Gallaudet

University
MASLED Program

Internship Handbook

MASLED 2016 - 1


Gallaudet University
MASLED Program
Internship Handbook


Table of Contents

MASLED Program Information 3
About MASLED Program
MASLED Program Outcomes
MASLED Program Overview
K-12 Licensure

The Internship Experience 5
Internship Experience
Definition of Terms
Internship Settings
Obtaining an Internship Site
Length of a Internship Experience
Internship Students Role
Internship Students Responsibilities
Conflict of Interest
Student Intern vs. On-the-job Intern
Internship Student Expectations
Internship Grading
Internship Course Policies and Procedures
Internship Site Accidents
Internship Stipulations

Appendix 12
Letter for Internship Sites
Internship Contract
Internship Journal
Internship Log

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About the MASLED Program
The Department of American Sign Language and Deaf Studies offers a Masters degree in
Sign Language Education abbreviated as MASLED. This program is designed to prepare
future sign language teachers, who will provide exemplary leadership in the sign language
teaching field. Students will be introduced to key theoretical and methodological issues
involved in sign language instruction including curriculum development, assessment, and
incorporating Deaf culture into the language curriculum. In addition, students will
undertake a teaching practicum and internship under the supervision of a cooperating
teacher. An electronic portfolio is required at the completion of the program, which
represents the culmination of the student's academic performance.

MASLED Program Outcomes

Graduates from the Masters program in Sign Language Education will:

I. Demonstrate theoretical knowledge and display competence in classroom settings
regarding methodological and socio-political issues involved in sign language teaching,
curriculum development and assessment

II. Produce graduate level Sign Language and English texts that demonstrate knowledge of
and critical inquiry into key concepts in the Sign Language teaching field.

III. Recognize the importance of the Sign Language teacher as a system change agent and
apply this in practice utilizing effective leadership, advocacy, consultation, and
collaboration to influence change on the individual, group, and organizational and systemic
levels.

IV. Demonstrate preparedness to seek and obtain employment as a teaching professional
in the field of sign language education.

MASLED Program Overview
We are a 15-month Summer/Online program. In typical 2-year graduate programs, there
are four consecutive semesters of study. Our four semesters of study begin with the first
semester occurring during the Summer, the second semester during the Fall, third
semester during the Spring, and the fourth and final semester during the following
Summer.

Students begin the program mid-May online, then arrive on campus for required face-to-
face courses mid-June through near the end of July.

The fall and spring semester courses are entirely online and do not require on-campus
MASLED 2016 - 3

presence. The program offers some face-to-face options for students who wish to remain
local/on-campus, however there are limited space in those on-campus classes.

Local students may want to consider applying to the graduate Certificate in Deaf Studies
program in addition to a Masters degree in Sign Language Education.

The final set of summer courses begin online in mid-May, and require on-campus presence
mid-June through near the end of July for August graduation.

K-12 Licensure
The Masters in Sign Language Education program is not a state approved licensure
program or part of the Educator Preparation Providers unit accredited by the National
Council for Accreditation of Teacher Education (NCATE). Instead, our students are required
to successfully complete national certification with the ASL Teachers Association (ASLTA)
prior to graduation. If you are seeking employment in K-12 school settings, you would be
best advised to contact your state office of licensure and certification to see if the MASLED
program meets their requirements.



























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The Internship Experience
Internship students will experience the roles that SL instructors usually teaches during a
regular, compressed, and/or online schedule. The internship student develop and apply
teaching activities and various assessment tools. Teaching activities should include an
emphasis on enhancing sign language skills and understanding of Deaf culture and
community. Internship students are expected to contribute to the majority of the course
and should follow standard conventions in using SL grammatical rules along with
acceptable signs and discourse at the appropriate level in the classroom and/or through
video.

Definition of Terms

Student intern: Enrolled in ASL 790 and undertaking an unpaid student teaching
internship (also called intern or teaching intern) under the tutelage of a cooperating
faculty.

On-the-job intern: Enrolled in ASL 790 and undertaking a paid teaching internship
without a cooperating faculty present or needed. Often MASLED students choosing this
option already have an ASL teaching job, either full-time or part-time.

