Graduate Catalog 2024-2025

EDUC 7799 Internship III

For approximately 15 weeks, teacher candidates apply the principles, knowledge, understanding, and skills 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. The teaching candidate will intern five full school days per week for 15 weeks (600 contact hours). During this internship, the candidate will assume the responsibilities of the classroom teacher, including classroom management, instruction, assessment, and other school-assigned duties. 

During the time spent in the internship, the University supervisor will observe the teacher candidate on a regular basis (at least four times). In addition, the candidates may participate in required class sessions at the Piedmont campus. The class sessions will be scheduled across the semester. Students and 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 that a host teacher might attend during a school day. 

Candidates seeking a professional or advanced internship must be employed within their certification field, employed at a fully accredited school, and have prior approval from their employing system. Professional and advanced interns are required to complete all internship assignments and attend on-campus meetings as directed. All interns must be admitted to teacher education and hold a pre-service or provisional teaching certificate. This internship must be completed at Piedmont University. 

Registration Name

Internship III

Lecture Hours

0

Lab Hours

40

Credits

6

Offered

Athens and Demorest: Fall and Spring

Student Learning Outcomes

During this internship, students will:

  1. Identify and leverage student assets including personal, cultural, and community assets as well as prior academic knowledge;
  2. Investigate environments and experiences that 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 curriculum resources; discuss developmentally appropriate depth and breadth.
  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 self-using a variety of formal and informal assessments.
  7. Analyze and use assessment data to identify learning patterns.
  8. Cultivate and demonstrate professional behaviors and dispositions as described in the PBDA.
  9. Demonstrate awareness of an a firm commitment to the profession's code of ethical conduct.