Secondary+Social+Studies+Handbook

MICHIGAN STATE UNIVERSITY COLLEGE OF EDUCATION SECONDARY SOCIAL STUDIES TEAM HANDBOOK

Email: __hodgesk@msu.edu__ Phone: (517) 432-9601 || Social StudiesTeam Leader: Kyle Greenwalt Email: __greenwlt@msu.edu__ Phone: (517) 353-0824 || Email: __apontege@msu.edu__ Phone: 407-409-5545 || Instructor (Section 7): Justin Detmers Email: __detmersj@msu.edu__ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Phone: 517-712-0558 || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Email: <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">__helmsing@msu.edu__ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Phone:(517) 515-8653 || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Instructor (Section 6): Elizabeth Kenyon <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Email: <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">__kenyone2@msu.edu__ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Phone: (202) 384-5062 ||
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Secondary Team Coordinator: Kelly Hodges
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Instructor (Section 7): Gerardo Aponte
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Instructor (Section 5): Mark Helmsing

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-align: justify; text-decoration: none; vertical-align: baseline;">Welcome to TE 407: Teaching Social Studies to Diverse Learners (5 credits) for Fall 2011. Please carefully read this handbook/course syllabus as it contains necessary information about our course (TE 407) and about the Secondary Social Studies Team at MSU.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">This handbook contains the following twelve (12) sections:

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">1. Social Studies Team Vision <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">2. The Mission of the MSU College of Education <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">3. Our Enduring Understandings <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">4. Course Expectations <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">5. Field Placements <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">6. Course Materials <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">7. Grading <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">8. Important Dates <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">9. MSU College of Education Academic Policies <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">10. Requirements for Progression Into the Internship <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">11. Procedures for Decisions and Notifications <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">12. Professional Standards for the Internship

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 18.6667px; text-decoration: none; vertical-align: baseline;">1. SOCIAL STUDIES TEAM VISION

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-align: justify; text-decoration: none; vertical-align: baseline;">Michigan State University describes this course in the following manner:

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">“Examining teaching as enabling diverse learners to inquire into and construct subject-specific meanings at the secondary level (7-12). Adapting subject matter to learner diversity. Exploring multiple ways diverse learners make sense of the curriculum.”

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">This will be a co-constructed course in the following sense: the first few weeks of the course, as well as a few other learning components, have already been planned by the instructors. During this time, we (instructors and students) will generate themes on what we think is necessary to learn about social studies curriculum and the variety of meanings “social studies” can take. From there we will work with the generated themes to co-construct our course curriculum.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">We plan to provide you with materials and tools you will need to have an engaging experience that meets your own learning needs. You, the student, will be responsible for determining much of what you learn. This will at times seem very frustrating. Yet, as the semester progresses, we hope you will become more comfortable with this co-constructed process. We are always available for consultation and discussion to help guide you in your learning. We want your learning to be useful and applicable to your journey as a novice teacher and relevant to your own teaching context, as opposed to a series of assignments that must be completed for a grade.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">As fourth year students, you have experienced a lot of classes and should understand what works best for your learning. As teachers, you will be faced daily with several decisions about creating your own classroom and your students’ learning experiences. By contributing to the construction of this class we will have the opportunity to think through many of these decisions in both practical and theoretical terms. We will learn from our own mistakes and learn how to make the necessary adjustments to meet all students’ learning needs just as you will when you have your own classrooms.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 18.6667px; text-decoration: none; vertical-align: baseline;"> 2. THE MISSION OF THE MSU COLLEGE OF EDUCATION

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">The College of Education at Michigan State University has a mission of LEADERSHIP, SCHOLARSHIP, & SERVICE IN EDUCATION. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10.6667px; text-decoration: none; vertical-align: baseline;">Source: <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 10.6667px; vertical-align: baseline;">[|__http://www.educ.msu.edu/college/mission.htm__]

