Teaching Internship

Handbook

Rutgers. The State University of New Jersey

Graduate School of Education
Office of Student and Academic Services

Fall 2013
Table of Contents

Introduction 1

New Jersey Professional Teaching Standards (current) 3

Summary of the Draft 2013 Model Core Teaching Standards 14

Overview of the Teaching Internship 15

Goals 15
Intern Placement 15
Collaboration 16
Reflection 16
Internship Seminar 16
Grade 17
Professionalism 17
Removal from Internship 18

Preparation for the Internship 19

Role of the Cooperating Teacher, Supervisor & Intern 21

The Teaching Intern 21
The Cooperating Teacher 23
The University Supervisor 25

Phase-In of Teaching Responsibilities

Single Placement Teaching Internship 27
Dual Placement Teaching Internship 28

Internship Evaluation 31
Informal Feedback 31
Formal Feedback 31
Online Evaluation forms 32
Dual Observations 32
Responsibilities of the Intern Supervisor 32
Responsibilities of the Cooperating Teacher 32
Responsibilities of the School Administrator 33
Responsibilities of the Intern 33

Achieve NJ overview 34

Relationships Between School and University Personnel 37

Calendar of Important / Required Due Dates

Single Placement Teaching Internship 38
Split Placement Teaching Internship 39
Teaching Internship Handbook

INTRODUCTION

This handbook has been prepared to guide Teaching Interns and to serve as an
aid in orienting Cooperating Teachers and University Supervisors to the
University’s expectations related to the teaching internship experience. Teacher
educators, public school administrators, classroom teachers and teaching interns
alike generally agree that the teaching internship is the single most important
experience in the teacher preparation program. This experience represents such
a significant component of the teacher training program that an entire semester
is devoted exclusively to the internship. Thus, it is essential that all those involved
be familiar with as many aspects of the teaching internship program as possible.

This handbook should serve not to constrain or inhibit, but rather to foster
opportunities for better and significant linkages between Rutgers University, the
Graduate School of Education, and the public schools of New Jersey in the
preparation of new teachers and the professional development of in-service
teachers.

The Graduate School of Education makes four claims about our teacher
preparation programs:

1. Our students understand the central concepts, tools of inquiry, and structures
of the disciplines they teach, especially as they relate to the New Jersey Core
Curriculum Content Standards. (NJ Standard 1)

2. Our students demonstrate pedagogical knowledge in their planning and

design of instructional plans and their use of multiple assessment strategies to
evaluate and promote student learning. (NJ Standards 4, 5)

3. Our students demonstrate knowledge of learners and learning in

accommodating diverse learners and those with special needs and in the
design of learning environments that provide a supportive, safe, and
respectful environment. (NJ Standards 2, 3, 6, 7)

4. Our students demonstrate knowledge of appropriate professional practice in

their use of effective communication in the classroom, knowledge of
strategies for building relationships with parents to support student learning,
and knowledge of opportunities to pursue professional growth. (NJ Standards
8, 9, 10, 11)

The individual teacher preparation programs within the Graduate School of

Education provide the coursework needed to become a highly trained and
skillful teacher. The Office of Academic Services works with these programs to
provide the necessary field experiences to complement their coursework. We
consider the opportunity to combine theory and practice an essential ingredient
in the preparation of a master teacher.
Three people play a significant role in the teaching internship experience: the
Teaching Intern, the Cooperating Teacher, and the University Supervisor.
The TEACHING INTERN is an active participant in his/her training and supervision.
Teaching interns are expected to closely observe and participate in the
instructional program in their assigned school, to plan and teach lessons as part
of a collaborative effort with their cooperating teacher, and to engage in
personal reflection regarding their performance and overall experience in the
school.

The COOPERATING TEACHER is a vital participant in this process. The quality of our
teacher preparation program at Rutgers University is due in large part to the
significant contributions through mentoring and modeling from excellent
cooperating teachers.

The UNIVERSITY SUPERVISOR brings expertise in teaching and teacher development

to this endeavor. By facilitating each participant’s role in the supervisory process,
and by carefully coaching and evaluating the teacher candidate, the supervisor
provides the interface between the university and the field.

******

Please review this manual carefully, as this should clarify expectations and
promote full participation in the supervisory process from each member of the
supervisory team: Teaching Intern, Cooperating Teacher, and University
Supervisor. Please bring any questions or suggestions about the handbook to
Lisa Kruger, Director of Teacher Education, who can be reached at
lisa.kruger@gse.rutgers.edu or at 732-932-7496 ext. 8130.

We welcome your participation in our field placements. When the student, the
cooperating teacher, and university supervisor collaborate in the training
process, meaningful growth is possible for the teacher candidate. The results of
this semester will have a lifelong impact on the career of the teacher candidate
and the children whose lives they will touch.
 New Jersey Professional Standards for Teachers

New Jersey Professional Standards for Teachers (N.J.A.C. 6A: 9-3.3)

http://www.state.nj.us/njded/profdev/profstand/

1. Standard One: Subject Matter Knowledge.

Teachers shall understand the central concepts, tools of inquiry, structures of the
discipline, especially as they relate to the New Jersey Core Curriculum Content
Standards (CCCS), and design developmentally appropriate learning experiences
making the subject matter accessible and meaningful to all students.
i. Teachers know and understand:
(1) In-depth the subject matter they plan to teach and the relationship of
that discipline to other content areas;
(2) The evolving nature of the discipline or subject matter knowledge and
the need for keeping abreast of new ideas and understanding of the
discipline;
(3) That literacy skills and processes are applicable in all content areas
and help students to develop the knowledge, skills and dispositions that
enable them to construct meaning and make sense of the world through
reading, writing, listening, speaking and viewing; and
(4) Concepts inherent in numeracy to enable students to represent
physical events, work with data, reason, communicate mathematically,
and make connections within their respective content areas in order to
solve problems.
ii. Teachers value and are committed to:
(1) Appreciating multiple perspectives and conveying to learners how
knowledge is developed from the vantage point of the knower; and
(2) Enthusiasm for the discipline(s) they teach and in making connections
to every day life.
iii. Teachers engage in activities to:
(1) Promote the development of critical and creative thinking, problem
solving and decision making skills by engaging students in formulating and
testing hypotheses according to the methods of inquiry and standards of
evidence within the discipline;
(2) Make effective use of multiple representations and explanations of
disciplinary concepts that capture key ideas and link them to students’
prior understanding; and
 (3) Evaluate teaching resources and curriculum materials for their
completeness, accuracy and usefulness for representing particular ideas
and concepts.

