Internship and Master in Instruction Portfolio for Science Teacher Preparation

  • Internship and Master in Instruction Portfolio for Science Teacher Preparation

    Sozan Omar, Curriculum and Instruction, King Saud University, Riyadh, Saudi Arabia

    N Alahmad, Curriculum and Instruction, King Saud University, Riyadh, Saudi Arabia

    In order to achieve national and international accreditation, the curriculum & Instruction department, one of the College of Education departments at King Saud University have implemented a revised internship program during the academic year of 2010/2011 with the intent of providing candidates who are pursuing their advance teacher educational programs’ with an approach to create performance tasks.

    This article discusses how the internship was designed to meet NCATE (National Council for Accreditation of Teacher Education) and NBPTS (National Board for Professional Teaching Standards) standards. The College of Education was obligated to review and develop its Conceptual Framework in an attempt to defined candidates Proficiencies which were assessed through the use of the Master in Instruction (MI) portfolio guidelines and rubric.

    The internship program requires from all candidates to develop a teaching portfolio that is used as an indication of professional growth, hence each intern not only have to plan and implement a unit from his/her discipline, but also to write a reflection based on the analyses of the actual teaching events.

    The purpose of the portfolio was to provide the intern an opportunity to demonstrate three skills: (1) analyzing students' progress towards the established, (2) reflecting on the effectiveness of teaching in terms of student progress, and (3) making teaching modifications to increase student understanding. Thus, the adopted portfolio was consists of two major entries: 1) whole class or big group analysis, and 2) small group analysis. Each entry should convey the intern proficiency in each of the three skills.

    The rubric created to assess the portfolio components for whole class or small group analysis was built upon three levels: unacceptable, acceptable, and target with consideration to contextual information, planning, analysis of actual teaching event and reflection.