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">[1] We Prepare Professionals For Leadership Roles in Education. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Teaching is central to our scholarly identity and to the way we serve the educational needs of communities. We strive to develop and implement excellent, dynamic programs for the preparation of educators.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">[2] We Seek to Understand, Reform, and Improve Education. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;"> We study the processes of human learning and development. We move beyond analysis to promote education policy reform and assist in implementation. We seek to improve the conditions of learning and teaching for everyone in a technological society. We conduct comprehensive, rigorous research that addresses the needs and problems of practice. We strengthen connections between theory and practice through partnerships with schools and communities.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">[3] We Examine Issues of Education Across the Lifespan. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">We seek to understand how children and adults learn and develop, and how educators can best use that knowledge for the benefit of all learners. We recognize that all educators are themselves learners and we are committed to providing opportunities for their continuous professional development. We strive to sustain our College as a scholarly community for students, faculty and staff.

= = <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 18.6667px; text-decoration: none; vertical-align: baseline;">3. OUR ENDURING UNDERSTANDINGS

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">As a social studies team, we collaboratively drafted a list of five enduring understandings that we desire each teacher candidate will leave our program having reflected upon. The themes that have been identified will be foundational ideas that carry from your senior year into your internship experience.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">[1] Teachers Create the Curriculum. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Curriculum is that from which we learn and it is never neutral. It embraces the what, how, and why of learning. Teachers use resources, materials, and student ideas to create learning opportunities that are meaningful, authentic, and socially-relevant.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">[2] Teachers Value the Cultural, Social & Intellectual Funds Students Bring to School. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Teachers accept and value what children bring to school. Teachers scaffold learning by using students’ prior knowledge, prior life experiences, personal life goals, role models, values, and talents.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">[3] Teaching is a Learning Profession. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Teachers continue to learn and grow as they provide access to learning for self and others. Teachers learn as they use past life experience to solve professional problems in the present and to imagine a better future. Teachers learn in collaboration with others. Outside of the classroom, teachers are always reading and everything they read is filtered through their teaching.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">[4] Social Studies Teaching is Interdisciplinary & Connects Students to Their Worlds. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Social studies teachers create connections to the world through active inquiry and the use of dynamic teaching strategies. Social studies teachers pull out the “big ideas” as they investigate essential questions with their students. Social studies teachers connect students to the world around them through the curriculum and assessments they have created. Social studies teachers draw from all areas of knowledge (both academic and artistic fields) in their lessons and units.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">[5] Teachers and Students are Citizens. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Citizens make informed choices and are aware of the impact of their choices on others (locally and globally). Citizens care both about the common good and the unique needs of individuals. Teachers and students recognize and respect each other as citizens of the classroom, school, community, nation and Earth.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 18.6667px; text-decoration: none; vertical-align: baseline;">4. COURSE EXPECTATIONS

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">[1] Citizenship: Our responsible citizenship in class strengthens our community of learning. This form of citizenship includes daily attendance, adequate preparation, and thoughtful, enduring participation. It also features a collegial and constructive stance toward the members of our class; in challenging each other from supportive stances, we push our understandings of what it means to learn to teach. If investigation, vulnerability, uncertainty, authenticity, etc. cannot thrive in our classroom, then our learning is not fully served.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">[2] Class Attendance:Your presence and punctuality for each class session is significant to your and our class’ learning. Attending class is a professional obligation for which absences should be communicated to the instructor(s) prior to class. When time allows, please email your instructor(s) to convey your anticipated absence. In the case of an emergency, please leave a message on my voicemail. Failing to make appropriate communication is an indication of professional irresponsibility. You are allowed two unexcused absences before your grade is affected. However, if course assignments are due on the day of your absence, you are still responsible for submitting them on time.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">[3] Course Work: All work must be submitted via drop boxes on Angel unless otherwise noted. All written assignments should adhere to a standard format (i.e. APA, Chicago Manual of Style, etc.). When it is appropriate, references and footnotes should be included, and when work is adapted from another’s (i.e. “good teaching involves borrowing and tweaking others’ teachings”), be sure to give appropriate credit (and this goes for ideas and work both published and unpublished). Other details about assignments are noted below.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">[4] Discussion: This course will mostly reflect a seminar format. With a large amount of time devoted to questioning and wrestling with ideas raised by each other and various texts, your participation in the discussions that provide this context is essential and an important way to deepen your understanding of what it means for you to be a teacher. We will engage in discussion both in class and online via the wiki, where the virtual aspect of our class allows us to raise anew, continue, and revisit important ideas.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">[5] Colleague Correspondence: You are required to find a person currently teaching in a secondary school classroom (a social studies teaching assignment is preferable, but not necessary) with whom you will correspond periodically during the year. This person could be a former teacher of yours, a friend who is a teacher, or a family member who teaches. The person needs to be willing to correspond with you on a recurring basis through email, Skype, telephone, Facebook or some other form of exchange. Our goal is that you have someone working in the field who can share their expertise with you and bounce ideas around with you as you think about different issues in teaching. This person will be in addition to your placement mentor so please do not use them as your colleague correspondent.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 18.6667px; text-decoration: none; vertical-align: baseline;">5. FIELD PLACEMENTS