2. Standard Two: Human Growth and Development.

Teachers shall understand how children and adolescents develop and learn in a variety
of school, family and community contexts and provide opportunities that support their
intellectual, social, emotional and physical development.
i. Teachers know and understand:
(1) How students construct knowledge, acquire skills and develop habits
of mind and how to use instructional strategies that promote student
learning;
(2) How student learning is influenced by individual experiences, talents
and prior learning, as well as language, culture, family, and community
values; and
(3) How to identify and teach to the developmental abilities of students,
which may include learning differences, visual and perceptual
differences, cultural and socio-emotional differences, special physical or
emotional challenges and gifted and talented exceptionalities.
ii. Teachers value and are committed to:
(1) The educability of all children and adolescents;
(2) The belief that all children and adolescents bring talents and strengths
to learning;
(3) Appreciation for multiple ways of knowing;
(4) The diverse talents of all students and to helping them develop self-
confidence and subject matter competence; and
(5) The belief that all children and adolescents can learn at high levels
and achieve success.
iii. Teachers apply learning theory to accommodate differences in
student intelligence, perception, cognitive style and achievement
levels.
3. Standard Three: Diverse Learners.
Teachers shall understand the practice of culturally responsive teaching.
i. Teachers know and understand:
(1) How a person’s world view is profoundly shaped by his or her life
experiences, as mediated by factors such as social class, gender, race,
ethnicity, language, sexual orientation, age and special needs;
(2) The supports for and barriers to culturally responsive teaching in school
environments;
(3) The process of second language acquisition and strategies to support
the learning of students whose first language is not English; and
(4) The negative impact of bias, prejudice and discrimination on students
and society.
ii. Teachers value and are committed to:
(1) Respect for individual and cultural differences, and appreciation of
the basic worth of each individual and cultural group; and
(2) The diversity of learning that takes place in the classroom, respect for
the talents and perspectives of each student and sensitivity to community
and cultural norms.
iii. Teachers engage in activities to:
(1) Create a learning community in which individual differences are
respected;
(2) Learn about the diverse students they teach, and the students’ families
and communities;
(3) Use strategies to support the learning of students whose first language
is not English; and
(4) Use knowledge of students and their lives to design and carry out
instruction that builds on students’ strengths while meeting their needs and
taking into account issues of social class, gender, race, ethnicity,
language, sexual orientation, age and special needs.
4. Standard Four: Instructional Planning and Strategies.
Teachers shall understand instructional planning, design long and short term plans based
upon knowledge of subject matter, students, community, and curriculum goals, and shall
employ a variety of developmentally appropriate strategies in order to promote critical
thinking, problem solving and the performance skills of all learners.
i. Teachers know and understand:
(1) How to plan instruction based on students’ needs, developmental
progress and prior knowledge;
(2) Available and appropriate resources and materials for instructional
planning;
(3) Techniques for modifying instructional methods, materials and the
environment to help all students learn; and
(4) A variety of instructional approaches and the use of various
technologies, to promote thinking and understanding.
ii. Teachers value and are committed to the development of students’ critical
thinking, independent problem solving and performance capabilities.
iii. Teachers engage in activities to:
(1) Identify and design instruction appropriate to students’ stage of
development, learning styles, strengths and needs;
(2) Plan instruction based on knowledge of classroom, school and
community culture;
(3) Evaluate teaching resources and curriculum materials for their
comprehensiveness, accuracy and usefulness for representing particular
ideas and concepts;
(4) Identify strategies to create learning experiences that make subject
matter meaningful for students, address a variety of learning styles,
encourage students to pursue their own interests and inquiries and help
students connect their learning to personal goals;
(5) Plan and develop effective lessons by organizing instructional activities
and materials, incorporating a wide range of community and technology
resources, to promote achievement of lesson objectives;
(6) Use formal and informal methods of assessment, information about
students, pedagogical knowledge, and research as sources for active
reflection, evaluation and revision of practice; and
(7) Create interdisciplinary learning experiences that allow students to
integrate knowledge, skills and methods of inquiry from several subject
areas.
5. Standard Five: Assessment.
Teachers shall understand and use multiple assessment strategies and interpret results to
evaluate and promote student learning and to modify instruction in order to foster the
continuous development of students.
i. Teachers know and understand:
(1) The characteristics, uses, advantages, and limitations of different types
of assessments (for example, criterion referenced and norm-referenced
instruments, traditional standardized and performance-based tests,
observation systems and assessments of student work) for evaluating how
students learn, what they know and are able to do, and what kinds of
experiences will support their further growth and development; and
(2) Measurement theory and assessment-related issues, such as validity,
reliability, bias and scoring concerns.

ii. Teachers value and are committed to the belief that students’ strengths are the
basis for growth and their errors are opportunities for learning.

iii. Teachers engage in activities to:

(1) Analyze student performance using multiple sources of data, and to
modify future plans and instructional techniques that promote desired
student learning outcomes;
(2) Provide students with constructive feedback on their learning and
encourage their use of data and self-assessment strategies to monitor
their progress toward personal goals;
(3) Accurately document and report assessment data and ongoing
student data to parents and professional staff; and
(4) Enhance their knowledge of learners and evaluate students’ progress
and performance using a variety of formal and informal assessment
techniques to modify teaching and learning strategies.
6. Standard Six: Learning Environment.
Teachers shall understand individual and group motivation and behavior and shall
create a supportive, safe and respectful learning environment that encourages positive
social interaction, active engagement in learning and self-motivation.
i. Teachers know and understand:
(1) The principles and strategies of effective classroom management that
promote positive relationships, cooperation and purposeful learning
activities in the classroom;
(2) How the classroom environment influences learning and promotes
positive behavior for all students; and
(3) How classroom participation supports student commitment.
ii. Teachers value and are committed to:
(1) The role of students in promoting each other’s learning and recognize
the importance of peer relationships in creating a climate of learning;
(2) Taking responsibility for establishing a positive climate in the classroom
and participation in maintaining such a climate in the school as a whole;
and
(3) The expression and use of democratic values in the classroom.
iii. Teachers engage in activities to:
(1) Maintain a learning community in which students assume responsibility
for themselves and one another, participate in decision making and work
collaboratively and independently;
(2) Create a safe and secure classroom climate for all students, by
practicing effective listening and group facilitation skills;
(3) Create a positive classroom climate which is socially, emotionally and
physically safe;
(4) Establish and maintain appropriate standards of behavior;
(5) Use instructional time effectively; and
(6) Prepare students for and monitor independent and group work that
allows for full and varied participation of all individuals.
7. Standard Seven: Special Needs.
Teachers shall adapt and modify instruction to accommodate the special learning
needs of all students.
i. Teachers know and understand:
(1) How to access information regarding applicable laws, rules,
regulations and procedural safeguards regarding planning and
implementing the individual education program;
(2) Available resources related to educational strategies for instruction
and methods of teaching to accommodate individual differences and to
employ positive behavioral intervention techniques for students with
special needs including students with autism and other developmental
disabilities; and
(3) The characteristics of students with special needs.

ii. Teachers value and are committed to the belief that children and adolescents
with special needs can learn at high levels and achieve success.

iii. Teachers engage in activities to:

(1) Apply knowledge of students' abilities/disabilities, experiences, talents
and prior learning as well as language, culture, economics, family and
community values to positively impact student learning;
(2) Employ appropriate diagnostic measures and interpret the results to
implement strategies that influence learning;
(3) Participate in the design and implementation of the Individualized
Education Program (IEP), where appropriate, through curriculum planning
and curricular and instructional modifications, adaptations, and
specialized strategies and techniques, including the use of assistive
technology;
(4) Meet the needs of all learners by using a wide range of teaching
techniques to accommodate and modify strategies, services and
resources, including technology and inclusive educational practices and
collaborative partnerships; and
(5) Make appropriate provisions, in terms of time and circumstances for
work, task assigned, communication and response modes, for individual
students who have particular learning differences or needs.
8. Standard Eight: Communication.
Teachers shall use knowledge of effective verbal, nonverbal and written communication
techniques and the tools of information literacy to foster the use of inquiry, collaboration
and supportive interactions.
i. Teachers know and understand the power of communication in the teaching
and learning process.

ii. Teachers value and are committed to:

(1) Appreciating the cultural dimension of communication, responding
appropriately and seeking to foster culturally sensitive communication by
and among all students in the class; and
(2) Being a thoughtful and responsive listener.

iii. Teachers engage in activities to:

