Internship Information

For current interns, please go to the COE Student Internship Canvas Page for more specific information.

Internship Resources

How is the internship structured?

5 year Pathways – Full Year Internship (Elementary, Secondary, and Pk-12) 5 year pathways – 1 Semester Internship (Special Education) Undergraduate or Graduate Programs – 1 Semester Internship 
Fall  M.S in Elementary

  • Enrolled in UMW graduate courses
  • Part-time Internship in local school districts in that includes 2 full days a week for each week during the semester

M.Ed in Secondary/Pk-12

  • Enrolled in UMW graduate courses
  • Part-time Internship in local school districts that includes 4 full-time weeks during the semester
Students complete a practicum placement, no internship. Special Education, or Pk-12 Education (Visual Arts or Music)

  • Full-time Internship in local school districts that requires time in two different grade level placements

Elementary, Secondary or Pk-12 (Foreign Language) Education

  • Full-time Internship in local school districts that requires time in 1 placement for the semester
Spring  Full-time Internship in local school districts Full-time Internship in local school districts that requires time in two different grade level placements Special Education, or Pk-12 Education (Visual Arts or Music)

  • Full-time Internship in local school districts that requires time in two different grade level placements

Elementary, Secondary or Pk-12 (Foreign Language) Education

  • Full-time Internship in local school districts that requires time in 1 placement for the semester

Evaluation Forms

Impact Study

The impact study is a culminating assessment for interns. It is designed to showcase one’s skills in instructional design for a particular context, including alignment of SOLs, objectives, and assessment.  Furthermore, the impact study demonstrates the intern’s impact on students as a result of his or her teaching. It is made up of a demographic profile, an instructional unit, pre- and post-assessments, student data on those assessments, and a reflection.

Under the direction of a mentor teacher and with guidance from a university supervisor, the intern will select a unit or a portion of a unit to be taught for the impact study. The design of the impact study will provide evidence of the ability to plan, implement, and evaluate a unit designed to meet the needs of a group of learners in a school setting.  The intern will also reflect on designing and implementing the impact study to promote ongoing professional growth and development.

The instructional purpose of the unit, the content of the unit, the duration of the unit, the plan for pre- and post-assessment, the lesson plan format, and the implementation schedule will be determined collaboratively by the intern, the mentor teacher, and the university supervisor.

The Impact Study is divided into four categories.

  • Demographic Profile –

The candidate has knowledge of the socio-cultural context of the community, school, and classroom and understanding of how the context influences learners and the learning environment.

  • Unit Plan –

The candidate identifies measurable learning objectives, aligned with the Virginia Standards of Learning, for instruction based on formative and summative assessment data, prior learner knowledge, and learner interest.

The candidate designs a plan that evaluates all learning objectives and includes both formative and summative assessments.

The plan includes pre-and post-assessment of student knowledge to make instructional decisions.

  • Data Analysis –

The analysis of the data is fully aligned with learning goals providing a comprehensive profile of student learning for the whole class including the use of data charts for interpreting data for individual students and groups of students.

The analysis of student learning includes evidence of the impact on student learning toward each learning goal using learner data.

  • Reflection –

Effective Instruction – The candidate connects learning goals, instruction, and assessment results in the discussion of student learning and effective instruction.

Future Practice – The candidate’s interpretation is meaningful, and appropriate conclusions are drawn from the data by identifying discrepancies between what was intended and what occurred, acknowledges what worked and what didn’t as well as defining how to apply what was learned to future instruction.

Due to Family Educational Rights and Privacy Act (FERPA) guidelines, you may not publish your Impact Study in any form. This includes, but is not limited to , your social media, any blog, email, etc. We have to protect the privacy of students.

Kristina Peck, M.A.
Director of Clinical Experiences
Phone: (540) 654-1351
Email: kpeck@umw.edu
Seacobeck Hall, Room 207