EDUC 4489 Internship II

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

3

Prerequisite

EDUC 4479

Student Learning Outcomes

Candidates are expected to apply and demonstrate competence with regard to the following objectives that are based on the InTASC Standards and the GaPSC program completion requirements.

During Internship II, the candidate will: 

1. explore the impact of student assets and prior academic knowledge on planning, instruction, and assessment; (The Learner & Learning)
2. modify experiences to meet the individual needs of all children, including children from diversity backgrounds, children with disabilities, developmental delays, linguistic differences, and special abilities; (The Learner & Learning)
3. assist in managing classroom routines and student behaviors; (The Learner & Learning)
4. deconstruct state standards and construct learning objectives; (Content)
5. co-prepare and co-teach lesson plans that demonstrate content competency; (Content)
6. co-prepare and co-teach lesson plans that demonstrate content competency; (Instructional Practice)
7. use instructional technology, including assistive technologies for children with disabilities; (Instructional Practice)
8. co-evaluate students and self using a variety of formal and informal assessments; (Assessment Practice Data Literacy)
9. use student assessment data identify learning patterns; (Assessment Practice Data Literacy)
10. cultivate and demonstrate professional behaviors and dispositions as described in the PBDA; (Professional Responsibilities)
11. and demonstrate awareness of and a firm commitment to the profession's code of ethical conduct. (Professional Responsibilities)