Elisha Wohleb & Dr. Leane Skinner Auburn University ABEA 2011

 Certified in business/marketing education  3 years of educational experience in business/marketing education  Currently teach classes in area of business/marketing education  Currently hold at least a master’s degree

 Introduce intern to students, teachers, and administrators  Help the intern establish his/her role as a teacher  Explain school policies and procedures  Acquaint the intern with instructional materials and classroom routines  Assist the intern in developing a schedule for gradually assuming full-time teaching responsibilities Reference: Auburn University Internship Handbook

 Initiate discussion regarding strengths and areas for improvement, including reflections  Remember constructive criticism  Encourage intern to observe other teachers Reference: Auburn University Internship Handbook

 Meet with intern prior to the beginning of the internship  Checklist  Explain school policies and procedures ▪ Arrival and departure times ▪ Parking information ▪ School calendar ▪ Lunch duties/habits ▪ Dress code

 Acquaint the intern with instructional materials and classroom routines ▪ Provide copies of textbooks and class materials ▪ Encourage the intern to watch a class or come to school and spend a day in the classroom ▪ Show the intern where their desk will be located ▪ Make sure intern has computer access  Discuss your expectations for their gradual assumption of full-time teaching responsibilities ▪ Some interns will want to teach right away ▪ Others will want more time to observe and slowly take over ▪ There should be a clear understanding of expectations by the end of the conversation

 Suggested Schedule for full-time teaching  Week one – intern observes  Week two – intern assumes full responsibility for one class  Week three – intern assumes full responsibility for second class  Week four – intern assumes full responsibility for third class  Intern assumes full responsibility for all classes until the last week of school

 Henry, Beasley, and Brighton (2002) provide the following guidelines for introducing your intern to the class:  Sincerely welcome the intern and ask pupils to share in the greeting  Share information about personal qualities and achievements of intern  Introduce the intern as a teacher  Indicate confidence that the intern will bring added benefit to the educational experience  Allow intern opportunity to speak to the class  Allow the students to ask the intern questions

 Immediately include intern in teaching responsibilities ▪ Suggestions: ▪ Distribute and collect papers ▪ Attendance ▪ Supervise study periods ▪ Administer tests/quizzes ▪ Assist with computer activities ▪ Assist with project work ▪ Assist with demonstrations ▪ Plan and create bulletin board

 Help the intern establish his/her role as teacher  Henry, Beasley, and Brighton (2002) suggest: ▪ Accepting the student teacher as a professional colleague by: ▪ Showing respect for their decisions ▪ Allowing the student teacher to accept responsibility ▪ Listening to the student teacher’s ideas and concerns ▪ Using relevant ideas submitted by the intern ▪ Permit the intern to assume the same privileges as a cooperating teacher ▪ Accept the usual mistakes of the intern – reinforce that mistakes are normal and most are not irrevocable

 Meet with your intern as least once per week  Topics ▪ Progression (strengths and weaknesses) of teaching skills and knowledge ▪ Reflection ▪ Upcoming lesson plans ▪ Classroom management challenges/techniques  Communication with intern and University Supervisor is critical

 Provide feedback to Intern  Provide feedback to University Supervisor  Complete any paperwork needed  Keep communication lines open with intern

 Internship and cooperating teachers play one of the most influential roles of a pre-service teacher’s career  A cooperating teacher not only encourages the growth of an individual, but also the growth of our profession

 Auburn University Internship Handbook  Henry, M., Beasley, W., & Brighton, K. (2002). Supervising student teachers. (6 th ed.) Terre Haute, IN: Sycamore Press.