(1) Communicate clearly in English, using precise language and
appropriate oral and written expressions;
(2) Assist students individually or as a member of a group to access,
evaluate, synthesize and use information effectively to accomplish a
specific purpose;
(3) Use effective verbal and nonverbal techniques which foster individual
and collective inquiry;
(4) Model effective communication strategies and questioning techniques
in conveying ideas and stimulating critical thinking; and
(5) Communicate in a variety of ways that demonstrate a sensitivity to
cultural, linguistic, gender and social differences.
9. Standard Nine: Collaboration and Partnerships.
Teachers shall build relationships with parents, guardians, families and agencies in the
larger community to support students’ learning and well-being.
i. Teachers know and understand:
(1) The importance of meaningful parent/family involvement in education
in addressing the unique student needs and the perspectives to be
gained from effective school/home interactions that contribute to high
quality teaching and learning;
(2) The role of the school within the community and how to utilize diverse
partnerships to contribute to student learning and development; and
(3) How to collaborate with all stakeholders regarding decision-making
and the well-being of students while respecting student/family privacy
and confidentiality.
ii. Teachers value and are committed to:
(1) Recognizing the role of parents, guardians and other family members
as a child’s primary teacher;
(2) Being concerned about all aspects of the student’s wellbeing and
working with parents/families to provide diverse opportunities for student
success; and
(3) Being willing to work with parents/families and other professionals to
improve the overall learning environment for students.
iii. Teachers engage in activities to:
(1) Identify and utilize family and community resources to foster student
learning and provide opportunities for parents to share skills and talents
that enrich learning experiences;
(2) Establish respectful and productive relationships and to develop
cooperative partnerships with diverse families, educators and others in the
community in support of student learning and well-being; and
(3) Institute parent/family involvement practices that support meaningful
communication, parenting skills, enriched student learning, volunteer and
decision-making opportunities at school and collaboration to strengthen
the teaching and learning environment of the school.
10. Standard Ten: Professional Development.
Teachers shall participate as active, responsible members of the professional community,
engaging in a wide range of reflective practices, pursuing opportunities to grow
professionally and establishing collegial relationships to enhance the teaching and
learning process.
i. Teachers know and understand how education research and other methods of
inquiry can be used as a means for continuous learning, self assessment and
development.

ii. Teachers value and are committed to:

(1) Refining practices that address the needs of all students and the
school community;
(2) Professional reflection, assessment and learning as an ongoing
process; and
(3) Collaboration with colleagues to give and receive help.

iii. Teachers engage in activities to:

(1) Use reflective practice and the Professional Development Standards to
set goals for their professional development plans;
(2) Learn through professional education organizations; and
(3) Make the entire school a productive learning climate through
participation in collegial activities.
11. Standard Eleven: Professional Responsibility.
Teachers shall act in accordance with legal and ethical responsibilities and shall use
integrity and fairness to promote the success of all students.
i. Teachers know and understand:
(1) Their professional responsibilities as reflected in constitutional provisions,
statutes, regulations, policies, and collective negotiations agreements;
and
(2) Strategies to foster professional and productive relationships with
students and colleagues.
ii. Teachers value and are committed to:
(1) Recognizing that an educator’s actions reflect on the status and
substance of the profession;
(2) Upholding the highest standards of professional competence both as
a practitioner in the classroom as well as an employee vested with the
public trust;
(3) Recognizing, respecting and upholding the dignity and worth of
students as individual human beings, and therefore dealing with them
justly and considerately; and
(4) Recognizing their obligation to the profession of teaching and not
engaging in any conduct contrary to sound professional practice and/or
applicable statutes, regulations and policy.
iii. Teachers engage in activities to:
(1) Promote aspects of students’ well-being by exercising the highest level
of professional judgment, and working cooperatively and productively
with colleagues and parents to provide a safe, healthy, and emotionally
protective learning environment;
(2) Maintain the confidentiality of information concerning students
obtained in the proper course of the educational process and dispense
such information only when prescribed or directed by federal and/or state
statutes or accepted professional practice;
(3) Maintain professional relationships with students and colleagues;
(4) Provide access to various points of view without deliberate distortion of
subject matter; and
(5) Foster and maintain a school environment which protects students
from sexually, physically, verbally, or emotionally harassing behavior by
recognizing, understanding, and conducting themselves in a sound and
professionally responsible manner.
 Summary of the Draft 2013 Model Core Teaching Standards
Awaiting State approval in Fall 2013 or January 2014

Standard Description
The teacher understands how children learn and
develop, recognizing that patterns of learning and
1. Learner development vary individually within and across the
The Learner and Learning

Development cognitive, linguistic, social, emotional, and physical

areas, and designs and implements developmentally
appropriate and challenging learning experiences.
The teacher uses understanding of individual
2. Learning differences and diverse communities to ensure
Differences inclusive learning environments that allow each
learner to reach his/her full potential.
The teacher works with learners to create
environments that support individual and
3. Learning
collaborative learning, encouraging positive social
Environments
interaction, active engagement in learning, and self
motivation.
The teacher understands the central concepts, tools
of inquiry, and structures of the discipline(s) he or she
4. Content
teaches and creates learning experiences that make
Knowledge
Content

these aspects of the discipline accessible and

meaningful for learners.
The teacher understands how to connect concepts
5. Innovative
and use differing perspectives to engage learners in
Applications
critical/creative thinking and collaborative problem
of Content
solving related to authentic local and global issues.
The teacher understands and uses multiple methods
of assessment to engage learners in their own growth,
6. Assessment
to document learner progress, and to inform the
Instructional Practice

teacher’s ongoing planning and instruction.

The teacher draws upon knowledge of content
7. Planning for areas, cross disciplinary skills, learners, the community,
Instruction and pedagogy to plan instruction that supports every
student in meeting rigorous learning goals.
The teacher understands and uses a variety of
instructional
8. Instructional strategies to encourage learners to develop deep
Strategies understanding of content areas and their
connections, and to build skills to access and
appropriately apply information.
The teacher is a reflective practitioner who uses
evidence to continually evaluate his/her practice,
9. Reflection &
particularly the effects of his/her choices and actions
Responsibility

Continuous
Professional

on others (students, families, and other professionals

Growth
in the learning community), and adapts practice to
meet the needs of each learner.
The teacher collaborates with students, families,
colleagues, other professionals, and community
10. Collaboration
members to share responsibility for student growth
and development, learning, and well-being.
 OVERVIEW OF THE TEACHING INTERNSHIP

GOALS. The fundamental goals of the teaching internship are:

• to help students become skilled and reflective practitioners

• to use theory and research learned at the University to inform thoughtful
practice
• to allow interns the time and opportunity to think critically about their
practice, and to identify teaching and learning issues for which further inquiry
and knowledge are required.

INTERN PLACEMENT. The teaching internship is offered during the fall semester.
Whenever possible, students will be placed in a Rutgers University Professional
Development Network Partnership school.

The teaching internship is a full-time, semester-long experience beginning on the

day that teachers return to the school district in the fall and continuing until
December 20, 2013. Students who are accepted to a district are required to visit for
at least one day in May or June in order to meet their cooperating teachers,
become familiar with the districts’ calendar and policies, and begin planning their
lessons in collaboration with their cooperating teachers.

We would like to request that at least two interns be placed together in a school
whenever possible to provide a cohort for collaboration and to facilitate
supervision. Please note that secondary education interns need not be assigned to
an individual teacher; rather, they can be assigned to a department and the
department chair or senior member of the faculty can assign the teaching
schedule. It is expected, however, that each intern will be assigned to work
primarily with two or three cooperating teachers.

Students enrolled in one of the GSE’s dual-certificate teacher education

programs require a split placement: ten weeks in the first assignment (beginning
the first day teachers return to your district in the fall) and six weeks in the second
assignment (beginning November 11, 2013.) Alternately, students in the dual
certificate Elementary and Special Education program may be placed in an
inclusion classroom for the entire semester. In such cases, the intern is expected
to divide his/her time between lead teaching responsibility (whole class
instruction) and in-class support. Whenever possible, we would like both of these
placements to take place in the same school district.

The teaching interns’ experiences should be as close to actual full-time teaching

as possible. Interns are expected to begin the semester observing and
presenting selected lessons under the guidance of the cooperating teacher. As
the semester progresses, student interns should systematically increase their
assigned teaching responsibilities and load to one hundred per cent of a full-
time teacher’s responsibilities in the district.
COLLABORATION. Whenever possible, interns are encouraged to team teach with
each other as well as with the cooperating teachers, share ideas amongst
themselves, and be involved in the work of the department and with all faculty
members individually by assuming the role of teaching associate or junior faculty
member.

Whenever possible, interns are encouraged to observe in the classrooms of their

peers and have the opportunity to see both their fellow interns and several other
teachers. Whenever possible, interns should be encouraged to meet as a cohort
and with one or more cooperating teachers at other times.

