Preparation Team 2
Internship: TE 801-4 Course Work
course work associated with the internship serves two important
purposes that are critical to meeting the Professional Teaching
Standards: connecting study with practice; and constructing reasoned
positions on a range of issues.
study with practice. By
the time the internship begins, interns and their instructors have
invested a good deal of time and effort in studying the options for
managing classrooms and motivating students; for accommodating
diversity; and for planning, teaching and assessing in language
arts, mathematics, social studies, and science. As yet, however,
interns have had only modest opportunities to practice those options
or to connect their studies to classroom situations and teacher
actions, particularly in a situation that allows them to see their
actions unfold across a school year. If interns do not get that
practice and achieve those connections, much of their prior learning
may be overwhelmed by the immediate demands of daily classroom life.
year-long internship enables novices to:
beyond the introductions to the teaching of literacy,
mathematics, social studies and science that they experienced in
TE 401 and 402
them to connect earlier studies with their actions as teachers,
so that they more likely can continue to draw on those studies
over a period of years in teaching
upon their introductory-level knowledge to help them develop
skill and proficiency in applying new knowledge in
context-specific situations--at this
grade level, in this
school, in this district.
guided practice and continuing coursework in the intern year
provides a reasonable opportunity to make such connections.
clear about issues. As
interns begin the intern year, the volume and the intensity of their
experience in the position of teacher rises very rapidly.
In a far more intense and practical way than they could have
done at any time before the internship, interns begin to recognize
more of the full range of responsibilities of a teacher.
They begin to see more clearly that important issues are at
stake and sometimes are debated in schooling.
They begin to discover that they must be able to give good
reasons for what they do, and that "I prefer," "I
believe," and "my style" are not good enough reasons for
a teacher's actions.
they are to cope and to grow in their first years of teaching, they
must begin now informing themselves about, and constructing several
informed and reasoned positions on, a number of issues in teaching.
they decide how to treat a portion of the published curriculum,
choose or make instructional materials, make or choose
assessments, host parents at back-to-school nights, or discuss
the curriculum with colleagues, they will need clear,
well-developed stances about what is important to learn and to
teach in literacy, science, social studies, math, etc.
they design activities, plan lessons, implement those lessons in
the class, administer tests and other assessments, or explain
their practice to parents or administrators, they will need a
thoughtful stance about how children learn worthwhile school
subjects and how adults help them to do that.
a parent makes a proposal or demand regarding the education of a
child, they will need to have clearly thought out their roles
and responsibilities for each child's education--whether
they are responding simply as a stand-in for the parent, or as
an employee of the school, or whether they might have some
independent guardianship responsibility with separate and
distinct duties. This
is not an easy question; it is an important one.
they make rules, administer discipline, assign grades, compose
student groups, decide whether to persist with a topic or move
on to another topic, or decide how to allocate their time among
students, they will need a clear, informed, and well-reasoned
position about educational opportunity, fairness, or justice.
in future years they are evaluated by principals, they should
be informed about the various approaches to evaluating teachers
and their relative contributions to the teacher's growth.
they are asked (or told) to attend professional development
activities, they should know the characteristics of useful
professional development activity, so that they can make
informed choices and remedy the defects of activities that they
practice work and courses. An internship is not
merely full-time teaching with courses piled on top. An internship is a complementary set of experiences that
include guided practice, advanced study, and reflection and writing
about classroom experiences. The course instructors make every
effort to create assignments that connect closely with interns'
ongoing classroom teaching and assessment practices.
Therefore, interns who take assignments seriously as
opportunities to learn in and
from their practice are more likely find course assignments to
be meaningful, and to understand why it is important to find time in
a crowded schedule to work steadily on those assignments.
as course instructors need to be flexible about their course
requirements, CTs need to be sensitive to the ebb and flow of each
semester, and be flexible about demands on interns' time when course
work requires their attention.
Collaborating teachers are in a unique position to help
interns to make essential connections between their course work and
practice work by talking with them about the course work and looking
for opportunities to make those connections.
If the intern is having trouble seeing or making connections,
that could be a signal that either the field instructor or course
instructor may need to provide additional support for the intern,
and the CT can play a key role in helping them understand that need.
the courses are organized.
The approved design of the program allocates to each
800-level course 30 hours of course time when interns meet
with course instructors on campus (according to the Team Two
calendar), plus an average of 3 hours per week (per course) for field
work that is complementary to the interns' classroom-based work
(either within the classroom, the school, or in the community).
Instructors provide suggestions for the use of the
"field time" to interns, CTs and field instructors, who
then work together to develop meaningful uses of that time.
In response to the various "phases" of the
internship, 800-level course instructors make very large
adjustments, squeezing their courses into 10 three-hour meetings
that make room for three consecutive weeks of full-time
participation in schools in the fall and eight consecutive weeks in
the spring. Just as instructors are sensitive to increased demands on
interns' time during certain weeks of each semester, so too must CTs
be sensitive to demands on interns' time to complete required
projects, discussions and presentations.
Ongoing study and reflection is an essential part
of a year-long internship.
for TE 801 through TE 804.
TE 801 through TE 804 are graded on the 0.0 to 4.0 scale.
In accordance with the academic standards of the University,
students at the Lifelong Graduate or Graduate level must receive at
least a 2.0 to be awarded credit in TE 801, TE 802, TE 803, and TE
804. Also, teacher candidates must maintain a cumulative grade point
average of at least 3.0 to remain in good standing.
Because TE 801 is a prerequisite for TE 803, and TE 802 is a
prerequisite for TE 804, interns who receive below a 2.0 in either
prerequisite will have to retake that course before proceeding
further in the internship. All of these courses are necessary to be
recommended for certification; those who receive below a 2.0 in any
of these courses will not be recommended for certification.
dangers of incompletes.
Because TE 801 and 802 are prerequisites to the spring
semester courses, grades of Incomplete for TE 801 or TE 802 must be
finished before the beginning of the following semester; an intern
with an unresolved Incomplete grade will not be allowed to continue
in the internship. It
is best to avoid incompletes entirely.