Cooperating faculty: On-site classroom teacher/faculty, sits in the classroom & observes,
and assists the intern when/as needed. This is usually only available for unpaid student
interns. Often contact between the University and the cooperating faculty is minimal and
only when/as needed.

Cooperating supervisor: This is usually the onsite department chair or program
coordinator. Often contact between the University and the cooperating supervisor is
minimal and only when needed.

University faculty/supervisor: Your ASL 790 course instructor at Gallaudet University.
The university faculty will be responsible for evaluating and grading interns for academic
credit and graduation.

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Site: This is another word for the internship site, school, community college, college or
university that you are doing your internship at. Another word for this could be on-site.

Internship Settings
Acceptable internship settings include K-12 schools, community colleges, colleges and
universities. The course youre doing your internship with will need to be a credit-based
course where students in that course will need to demonstrate specific skills (through
various assessment tools such as assignments, projects, and quizzes) learned in order to
pass the course. Sign language will need to be the main language taught in this course. Any
other alternative arrangements (e.g. interpreting, Deaf studies, Spanish courses) will need
to be approved by the coordinator.

Since you will be teaching a sign language course it is mandatory that you are fluent in the
sign language you are involved in teaching. For example, if you are fluent in Saudi Arabic
Sign Language (SASL) and ASL, your internship setting should be a SASL or an ASL course
not a French Sign Language (LSF) or a Mexican Sign Language (LSM) course; sign languages
that you are not familiar with.

It is highly recommended that you teach a fully face-to-face course during a regular
semester or academic year, but if situation warrants that you need to teach a condensed,
hybrid or an online course, please have this approved by the coordinator.

Obtaining a Internship Site
You are responsible for obtaining an internship site. There are two options:

1) Student intern: You begin by contacting the school, program, department or an
instructor and inquiring about becoming an unpaid volunteer teacher with a
particular instructor, often an experienced sign language teacher you want to learn
from.
2) On-the-job intern: You are already working as an SL teacher or apply for an adjunct
position/teaching position at a school and do your internship as you are being paid
to teach.

See Appendix for a sample letter you can use to share with the site youre interested in
doing your internship at.

Currently we are unable to provide internship experience in the states of New Mexico or
North Carolina due to state authorization issues. Please contact the coordinator if you are
considering doing your internship in either NM or NC.

Length of an Internship Experience
The student will teach and lead learning activities, and management techniques for 45
hours in one semester. If the total is slightly less than 45 hours, the student will make up

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the remaining hours by arranging for ASL activities, grading assignments or tutoring
outside of class time to make up the hours, to be approved both by the University faculty
and on-site faculty. Preparation time, meetings or transportation to and from the site do
not count towards the internship experience.

Roles of MASLED Internship Students:
The graduate student will adhere to the following roles:
Follows appropriate and correct SL grammatical structure and discourse at all
times.
Maintains confidentiality at all times.
Accepts and incorporates suggestions and/or recommendations from the
supervising teacher and/or supervisor.
Is expected to conduct self as a professional at all times:
o Dresses appropriately and professionally.
o Arrives early/on time each day.
o Remains onsite during arranged hours.

Responsibilities of MASLED Internship Students:
The graduate student will adhere to the following responsibilities:
Become familiar with regulations, guidelines, and policies of the internship site.
Collects and shares Deaf-related events information for the students.
Prepares instructional lessons that reflect the course and curricula requirements.
Provides tutoring sessions as needed.
Meets with the supervisor frequently/as needed/requested.
Monitor students language performance, giving prompt and appropriate feedback
and measure learning gains.
Accompany ASL students to Deaf events and interact in a signing environment.
Lead discussions with ASL students about Deaf events, using appropriate ASL
discourse.
Give feedback on student assignments and grade student assignments.
Any other appropriate/relevant tasks as assigned by supervisor.

Conflict of Interest

All students must avoid any conflict between their personal interests and the interests of
the assigned field experience site and supervisor. Students are expected to avoid even the
appearance of impropriety in the performance of their duties and must never use their
positions or knowledge gained on the job to inappropriately influence decisions for their
advantage or for that of their family or friends and/or the perception of making a profit.