REFLECTION. Interns should have a period of time set aside daily to reflect upon
their observations of each other, their observations of classes in the department,
and their teaching internship in general.

Interns are expected to reflect on (1) curriculum and instructional strategies and
techniques, (2) student development, (3) the school as a social unit, and (4)
classroom management.

Curriculum &
Student
Instructional
Development  
Strategies  

Classroom School as a
Management   Social Unit  

INTERNSHIP SEMINAR. Interns are required to enroll in a weekly internship seminar at

Rutgers during the internship semester that will serve as a forum for written and
oral reflection. We encourage seminar instructors, cooperating teachers and
university supervisors to familiarize themselves with each other’s work. Instructors
of the on-campus teaching internship seminars will connect the interns’ work in
schools to that of the seminar classroom to ensure meaningful observations and
reflections of classroom teaching and learning. Occasionally cooperating
teachers will be invited to attend intern seminars. When possible, teaching
internship seminars may be held in a school district where several students are
placed. Both seminar instructors and university supervisors are expected to be
familiar with the schools in which interns are placed.
GRADE. All individuals involved with the teaching internship will be responsible for
a decision about the intern’s grade. This decision should be made after
discussion among the cooperating teacher, the university supervisor, and the
intern. The university supervisor is responsible for bringing all parties together to
decide the grade and for submitting the grade to The Office of Academic
Services. Students will be given a Pass/No Credit grade. Pass is equivalent to an
A, B+, B, C+, or C. No Credit is equivalent to an F.

PROFESSIONALISM. Professional dress and conduct is expected of all teaching

interns. As a rule, the general appearance and demeanor of the cooperating
teachers in their assigned schools should guide interns.

Each school district will have an established dress code policy. Teaching Interns
should become familiar with this policy prior to the first day of the internship. In
general, Interns should have an appropriate, well-groomed appearance.
Appearance reflects a professional commitment to teaching that is clearly
communicated to the cooperating teacher, classroom pupils, and other staff
within the school environment. Inappropriate or exceptional dress or grooming
can distract pupils and those working with the Intern, thus taking away from the
Intern’s ability to teach successfully.

Professionalism also extends to the intern’s preparation for teaching. All lesson
plans should be checked by the cooperating teacher(s) before presentation.
Any questions regarding content should be discussed with the cooperating
teacher(s) and/or university supervisor.

Professional Conduct Expectations for GSE Field Experience Students:

• Dress professionally/follow district dress code

• Establish and maintain regular communication with supervisor/cooperating
teacher
• Participate in daily classroom activities
• Be open to suggestions and accepting of feedback
• Respect opinions, feelings and abilities of students, faculty and staff
• Strictly adhere to school hours, calendar and schedule
• Be dependable and punctual with assignments
• Become familiar with host school rules and district policies
• Use appropriate language at all times
• Demonstrate respect for issues of confidentiality and privacy
• Professionalize your cell phone greetings and email addresses
• Privatize non-educational social web pages and refrain from publishing
inappropriate, confidential or slanderous information on public internet sites
• Limit use of non-instructional electronic devices to off school grounds
• Refrain from personal communications on school computers
• Maintain professional relationships with students, school colleagues and
families consistent with the New Jersey Professional Standards for Teachers.
REMOVAL FROM INTERNSHIP. The teaching internship offers students the opportunity to
put all of the skills and knowledge gained in the GSE teacher preparation
program into practice in a K-12 setting. It also represents a very public and
important partnership between Rutgers and the schools of New Jersey to train
the next generation of teachers. The GSE will make every effort to arrange for a
positive, supportive environment for student interns. It is also critical, though, that
Rutgers Interns represent the University and their programs in the best possible
light.

Student Interns will be expected to adhere to all of the following:

• The host school rules regarding lesson planning, assessment, attendance,

professional demeanor, etc.;
• The GSE faculty guidelines and guidance regarding the Internship
experience;
• The New Jersey Professional Teaching Standards; and,
• The University Code of Student Conduct.

Failure to adhere to any of these sets of expectations, or simple poor

performance over a substantial period of time, may result in the student’s
removal from the Internship experience. Any student so removed may choose to
subsequently and voluntarily withdraw from the program or petition the faculty
to be allowed to continue in the program under special conditions.

STUDENT GRIEVANCES. Any disciplinary decisions such as removal from the

Internship or removal from the program are, of course, grievable by the student.
Grievances are addressed to the GSE Associate Dean for Academic Affairs and
will be heard by a group of faculty members and students who comprise the
GSE Student Grievance Committee.
 PREPARATION FOR THE INTERNSHIP

Interns will make an appointment with the principal and department supervisor
to spend at least one full day at the internship site during May or June preceding
the internship. During this visit, the intern should become familiar with the:

1. SCHOOL SYSTEM’S CALENDAR. Interns must follow the school’s schedule, not the
University schedule, during the teaching internship semester. This includes the
school’s schedule for holidays and vacations. The intern is expected to begin
the internship on the first day of the school’s academic year.
2. COOPERATING TEACHER’S DAILY SCHEDULES. Interns will arrive and depart school at
the same time as the cooperating teachers, signing in and out as do all other
faculty in the school. Interns are required to be at the designated school for
the entire day regardless of when the intern’s teaching duties are completed.
3. INSTRUCTIONAL MATERIALS. Interns should be given copies of any instructional
materials that might be helpful in planning for their classroom responsibilities.
4. CLASSROOM POLICIES AND PROCEDURES. Interns are expected to know and follow
the classroom procedures and lesson plan formats that are used by the
cooperating teachers. Deviations from this should be done only after
discussion and collaboration with the cooperating teachers.
5. CROSS-COURSE CROSS-CLASSROOM EXPERIENCES. Interns should have the
AND
opportunity to meet every teacher in the department and/or grade level
and provide input to the selection of the lessons they will teach as well as the
courses and classrooms they will observe during the internship. Further, each
member of the intern cohort should be introduced to other interns’
cooperating teachers and plans made for cross-classroom observations and
collaboration.
6. DISTRICT SCHOOL POLICY HANDBOOK. The intern is expected to have read
AND
and become familiar with the district’s and school’s policy handbook prior to
beginning the internship. If there is anything in the handbook about which
the intern is unclear, the intern should contact the department supervisor
and/or the school principal for clarification. Interns, like regular school
personnel, must abide by district and school policy.
Interns are expected to follow district and school policy as it regards the
reporting of an excused absence due to illness. Further, the intern must also
contact the cooperating teacher, department supervisor and/or building
principal prior to the beginning of the school day to report the illness and
inability to go to the internship. If an intern is absent from any assigned
teaching responsibilities, lesson plans must be provided to the cooperating
teachers. Interns who miss more than two days of the internship will be
required to make up the time.
If there is a teachers’ strike at the internship site, the intern should contact the
Office of Academic Services immediately. Under no circumstances should
the intern cross a teachers’ picket line at the internship site.
7. LAYOUT OF SCHOOL-SITE AND COMMUNITY. Interns should be familiar with the
school-site, including library or media center, central office, cafeteria,
bathrooms, custodial staff, secretaries, parking, etc.
8. EXTRACURRICULAR ACTIVITIES. The intern should discuss with the cooperating
teacher and/or department supervisor the types of extracurricular activities
that may be expected during the internship. The intern’s participation in
extracurricular activities should be guided by the goals of the internship and
the opportunity to advance one’s knowledge of the profession.
9. AUGUST PLANNING. Interns should work with their cooperating teachers to
prepare for the opening of the school year.

10. DISTRICT REQUIREMENTS FOR STUDENT TEACHERS. Interns are expected to take care of
any requirements their cooperating district makes of student teachers such as
up-to-date Mantoux test, substitute teaching license, fingerprinting, etc.
These requirements should be met BEFORE the internship starts in September.
 ROLE OF INTERN, COOPERATING TEACHER, UNIVERSITY SUPERVISOR

THE INTERN

The internship is a critical part of teacher preparation. During this experience,

the Intern will be expected to closely observe and participate in the instructional
program of his or her assigned school, to plan and teach lessons as part of a
collaborative effort with his or her cooperating teacher, and to engage in
personal reflection regarding performance and overall experience in school.

