Introduction

It is our belief that the Internship is the highlight of our graduate program. In the MAT program, Interns have an extensive Internship experience exceeding the 100 days mandated by the state of Maryland for teacher certification. Interns analyze, synthesize, and reflect on academic course materials as they work in school settings. Interns, Mentor Teachers, College Supervisors, School Leaders, and Faculty Advisers are integral to the process. (These roles are detailed and explained in the following section.) Interns gain invaluable experience from observing and assisting their Mentor Teachers and learn important elements of teaching from the entire Internship Team.

Important Note: Because of the integrated nature of St. Mary’s College of Maryland and the internship placement, faculty, course instructors and the Director of Student Teaching may correspond and/or collaborate with any/all members of the internship team (particularly Mentor Teachers and College Supervisors) to discuss internship issues and/or assignments implemented during the internship period.  Every effort will be made, when appropriate, to include the intern in correspondence and/or collaboration. However, the Director of Teacher Education and/or the Director of Student Teaching may correspond and/or collaborate with members of the internship team at their discretion without notice to interns as the situation dictates. Please be advised that the Director of Student Teaching may also appear in your internship setting at any time for an informal visit/walkthrough or an impromptu meeting as the situation dictates. An appearance in your internship setting by the Director of Student Teaching (who is ultimately your advocate) should never by a cause for anxiety.

Orientation

During Orientation, Interns will be given a calendar of the timing of the instructional program. This Orientation session will provide an opportunity for community building and an overview of the program and handbook.  Interns are expected to have completed their required background check prior to Orientation. 

The Internship dates will vary each year, but generally the Summer I Program will provide an initial practicum experience and academic coursework during the summer session. Fall Internships begin when public school teachers return to their schools-generally the third week in August. Interns are required to attend St. Mary’s County Public Schools New Teacher Orientation. Interns continue their school-based work into the second semester and graduate in June. Interns are expected to report to their assigned schools on dates designated by the Director of Student Teaching. 

Internship Placements

The Director of Student Teaching, in cooperation with the St. Mary’s County Public Schools Administration, finds Mentor Teachers in designated professional development schools within the St. Mary’s County School System and selected sites in Baltimore City.  These placements are done as soon as possible prior to the beginning of the school year. The placement is based on the content area expertise and desired certification level of the entering Intern. 

Interns are grouped into cohorts within these schools to provide them with additional mutual support.  Although efforts will be made to accommodate geographical considerations, Interns cannot be guaranteed placement in a particular school or school system.

Important Note: Should problems develop in an Internship placement, the Intern must first contact the Director of Student Teaching. The Director of Student Teaching will, in turn, contact the PDS Liaison, College Supervisor and/or the Recruitment Specialist in the SMCPS as appropriate to discuss the situation and develop an appropriate strategy for resolution. In rare circumstances, it may be necessary for the Director of Student Teaching to change the Intern's placement or to remove the Intern from the Internship entirely. Every effort will be made to take such extreme action in a way that is least disruptive to the school, its students and the Intern. Only one change is permitted.

Assuming Responsibility for the Mentor Teacher’s Classes

First, the Intern must establish a plan with his/her mentor teacher for communication.  The Intern will have additional course obligations that ebb and flow throughout the mentorship.  The Intern may be reluctant to communicate a need for extra support (and perhaps release time from extra duties such as lunch or recess monitoring) to allow for lesson planning that can provide extra time out of school for major projects.

The Intern’s assumption of teaching responsibilities should be a gradual process that is carefully monitored by the Mentor Teacher and the College Supervisor with frequent input from the Intern.  Please review the MAT Schedule of Responsibilities .  The Intern should also observe other teachers and their fellow Interns during both Anchor and Buoy placements.