Office of Educator Preparation

Gradual Increase of Responsibility for ETEP 9-Month & Undergraduate Interns

PDF version of the Gradual Increase of Responsibility for ETEP 9-month & Undergraduate Teacher Education Interns 21-22 (rev 5.13.21) (PDF)

These guidelines are not intended to be a one-size-fits-all approach, but rather an idea of how a schedule for increasing teaching responsibilities might look for ETEP 9-month and Undergraduate interns. This document will give you a sense of what is generally expected as well as some ideas you may not have considered. Hopefully, it will help with long range planning also.

Internship - Semester 1

 Intern Classroom Expectations during the first of two semesters:

  • Interns observe their mentor teacher as well as other master teachers to learn how to create a positive and productive classroom environment for all students.
  • Interns begin to write and teach daily lessons.
  • Interns collect data and compile a complete class profile and apply the information gleaned from the class profile to their daily lessons and the mini-unit or series of connected lessons they create and deliver.
  • Interns lead teach five days.
  • Interns design and implement a mini-unit or series of connected lessons.

 Intern Professional Development during the first of two semesters:

  • Interns participate in any faculty, grade level, department or other school-related meetings, workshops and in-service trainings that do not conflict with USM class meetings.
  • Interns participate in IEP, 504 or other student-related meetings as deemed appropriate by the mentor teacher and building administrator and that do not conflict with USM class meetings.
  • Interns participate in parent-student-teacher conferences as deemed appropriate by the mentor teacher and building administrator and that do not conflict with USM class meetings.
  • Interns attend duties assigned to the mentor teacher.

Internship - Semester 2

Intern Classroom Expectations during the second of two semesters:

  • Interns create a Content Readiness Profile (academic data collection; setting and curriculum barrier analysis, analysis of student work)
  • Interns design, implement and evaluate a disciplinary or interdisciplinary teaching unit to last a minimum of 10 full consecutive days during which time he or she takes over lead responsibility for the mentor teacher’s classroom.
  • The teaching unit is taught during lead teaching, but may extend before and after the 10-day period.
  • Interns create a standards-based assessment system
  • Interns complete their final review and evaluation of the teaching standards
  • Interns develop and present a job-focused portfolio

 Intern Professional Development during the second of two semesters:

  • Interns participate in any faculty, grade level, department or other school-related meetings, workshops and in-service trainings that do not conflict with USM class meetings.
  • Interns participate in any IEP, 504 or other student-related meetings as deemed appropriate by the mentor teacher and building administrator and that do not conflict with USM class meetings.
  • Interns participate in parent-student-teacher conferences as deemed appropriate by the mentor teacher and building administrator and that do not conflict with USM class meetings.
  • Interns attend duties assigned to the mentor teacher.

Month-by-month guidelines

Elementary Schools

Semester One

September

Intern will:

  • Become familiar with classroom routines
  • Learn all students’ names
  • Observe and practice using mentor’s management protocols
  • Observe and practice using mentor teacher's strategies for planning and teaching lessons
  • Plan and teach Introductory Lesson with written lesson plan
  • Write and send home letter to families
  • Attend all grade level or school meetings; share/take mentor teacher's duty

Intern might:

  • Conduct routines, such as attendance, lunch count
  • Partner with mentor teacher on transitions
  • Use some of his/her own management techniques with students
  • Teach one part of the class each day
  • Begin working with small groups or individual students

October

Intern will:

  • Begin to take over responsibility for morning meeting and other routines such as attendance, lunch count
  • Partner with mentor teacher on transitions
  • Use some of his/her own management techniques with students
  • Teach one part of the class each day
  • Work steadily with a reading group
  • Plan and co-teach lessons with mentor teacher in one content area or topic
  • Write original lesson plans and/or procedures connected with district standards or curriculum
  • Meet with mentor teacher to determine when to lead teach and deliver series of 5 connected lessons
  • Plan lead teaching and series of five connected lessons

Intern might:

  • Attend IEPs, 504s and RTI meetings if appropriate
  • Attend conferences when able

November

Intern will:

  • Take over responsibility for morning meeting and other routines
  • Take over planning for one content area or topic and teach independently
  • Begin to write original lesson plans and/or procedures and reflections on them when appropriate
  • Use student data to differentiate
  • Continue to increase the amount of teaching with the goal of doing at least one full day of all content and transitions before lead teaching
  • Lead Teach and plan and deliver a series of connected lessons:
    • Minimum of 5 teaching days taking lead responsibility for all instruction, management and duties to the extent possible, but at minimum during the time they are required to be at their placements
    • Implement series of at least 5 connected lessons

December

Intern will:

  • Continue to work with mentor teacher to plan, teach, and participate in the workings of the classroom and school until the final day of internship
    • Complete end of placement standards review in Tk20 with mentor teacher and supervisor with the expectation of 2-Emergent in all 11 standards.

