1. A Model for a Year-long Apprentice Teaching Internship
Joanne E. Goodell
Jim Kilbane
Cleveland State University

2. CSU field experiences Step 1 – 2 rotations, 18 hours, grades 6-8
Classroom Interactions, 40 hours, grades 6-8
Apprentice Teaching 1, 80 hours, grades 9-12
Separate course but concurrent enrollment with PBI
Apprentice Teaching 2, 12 weeks, grades 9-12

3. Background
CSU’s previous licensure program had many more field experience hours than the Uteach model in AT1
The purpose of AT1 (practicum) is to prepare students for AT2 (student teaching)
AT2 placement continues in the same school unless a change is necessary

4. Rationale
Step 2 is 9-12 because we wanted candidates to experience their content area before AT1
AT1/2 is 9-12 since that is where most will seek employment, and there may be a bias against candidates who have limited 9-12 experience

5. Benefits and Tradeoffs
Start new year with the students and the teachers, experience opening “chaos” after census, learn to go with the flow
Planning for 3rd quarter (when they are supposed to be teaching their edTPA unit) occurs in 2nd quarter
Year-round schools have 10 week periods, our students can start aT2 before winter break

6. Staying with same mentor for whole year builds strong relationship, lessens transition period
Increases time when able to be fully responsible for entire schedule
Decreases variety of experiences, can be problematic for single field science license, but we have only integrated science

7. AT2 in spring intersects with state mandated standardized testing schedule
Candidates who get delayed find it very difficult to complete edTPA and other requirements

8. What are we NOT willing to give up

9. Roundtable Discussion Questions
What are you not willing to give up and why?

10. Roundtable Discussion Questions
If you could change some aspect of your program, what would that be and why?