The internship provides unique opportunities for the Intern to teach under
supervised conditions and to experience a wide variety of teaching experiences.
It is a chance for the Intern to try out instructional strategies with the benefit of
constructive feedback from the cooperating teacher and university supervisor.
The Intern is strongly encouraged to take advantage of this situation and to seek
out experiences that will broaden and improve his or her repertoire of skills.

While specific responsibilities will vary depending on the field placement, some
general responsibilities do apply for all teacher candidates. They are as follows:

ATTENDANCE. Interns are expected to be in their field placements for a full day,
five days per week. The specific times will vary according to the assigned school
district, but in general, Interns are expected to keep faculty hours.

In the event the Intern must be absent from the field placement, he or she should
contact both the university supervisor and the cooperating teacher as soon as
possible. If the absence occurs during the last weeks of the field placement
when the Intern is responsible for teaching the entire day, the Intern should
provide substitute teaching plans.

Teaching Interns are generally allowed two absences. More than two absences
must be made up by the end of the student teaching internship. Failure to make
up missed days can result in an extension of the internship, a failing grade or an
incomplete grade.

TEACHING. All Interns are expected to participate fully in the classroom program
and to engage in the same activities as the cooperating teacher. This includes
planning, instruction, and extra-curricular activities such as lunch, hall and bus
duties.

It is expected that the Intern will gradually phase into the workings of the
classroom and will assume lead teaching responsibilities, under close supervision
by the cooperating teacher, for a minimum of six weeks toward the end of the
semester. All lesson plans should be approved by the cooperating teacher in
advance of teaching them. A detailed breakdown of the suggested schedule
for the phase-in of student teacher responsibilities is included on pages 24
through 27 of this handbook.

Interns may not serve as substitute teachers during the teaching internship.
OBSERVATIONS. All Interns are expected to:

Collaborate with the University Supervisor and Cooperating Teacher to organize

observation times that are most convenient for everyone involved.

Arrange for a follow-up conference to be held directly after the observation. If

possible, it is ideal for the Cooperating Teacher to be present. These
arrangements should include reserving a specific place for the conference,
preferably one that is private and free of distraction.

Provide the Supervisor with a place to sit that is within hearing range of the lesson
being taught by the Intern. Clearly indicate that it is for the Supervisor so he or
she does not have to interrupt the lesson.

Leave your notebook and current lesson plan readily accessible at the
supervisor’s observation place.

EFFECTIVE TEACHING INTERNS

(In addition to meeting all other outlined requirements)

ACT PROFESSIONALLY COMMUNICATE PARTICIPATE IN THE LIFE OF

THE SCHOOL

• Behave in a professional • Be pro-active; initiate • Learn about the

manner at all times dialogue with the broader school culture
• Project a demeanor cooperating teacher • Be inquisitive and open
that conveys respect for and the supervisor to learning about the
the school, cooperating regarding your goals for diverse programs that
teacher, students, and the internship the school has to offer
the teaching profession • Ask questions and seek
clarification
• Take feedback in the
spirit in which it is given
• Be honest about the
type of feedback that is
most helpful to you
 The Cooperating Teacher

The role of the cooperating teacher is very significant. The cooperating teacher
is an extremely important model and mentor for the teaching intern. As a result,
a great deal of effort is made to select excellent cooperating teachers who will
be interested in imparting knowledge and sharing their experience and expertise
with the teacher candidate. Effective cooperating teachers should be among
the best teachers in the school district. They should have a history of on-going
and recent involvement in professional workshops, in-service training, etc. They
should have some experience on district curriculum committees, have a
reputation of peer trust, respect, and willingness to assist others, and
demonstrate a commitment to self-improvement.

Cooperating teachers should provide an orientation for the intern at the

beginning of the school year. The orientation should include introductions to the
principal, staff, and office personnel, a tour of the building, and an explanation
of the school’s organizational structure.

On the first day of school, the cooperating teacher should introduce the intern to
the students and explain his or her role to them. The intern should be introduced
in a manner that fosters respect and acceptance from the students.

Cooperating teachers are asked to develop a plan for phasing the teacher
candidate into the classroom program. This plan should be shared with the
university supervisor at the first observation visit.

We expect that cooperating teachers will balance their responsibility for

providing guidance and feedback with giving the intern the opportunity to plan
his or her own lessons and units of instruction, to utilize methods taught at the
GSE, and to take on the responsibilities of a full-time teacher. Cooperating
teachers should clearly state what they will be looking for during the semester in
terms of teaching and other responsibilities. Further, they should clearly define
what the intern should be doing when not teaching.
 EFFECTIVE COOPERATING TEACHERS

COMMUNICATE PROVIDE RESOURCES PROVIDE SUPPORT &

FREEDOM

• Prior to the start of the • Share lesson plans, units, • Act as a mentor and
school year, discuss the and instructional coach
expected outcomes for material with your intern • Maintain a balance
the internship to • Show your intern where between providing
facilitate a respectful, supplies and resources hands-on guidance and
collaborative can be found encouragement and
relationship • Discuss the availability hands-off freedom for
• Welcome the intern into of technology in the your intern to make
your classroom by building and instruct decisions and try new
sharing your philosophy your intern as to the techniques
of education and procedure for its use • Model effective
discussing your • Introduce your intern to behavioral and
instructional strategies members of the school classroom control within
• Provide data collected community who may a positive environment
during observations so be able to enrich the • Review lesson plans
your intern can actively teaching internship prior to implementation
participate in reflective experience by the teacher
dialogue candidate
• Provide honest, • Conduct weekly
developmental meetings with the
feedback teacher candidate
• Conduct frequent • Conduct regular
conferences about observations of the
instructional plans teacher candidate’s
teaching and give
constructive, written
feedback
• Contact the university
supervisor with concerns
 THE UNIVERSITY SUPERVISOR

The university supervisor is a liaison between Rutgers University and the field
placement site. It is the job of the supervisor to facilitate the initial adjustment of
the intern to the field placement and to monitor and evaluate his or her progress
throughout the semester. The cooperating teacher and the intern should feel
free to contact the university supervisor with questions and concerns that arise
during the semester.

OBSERVATION OF TEACHING INTERNS. The supervisor will observe the intern every other
week during the semester (seven times total). In most cases, the visit will be
scheduled in advance; however, the student teacher should be prepared for
impromptu visits.

During the observation, the supervisor will review the plan for the lesson currently
being taught, samples of any textbooks and or instructional materials used
during the lesson, and the student teacher’s overall teaching performance.
After the lesson the supervisor will complete an online observation form via
Google Docs. The supervisor’s observation should not be a verbatim record of
the student teacher’s behavior during the lesson. Rather, it should highlight
behaviors where appropriate, and make specific, constructive comments on the
components of the lesson plan, planning instruction, teaching strategies, content
and theory, classroom management skills, and interpersonal skills. Please note
that the numerical ratings entered onto the online evaluation form and the
corresponding typed comments should be consistent. The supervisor’s
observations, along with those of the cooperating teacher and intern, will be
discussed at the post-observation conference. The intern is expected to be an
active participant in the conference, demonstrating appropriate reflection and
self-evaluation skills.