    Semester Two

    January

    Intern will:

    • Become familiar with classroom routines
    • Learn all students’ names
    • Practice using mentor’s management protocols
    • Plan and teach Introductory Lesson with written lesson plan (optional)
    • Write and send home letter to families

    Intern might:

    • Conduct routines, such as attendance, lunch count
    • Partner with mentor teacher on transitions
    • Use some of his/her own management techniques with students
    • Teach one or two parts of the class each day
    • Begin working with small groups or individual students

    February

    Intern will:

    • Begin to take over responsibility for morning meeting and other routines such as attendance, lunch count
    • Partner with mentor teacher on transitions
    • Use some of his/her own management techniques with students
    • Teach one or two parts of the class each day
    • Work steadily with a reading group
    • Plan and co-teach lessons with mentor teacher in at least one content area or topic
    • Write original lesson plans and/or procedures connected with district standards or curriculum
    • Meet with mentor to discuss topic(s) and timeline for lead teaching unit

    March

    Intern will:

    • Take over responsibility for morning meeting and other routines
    • Take over responsibility for at least one content area or topic and teach independently
    • Write original lesson plans and/or procedures connected with district standards or curriculum and reflections when appropriate
    • Use student data to differentiate
    • Continue to increase the amount of teaching with the goal of doing at least one full day of all content and transitions before lead teaching
    • With mentor, design informal assessments, implement and plan follow-up
    • Develop teaching unit and possibly begin implementing it
    • Lead teach for 10 consecutive days
    • The teaching unit MAY begin before or extend beyond the 10 days of lead teaching
    • After the teaching unit is complete, the intern may continue co-teaching with mentor

    April

    Intern will:

    • Continue to teach unit
    • Lead teach for 10 consecutive days
    • The teaching unit MAY begin before or extend beyond the 10 days of lead teaching
    • After the teaching unit is complete, the intern may continue co-teaching with mentor

    Middle/High Schools

    Semester One

    September

    Intern will:

    • Become familiar with classroom routines
    • Learn all students’ names
    • Observe and practice using mentor’s management protocols
    • Observe and practice using mentor teacher's strategies for planning and teaching lessons
    • Plan and teach Introductory Lesson with written lesson plan
    • Write and send home letter to families
    • Attend all grade level or school meetings; share/take mentor teacher's duty

    Intern might:

    • Conduct routines, such as attendance
    • Use some of his/her own management techniques with students
    • Teach one part of each class (review, activator, summarizer, etc.)
    • Observe mentor, then begin co-teaching one or two blocks every day

    October

    Intern will:

    • Conduct routines, such as attendance
    • Use some of his/her own management techniques with students
    • Teach one part of each class (review, activator, summarizer, etc.)
    • Begin co-teaching one or two blocks every day or take over teaching one block/class
    • With mentor, design informal assessments, implement and plan follow-up
    • Write original lesson plans and/or procedures connected with district standards or curriculum
    • Meet with mentor teacher to determine when to lead teach and deliver series of 5 connected lessons
    • Plan lead teaching and series of five connected lessons

    Intern might:

    • Attend PETs, 504s and RTI meetings if appropriate
    • Attend conferences when able

    November

    Intern will:

    • Continue co-teaching with mentor, adding another block, or class if appropriate.
    • Begin to write original lesson plans and/or procedures and reflections on them when appropriate
    • Use student data to differentiate
    • Continue to increase the amount of teaching with the goal of teaching original block/class and adding one more
    • Lead Teach and plan and deliver a series of connected lessons:
      • Minimum of 5 teaching days taking lead responsibilities for all instruction, management and duties to the extent possible, but at minimum during the time they are required to be at their placements
      • Implement series of at least 5 connected lessons

    December

    Intern will:

    • Continue to work with mentor teacher to plan, teach, and participate in the workings of the classroom and school until the final day of internship
    • Complete end of placement standards review in Tk20 with mentor teacher and supervisor with the expectation of 2-Emergent in all 11 standards.

    Semester Two

    January

    Intern will:

    • Become familiar with classroom routines
    • Learn all students’ names
    • Practice using mentor’s management protocols
    • Plan and teach Introductory Lesson with written lesson plan (optional)
    • Write and send home letter to families

    Intern might:

    • Conduct routines, such as attendance
    • Use some of his/her own management techniques with students
    • Teach one or two parts of each class (review, activator, summarizer, etc.)
    • Observe mentor, then begin co-teaching or even teaching one or two blocks every day

    February

    Intern will:

    • Conduct routines, such as attendance
    • Use some of his/her own management techniques with students
    • Teach one or two parts of each class (review, activator, summarizer, etc.)
    • Continue co-teaching one or two blocks every day or take over teaching one or more block/class.
    • Write original lesson plans and/or procedures connected with district standards or curriculum
    • Meet with mentor to determine topic(s) and timeline for lead teaching unit

    March

    Intern will:

    • Continue co-teaching with mentor, adding another block, or class if appropriate.
    • Write original lesson plans and/or procedures connected with district standards or curriculum and reflections when appropriate
    • Use student data to differentiate
    • Continue to increase the amount of teaching with the goal of doing at least one full day of all content and transitions before lead teaching
    • With mentor, design informal assessments, implement and plan follow-up
    • Develop teaching unit and possibly begin implementing it
    • Lead teach for 10 consecutive days
    • In middle or high school classrooms the intern should teach his or her unit until it is assessed and grades are awarded (this may extend before and after the 10 days of lead teaching)
    • After the teaching unit is complete, the intern may continue co-teaching with mentor

    April

    Intern will:

    • Continue to teach unit
    • Lead teach for 10 consecutive days
    • In middle or high school classrooms the intern should teach his or her unit until it is assessed and grades are awarded (this may extend before and after the 10 days of lead teaching)
    • After the teaching unit is complete, the intern may continue co-teaching with mentor