Admission to Internship

Admission to Internship

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The programs, which are specifically designed to prepare teachers, represent a cooperative effort by all departments involved in the preparation of teachers. Coordinated by the Teacher Education Council, the total program of Teacher Education consists of the General Education Requirements, professional education courses, including a sequence of clinical experiences and student teaching, and an academic specialization appropriate to the generally accepted philosophy and objectives of the respective programs.

Conceptual Framework: "Teacher as Reflective Facilitator of Learning"

The School of Education at Coppin State University is committed to preparing competent "reflective facilitators of learning." The primary thrust of the Teacher Education undergraduate programs is to train systematic planners, instructional leaders, effective communicators, reflective decision makers, and evolving professionals. To accomplish this goal, the faculty will provide reflective facilitators of learning with the necessary educational experiences that will enable them to deliver educational services designed to assist all children and youth to attain their optimal potential as productive members of society.

Teacher Education Programs

The School of Education offers undergraduate majors for the preparation of teachers in the areas of early childhood, elementary, and special education. Programs leading to certification in secondary education in English, mathematics, history/social studies, biology, and chemistry have been deactivated as of fall 2014. Each Teacher Education program is built upon a sound liberal arts foundation and is designed to enable students to acquire the skills, knowledge, and understandings, which all teachers should possess. All students in Teacher Education must meet the General Education Requirements.

Student choices of courses should be made with the guidance of an advisor for the following reasons:

  • specific General Education courses may be required for certain majors;
  • additional credits may be required in certain subject areas;
  • grades below "C" in certain courses may not be acceptable.

The Teacher Candidate Performance-Based Assessment

The academic standing and progress of all teacher candidates must be reviewed at three strategic phases as they matriculate toward graduation. These strategic phases are as follow:

  • The "Readiness-to-Enter the Teacher Education Program" Performance Assessment (i.e. entrance to the program);
  • The "Assessment, Reflection and Refinement-As-Learning" Performance Assessment (i.e., mid-point in the program); and
  • The "Reflective Facilitator of Learning" Performance Assessment - Entrance into the Education Profession (i.e., exit from the program).

Please obtain, from your Chairperson, and read The Undergraduate Teacher Candidate Performance-Based Assessment Manual and consult with your advisor for further details. This Manual will be distributed during EDUC 202, when the Phase I Portfolio is developed.

Declaration of a Teacher Education Major

All degree-seeking students must officially declare a major. Admission to Coppin State University is not an automatic guarantee of admission to a major program. Each major department interviews and accepts its own students. Students must complete necessary developmental courses and at least 30 credits of university-level work before declaring a major.

Students who are eligible to declare a major should follow these procedures:

  • report to the selected department office to obtain a Declaration of Major Form;
  • obtain an unofficial copy of the transcript from the Registrar's Office;
  • make an appointment to see the appropriate department chairperson;
  • complete an interview with the chairperson and another faculty member;
  • obtain acceptance in the major; and
  • return the completed form to the Academic Advising and Testing Office.

Admission to Internship

All candidates who have been admitted to internship must apply for student teaching at least one semester before the experience is to begin.

By the end of the semester in which the application is made, students must have:

  • completed all General Education Requirements;
  • acquired a 2.50 cumulative grade point average;
  • earned a grade of "C" or higher in all professional and methods courses;
  • passed the physical examination;
  • received the approval of the chairperson of the department in which the applicant will intern;
  • completed Phase II of the Undergraduate Performance-Based Assessment Portfolio: Admission to Internship
  • passed the interview with the Internship Review Committee;
  • obtained the qualifying scores established by MSDE on Praxis Core;
  • taken the appropriate Praxis II exams; and,
  • received the approval of the Teacher Education Council.

Teacher candidates are recommended for certification only when they have:

  • successfully completed all course requirements of a particular program;
  • successfully demonstrated continued competence, aptitude, and potential for satisfactory success in teaching;
  • met the State of Maryland cutoff scores on Praxis Core & II; and,
  • Completed phase III of the Undergraduate Performance-Based Assessment Portfolio: Exit from the Teacher Education Program.

The State of Maryland certification requires teacher candidates to meet a specific cutoff score on Praxis Core and II.

Related Forms

Internship Application

Application for Admission to Teacher Education

Internship Handbook

Disposition Assessment Form (Self-Administered)

Checklist for Admission to Internship

Intern's Health Status Form

Intern's Profile Sheet

Checklist for Exit from Internship