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Due to the high number of students in the secondary social studies team, it takes longer for the department to place all TE 407 social studies students in local field placement classrooms than it does for other subject area teams. As a result, some placements may not be finalized until after the semester midterm period. While we encourage all students to begin communicating with their field placement mentor teacher and visit their field placement classroom as soon as the arrangement is finalized, we do not have specific assignments attached to field placements until the second semester course, TE 408: Crafting Teaching Practices in Social Studies Education.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 18.6667px; vertical-align: baseline;">__However, all TE 407 social studies students are expected to schedule five (5) separate visits to their field placements before portfolios are due on December 7.__

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">If you merely attend your field placement, sit in the back of the room, and observe what is happening, you will most likely find fieldwork dull and unhelpful. We want you to participate actively (a “participant observer”) every time you step in your classroom. That means you should view every visit to the classroom as an opportunity to teach. There are many ways you (and if you are with a colleague, your partner) can (co)teach: join a small group during a break-out session; during seat work tutor students who are struggling; review with students who have missed class; lead a current events discussion; assess class comprehension after your teacher has given a lecture—to name only a few. Since each of you brings individual skills, knowledge and passions to your teaching, deciding the manner of your classroom participation will be up to you and your mentor.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Since action without reflection is “blind,” we also ask that you find a period of time each week to sit down with your mentor and discuss what you are seeing. This may involve you coming before school, after school, during your mentor’s prep, or perhaps even a weekend coffee. It is up to you and your mentor to find a time to talk things out.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 18.6667px; text-decoration: none; vertical-align: baseline;">6. COURSE MATERIALS

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">*All course readings will be posted on our class Wiki with the exception of the four texts, which you will need to purchase.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-align: center; text-decoration: none; vertical-align: baseline;">REQUIRED TEXTS:

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">[1]The New Teacher Book: Finding Purpose, Balance, and Hope During Your First Years in the Classroom edited by Terry Burant, Linda Christensen , Kelley Dawson Salas, and Stephanie Walters. 2nd edition only. Paperback, 2010.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">[2]Instructional Strategies for Middle and Secondary Social Studies: Methods, Assessment, and Classroom Management by Bruce Larson and Timothy Keiper. Paperback, 2011.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">[3]Teaching Social Studies to English Language Learners by Bárbara C. Cruz and Stephen J. Thornton. Paperback, 2008.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">[4]The Complete Guide to Special Education: Expert Advice on Evaluations, IEPs, and Helping Kids Succeed by Linda Wilmshurst and Alan Brue. 2nd edition only. Paperback, 2010.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-align: center; text-decoration: none; vertical-align: baseline;">RECOMMENDED TEXTS:

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">[1]Social Studies and Diversity Education: What We Do and Why We Do It by Elizabeth E. Heilman, Ramona Fruja, and Matthew Missias (MSU authors). Paperback, 2009.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">[2] Teaching What Really Happened: How To Avoid the Tyranny of Textbooks and Get Students Excited About Doing History by James Loewen. Paperback, 2008.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">[3]Voices of a People's History of the United States by Howard Zinn and Anthony Arnove. Paperback. Any edition.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 18.6667px; text-decoration: none; vertical-align: baseline;">7. GRADING

