EDEM 7742 Internship II

A 15-week experience during which candidates work full-time at a level appropriate to the certification field under the joint supervision of a certified teacher and University supervisor in a classroom. No other classes should be taken during Internship II.

Education majors should be aware that prior to Internship II the pre-service certificate is required, which includes a criminal background check. Applications to Internship II may be denied based upon information presented in these background clearances. Prior to being hired by a Georgia Public School System, another background check including fingerprinting will be conducted by the System.

Internship II placements are made at the discretion of the College of Education. Placements will be made within a 50mile radius of the campus unless otherwise approved by the Dean of the College of Education.

Credits

5

Prerequisite

Cumulative GPA of 3.0, admission to teacher education, pre-service certification, successful completion of the GACE content assessments and recommendation by the field placement coordinator. Application deadlines will be posted in College of Education and on the College of Education Student Bulletin Board.

Student Learning Outcomes

During Internship II the teacher candidate will:

1. research and leverage student assets including personal, cultural, and community assets as well as prior academic knowledge;
2. create and modify environments and experiences to meet the individual needs of all children, including children from diversity backgrounds, children with disabilities, developmental delays, linguistic differences, and special abilities;
3. develop an atmosphere conducive to student learning and one which gives evidence of effective class control and student management in a democratic classroom;
4. deconstruct state standards and curriculum resources to prepare and teach daily, weekly, and unit lesson plans based on developmentally appropriately depth and breadth;
5. evaluate and utilize scholarly research and articles in order to inform instructional practices;
6. use instructional technology, including assistive technologies for children with disabilities;
7. evaluate students and self-using a variety of summative and formative assessments;
8. aggregate and/or disaggregate assessment data to identify learning patterns and inform planning and instruction;
9. cultivate and demonstrate professional behaviors and dispositions as described in the PBDA;
10. and demonstrate awareness of and a firm commitment to the profession’s code of ethical conduct.