In the case of a difference of opinion regarding the intern’s performance, the

supervisor’s evaluation of the teacher candidate will carry greater weight than
that of the cooperating teacher due to the supervisor’s experience with greater
numbers of teacher candidates and his or her familiarity with the expectations
and standards of Rutgers University.
 EFFECTIVE SUPERVISORS

PROVIDE A CONTEXT FOR WORK COLLABORATIVELY MAKE REGULAR CONTACT

LEARNING

• Provide feedback that is • Bring all parties together • Make yourself available
grounded in research by arranging periodic to the intern to discuss
and practice meetings with the intern issues and questions
• Provide continuous and the cooperating that arise during the
opportunities for interns teacher to discuss the internship
to develop and goals and expectations • Maintain a timely
demonstrate the for the internship schedule of observation
knowledge, dispositions, • Collaborate with the and evaluation
and teaching Graduate School of
performances that Education
support professional • Discuss possible
teaching observation techniques
that could be used to
collect data and
provide nonjudgmental
feedback
 PHASE-IN OF TEACHING RESPONSIBILITIES

All interns are required to have prepared for the internship prior to the first day of
school in the fall. The intern is expected to respect and support the department
and cooperating teachers’ plans for organizing their classrooms during the
beginning of the school year to ensure a successful year for all students. When
internship teaching begins, the following guidelines for the phase-in of full
teaching responsibilities can be used. These guidelines must be followed in
collaboration with the department supervisor and cooperating teachers and in
consultation, as required or desired, with the internship seminar instructor and
University faculty.

SINGLE TEACHING INTERNSHIP – SECONDARY EDUCATION (GRADES 6 -12)

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Observe; Observe; Observe; Plan & teach a full day

plan & plan & plan &
teach teach teach
individual one two
lessons section sections

SINGLE TEACHING INTERNSHIP – ELEMENTARY EDUCATION (GRADES K – 5)

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Observe; plan & Observe;

teach individual plan &
Plan & teach a full day
lessons teach
one-half
of the
day
In an ongoing effort to provide the state with well-trained teachers who are best
suited for the future job market, the Graduate School of Education has revised
several of its five-year teacher preparation programs. All of our five-year
elementary education students will also be certified in either special education,
preschool-grade 3 or a middle school subject matter area. In addition, many of
our language education students also seek dual certification in both foreign
language education and ESL. To complement these changes, we have
designed a new model for our teaching internship: a split placement. We would
like these students to have some experience in both their initial certification area
and their second, or specialty area, but spend the majority of their time in the
area in which they are most likely to look for jobs.

Students enrolled in our dual certificate programs who are required to complete
a split placement will spend ten weeks in their initial placement and six weeks in
their second placement. (Alternately, students in the dual certificate Elementary
and Special Education program may be placed in an inclusion classroom for the
entire semester. In such cases, the intern is expected to divide his/her time
between lead teaching responsibility (whole class instruction) and in-class
support.) These split placements are listed on the students’ placement
confirmation forms. If no split placement is listed, the student will spend fifteen
weeks in their initial placement (refer to pacing chart on previous page).
Specific dates will vary according to the host school districts’ calendars.

SPLIT TEACHING INTERNSHIP PLACEMENTS

ELEMENTARY & MIDDLE SCHOOL SUBJECT AREA,
ELEMENTARY & PRESCHOOL-3,
ELEMENTARY & SPECIAL EDUCATION,
FOREIGN LANGUAGE ED & ENGLISH AS A SECOND LANGUAGE

10-week Initial Placement 6-week Second Placement

1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6

Observe; Observe; Plan & teach a full Observe;

Observe; plan & teach individual

plan & plan & day plan &

teach teach teach Plan & teach a full
individual one- half one- half day
lessons of the of the day
day (K – 5) OR
lessons

(K – 5)
Observe;
Or one plan &
section teach one
(6-12) section
(6 - 12)
 FIRST THREE WEEKS

• Interns must attend the Teaching Internship Orientation meeting with their
University Supervisor prior to the start of the internship. Further, Interns are
expected to participate in school- and district-wide orientations. These
activities should include:
• obtaining general information regarding school policies and
procedures including parking, school ID’s, etc.
• becoming acquainted with school administrators, instructional
assistants, secretaries, and members of the teaching staff. This may
require some extra effort on the part of the intern. Interns should be
prepared to introduce themselves and explain their role in the
school.
• During the first three weeks of school, interns should spend about three-fourths
of the day observing classroom teaching and learning. Particular attention
should be given to how the class is organized and managed including rules,
procedures, and teaching strategies and techniques.
• The intern should spend one-fourth of the day in collaboration with other
interns and teachers, and reflecting on what has been observed and
learned.
• By the end of the second week, the intern should teach at least one lesson or
small group, assist cooperating teacher(s), review students’ IEPs (when
appropriate) and learn about the students and curriculum materials.
• By the end of the second week, interns should review dates of observation
visits by the University Supervisor, including midpoint and final evaluations.
Further, interns should meet with their cooperating teacher to determine:
• The assumption of classroom responsibilities.
• Weekly meeting times for feedback and review progress
(approximately 30 minutes)
• Regular times the intern will observe the cooperating teacher as
well as other teachers and interns in the building.
• By the end of the third week, the teaching intern should assume the lead
planning role for at least one unit of study.
• In block scheduled situations, interns should develop and present a total-
group lesson and lead small groups.
• Interns should be encouraged to take on one or two additional assignments
on a regular basis.
 FROM WEEK 4 ON …

Formal teaching should occur from about week four to the end of the teaching
internship. Collaboration among the intern, cooperating teachers, University
supervisor, University faculty, other teachers in the school, internship seminar
instructor, and the Office of Academic Services may be required on occasion to
determine the formal teaching plan for the intern. Again, the following
guidelines and the exact plan for each intern may differ:

• Interns should be allowed a period of time each week to reflect upon their
experience.
• Interns should work closely with all faculty and staff in the school as a
collaborative team member.
• Interns should participate in team teaching activities with other interns and
teachers. Interns in schools with interdisciplinary block scheduling will work
with interns in other departments to plan and present small-group, total-
group, and then whole-block instruction.
• Whenever possible, interns should arrange for peer observation. Further, they
should be encouraged to collaborate with each other about the teaching
internship experience.

• Interns should be encouraged to take the opportunity to try new techniques.

• Interns should plan to attend parent conferences and a Board of Education

meeting, participate in scheduling activities, note when materials need to be
prepared, order supplies, work with child study team members, specialists,
secretary, and custodians.
• Interns should plan for or participate in standardized testing and authentic
assessment of students.

These guidelines for phasing into responsibilities and formal teaching are only
recommendations. Some interns will move more quickly and take on more
responsibilities sooner, based on their cooperating teachers’ philosophy and how
they feel about the intern’s readiness for the tasks at hand. Other interns will
move more slowly. It is important, however, that interns do not deviate
substantially from the suggested plan. If problems arise regarding the intern’s
ability to take on a full-time teaching load, please contact the Office of
Academic Services.
 INTERNSHIP EVALUATION

The supervisor and cooperating teacher will make formal observations of the
intern as well as meet informally with the interns on a regular basis. Supervisors
are encouraged to collaborate with the interns, cooperating teachers, the
Office of Academic Services, and the University faculty on alternative and
effective models of supervision, evaluative feedback, and formative input to the
interns.

Interns receive three types of evaluations during the internship: (1) informal
feedback, (2) formal feedback, and (3) assignment of internship grade.
Guidelines for each follow:

INFORMAL FEEDBACK
• Cooperating teachers will provide oral and/or informal written feedback on a
daily basis.
• Department supervisors or building principals will meet with interns and
cooperating teachers anywhere from two to four times a semester. The
department supervisor or building principal will provide informal feedback to
interns and cooperating teachers regarding their collaborative team
planning and other related matters.
• Interns will attend a weekly internship seminar at the University where they will
receive feedback about assignments and other critical issues concerning
their placements.

