Field-Based Teacher Candidate Internship Program
During Internship I, interns are in the field all day Wednesday adhering to the school district calendar. For example, spring 2013 interns reported to their school site on the day school began even though the university did not begin until later in the month. It is expected that interns will experience all aspects of teachers’ professional roles including teaching, instructional team meetings, committees, extra-curricular activities, technology use for instruction, parent conferences, student assessments, and other duties. Their experiences are supported by a triad team: mentor, university supervisor and district supervisor.
Interns complete Internship II in the same school district classroom and are in the school each day of the public school’s term. During the semester, interns demonstrate their ability to teach, continually documenting their impact on student learning and reflecting on the implications of their teaching effectiveness. They complete a minimum of 30 days of independent teaching.
Internship I Interns are assigned to a variety of experiences including: orientation to the school, observation of a variety of classroom settings comprised of diverse student populations, the opportunity to learn procedures and routines, classroom management, participation in small group or individual student tutoring, team teaching, team meetings, the planning and implementation of at least three teaching experiences, implementation of technology in lessons for P-12 student learning, substitute teaching and a variety of professional development workshops designed to meet interns’ needs.
During Internship II Interns write, teach, and reflect on lessons that include differentiated instruction to meet all students’ needs. In most school district placements, interns are directed to use School District Benchmark tests to assess their teaching impact on student achievement. Interns also complete six professional development activities, attend an ARD meeting, complete a parent contact assignment, participate in a minimum of one community project, and compile an electronic portfolio of artifacts that encapsulate their understanding of the five School of Education teacher standards.
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