Students cannot participate in courses that are being taught by or supervised by relatives
or household members. Relatives are defined as husband, wife, registered domestic
partner, son, daughter, father, mother, brother, sister, grandparent, uncle, aunt, first cousin,
nephew, niece, father-in-law, mother-in-law, daughter-in-law, son-in-law, brother-in-law,
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 sister-in-law, stepfather, stepmother, stepson, stepdaughter, stepbrother, stepsister, half-
brother, half-sister. Household member refers to anyone who regularly shares a residence
with the student.

Examples of potential conflict of interest include being a practicum student in a course
taught by a relative/family member; contacting a relative/family member to arrange your
field experience placement; tutoring students in your course (or program) for extra money;
requiring your ASL students to purchase a product you are selling without prior approval
and/or agreement with the educational institution; requiring students to purchase access
to a tutorial service or lab services that you own or are on the board of, and so on.

Student Interns (not to be confused with On-The-Job Interns)

The student intern may participate in classroom activities only with the on-site teachers
approval/request. The student may not demand a role other than a teacher assistant in the
course. The decision to allow you to participate or interact with students lies solely with
the on-site instructor.

Upon the on-site teacher's request, the student may assist the on-site instructor by being a
language model, leading an activity, assessing students' signs, run to the technology center
for replacement equipment, make extra copies of a test, tutoring students, developing an
assignment online, make a digital presentation and subbing the on-site instructors class, to
fully teaching and managing the course including emails, grading, teaching and more.

Inappropriate requests from the on-site instructor may include purchasing coffee, snack or
lunch for the on-site instructor. When encountered with a potentially inappropriate
request from the on-site instructor, ask the instructor for clarification on their request, and
if appropriate politely mention that the request may not be relevant to your required
internship experience. Discuss further with your University Faculty if needed.



<----------------------------------------------------------------------------------------------------------------->
Full Control Extensive Control Moderate Control Moderate Support Extensive Support
Intern assumes Student intern is in Student intern is in Student intern is Student intern is
all primary control of moderate control seen as more of a seen as more of an
responsibilities the course, but may of the course, but co-teacher with the active teacher
for the course need minimal has moderate cooperating faculty, assistant to the
including lesson assistance with assistance with and may need cooperating
planning, either one of the some of the support in most/all faculty, and may
teaching, following: lesson following: lesson of the following: need support in all
classroom planning, teaching, planning, teaching, lesson planning, of the following:
management, classroom classroom teaching, classroom lesson planning,

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grading and management, management, management, teaching,
responding to grading and grading and grading and classroom
emails from responding to responding to responding to management,
students and emails from emails from emails from grading and
more. students and more. students and more. students and more. responding to
emails from
students and more.

Expectations of MASLED Internship Students:

Attendance: For on-site classes, the student will come to class before the class begins, stays
for the full duration of the class, and leaves after the class ends (or when dismissed by the
on-site supervisor). For online courses, the student will log in the minimum hours
expected by the on-site supervisor. Communicate with, and earn approval from the on-site
supervisor in advance for any exceptions to this requirement.

Professionalism: The student is expected to conduct him/herself as a professional at all
times during the course and outside of course with program staff, teachers and students.
Professionalism is not limited to interaction in person only, but includes any type of
interaction, including but not limited to e-mail, course learning management system,
videos, texting and social media presence and more. Professionalism also includes
professional attire and behavior. Professionalism also includes being open to feedback and
suggestions from experienced teachers. When in doubt, contact your University faculty for
advice.

Student Interaction: Sometimes students will approach you and ask if you will do tutoring,
or ask you out for coffee. A good response is, Thats very nice of you to ask. I need to
check with my superiors to see if this is ok. Let me get back to you. To protect yourself,
the site and your university, do not arrange to meet your students on a one-on-one basis off
campus at any time and anywhere. Meeting with students on campus for coffee or lunch or
group tutoring is fine, after approval from teacher/program supervisor. Best scenario -
meet with students in groups in a public setting on campus to protect all involved. Always
check with your supervisor for appropriate protocol.

Meetings: The on-site faculty/supervisor determines whether your attendance in meetings
outside of class will be necessary. The student intern will meet with the on-site faculty
if/when requested. The on-site faculty/supervisor also determines whether if the student
should attend department/program meetings. When requested, student needs to make
every effort to attend.