FORMAL FEEDBACK

DUAL OBSERVATIONS The supervisor should make sure to communicate fully with
both the intern and the cooperating teacher throughout the internship semester.
In addition, we ask that TWICE during the semester (on or near October 26th &
November 30th) both the supervisor and the cooperating teacher observe the
teaching intern teach the same lesson. However, please note that each
observer should still fill out their online evaluation form independently. Further,
regardless of the way you normally fill out the evaluation form during the rest of
the semester, on the two dual observation days we ask that you limit your
comments to what you actually observe on that day. Please select “Yes” on the
online form in the section that asks “Is this a DUAL OBSERVATION?”
ONLINE EVALUATION FORMS VIA GOOGLE DOCS

In an effort to improve the data collection process during the Internship

semester, the GSE switched from a paper-based evaluation form to an online
evaluation form via Google Docs. Detailed instructions outlining how to submit
evaluations via Google Docs will be emailed to you by September 7, 2013.
Further, a blank Google Docs form will be emailed to each evaluator one week
prior to the evaluation due date. For these reasons, it is critical that the Office of
Academic Services has accurate contact information for all Interns, Cooperating
Teachers, University Supervisors, and District Administrators. Please reach out to
Ken Tufo if you need to update your contact information or if you have any
questions about submitting evaluations online via Google Docs,
ken.tufo@gse.rutgers.edu or 732-932-7496 ext. 8132.

RESPONSIBILITIES OF THE UNIVERSITY SUPERVISOR

Documentation: (Please see Calendar of Due Dates for specific dates)

• The supervisors will visit each intern seven times at the internship site(s).
Supervisors should fill out an online Teaching Internship Evaluation Form via
Google docs, after each visit.
• Supervisors will complete two dual observations in collaboration with the
cooperating teacher. It is the supervisor’s responsibility to arrange
appropriate dates for these dual observations on or near October 11th &
December 6th.
• During the seventh visit, the university supervisor will meet with the intern to
discuss the overall assessment of the teaching internship and the online
Teaching Internship Evaluation Form. This last evaluation should be
summative.

• Each formal evaluation should be discussed with the intern along with
recommendations for (1) planning and preparation, (2) teaching strategies
and techniques, (3) classroom management, and (4) professional and
personal qualities that may make the intern a more effective teacher.

RESPONSIBILITIES OF THE COOPERATING TEACHER

Documentation: (Please see Calendar of Due Dates for due dates)

• Interns will be evaluated four times by the cooperating teacher using the
online Teaching Internship Evaluation Form via Google Docs. In the case of
16-week split placements, each cooperating teacher must formally observe
the intern two times. Please refer to the calendar at the back of this
handbook for a schedule of due dates.
• Two of the above-mentioned evaluations must be dual observations,
conducted in collaboration with the university supervisor, on or near October
11th & December 6th.
• Each formal evaluation should be discussed with the intern along with
recommendations for (1) planning and preparation, (2) teaching strategies
and techniques, (3) classroom management, and (4) professional and
personal qualities that may make the intern a more effective teacher.

RESPONSIBILITIES OF THE SCHOOL ADMINISTRATOR(S)

Documentation: (Please see Calendar of Due Dates for specific dates)

• A school administrator will evaluate the intern one time using the online
Teaching Internship Evaluation Form via Google Docs. School Administrators
may also evaluate interns using the procedures that are used at the
internship site.
• The school administrator should formally discuss each evaluation with the
intern.

RESPONSIBILITIES OF THE INTERN

Documentation: (Please see Calendar of Due Dates for specific dates)

The intern must complete the following three forms and submit them to the
Office of Academic Services by the due dates listed on the Teaching Internship
Calendar. A grade of Incomplete will be issued if the forms are not returned to
the OAS by the end of the Fall semester. Please note that this may effect your
Spring course registration.

• Teaching Intern Contact Information Form: You will receive this form over the
summer via email. It will also be made available via the Sakai website. You
must fill out the form on the Sakai site by July 20, 2013.

• Online Teaching Internship Evaluation Form: via Google docs. You must
complete a self-evaluation of one of your lessons using the online Teaching
Internship Evaluation Form and submit it no later than the last day of the
internship semester. The evaluation should based on a single lesson; however,
you are encouraged to add summative comments regarding your work
throughout the semester as well. Interns may wish to discuss this self-
evaluation with their cooperating teachers, internship seminar instructor, or
program advisor if the assessment reveals areas for which the intern feels
there is a need for further study or development. However, the intern’s
evaluation is a self-assessment and must be done independently of the
supervisor’s evaluation.

• Internship Experience Evaluation Form: You will receive this form via email
some time in November. It will also be made available via the Sakai website.
This form will provide you with the opportunity to offer feedback to the OAS
about your internship school, cooperating teacher, and university supervisor.
This form will remain confidential and will be used by the OAS for
PROGRAMMATIC (not personal) evaluation purposes only.
 AchieveNJ: Educator Evaluation and Support in New Jersey

Information taken from the AchieveNJ Guide (www.nj.gov/education/AcheiveNJ/)

Background
In schools, teachers and leaders have the greatest influence on student learning. Since
2010, the New Jersey Department of Education has been working to improve educator
evaluation and supports. These efforts have included a two-year pilot that has involved
more than 15,000 teachers and principals. Building on this work, New Jersey’s historic
2012 TEACHNJ Act — unanimously approved by the state Legislature and signed into
law by Governor Christie — mandates many requirements for the new statewide
educator evaluation system and links tenure decisions to evaluation ratings. On March
6, 2013, the state Department of Education proposed regulations outlining specific
evaluation policies for 2013–14 — the first year of full statewide implementation of this
new system, AchieveNJ.

AchieveNJ Guiding Principles

Our new AchieveNJ evaluation and support system is structured around several guiding
principles:

1. Educator effectiveness can and should be measured to ensure our students have the best
teachers in the classroom. A three-year study by the Bill & Melinda Gates Foundation recently
affirmed the impact of evaluations and showed that huge variations exist between the most
and least effective teachers — in some cases, up to an 11-month difference in student learning.

2. Evaluations should always be based on multiple measures that include both learning
outcomes and effective practice. No teacher or principal should ever be assessed based on test
scores alone, much less a single test. Therefore, AchieveNJ includes a combination of student
growth on objective measures and observations of a teacher’s classroom practices and a
principal’s leadership practices conducted by appropriately trained observers.

3. Timely feedback and high-quality professional development, tied to evaluations, are essential
to help educators improve. Evaluations provide educators with more opportunities to engage in
high-quality professional conversations and nuanced data that can be used to tailor
professional development to staff needs. Evaluations that do not contribute to these types of
growth and development offer limited value.

4. Evaluation and support systems should be developed with significant input from educators.
We have been working every step of the way over the past two years with those most affected:
teachers and principals.

5. Tenure and other forms of recognition should be based on effectiveness. As codified in the
new tenure law passed in 2012, educators should be recognized and rewarded based on the
outcome of meaningful evaluations rather than simply time served.
Multiple Measures for Evaluating Teachers

AchieveNJ relies on multiple measures of performance to evaluate teachers. These

measures include components of both student achievement and teacher practice.
While all New Jersey teachers will receive an annual summative evaluation rating of
Highly Effective, Effective, Partially Effective, or Ineffective, the components used to
determine these ratings vary, depending on the grades and subjects that educators
teach.

Practice Student Achievement

Teacher  Prac)ce   Student  Growth   Student  Growth   Summa)ve  

Based  on   Objec)ve  (SGO)   Percen)le  (SGP)   Ra)ng  
Classroom   Set  by  teacher   Based  on  NJ  ASK   Overall  
Observa0ons   and  Principal   performance   evalua0on  score  

All teachers Less than

20% of
teachers

Description of Teacher Evaluation Components

Teacher Practice is measured by performance on a teacher practice instrument, which is used
to gather evidence primarily through classroom observations. Districts have the flexibility to
choose from a growing list of state-approved instruments, such as Charlotte Danielson’s
Framework for Teaching.
• Tenured and non-tenured teachers will have three required observations each year. Any
teachers who end the school year with an Ineffective or Partially Effective rating have
four observations the following year as part of their corrective action plan.
• The same numbers and types of observations are required for teachers of tested and
non-tested grades and subjects:

Teacher Tracks Total Minimum # of Multiple Observers

observations
Non-tenured Years 1-2 3 required
(2 long, 1 short)
Years 3-4 3
(1 long, 2 short)
Tenured 3 recommended
(0 long, 3 short)

Additional notes on observations:

• Corrective Action Plans: After the first year, teachers who receive an Ineffective or Partially
Effective rating are required to have one additional observation and multiple observers are
required.
• Short observations: 20 minutes, with a post conference
• Long observations: 40 minutes, with a post conference. Long observations for non-tenured
teachers must have a pre-conference. Long observations, beyond the minimum
requirements, do not require pre-conferences.
• Announced vs. Unannounced: Within the minimum requirements, all teachers must have at
least one unannounced and one announced observation.

