The five yeai teachei ceitification piogiam at Nichigan State 0niveisity piepaies college giauuates to assume

the
iesponsibilities of beginning teaching. The piogiam consists of a planneu sequence of piofessional couises
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fielu expeiiences incluuing a yeai-long inteinship aftei stuuents complete theii bacheloi's uegiee. A five-yeai
piogiam enables teachei canuiuates to acquiie a soliu giounuing in theii teaching subjects as unueigiauuates
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spenu a yeai of guiueu leaining to teach in a school anu classioom setting. The piogiam meets all the
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foi the piovisional elementaiy anu seconuaiy teaching ceitificate of the State of Nichigan. It also ieflects state
anu national stanuaius foi beginning teacheis.

The inteinship combines obseivation anu guiueu piactice teaching aveiaging about Su houis pei week with
twelve
cieuit houis of mastei's uegiee couises. These expeiiences aie uesigneu to suppoit the intein's giowth both
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Exit Performance
Description
(EPD) Report Cover Sheet
B'Baene, Chiistophei Elementaiy Euucation
Intein Najoi


Nuiphy, }eanie Leslie Niuule School
Nentoi Teachei School Name


vaiiicchione, Anuiea Leslie Public Schools
NS0 Fielu Instiuctoi School Bistiict
















Please place an X by the coiiect item:
Inteinship Aiea Team Assignment:
X
Elementaiy Euuation

Seconuaiy Euucation Special Euucation




Repoit piepaieu by:
Nentoi Teachei X NS0 Fielu Instiuctoi

Repoit piepaieu foi:
X Fall & Spiing Semsetei Fall Semestei Spiing Semestei




Repoit is baseu on the school yeai: FS1S-SS14 Bate: 4-2S-14



MSU is an Affirmative Action/Equal Opportunity Institution
Final Report-Fifth Year Internship
Lansing Area Elementary Team
2013 - 2014

Christopher DHaene is a Michigan State University graduate who completed a teaching internship at Leslie Middle
School in the Leslie School District from August 2013 through April 2014. Chris was in a fifth grade classroom under
the supervision of Jeanie Murphy.


Knowing Subject Matters and How To Teach Them

Interns are expected to design, adapt and sequence learning activities that promote intellectual involvement with
content and active construction of understanding. They are expected to take into account what students know and how
they learn, and plan instruction and assessment together to support student learning.

Chris DHaene was a well-educated intern with the background knowledge to teach the wide expanse of information
and concepts in an elementary classroom. He communicated effectively through reading, writing, and speaking with
students and faculty. He was always prepared with complete lesson plans and materials. Chris supported students in
taking responsibility for their learning by modeling student tasks and providing clear directions.

Chris developed and completed individual lesson plans and unit plans for his Guided Lead Teaching by using
knowledge from his graduate courses. For example, he planned and implemented an inquiry-based science unit. Chris
made lessons relevant to students by making connections between the material they were learning and real-life
examples. For example, he introduced a week of reading lessons focused on blues music by playing a variety of blues
songs. The audio introduced students to what the music actually sounds like and helped them understand peoples
feelings when they play this type of music.

Chris led students to use critical thinking skills and deepen thinking by asking probing and clarifying questions during
lessons. He modeled and coached independent learning through the use of graphic organizers and encouraging students
to persist when they encountered difficult tasks before he would share answers. He encouraged students to add on to
others thinking using talk moves. Chris knew when to rephrase questions to assist students in analyzing and evaluating
the subject matter.


Working with Students

Interns are expected to use a variety of instructional strategies to elicit diverse students thinking, make knowledge
accessible and interesting and keep students engaged in learning. They are expected to monitor students
understanding, build on students ideas and adjust their instruction based on ongoing assessment.

