EDSS 5372A / EDST 5372B – Internship in Student Teaching

COURSE OVERVIEW:

This field-based internship provides teacher candidates with supervised clinical experience in authentic classroom settings. Students complete either the first or second semester of a two-part sequence, gaining hands-on teaching experience under the guidance of cooperating teachers and university supervisors. Teacher candidates will assume increasing responsibility for classroom instruction, including lesson planning, curriculum implementation, classroom management, assessment, and parent communication. The internship emphasizes reflective practice, professional growth, and application of pedagogical theory to real-world teaching contexts. Students will demonstrate proficiency in state teaching standards, differentiate instruction for diverse learners, and develop skills in data-driven decision making. Regular observation, feedback, and reflection sessions support continuous improvement and professional development. Prepares teacher candidates for successful transition to independent classroom teaching through authentic, mentored practice in K-12 educational settings.

Prerequisites: Completion of education coursework and admission to teacher preparation program. Background check and other state certification requirements must be met prior to placement.  I have taught this course 5 times: (Fall 2021, 23, and 24; Spring 2022, 23, and 24).

 SAMPLE SYLLABUS:

• Spring 2024

Sample Course Assignment:

• Classroom Observation

• Sample Exemplar Below 

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COURSE REVISION STATEMENT

Since first supervising EDST 5372-A/B: Internship in Student Teaching in Fall 2021, I have refined the course to provide teacher candidates with a structured, equity-centered pathway from coursework into authentic classroom practice. This internship, which serves as the capstone of the teacher preparation sequence, is designed to immerse candidates in supervised clinical experiences where they gradually assume responsibility for lesson planning, instruction, assessment, and professional communication. My revisions have focused on ensuring that candidates not only demonstrate proficiency in state teaching standards but also develop reflective and adaptive practices that prepare them for long-term success as classroom teachers.

In its initial iterations, the internship emphasized observation, gradual release into teaching responsibilities, and summative evaluation of candidate performance. Over time, I deepened the developmental supports by embedding structured reflection protocols, data-driven goal setting, and targeted feedback cycles that provide candidates with more actionable insights into their teaching. These refinements reflect the expectations of the CEC Advanced Preparation Standards and CAEP’s emphasis on clinical partnerships and practice, ensuring that candidates demonstrate growth in assessment, instructional design, and collaboration while receiving ongoing mentorship.

Since this course began in the post-pandemic context (Fall 2021 forward), a significant focus of my supervision has been on helping candidates navigate hybrid teaching environments, technology integration, and the social-emotional needs of students re-entering classrooms. I incorporated assignments that required candidates to analyze how lesson design, management, and family communication adapt in digital and face-to-face settings. These experiences allowed candidates to practice resilience and flexibility while reinforcing state standards for effective and ethical practice.

The internship also aligns closely with the 2024 Louisiana Department of Education Teacher Preparation Competencies, particularly in instructional planning (Competency D), differentiation and behavior management (Competency F), and family engagement (Competency I). Candidates are expected to demonstrate these competencies through lesson observations, professional collaboration, and final evaluations that measure their ability to connect pedagogy to diverse learner needs.

Across the seven times I have supervised this course, I have strengthened candidate preparation by refining observation rubrics to emphasize equity and responsiveness, embedding peer collaboration sessions for shared problem-solving, and increasing opportunities for candidates to integrate theory from prior coursework into clinical decision-making. Candidate reflections consistently reveal greater confidence in designing inclusive instruction, managing classrooms with empathy and structure, and engaging families as partners in learning.