Internship Information Bachelor of Education (Primary, Secondary & Early Childhood) - PowerPoint Presentation

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Internship Information

Bachelor of Education (Primary, Secondary & Early Childhood)

Internship Overview

Duration: 5 weeks

On completion of all university coursework

Following successful demonstration of the APST (Graduate Level) in Professional Practice 4

An

Internship

Authorisation

is granted by the Queensland College of Teachers

Authorisation

covers specific dates

Outcomes align with the Australian Professional Standards for Teachers (Graduate Level)

How does the Internship Program work?

Preparation of a plan

50% face-to-face responsibility for the mentor’s class / classes

Participation in at least one school co-curricular activity

Maintenance of a working portfolio including planning, reflection, information and records on student learning

Clarification of terms in the agreement

Negotiate with the mentor a teaching program

with up to 50%

face to face

responsibility

for the mentor’s classes

See

Mentor Teacher Information and Guidelines in the following sections:

Overview (p. 1, (b) + (c)); Guidelines (p.1, dot point 5) and Role of mentor, (p.3, dot points 1 & 4

)

50% responsibility

refers to the extent of unsupervised face to face teaching time that is experienced by an Intern i.e. non-contact time for mentor teachers

Some Rules (See Page

4- Mentor Teacher Guidelines booklet)

Interns are not

Internal relief

Internships are not

An extended supervised practicum

These rules

mean

that mentor teachers have

non-contact time

which can be used for professional development but

not

for substitute teaching.

Absence during the Internship (See p.4 – Mentor Teacher Guidelines)

Permitted absences e.g. attendance at interviews or exams

Absence

for valid and substantiated reasons of up to 3 days – waived

Unsubstantiated absence – must be made up

Over 3 days and up to 2 weeks – professional judgment by mentor in conjunction with university coordinator

Reporting

Intern – Self-reflective statement

Week

3

Reflection on the outcomes for students and the school community and inclusive of a personal professional philosophy

Mentor

–Feedback on the self-reflective statement

Week

4

V

erification of

the Intern’s

claims made on the self-reflective statement only – See page 25 Mentor Teacher Guidelines booklet)

Internship

Statement of Completion

Conclusion of

internship

Signed verification of the length of the Internship

Self-reflective statement

Maximum 1000 words

Refers explicitly to the APST

Emphasis on evidence and outcomes for students and the school community

Inclusive of a personal philosophy on teaching and

learning

Example of a self-reflective statement (

Introduction)

During my

Internship,

I have been able to

enhance my application of the knowledge and skills described in the

Australian Professional Standards for Teachers (Graduate Career Stage

) to support student learning and engagement.

I believe that students are capable, competent and diverse individuals who make sense of the world around them when they are actively engaged in their education. Consequently my role as a teacher is to plan around the strengths, needs, interests and backgrounds of my students and design learning experiences that support their growth and success.

Example of outcomes– Links to Standards 2 & 3

I have:

Embedded numeracy across the curriculum by teaching the use of graphs, statistics and timelines for communicating ideas in a geographical

inquiry.

Explicitly taught the organisation and features of a genre required for final summative tasks in English and History through the use of scaffolding and modelling (“I do, we do, you do

”).

Developed a reading comprehension program that teaches the skills of effective reading using strategies for before, during and after reading

Example of outcomes – Standards 2 & 3

I have devoted time to the explicit teaching of language and literacy through grammar and vocabulary exercises,

ability-based

reading and comprehension activities and scaffolded writing through activities such as journal writing, persuasive texts and poetry.

In numeracy, I have modelled core concepts such as the addition of mixed numbers, extended division and conversion between fractions and percentages before creating investigations that required students to apply these skills to real world problem solving.

Example – Relationships: Links to

Standard

4.1

& 7.3

Over the course of my internship, I have built a rapport with my students that allows them to feel supported and encourages them to contribute ideas to class discussions. This rapport has been especially important for a small group of disengaged learners who were low performers in literacy. My teaching methods of cooperative learning and modelling have seen these students improve in their school work and demonstrate strategies for self-regulation that have resulted in relationship benefits with their peers and other teachers.

I have

enhanced

these relationships through my involvement in extra-curricular activities such as sport coaching and stage management for the upcoming theatre restaurant. These activities helped me to build an understanding of the school community and engage with parents, colleagues and students from many classes outside the classroom environment.

Example: Standard 1 plus related philosophy

Standard 1: Know students and how they learn

I believe students are capable and competent in directing their own learning and understand my role as a teacher as involving a deep understanding of student strengths, needs and interests as an integral aspect of creating relevant and engaging curriculum for all students

Evidence:

Comprehensive class and student profiles that include interpretation of assessment data, and records of social, language and behaviour for each student

Differentiated lessons with modified tasks, mixed ability grouping and personalised learning goals that contribute to the success of all students

Collaboration with learning support teachers to ensure continuity and support for students with ASD and ADHD within the classroom

How can you support an intern’s induction into the profession?

Opportunities to extend and

enhance professional knowledge and skills

through experience and observation of other settings / year levels

Difficult areas to gain

experience (collegial discussion and modelling)

Engagement with parents and carers

Engagement with external and internal professionals

Using specific databases and IT systems

System priorities

Interpreting student data

Moderation and reporting

L

iteracy

and numeracy

improvement agendas

Interns “at risk”

It is possible to fail an Internship!

An Intern who is unable to maintain expectations for planning, teaching, managing the learning environment and assessing and recording student learning can be placed at risk and the Internship reverts to a supervised placement.

The University Coordinator must be contacted and a support plan

created. (See the Mentor Teacher Guidelines for further information.)