EDSE 4499 Internship II

Full days of teaching, M-F, in a local host school. A continuation of the placement secured in EDSE 4498. Athletic accommodations will be personalized by the Secondary Education Chair. Candidates may not schedule additional classes during Internship II without approval of their advisor and the Chair of Secondary Education.

An application for graduation must be submitted when registering for EDSE 4499. 

Additionally, GACE content exams must be completed and passed before registration for EDSE 4499. Candidates unable to pass the GACE may wish to complete a program in Educational Studies or delay Internship II until all exams are passed.

Placements are made at the discretion of the School of Education, as approved by the Secondary Education advisor and must be within a 40-mile radius of the campus. Internship II provides a culminating opportunity for candidates to observe, model and reflect upon the knowledge, understandings, skills, dispositions and other attributes of accomplished teaching evidenced in area schools. The Piedmont College School of Education Conceptual Framework, Core Candidate Learning Outcomes (CCLOs), 2013 InTasc Standards and State of GA core content standards will provide the basis for all required candidate activities and/or assignments.

Credits

9

Prerequisite

EDUC 2251, EDUC 3111, and EDUC 3151; Candidates must be fully admitted to Teacher Education, have permission of the Dean of Education and hold a pre-service certificate prior to beginning the internship. Placement may be denied based on information obtained from these clearances.

Corequisite

EDSE 4401, admission to teacher education, and hold a pre-service certificate.

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.