Chris demonstrated concern for students by adapting the curriculum using available resources and making the
curriculum work for every type of learner. For example, he accommodated a special needs learner in his Social Studies
unit by giving him a modified assignment. Also during his Social Studies unit, Chris differentiated the product students
produced about the Puritans by allowing students to choose to do a newspaper article or an interview. He would work
with students during lunch to reteach material to improve proficiency. During his fall math unit, he retaught the
material to students who did poorly on a test and allowed them to retake the test (with different problems) to improve
their grades.



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Chris employed a range of academic strategies including whole group work, small group work, and individual work.
He also employed social strategies such as think-pair-share to help all students learn. Chris built strong positive
relationships with all students by demonstrating respect and expecting respect in return. He made sure students knew he
cared about their learning and who they were as individuals. He showed his appreciation of their hard work and effort
by complimenting the students. Chris informally assessed student comprehension and adjusted his lessons accordingly.
Chris also worked with students through the RTI/MTSS process by leading a small math group during primetime
intervention to improve students basic skills in math facts.

Chris communicated with parents about students activity and learning and sent home good new postcards. He
communicated positively with parents in formal settings like Parent/Teacher conferences and IEP meetings. Chris
recognized that students come from diverse family arrangements and responded thoughtfully to how this would affect
student learning.

Creating and Managing a Learning Community

Interns are expected to know how to develop a culture of learning featuring high expectations and respect for diverse
people and ideas. They learn how to set clear norms and expectations for behavior and develop procedures for the
smooth operation of the classroom.

Chris worked with his mentor teacher at the beginning of the year to establish classroom rules and routines. He
introduced and implemented the Attendance, Attitude, and Effort strategy for the year to promote a better classroom
environment. He kept an attendance tally to encourage students to come to school every day. He would reward the
students for every twenty days that they were in school together because he recognized that good attendance leads to
academic success. Chris would write down a Quote of the Day every day to improve motivation amongst students.
He would write down quotes they enjoyed and quotes students gave him to put up on the board.
Chris consistently followed the rules and routines to address behavior issues. He employed several techniques to
encourage student participation such as pulling Popsicle sticks. He used proximity to respond to student inattention and
misbehavior. Chris promoted shared values and expectations for learning by continually encouraging students to listen
to each other and treat each other with kindness.

Chris had a good working knowledge of using an equipped classroom. He utilized the document projector, Smartboard,
computer and books to promote learning. He presented material in a variety of ways including using videos, books and
Powerpoint presentations. Chris continually assessed student activity and adapted the seating arrangement to promote
learning.

Working and Learning in a School

In developing as professional educators, interns are expected to act in a dependable and ethical manner, seek out new
learning to develop their practice, react appropriately to stressful situations, give and accept constructive feedback and
work collaboratively with colleagues and families.

Chris quickly learned school policies and followed these policies to ensure students had a safe learning environment.
He collaborated with the fifth grade team every week to improve the curriculum. He participated in all professional
development days and staff meetings. Chris participated in school wide assessments such as MEAP tests. He also
proctored a school-wide R-CBM (Reading Curriculum Based Measurement) test where the data would be utilized to
increase student reading fluency. Chris was involved in the school community outside normal school hours. He
attended various events such as the middle school talent show, Family Language Arts night, Family Fun night, and
student sporting events.


MSU is an Affirmative Action/Equal Opportunity Institution
Chris understood, accepted and met a teachers legal and ethical responsibilities. He was professionally dressed,
prompt, and managed his time well. He exhibited a professional manner in and out of the classroom by treating all
students, peers, and staff with respect and fairness. He deliberately taught Reading Street with fidelity. He regularly
reflected on his teaching practices and discussed how he could improve in the future with his mentor teacher. Chris also
listened to my suggestions and took steps to use these suggestions in future lessons. Chris understood the importance of
constantly reflecting on his practice in his effort to reach his goal of becoming a well-rounded educator.

SUMMARY

Chris is an intelligent and caring individual. He has many desirable qualities that will be a valuable asset to any school
community. I would highly recommend Mr. Chris DHaene for any teaching position he pursues.