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">[1] Professional Practice Portfolio - 30% [60 points] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Twelve analyses of curricular and educational issues collected and assembled in a portfolio binder. Each analysis should be 2-3 pages in length. Six entries (15% of total grade) must be completed by the midterm on October 19 and six additional entries (15%) at the end of the semester on December 7. Your group will choose which analysis activity to complete for each week. You must bring your updated portfolio to class each Wednesday to share and discuss during professional practice conference time in your groups.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">[2] Reflections on Reading & Teaching - 30% [60 points] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Twelve written reflections on course readings and current events pertaining to social studies, schooling, and society. These are to be posted each Monday on your personal page on The Faculty Lounge wikispace. Each weekly reflection should be approximately 500 words in length.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">[3] Unit Plan Project - 20% [40 points] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">A collaborative multigenre and multimedia project that outlines and showcases a two-week instructional unit for a secondary social studies classroom. Presented with your group the week of December 5.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">[4] Professional Growth Plan - 20% [40 points] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">You will create a rubric by which you and the instructor each score and assess your contributions to group and whole-class discussions along with the individual growth you display as a pre-service teacher by attending class sessions, field placement observations, and other out-of-class activities.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">The course grading scale is as follows: <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">93 – 100: 4.0 65-71: 2.0 <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">86 – 92 : 3.5 58-64: 1.5 <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">79 – 85 : 3.0 51-57: 1.0 <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">72 – 78 : 2.5 0-50: 0

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 18.6667px; text-decoration: none; vertical-align: baseline;">8. IMPORTANT DATES

<span style="background-color: #ffffff; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">*Schedule time for site based activity || <span style="background-color: #ffffff; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">*Meet in teams to work on Unit Plan Presentations ||
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Wednesday, Aug 30 - First Day of Class ||
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Wednesday, Sept 7 <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;"> - Background Check Forms Due ||
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Wednesday, Sept 14 - Student Advisory Group (SAG) Representative Election ||
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Wednesday, Oct 19 - (SEMESTER MIDTERM) - Portfolios Due w/ 6 Completed Pieces ||
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Wednesday, Nov 2 - Michigan Council for the Social Studies meets in Lansing Nov 4-6 ||
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Wednesday, Nov 23 - (NO CLASS - THANKSGIVING BREAK)
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Wednesday, Nov 30 - (NO CLASS - NCSS CONFERENCE)
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Wednesday, Dec 7 - (SEMESTER ENDS) Portfolios Due w/ All (12) Pieces Completed ||
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Monday, Dec 12 - Unit Plan Presentations ||
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Wednesday, Dec 14 - Unit Plan Presentations ||

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 18.6667px; text-decoration: none; vertical-align: baseline;">9. MSU COLLEGE OF EDUCATION POLICIES

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">__Attendance__ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">: Regular on-time attendance and full participation in class is critical to learning. Of course illness and other emergencies cannot be avoided. If you are unable to attend a class session, you must call or email the instructor in advance. Similarly, you must call your mentor teacher in advance if you are unable to meet a field visit commitment. You must make up all field absences. If you are unable to attend school, you need to call your mentor teacher in advance. Do not rely on your peers to relay messages—make sure you communicate directly with your mentor.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">This course is planned on the assumption that you will come on time and come prepared to participate. The instructor reserves the right to adjust your grade as a response to absences or excessive tardiness.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">In accordance with the Teacher Preparation Program's Professional Conduct Policy, attendance and punctuality in class meetings and field experiences are critical to your success in this course and in the Program. It is your responsibility to familiarize yourself with the policy which is in your Team Handbook and on the web at: <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">[|__http://ed-web3.educ.msu.edu/infostu/infostu/conductpolicy.htm__]

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">In the case of recurring absences or tardiness, your Team Coordinator will be notified and you may be required to attend a meeting regarding your attendance. More than two absences in class or in your field placement will affect your grade and may result in a failing grade for the course. ====<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">__Academic Honesty and Integrity__ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">: We assume that the student is honest and that all course work and examinations represent the student's own work. Violations of the academic integrity policy such as cheating, plagiarism, selling course assignments or academic fraud are grounds for academic action and/or disciplinary sanction as described in the university's student conduct code. ====

