisor and prom is already this weekend, so she was busy conversing with the students about that and getting last minute things in order. I forget how important and exciting prom is to high school students. The painting class is starting all new projects depending on their grade. Some are doing murals around the school, some are starting abstract paintings, and a few are painting the wood paneling (thank goodness!) in the art room. It's fun to see them all doing different things and pursuing projects that give them a lot of freedom. Then came the Jr. High class and they were crazy today! Miss. Quamen wisely put them each at their own table, but they still find ways to become distracted from their projects and have loud conversations with a classmate sitting across the room. Miss. Quamen is good-natured about it though and allows them to talk as long as they are still working. It was a fun day and the 3.5 hours flew by. ||
 * 4/6/09 || 3.5 || Despite the snow, Centerville had prom this past weekend. Miss. Quamen is so glad to have her duties as prom advisor done! First period I helped the juniors tear down all the prom and after-prom decorations. It took almost an hour to clean everything up. The other three morning classes all had work days. I'm noticing that art projects are always being extended! Students work much slower than I anticipated. I think that part of the problem is that they do not have a large block of time to work, and part of the time is always taken up by set-up and clean-up. I gave my 2nd grade Origami Penguins lesson plan to Miss. Quamen to look over before I teach it. ||
 * 4/15/09 || 3.5 || Today I taught the high school art appreciation class. Miss. Quamen left the topic I should cover very open to me, so I chose to present an art history lesson on Regionalism and Midwest artists. I think it went pretty well. I did not anticipate that my activities and powerpoint would go so fast, so I had to think on my feet about what to do with the extra time I had. It worked out well though and I had them do one activity twice and share their small group discussions with the whole class. I also realized half way through my lesson that I had skipped something I wanted to discuss in my introduction! Surprisingly, adding it at the end caused a better class discussion than I believe would have happened had I done it at the beginning. Miss Quamen complemented me on my lesson and she thought the students enjoyed it as well. ||
 * 4/28/09 || 5.5 || This morning I went to Miss. Quamen's room before school for our reflective interview about teaching standards. Since school is winding down for the year, the students seem extra anxious to be done with assignments. The seniors first period also tend to come late to school--a sure sign of senioritis! The art appreciation students are ending the year by watching artistically filmed movies. Today they started "Citizen Kane" and Miss. Quamen pointed out special scenes and cinematography effects during the film. I've never thought about showing a movie in an art class, so it was interesting to see how she incorporates that into the class. Painting class is painting on 3D objects such as shoes, fan blades, and pipes. Jr. high art worked on shading hands today. After lunch I taught the 2nd grade class how to make origami penguins which I think they enjoyed once they got the hang of it. My hours are done now, so I said my good-byes to Miss. Quamen. ||

B. Work with a group of students
1. I worked with the jr. high students (a class of eight). They worked for a few weeks on a color study project and I would informally walk around the room and help them decide if a color they were mixing was what they needed to include in their art piece. 2. Yes, the task was very clear in what Miss. Quamen was looking for in the finished product. 3. Most of the time, the students color creations were right on, but they just needed affirmation before they used it in their painting. 4. I believe that the students gained confidence in their work through my interaction with them. They were encouraged to believe that they could, in fact, be good at the color mixing aspect of art. Hopefully these feeling of confidence will allow them to continue on in learning about art and production techniques.

C. Work with students individually
1. I helped a senior painting student with ideas for his mural project. 2. Yes, his task was clearly defined. The student had to create a mural of his own choice somewhere in the school. He chose to do a Shakespeare quote and illustration in the English room. 3. The student is very thoughtful about his work, so I helped him by brainstorming ideas and offering suggestions for his mural. 4. This student tends to be a slow worker, so I think that our interaction helped him feel confident about his ideas and more eager to get started on the project. I believe that he has a lot of good ideas, but just needed someone to add a bit to them and affirm that his thought process was going in the right direction. 5. He felt confident about his work and took my ideas into consideration when he created his initial sketch for the mural.

D. Participate in redesign of a lesson with technology
Reflection on the ISTE standards http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf //1. Facilitate and Inspire Student Learning and Creativity// For this use of technology, students are using digital cameras to capture the various design elements. They will be taking close up pictures of objects they have probably never thought about taking pictures of before! It will inspire learning and creativity because the students will be looking for the design elements everywhere, which will help them learn the differences between the elements. They will also have to be creative in seeing the objects in a different way. //2. Design and Develop Digital-Age Learning Experiences and Assessments// Though there are specifics necessary to complete the assignment, the students have a lot of freedom in what they photograph and how they justify each photo being representative of an element of design. //3. Model Digital-Age Work and Learning// //& 4. Promote and Model Digital Citizenship and Responsibility// A demonstration of how to use the cameras will be given before the students go out to take photos. Students are probably very familiar with how to use digital camera, but may not know how to best use them to their advantage. //5. Engage in Professional Growth and Leadership// Becoming familiar with good photo software will be important for this project.

