EDEC 4499 Internship II (P-5)

This is a Pass/Fail course.

Candidates must take and pass the appropriate GACE (Georgia Assessments for the Certification of Educators) contents tests prior to beginning the Internship II teaching semester. Individuals who have not passed the GACE tests will not be permitted to register for Internship II. Candidates may elect to change majors and/or apply to receive the Bachelor of Arts degree in Educational Studies.

Education majors should be aware that prior to Internship II they will undergo a criminal background check as a part of Georgia's pre-service certification. Applications to Internship II may be denied based upon information presented in these background clearances. Before being hired by a Georgia Public School System, another background check including fingerprinting will be conducted by the System.

Internship II is a full-semester experience during which candidates work full-time under the joint supervision of a certified teacher(s) and college supervisor at a level appropriate to the certification field. Internship II placements are made at the discretion of the School of Education. Placements will be made within a 50 mile radius of the campus.

Credits

9

Prerequisite

EDUC 2251, EDUC 3111, and EDUC 3151. The student must be fully admitted to teacher education and have permission of the Dean of Education. Permission to register form required. Application deadlines will be posted in the School of Education.

Corequisite

EDUC 4497 and EDUC 4498.This course serves as the CAPSTONE experience for Early Childhood and Middle Grades majors. PLEASE NOTE: NO CLASSES OTHER THAN THE COREQUISITES CAN BE TAKEN DURING INTERNSHIP II.

Student Learning Outcomes

SCHOOL OF EDUCATION OUTCOMES (See School of Education Syllabus A – IV)

COURSE OUTCOMES (CO):

During Internship II the teacher candidate will:

1. support and promote an atmosphere conducive to student learning and one which gives evidence of effective class control and student management in a democratic classroom;
2. use a variety of strategies to encourage physical, social, emotional, aesthetic, and cognitive development of children and adolescence;
3. demonstrate subject matter competency, critical thinking, and attempt to facilitate student learning in meaningful ways;
4. prepare and use Piedmont lesson plans to design learning segments that incorporate developmentally appropriately curriculum and instructional practices;
5. explore a variety of appropriate teaching techniques to meet the needs of diverse learners, taking into account innate abilities, learning styles, and cultural experiences;
6. observe and explore how experienced teachers create and modify environments and experiences to meet the individual needs of all children, including children with disabilities, developmental delays, linguistic differences, and special abilities;
7. demonstrate sensitivity to differences in family structures and social and cultural backgrounds;
8. effectively use technology and a variety of educational materials, including assistive technologies for children with disabilities;
9. model and promote constructivist practices;
10. implement basic health, nutrition, and safety management practices for children;
11. demonstrate an ability and willingness to self-evaluate and to evaluate students using a variety of formal and informal assessments;
12. cultivate and demonstrate such personal qualities as appropriate appearance, enthusiasm, ability to get along well with others, maturity, dependability, standard edited English usage, positive attitude toward teaching and students, sense of humor, and emotional stability;
13. demonstrate a willingness and ability to participate in the broad areas in which teachers are normally involved, such as co-curricular activities, guidance, administrative responsibilities within the classroom, curriculum evaluation and construction, in-service education, and community service; however, teacher candidates should not take on coaching duties during their internship as these positions are generally time consuming and often require missing classroom experiences in order to travel;
14. positively communicate and collaborate with other educators, parents/families, agencies, and the community, and work effectively as a member of a professional team; and
15. demonstrate awareness of and a firm commitment to the profession’s code of ethical conduct.