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Incidents of plagiarism are taken very seriously and will be pursued. Students are strongly cautioned not to copy any text verbatim or use someone else's ideas on class quizzes, tests, reports, projects, or other class assignments without using appropriate quotations and source citations.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">For University regulations on academic dishonesty and plagiarism, refer to http://www.vps.msu.edu/SpLife/rule32.htm <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">http://www.msu.edu/unit/ombud/plagiarism.html

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">__Problem solving__ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">: If you have problems with the course or the instructor, you must first speak with the instructor about the situation. If the problem cannot be resolved at that level of interaction, then you may contact the faculty course or subject area leader, and after that, the team coordinator or team leader. Names and contact information for the relevant individuals can be found in the Secondary Team Handbook, or by request from the instructor.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">__Accommodations for Disabilities__ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">: Students with disabilities should contact the Resource Center for Persons with Disabilities to establish reasonable accommodations. For an appointment with a counselor, call 353-9642 (voice) or 355-1293 (TTY). Instructors in the course may request a VISA Form (Verified Individual Student Accommodations Form) from a student requesting services.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Instructor Note: Students who need accommodations may first contact the instructor to discuss possible arrangements, if they so wish.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">__Counseling Center:__ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Even normal, capable, intelligent, and reasonable persons like the members of this class sometimes face situations and problems that they find difficult to deal with by themselves. The Teacher Preparation Program instructors or coordinators might be able to help. Also, MSU has an Office of Student Affairs and Services, with a Counseling Center, for which the phone number is 355-8270. The Center is at 207 Student Services Building. Website: http://www.couns.msu.edu/

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">__Writing Center:__ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Teachers are models and coaches of writing for their students, and must communicate effectively in writing with colleagues, parents, and others. For those reasons, teacher candidates are expected to write effectively and conventionally. If you need more help in meeting those expectations than you can get from your instructors and other teacher candidates, try the College of Education Office of Student Writing Assistance (OSWA), 513 F Erickson Hall, phone 517-432-0425 or email campbell@msu.edu

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">In addition, the Writing Center at 300 Bessey Hall, 432-3610 is available. Grammar Hotline: 432-1370. Website: http://writing.msu.edu/

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 18.6667px; text-decoration: none; vertical-align: baseline;">10. REQUIREMENTS FOR PROGRESSION INTO THE INTERNSHIP

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">To progress to the internship a teacher candidate must: A) meet the Academic Requirements listed below, B) pass the required State of Michigan certification tests for elementary teaching or the appropriate major and minor subject area tests for secondary teaching, C) submit a complete Criminal Disclosure Form, and D) meet the Professional Criteria set forth below.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">A. Academic Requirements <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Before beginning the internship, teacher candidates must have: <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">(1) completed all teaching major and/or teaching minor(s) requirements as well as all teacher certification coursework and other courses required for teacher certification; <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">(2) been awarded the bachelor’s degree; <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">(3) earned a Grade Point Average of 2.5 or above in each of the following: <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">University overall cumulative Grade Point Average, teaching major, and/or teaching minor(s):1 <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">(4) earned a Grade Point Average of 2.5 or above for pre-internship, professional education courses required for teacher certification, with no individual grade below 2.0, <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">(5) passed all three components of the Michigan Test for Teacher Certification Basic Skills test (reading, writing, and math); and, <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">(6) completed the Michigan State Department of Education technology requirement. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">B. Pass the required State of Michigan certification tests for elementary teaching or the appropriate major and minor subject area tests for secondary teaching <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">For those seeking secondary certification, students must take and pass the MTTC in their major as a condition for progression to the internship. For secondary education students, passing the separate MTTC content area test in their minor is a requirement for being certified to teach the minor and is a requirement for placement in the minor subject area in the internship. All secondary education students, except music, art, and physical science (comprehensive group majors), are required to complete an approved teaching minor. While it is in the best interest of secondary education teacher candidates to be certified in both their major and minor areas, the Michigan State Department of Education now permits secondary education students to obtain provisional certification in the major only without recommendation in the minor. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Updated 3-27-07 by Associate Dean of Student Affairs to reflect mandated changes in Michigan Department of Education Teacher Certification Code and MSU department name changes. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">C. Criminal Disclosure Form <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">It is important that prospective interns be appropriate candidates for teacher education. In Michigan, the State Board of Education may refuse to grant, or may impose conditions upon, a teaching certificate for an individual who is convicted as an adult of a felony involving moral turpitude or who is convicted of an act of immoral conduct contributing to the delinquency of a child. Conviction of these crimes may, therefore, preclude the teacher candidate from participating in the internship. To be eligible for an internship, the teacher candidate must complete, sign, and submit to the Teacher Education Department the Criminal Disclosure Form. Concealment or misrepresentation of information required to be disclosed in the Criminal Disclosure Form may result in denial of admission to the internship year or in denial of recommendation for teacher certification. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">D. Professional Criteria <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">The internship involves the intern in extensive co-planning and co-teaching with an experienced collaborating teacher and requires the intern gradually to assume responsibility for all aspects of learning and teaching in the classroom. To be eligible for an internship, the teacher candidate must have demonstrated a readiness to work in accordance with the Professional Standards in part III below and an appropriate disposition for the profession of teaching. Therefore, a teacher candidate who meets the Academic Requirements listed above may be denied the opportunity to do an internship if, in the judgment of the Teacher Education Department, the teacher candidate has failed to meet any of the following Professional Criteria. The Professional Criteria are related to the Professional Standards used to evaluate interns’ progress during the internship year (see part III below).