Collegiality: The student understands that as an internship student, s/he represents
Gallaudet University and the Masters in Sign Language Education program. The student
also understands that any potentially negative repercussions from the internship

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experience will not only affect the internship student (as in a failing grade, loss of potential
references or employment opportunities) but can also affect the program and Universitys
reputation and may also prevent future students from having their internship
opportunities at the same site.

Confidentiality: The student is expected to maintain confidentiality regarding the course
and students. In discussing internship experience in ASL 790: Sign Language Internship
course with the faculty and students, the student is to avoid naming the on-site
faculty/supervisor or students, instead using neutral pronouns or fictional names. Sharing
with the full class excessively negative remarks about specific people will not be
encouraged, tolerated or accepted. If you are having serious issues with your internship
experience, talk to your University faculty for ideas on how to resolve those issues.

Course grade: The student intern understands that the on-site faculty may share input on
final grade and evaluation of the internship student.

Grading

The grade average the internship student sees in their Blackboard course grading center at
the end of the course will translate into the letter grades as listed in Gallaudet graduate
catalog. No end-of-course requests or negotiations for grading alterations, rounding-off or
extra credit will be responded to. Strive to do our best on each assignment. One B- grade
or below indicates the student has performed unsatisfactorily in the course, and this may
put the student on academic probation and possibly academic probation. A C+ or below
indicates automatic retake of the course, that is, if the student is not dismissed from the
program. The grading system for graduate students can be found in the graduate catalog
here.

Incomplete Grade Requests:
A grade of Incomplete [I] is given only when student performance in a course has been
satisfactory, but the student is unable to complete the requirements of the course. The
decision to give a grade of I is made by the instructor with approval from the coordinator,
and only reserved for extraordinary circumstances (hospitalization or death in family). A
student must be passing the course and have no more than 25% of the course
requirements remaining before the possibility of an incomplete will be considered. To be
eligible for credit in a course which an I is recorded, students must complete the
requirements of the course by the end of the final day of classes of the following semester
or a date agreed upon in writing with the instructor; otherwise, the grade will
automatically become an F. The student and instructor must provide Registrars Office
with written notification of the agreed upon date before the time limit indicated above.

For all other questions, concerns, grievances or disputes that are not covered in this
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handbook, please refer to the current University Graduate Catalog.

University and Course Policies and Procedures

1. Professionalism: As a internship student, you are representing Gallaudet University,
creating a relationship between your site and Gallaudet. You are paving the way for other
potential, future students. A crucial component for a successful experience is punctuality
and rigorous attendance for all classes. Other equally important components of a successful
experience include professional attire and collegiality, and most importantly, dedication to
teaching, the curriculum and your students.

2. Attendance Policy: If you are to be late to (or miss a class), you are to follow the
policies at your site, and to notify your cooperating faculty or supervisor and your
university faculty immediately. If you do not notify your university faculty of your tardiness
or absence(s), and your university faculty learns from your site supervisor, you will receive
an automatic F for the course (see academic integrity policy below for more details). If
this absence affects your required number of observation hours, please come up with
alternative arrangements immediately and communicate with your university faculty
supervisor.

3. Student Responsibilities: Students are expected to actively participate by
participating online discussions, attending class and completing assigned activities,
participate in class discussions, serve in groups, complete assignments on time, respect
diverse perspectives and opinions, and support opinions and answers with reasons,
explanations and documentation from a variety of sources.

4. Academic ASL/English: Use academic ASL/English in your assignments throughout
the semester. You are required to submit edited assignments. Contact Tutorial &
Instructional Program (TIP) for opportunities to improve your work before submission.
They require advance notice to give feedback on submissions, so plan accordingly.
Unedited work will also be graded accordingly. I reserve the right to return heavily
unedited work for a zero. Professional academic discourse requires giving credit to
original authors for their ideas, so citations are required. The citation and reference format
required for assignments in English is American Psychological Association (APA) format.
For more details, please see the academic integrity policy listed below.

5. Assignment Submissions: I welcome early submissions. Please do not ask me to take
a quick look before you submit your work. Once you submit your work, the work will be
graded as is, so be sure to submit the correct version- recheck your work after it has been
uploaded to make sure the assignment is the correct one. Assignments are due by the due
dates. Assignments not submitted on time will receive a zero. Graded work is final. No
make-ups or extra credit.

