Secondary Internship Information

Your actual internship assignment will be done by your program coordinator at the beginning of your internship semester. Information about your public classroom assignment will be available only when you begin attending your EDC 370S course next semester, and not before.

The Education Services Office does not have information on any individual student's internship or apprentice teaching placements. Students must contact their program coordinator or university facilitator for this information.

During your apprentice teaching semester, you will be under the supervision of a program coordinator who oversees all the UT apprentice teachers with your same teaching field, or area. Below is a list of these program coordinators. Upon completion of your internship semester, and when you register for your apprentice teaching course, EDC 650S, you will begin to work very closely with your assigned program coordinator.

Subject Area	Program Coordinator	Office	Phone Number
Fine Arts	Fred Woody	ART 3.406	471-5410
English/Language Arts	Joan Shiring	SZB 436B	471-4381
Foreign Language	Elizabeth Glidden	SZB 406	471-5249
Foreign Language: Latin Only	Tim Moore Bill Nethercut	WAG 14CA WAG 123	232-4161 471-5742
Kinesiology	Tere Ramirez Dolly Lambdin	AHG 107 AHG 125	471-1539 471-1540
Music	Bob Duke Jacqueline Henninger	MRH 2.208	471-0972 471-0779
Social Studies	Cinthia Salinas	SZB 428G	232-3539
Special Education	Anne Fuller	SZB 306	471-4161
Theatre Arts	Joan Lazarus Alma Chapa Moore	WIN 1.162	471-5793

MATERIALS

Please review the following Word documents, and use them as needed throughout your internship.

• Internship Hours (Word Doc)
• Cooperating Teacher Feedback Form (Word Doc)
• Student Feedback Form (Word Doc)

Suggestions for Observations in the Secondary Classroom

Focus on:

• praise behavior
• questioning techniques
• type of questioning (e.g. high order-critical thinking vs. low order-facts)
• discipline techniques
• types of classroom disruptions
• apprentice-teacher interaction (primarily one-way, two-way, mix)
• techniques used to motivate student participation
• classroom setting
• teacher's movement about the classroom
• use of audiovisual aids and technology
• time management
• wait time
• varied teaching strategies
• varied assessment strategies
• multiculturalism
• mainstreamed or inclusion students
• classroom management (used here as a broader concept that also includes discipline techniques, classroom setup, established classroom procedures, ambiance of classroom, etc.)
• student interaction
• student social groups (cliques)

Note: The purpose of the observation is not to criticize your cooperating teacher. There are dynamic forces at play, when a teacher is teaching, that you may not be aware of because of your past experiences and lack of pedagogical knowledge. For instance, a teacher makes approximately 3,000 decisions during a teaching day. The teacher may base those decisions on prior experience, pedagogical knowledge, subject matter knowledge, knowledge about their students, etc. Therefore, observing a teacher in action, as well when he or she is preparing for action may assist you in observing those forces at play. Reflecting on those actions and on what you learned in class may provide you with experiences that will gradually transform you from student to teacher.