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">(1) Reliability and Responsibility <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Teacher candidates must generally have been present and on time for professional commitments, including classes and field experiences. Teacher candidates must have regularly communicated about necessary absences or lateness according to the guidelines in the Professional Conduct Policy. Teacher candidates must have a record of meeting deadlines for course assignments and program requirements. A pattern of repeated absences, lateness, and failure to meet deadlines in courses or fieldwork is not acceptable. Any form of dishonesty (lying, plagiarism, forged signatures, etc.) about these and other requirements is not acceptable.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">(2) Communication Skills and Social Relationships <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Teacher candidates must have demonstrated the ability to express their viewpoints and negotiate difficulties appropriately, without behaving unprofessionally with instructors, peers, or students. Teacher candidates must have shown that they are ready to accept constructive feedback in a professional manner. Teacher candidates must have demonstrated an awareness of appropriate social boundaries between students and teachers and have shown that they are ready and able to observe those boundaries. Extreme forms of behavior (such as outbursts in class, sexual or other harassment, threats of suicide or of harm to others) are not acceptable.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">(3) Comfort with and Concern for the Learning of all Children <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Teacher candidates must be able to engage in informal conversations with children and keep their attention in such conversations. Teacher candidates must interact courteously, fairly, and professionally with people from diverse racial, cultural, and social backgrounds and of different genders or sexual orientations. Racial and other slurs are not acceptable, nor is conduct that violates the University’s Anti-Discrimination Policy or that would violate the Anti-Discrimination Policy if it were directed at a member of the University community.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 18.6667px; text-decoration: none; vertical-align: baseline;">11. PROCEDURES FOR DECISIONS AND NOTIFICATIONS

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">A. Academic Requirements and Criminal Disclosure Form <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">The Student Affairs Office will have primary responsibility for confirming that a teacher candidate has met all Academic Requirements and submitted the Criminal Disclosure Form. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">If a teacher candidate’s records are not complete or if a student has failed to meet one or more Academic Requirements or to submit the Criminal Disclosure Form, the Student Affairs Office will notify the teacher candidate and the Teacher Education Department (usually the teacher candidate’s Team) before May 30 prior to the beginning of the teacher candidate’ internship. If the deficiencies are not remedied before the end of the summer term, the Student Affairs Office will so notify the Teacher Education Department (the teacher candidate’s Team), and the beginning of the teacher candidate’s internship will be delayed until the beginning of the next internship after the deficiencies have been remedied.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">B. Professional Criteria <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">The Department of Teacher Education and its representatives, including course instructors and collaborating teachers, have primary responsibility for evaluating whether teacher candidates have met the required Professional Criteria. The following procedures will be used to assure that teacher candidates are systematically evaluated according to the Professional Criteria and that potential problems are investigated:

