Internship for Pre-service Teachers


Emerge Faculty Fellows: Drs. Dana Boddy, Trudi Gaines and Michelle Gaudette and Ms. Karen Evans

The Internship experience is a culminating event where pre-service teachers demonstrate their ability to teach specific subject matter and manage a classroom environment. This year-long experience begins with summer training experiences offered by the Escambia County School system. The student placements begin the first day of teacher pre-planning and end the last day of school. The intern takes partial responsibility beginning the first day of school and gradually increases their responsibility until they have complete control of the class. This experience takes the place of student teaching which is required for program completion and state certification.

The Internship experience meets all of the requirements of a high impact practice as described by Kuh (2008). The pre-service teacher builds a substantive relationship with the mentor and fellow interns as he or she completes the Internship experience. The preservice teacher is expected to engage across differences and ensure the classroom is a place where all children can learn and be treated fairly. Additionally, each pre-service teacher is expected to plan, implement, and evaluate two Unit Plans.

This effortful task requires a pre-test, instructional treatment, and post-test. The analysis of the P12 students’ learning deepens the pre-service teacher’s investment as he or she receives rich feedback from the mentor and university supervisor. The Internship experience provides a perfect transition from theory to practice and prepares the pre-service teacher for the workforce.

The proposed HIP will enhance the Student Teaching experience by requiring the preservice teacher to complete the following activities during the internship:

  1. Meet with the University Supervisor at least twice a month during the first semester and at least once a month during the second semester to do in depth reflection on their classroom experience.
  2. Attend a monthly meeting on Best Practices. After each meeting, interns will submit a reflection on implementation of that practice in their class.
  3. Attend at least two summer training sessions offered by Escambia County
  4. Attend at least two inservice professional development experiences.
  5. Give leadership in at least one extra-curricular school activity such as after school clubs, tutoring, Family Fun nights etc.
  6. Participate in at least one school wide committee.
  7. Submit a revised resume documenting the student teaching experience, certification areas, and specific training during a mock interview experience.
  8. Participate in a mid-year and end-of-year assessment using the Danielson Model. The assessment will be followed up with an evaluative meeting with the University Supervisor and Principal.
  9. Work with University Supervisor to develop specific mid-year goals and end-of-year goals.
  10. After training, implement the daily use of effective technology in the classroom.

High Impact Practices (HIPs) Utilized

  • Internships/Field Experiences

For more information, please contact one of the Faculty Fellows:

Dr. Dana Boddy
dboddy@uwf.edu
(850) 474-2893

Dr. Trudi Gaines
tgaines@uwf.edu
(850) 474-2848


Dana Boddy
Dr. Dana Boddy
Trudi Gaines
Dr. Trudi Gaines
Ms. Karen Evans
Ms. Karen Evans
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