EDUC 7799 Internship III

For approximately 15 weeks, teacher candidates apply the principles, knowledge, understanding, and skills they have acquired during their entire educational program. The internship experience is performed in a carefully selected school
reflecting the grade level at which certification is sought, under the direction of the University supervisor and a qualified classroom teacher. A co-teaching model will be used during internship II. Piedmont University offers training for school which consist of co-planning, co-instruction, and co-assessment.

During the time spent in the internship, the University supervisor will observe the teacher candidate on a regular basis (at least 4 times). In addition, the candidates will participate in required class sessions at the Piedmont campus. The class sessions will be scheduled across the semester. Students and the host teachers will be
provided with a copy of the class schedules at the beginning of the semester. Regard these classes just as you would staff meetings, in-service training or any other meeting which a host teacher might attend during a school day.

Candidates seeking a professional or advanced internship must be employed within their certification field and have prior approval from their employing school system. Professional and advanced interns are required to complete all internship assignments and attend on-campus meetings as directed.

Credits

5

Student Learning Outcomes

1. identify 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. demonstrate knowledge of state standards and content competency;
4. prepare and teach daily, weekly, and unit lesson plans based on appropriate depth and breadth of the curriculum;
5. use instructional technology, including assistive technologies for children with disabilities;
6. evaluate students and self-using a variety of formal and informal assessments;
7. Analyze and use student assessment data to inform planning and instruction);
8. cultivate and demonstrate professional behaviors and dispositions as described in the PBDA;
9. and demonstrate awareness of an a firm commitment to the profession's code of ethical conduct.