Photographing the Elements of Design Lesson Plan

E. Classroom teaching two lessons with lesson plans and documented impact on student learning
Lesson Plan: Student Learning Document--Art Critique Group Worksheet: Midwest Art Lesson Reflection
 * Lesson #1 - Reagionalism and Midwest Artists**

Lesson Plan: Origami Penguin Lesson Reflection
 * Lesson #2 - Origami Penguins**

F. Design an assessment tool for evaluation of one of the lessons taught
Objectives from Midwest Art Lesson: (2) Become aware of how “place” can reflect and influence artists’ work. (SD #1 & #3) (3) Critique two works of Midwest art. (SD #4) Art Critique Group Worksheet: Midwest Art Critique Results

G. Share two duties with field-based supervisor
1. I helped Miss. Quamen clean up her room when her students were on a government field trip. I also helped Miss. Quamen, who was prom advisor, and the junior class clean up the prom decorations from the gyms. 2. I learned that Miss. Quamen has a lot of duties outside of just teaching her art classes. During my internship, she had to do a lot of work to prepare for prom.

H. Attend an extra-curricular activity with students
1. What did you learn from your extracurricular activity(ies) with students? My twin sisters are seniors at Beresford High School, so I have the joy of attending many of their extra-curricular events. Recently, I attended the Grand March for prom. My sister Anna was in the grand march while my sister Sarah sat next to me in the bleachers since she declared that, "Prom is stupid." Sarah informed me as the Grand March wore on of all the couples that were dating, almost dating, recently broke-up, friends, etc. I don't remember as many couples "dating" during my years of high school as there seems to be now. 2. Describe what had the most impact on you from this outside-the-classroom requirement. I forget what a big deal high school events are to teenagers. I sat there in the bleachers and thought about my prom days and wished I could go back and spend WAY less money on a dress or just borrowed a dress from a friend. Attending HS football, basketball, and volleyball games last fall to watch my sisters play and cheer also reminded me of how important such events are in teens lives. I also noticed how the social aspects of these activities is what teens most enjoy.

I. Attend a school board meeting
1. Monday April 13th at the Beresford High School library. 2. At the school board meeting I learned that business is conducted very formally. I was surprised to hear "motions" and such formal conversations. I also noticed the significant role the superintendent plays at board meetings. I am thankful that Beresford has such a quality superintendent who's opinion is well respected, because it seemed that the board agreed with most everything that Mr. Field suggested. It was odd to be in my old HS library again! Not much has changed.

J. Reflective interview of field-based supervisor around teaching standards
1. //Does the Centerville school district require you to follow the state standards and do they have specific district art standards?// Centerville has no district art standards. Miss. Quamen just follows the state standards. The state actually requries her to submit a curriculum map for her art classes each year to hold her accountable to the standards. 2. //Do you believe that the art content standards reflect what you as a teacher find to be important? Would you change anything?//  Art standards are very important. Especially art history and teaching the elements of design. 3. //Do you refer to and use any of the national standards for the content you teach?// “I do. They overlap with state standards a lot and I had to use both in my master’s program.” 4. //Would you say it is difficult or fairly easy for you to follow the standards?//  “Easy because it becomes like second nature.” 5. //Is your view of the standards different for you since you do not teach a “core subject” that is heavily tested?// “No. I still have to follow them heavily.” 6. //Any other comments about standards before we are done?//  Miss. Quamen finds standards very necessary. There is no art curriculum for her to follow or a book, so standards are her guide for teaching.

1. What is your impression of your field-based supervisor’s attitude toward teaching standards? Miss. Quamen is well-aware of the teaching standards and holds them in high regard. She knows that they guide her teaching for a reason, especially since she does not have a curriculum guide or textbook to use for teaching. Her attitude is that they are necessary for instruction and she likes them because they match what she finds important for art education.

2. What is your impression of the impact of standards on instruction? Art standards boil down to four aspects: art production, aesthetics, criticism, and history. I have seen all of these done in Miss. Quamen's classes. Incorporating art history into her lessons is especially important for her, so she includes that aspect frequently. From my observations, I believe that her students appreciate her teaching style and the weight that she gives to art as a discipline.

3. How do you intend to incorporate standards into your teaching? I intend to incorporate standards into my teaching by matching my objectives with the state standard they reach. I have already noticed in writing lesson plans that I tend to cover a few of the standards more than the others, so I want to be watching that in my teaching and planning. I agree with Miss. Quamen is this area as well-- in that art classes usually do not have a set curriculum or guide for teaching, so the standards are even more important to use. = =

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.
 * Analysis of Instructional Planning and Impact on Learning**


 * 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.

=How your wikispace will be graded=

 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)
 * Wikispace Grade – SEED 394 Grade**

Total points possible: 150 points