Student Growth Objectives (SGOs)

Student Growth Objectives (SGOs) are academic goals for groups of students that each
teacher sets with his or her principal or supervisor at the start of the year. They should be
developed using available student data and created to be ambitious but achievable.
Assessments used to measure SGOs can include national standardized tests; statewide
assessments; or locally-developed measures such as tests, portfolios, etc.

Student Growth Percentile (SGP)

Student Growth Percentile (SGP) data represent the growth an individual student makes on the
NJ ASK from one year to the next and consider how that growth compares to gains made by
that student’s “academic peers” across the state. Academic peers are defined as students with
similar academic history in previous years. This approach is more equitable than simply setting a
proficiency target, since students start and end the year at different places. For an individual
teacher, the SGPs for all qualifying students are compiled in an ascending list to identify the
median SGP. The median SGP is a percentage between one and 99, which will be translated to
a four level scale of effectiveness.

Evaluation and Tenure

In addition to calling for new evaluations, the TEACHNJ Act also changed how tenure is
awarded to all teaching staff members. Educators are eligible to earn tenure after four years —
one year longer than it took under the previous law. In addition TEACHNJ links the earning and
keeping of tenure to the results of the employee’s annual summative evaluation. The charts
below depict the new four-year timelines.

Teacher Tenure Acquisition Timeline

Year 1 Year 2 Year 3 Year 4

• To earn tenure, a teacher must receive an
• Participate in district mentoring program Effective or Highly Effective rating in at
• Receive evaluation, but summative rating least two of these three years
does not count toward tenure acquisition. • The teacher must be employed in the
district for four years.

To maintain tenure, all teachers (regardless of hire date) have to continue to earn a rating of
Effective or Highly Effective.

Additional Resources and Contact Information

The AchieveNJ website www.nj.gov/education/AchieveNJ includes several resources about the
new evaluation system, including a comprehensive presentation; overviews for teachers,
principals, and FAQs. We are continuing to add new resources and appreciate your feedback.
Please contact the Office of Evaluation directly at 609-777-3788 or
educatorevaluation@doe.state.nj.us.
 RELATIONSHIPS BETWEEN SCHOOL AND UNIVERSITY PERSONNEL

Problems related to the intern, university supervisor, or school-site faculty and

administrators, should first be discussed with the Office of Academic Services. The
Director of Teacher Education is the institutional liaison coordinator for all formal,
contractual agreements between the University and the cooperating school districts.
Depending on the concern or problem, a University faculty member may be asked by
the Director of Teacher Education to work with school site personnel, the intern, and the
University supervisor to resolve the problem. University faculty may include the
internship seminar instructor or the intern’s advisor or both. If you have any questions or
concerns, please contact:

Lisa Kruger
Director of Teacher Education
Graduate School of Education
Rutgers, The State University of New Jersey
10 Seminary Place
New Brunswick, NJ 08901-1183
(732) 932-7496 ext. 8130
Fax: (732) 932-8206
Email: lisa.kruger@gse.rutgers.edu
Website: www.gse.rutgers.edu
 TEACHING INTERNSHIP 2013
CALENDAR OF IMPORTANT/REQUIRED DUE DATES
SINGLE PLACEMENT
University Supervisors, Cooperating Teachers, Teaching Interns, and School Administrators should
submit their evaluations online via Google Docs. A blank evaluation form will be emailed to you
one week before the evaluation due date. Please ensure that the Office of Student and
Academic Services has your current email address. Contact Ken Tufo for details
(ken.tufo@gse.rutgers.edu).

UNIVERSITY SUPERVISOR DUE DATES

1st Teaching Internship Evaluation Form due September 13
2nd Teaching Internship Evaluation Form due September 27
3 Teaching Internship Evaluation Form due (DUAL OBSERVATION)
rd
October 11
4TH Teaching Internship Evaluation Form due October 25
5th Teaching Internship Evaluation Form due November 22
6th Teaching Internship Evaluation Form due (DUAL OBSERVATION) December 6
Final Teaching Internship Evaluation Form due December 20**

COOPERATING TEACHER DUE DATES

Payment Voucher Form due September 13
1st Teaching Internship Evaluation Form due September 27
2nd Teaching Internship Evaluation Form due (DUAL OBSERVATION) October 11
3rd Teaching Internship Evaluation Form due (DUAL OBSERVATION) December 6
4th Teaching Internship Evaluation Form due December 20**

TEACHING INTERN DUE DATES

Report to school for first day of Internship September 3-6
(See placement information or contact school for exact date)
Teaching Internship (self) Evaluation Form due via Google Docs December 20**
Internship Experience Evaluation Form due via Sakai December 10**

PRINCIPAL/DEPARTMENT SUPERVISOR/ADMINISTRATOR DUE DATES

Teaching Internship Evaluation Form due December 13
Interns should schedule school administrator observation at least two weeks
prior to evaluation due date

For Single Placements

* Last day of the internship is December 20,2013 providing the intern does not have to make up
any absences accrued during the internship.
** No grade will be issued until these forms are returned to the Office of Academic Services
 TEACHING INTERNSHIP 2013
CALENDAR OF IMPORTANT/REQUIRED DUE DATES - SPLIT PLACEMENT
University Supervisors, Cooperating Teachers, Teaching Interns, and School Administrators should
submit their evaluations online via Google Docs. A blank evaluation form will be emailed to you
one week before the evaluation due date. Please ensure that the Office of Student and
Academic Services has your current email address. Contact Ken Tufo for details
(ken.tufo@gse.rutgers.edu).

UNIVERSITY SUPERVISOR DUE DATES

*Initial 10-week placement*
Ist Teaching Internship Evaluation Form due September 13
2nd Teaching Internship Evaluation Form due September 27
3rd Teaching Internship Evaluation Form due (DUAL OBSERVATION) October 11
4th Teaching Internship Evaluation Form due October 25
*Second 6-week placement*
5th Teaching Internship Evaluation Form due November 22
6th Teaching Internship Evaluation Form due (DUAL OBSERVATION) December 6
Final Teaching Internship Evaluation Form due December 20**

COOPERATING TEACHER DUE DATES: 10-Week Placement

Payment Voucher Form due September 13
1st Teaching Internship Evaluation Form due September 27
2nd Teaching Internship Evaluation Form due (DUAL OBSERVATION) October 11**

COOPERATING TEACHER DUE DATES: 6-Week Placement

Payment Voucher Form due November 18
1st Teaching Internship Evaluation Form due (DUAL OBSERVATION) December 6
2nd Teaching Internship Evaluation Form due December 20**

TEACHING INTERN DUE DATES

Report to school for first day of Internship September 3-6
(See placement information or contact school for exact date)
Teaching Internship (self) Evaluation Form due via Google Docs December 20**
Internship Experience Evaluation Form due via Sakai December 10**

PRINCIPAL/DEPARTMENT SUPERVISOR/ADMINISTRATOR DUE DATES

Teaching Internship Evaluation Form due December 13
Interns should schedule school administrator observation at least two
weeks prior to evaluation due date

For Split Placements

*10-week placement will end on Wednesday, November 6, 2013. 6-week placement will begin on
Monday, November 11, 2013. Last day of the internship is December 20, 2013, providing the intern does not
have to make up any absences accrued during the internship.
** No grade will be issued until these forms are returned to the Office of Academic Services
NOTES