Some of the objectives for students in Teaching Assistant class are:
To focus on the profession of teaching and related careers – history, purposes, issues, ethics, laws and regulations, roles, and qualifications.
To understand the nature of human development from conception through adolescence and the connection of the students’ development.
To develop the knowledge and skills of curriculum delivery models in response to the developmental needs of all children.
Host teacher weekly evaluation 60%
Responsibilities when assigned to host teacher include but are not limited to:
Performance Tasks Completed
Arriving to class on time
Wearing student ID badge
Upon arrival to host teacher inquiring about assignments
Course Title: Principles of Teaching Internship
Course Number: 8909040
Course Credit: 1
The course is designed for students to apply their knowledge in real world education settings. Students must complete a minimum of 150 hours of internship in an approved setting based on students’ area of interests. The internship is designed for students to work with a mentor teacher to provide daily supervision and provide the students the opportunities to integrate content and pedagogical knowledge. Students will be observed by the instructor using the local school district’s approved formal observation process during the internship. The student will submit a completed portfolio by the end of the course for feedback.
Correlation to CTE Program Standard #
23.0 Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Teacher Assisting / Principles of Teaching.
23.01 Key Ideas and Details
23.01.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
23.01.2 Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
23.01.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
23.02 Craft and Structure
23.02.1 Determine the meaning of symbols key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
23.02.2 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
23.02.3 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
23.03 Integration of Knowledge and Ideas
23.03.1 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g. quantitative data, video, multimedia) in order to address a question or solve a problem.
23.03.2 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
23.03.3 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
23.04 Range of Reading and Level of Text Complexity
23.04.1 By the end of grade 11, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
23.04.2 By the end of grade 12, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 11–CCR text complexity band independently and proficiently.
24.0 Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Teacher Assisting / Principles of Teaching.
24.01 Text Types and Purposes
24.01.1 Write arguments focused on discipline-specific content.
24.01.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
24.02 Production and Distribution of Writing
24.02.1 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
24.02.2 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
24.02.3 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
24.03 Research to Build and Present Knowledge
24.03.1 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
24.03.2 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
24.03.3 Draw evidence from informational texts to support analysis, reflection, and research.
24.04 Range of Writing
24.04.1 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
25.0 Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Teacher Assisting / Principles of Teaching.
25.01 Make sense of problems and persevere in solving them.
25.02 Reason abstractly and quantitatively.
25.03 Construct viable arguments and critique the reasoning of others.
25.04 Model with mathematics.
25.05 Use appropriate tools strategically.
25.06 Attend to precision.
25.07 Look for and make use of structure.
25.08 Look for and express regularity in repeated reasoning.
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science
Note: This course is pending alignment in the following categories: FS-M/LA and NGSSS-Sci.
CTE Standards and Benchmarks
40.0 Plan and deliver instruction that illustrates sound teaching practices. – The student will be able to:
40.01 Prepare clear short- and long-term educational goals and objectives for learners.
40.02 Develop short- and long-term instructional plans.
40.03 Adjust instruction based on differentiated student learning.
40.04 Identify how individual experience, talents and prior learning as well as language, culture and family influence student learning and plan accordingly.
40.05 Explain the alignment of goals, objectives, instructional plans and assessments.
41.0 Communicate clear learning goals and link learning activities to those defined goals. – The student will be able to:
41.01 Establish and communicate challenging individual learning goals based on the needs of each student.
41.02 Communicate the link between learning activities and goals.
41.03 Create instructional environments where students actively and independently set, articulate and internalize learning goals.
42.0 Apply knowledge of how students think and learn to instructional design and delivery. – The student will be able to:
42.01 Describe the cognitive processes associated with learning.
42.02 Demonstrate through instruction how to stimulate cognitive processes.
42.03 Use research-based instructional strategies.
42.04 Implement instructional activities that are sequenced to help students acquire concepts and skills of the discipline.
42.05 Articulate a logical and appropriate rationale for the sequence of learning activities.
42.06 Link the content of each learning activity to the content of previous and future learning experiences.
42.07 Prepare learning activities that allow for content review, student reflection and different pathways, depending on student needs.
43.0 Differentiate instruction to support the learning needs of all students. – The student will be able to:
43.01 Understand the importance of gathering and using student data to choose appropriate instructional strategies for individuals and groups of students.
43.02 Use appropriate and flexible grouping during instruction to support the learning needs of all students.
43.03 Recognize that the scope and sequence of learning activities must be differentiated to meet the needs of all students.
43.04 Adapt instructional materials and activities and differentiate instruction to meet individual student’s learning needs.
43.05 Provide varied options for how students demonstrate mastery.
44.0 Select activities that are designed to help students develop as independent learners and complex problem-solvers. – The student will be able to:
44.01 Choose learning activities that support the development of students’ cognitive abilities.
44.02 Employ effective, purposeful questioning techniques during instruction that encourages critical thinking about disciplinary content.
44.03 Provide complex, creative, open-ended learning opportunities for students.
45.0 Use resources effectively to enhance student learning. – The student will be able to:
45.01 Use materials and resources that support instructional goals and meet students’ needs.
45.02 Use technology that is appropriate to the discipline.
45.03 Develop students’ abilities to access, evaluate and use technology.
45.04 Develop awareness of adaptive technologies to enhance student learning.
46.0 Maintain general safety standards in accordance with applicable regulations, health standards and organizational policy. – The student will be able to:
46.01 Check and correct potential safety hazards.
46.02 Maintain work areas in accordance with standards for cleanliness and safety.
46.03 Understand when to maintain and wear personal protective equipment (PPE) as appropriate.
46.04 Identify effective body mechanics and repetitive motion factors associated with ergonomics.
46.05 Describe current medication administration policies and procedures according to local, state or national regulations.
46.06 Model use of simple safety precautions and safe use of learning materials and instruct students to do the same.
47.0 Supervise the safety and health of students. – The student will be able to:
47.01 Apply basic first aid and follow health and safety procedures.
47.02 Explain cardiopulmonary resuscitation (CPR), airway obstruction, and the abdominal thrust.
47.03 Supervise the playground and recreational activities of students.
48.0 Explain emergency response plans. – The student will be able to:
48.01 Explain and discuss procedures to address an emergency (e.g., natural disaster, substance abuse).
48.02 Describe the PPE and response equipment/materials needed for emergency response.
48.03 Demonstrate universal precautions to protect against infection and communicable diseases.
49.0 Assess the impact of stress on health. – The student will be able to:
49.01 Differentiate between stress and stressors.
49.02 Summarize the physical, emotional, behavioral and cognitive consequences of unmanaged stress.
49.03 Recognize the function of employee assistance programs.
49.04 Describe effective strategies for managing stress.
50.0 Identify ways to continue to grow professionally. – The student will be able to:
50.01 Identify professional development resources.
50.02 Explain professional collaboration.
50.03 Demonstrate teacher characteristics that promote professional development.
50.04 Express a personal objective of continuous improvement.
50.05 Analyze the impact of personal biases on teaching/learning.
50.06 Adapt instructional planning and strategies based on written reflections of teaching experiences.