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">All collaborating teachers working with students taking TE 407 and TE 408 will be asked to fill out a questionnaire concerning the students’ performance in the field, including their performance with respect to the Professional Criteria. Any classroom teacher indicating concerns about a student’s performance or professionalism will be contacted by the course instructor or another Team representative, and the Team will investigate the concerns.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">The Teams will request that course instructors teaching TE 301, TE 407, and TE 408 identify students who may not be meeting the Professional Criteria and provide information about their possible failure to comply with the Professional Criteria. The Teams will investigate any such concerns expressed by other course instructors.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Teams will investigate concerns expressed by other course instructors, including instructors in other departments, which might involve a student’s failure to meet any of the Professional Criteria. Generally, the Team Coordinator and/or Team Leader will review situations which may involve a teacher candidate’s failure to meet any of the Professional Criteria. If the likelihood of failure to comply with the Professional Criteria is serious enough to jeopardize the teacher candidate’s progress to the internship, the Team Leadership will review the case.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">If the Team Leadership concludes that the situation involves a failure to comply with one or more of the Professional Criteria that is so serious that the Team recommends that the teacher candidate not be allowed to progress to the internship because of it, the Team Leader will inform the teacher candidate and the Assistant Chair/Coordinator of the Teacher Preparation Programs of the recommendation and of the basis for it. The Assistant Chair/Coordinator will be responsible for reviewing the recommendation and determining that the teacher candidate may, upon meeting certain conditions, proceed to the internship, or that the teacher candidate will not be allowed to proceed to the internship. The Assistant Chair/Coordinator will contact, and preferably, meet with the teacher candidate prior to making this determination.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">If the Team Leadership concludes that the teacher candidate has failed to comply with one or more of the Professional Criteria, but that the failure is not, by itself, serious enough to prevent the teacher candidate from progressing to the internship, the teacher candidate will be notified of the failure and of the teacher candidate’s need to comply with the Professional Criteria in the future. If the teacher candidate again fails to comply with any of the Professional Criteria, the Team Leadership will again review the case. If, because of the teacher candidate’s repeated failure to comply with one or more of the Professional Criteria, the Team Leadership recommends that the teacher candidate will not be allowed to progress to the internship, the Team Leader will inform the teacher candidate and the Assistant Chair/Coordinator of the recommendation and the basis for it. The Assistant Chair/Coordinator will be responsible for reviewing the recommendation and determining that the teacher candidate may proceed to the internship upon meeting certain conditions or that the teacher candidate will not be allowed to proceed to the internship. The Assistant Chair/Coordinator will contact and, preferably, meet with the teacher candidate prior to making this determination.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">The teacher candidate may appeal the decision to the Associate Dean of the College of Education.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 18.6667px; text-decoration: none; vertical-align: baseline;">12. PROFESSIONAL STANDARDS FOR THE INTERNSHIP

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">The Teacher Education Program has adopted the following Professional Standards which are used to evaluate interns' performance and make decisions about recommendations for certification:

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">[1] Knowing subject matters and how to teach them <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">● The intern understands the subject matter(s) as needed to teach it (them). <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">● The intern links subject matter and students, creating a responsive curriculum. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">● The intern plans and implements a curriculum of understanding. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">● The intern uses appropriate assessment strategies and links them to planning and <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">teaching.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">[2] Working with students <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">● The intern respects and cares for all students in his/her charge. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">● The intern promotes active learning and thoughtfulness. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">● The intern builds on students' different interests, strengths, and cultural backgrounds. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">● The intern treats all students as capable of learning.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">[3] Creating and managing a classroom learning community <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">● The intern creates a safe, caring, productive environment in the classroom. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">● The intern makes the classroom an inclusive community. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">● The intern helps students develop personal and social responsibility.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">[4] Working and learning in a school and profession <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">● The intern works well as a teacher in a school community. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">● The intern works productively with his/her MSU liaison, collaborating teacher, field <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">instructor and seminar instructors in ways that support his/her learning to teach. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">● The intern reflects on his or her experience and seeks opportunities for continued learning <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">and improvement. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">● The intern is open to alternatives and constructive feedback.