6. Peer Network: Each student is responsible for getting access to and understanding
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what is expected of each assignment. Please form a network with your peers. If you need
information about assignments or class schedule, go to your course Blackboard and ask
other classmates to learn about what you missed.

7. Communication: I welcome emails, GoogleIMs/video calls, text/videos sent to me via
iMessage, calls via FaceTime, Glide messages, but will not accept or respond to excessively
colloquial register choices in either language. This is your opportunity to practice ASL and
English in academic settings, on a consistent basis. See #4 for more details.

8. Text Submissions: I will accept text-based submissions in the following format: .pages,
.docx, .pptx, and .key. I will also accept .pdf submissions. Please be aware that .pptx, .key
and .pdf do not allow for the same level of feedback I can give via the tracking and comment
function available in .pages and .docx formats.

9. Video Submissions: Your university faculty reserves the right to give a major
deduction or a zero for video submissions that are subpar in quality (e.g. the left side of
your body is not visible, the focus is off, or constant unnecessary camera movement),
and/or unedited submissions.

10. Technology: This is a paper-free classroom. All assignments are to be posted on
Blackboard or as instructed. The Gallaudet Technology Services Help Desk can assist you
with technical issues throughout the course. You are to upload all of your assignments to
Blackboard including links to videos. For large files, upload them to GoogleDrive or
DropBox, and share links via Blackboard with my Gallaudet e-mail address. DVDs, thumb
drives, CDs, external HDs or any other format will not be accepted.

University Policies and Procedures

Academic Integrity Policy
All students must read and understand the Gallaudet University Graduate School Academic
Integrity Policy. This policy applies to both ASL and English.

Academic Accommodation Policy

Students are to request accommodation through the Office for Students With Disabilities
(OSWD) at the beginning of the semester prior to course start date. This is to be
communicated immediately with the course instructor in order to ensure accommodations
are being made right away.

University Policies
All university policies may be found in the Graduate Catalog. The standards of professional
behavior and communication discussed in the catalog will be mandated in this course and
program.
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Internship Site Accidents
All internship students are required to have their own medical (health) insurance. You are
required to list your medical insurance coverage in the internship contract. Any incidents
at the site are of the students (and if/when appropriate) the sites responsibility.

Internship Stipulations

1) The internship student, will read this full handbook, and complete the internship
contract in the appendix. The internship student will attach this full document to
the internship students Gallaudet e-mail, and email the University faculty, ccing the
cooperating faculty or supervisor (when appropriate), confirming that the
internship student has read the handbook and contract and agrees to fully comply
with the expectations outlined here.
2) Both the student intern and the on-site faculty are expected to discuss explicitly all
of the expectations listed here.
3) The student intern, when filling out the information requested in this contract, must
email this contract to both the University faculty and the on-site faculty before, on or
immediately after the first day of class.
4) Any issues with any component of this contract must be immediately addressed
with the University faculty.
5) Any breach in this contract will be addressed swiftly. Breaching this contract may
result in the student being removed from the on-site internship course and given a
Withdraw (WD) grade in the ASL 752 course.
6) When the Withdraw (WD) date has passed, the University Faculty reserves the right
to determine a Withdraw Pass (WP) or a Withdraw Fail (WF) grade. The student
will be required to repeat the course in the future when the course is
offered/available.

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Appendix: Letter for Internship Site

Dear Potential Internship Site,

As a part of our Masters degree in Sign Language Education program requirements, our students are
required to amass professional field experience prior to graduation. This is the final field experience
our students are receiving before their graduation. The course description is:

ASL 790: Sign Language Teaching Internship (3) This course is the final professional experience in
the Sign Language Education program and is a required field experience consisting a minimum of
forty-five (45) consecutive teaching hours. During this experience, the student teacher is mentored
by an on-site faculty and by an university supervisor. Students with extensive sign language teaching
experience, and with approval of the department, may undertake an on-the-job internship placement
without an on-site faculty. A required internship portfolio will be developed which includes
theoretical and practical applications and useful teaching techniques.

As you can see from the course description above, our internship students have two options: 1)
obtain a non-paid student teaching internship role within a course with an expert faculty to act as a
mentor, in other words, on-site faculty. This would require some collaboration between the university
supervisor, the on-site faculty, and the student intern.

The other option for our internship students is to 2) obtain a paid teaching position, where they
would be the sole teacher of a course, exactly like an adjunct or a full-time teacher.

What we need from you for our interns: our students are required to complete an internship log
sheet, and you would need to sign the internship log sheet verifying the number of hours the intern
has amassed. And complete an evaluation form of our intern student near the end of the semester.

The number of ASL students has increased exponentially in the last 10 years, and the pool of
qualified ASL mentors willing to mentor new ASL professionals are small. You would be supporting
a very important component of professional education preparation for graduate students in Sign
Language Education. If you have any questions about the program, please feel free to contact me.

With sincere gratitude,

Coordinator of the Masters of Sign Language Education program
(email: masled@gallaudet.edu)

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Appendix: Contract

GALLAUDET UNIVERSITY ASL & DEAF STUDIES DEPARTMENT
ASL 752 SIGN LANGUAGE INTERNSHIP CONTRACT


Student Name: ________________________________________________________________________________

Name of School/College: _____________________________________________________________________

Specific ASL Program Website:_______________________________________________________________

Location (City, State): _________________________________________________________________________

Internship Start and End Dates:______________________________________________________________

Title of Internship Course:____________________________________________________________________

Level/Grade:______________________________________________ Number of Students:__________

Curriculum used/Units covered:____________________________________________________________

Teaching Frequency (e.g. Daily, MWF, T/R): ______________________________________________

Teaching Duration (e.g. 8-8:50 am 50 minutes): ________________________________________

If number does not add up to 45, list additional make-up hours below:

Day/time:________________ Responsibilities:________________________________________________

Day/time:________________ Responsibilities:________________________________________________

Day/time:________________ Responsibilities:________________________________________________

*Make-up hours subject to approval by University faculty and on-site faculty

TOTAL NUMBER OF ESTIMATED OBSERVING HOURS:_____45+______

CONTACT INFORMATION

Name of On-site Faculty:______________________________________________________________________

MASLED 2016 - 15

On-site Facultys email address:______________________________________________________________

On-site Facultys alternative contact information: _________________________________________

Name of On-site Facultys supervisor:_______________________________________________________

On-site Facultys supervisors email/contact information:________________________________


Name of University Faculty: _________________________________________________________________

University Facultys email address: _________________________________________________________

University Facultys alternative contact information: _____________________________________


Name of emergency contact/relationship:__________________________________________________

Emergency contact information (identify type of contact: text, voice phone number,
Sorenson VP, etc.):
__________________________________________________________________________________________________

Name of Health Insurance coverage:________________________________________________________





















MASLED 2016 - 16







Appendix: Journal

INTERNSHIP JOURNAL

Internship Student:______________________________________ On-site Faculty:_________________________________

Internship Location:_________________________________ Internship Course:____________________________________
(e.g. Central Piedmont Community College) (e.g. College level, ASL III for
credit)

Directions: This form should be completed by the internship student and then signed by the cooperating
faculty.

Date/ Internship Students Role Internship Students Reflection
Time (What did you do?)
7/21 Observed teacher introduce syllabus, discuss ASL teaching is fun! But its also a lot of work.
course expectations. Students had a lot of questions. I think I will try
6 to Participated in naming activity moderated by the to address them through a course discussion
8:50 teacher. board forum to reduce time wasted during class
pm Walked around giving feedback and assistance answering questions that other students may
when students practiced introducing themselves miss or misunderstand.
to teach other.
Watched teacher introduce signs for numbers 1- I enjoyed leading the Captain Face activity. I
10 and basic colors as well as an activity . forgot to give an example before starting, and
I led Captain Face activity to close the class for the students were confused. I realize its very
the day. important to have an example or a demonstrat-
Worked with teacher in grading students ion before starting a game or activity.
introductory videos using a rubric.

MASLED 2016 - 17












Appendix: Log

INTERNSHIP LOG

Intern:_______________________________________ On-site Faculty/Supervisor:________________________

Internship Location:_____________________________ Course Teaching:________________________________
(e.g. Central Piedmont Community College) (e.g. College level, ASL III for credit)


Date Time/Duration Total Hours

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Total: _____________________
(Must be 45 hours or more)


MASLED 2016 - 19

 _______________________________________________________________________
On-site faculty/supervisors signature confirming hours are met

MASLED 2016 - 20