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and Civic Engagement (CSLCE) at MSU.  Community partners, including schools, after-school programs and community-based organizations can contact CSLCE for more information about registering with that organization.  When completing your organization’s application, be sure to mention your interest in working with MSU teacher candidates and the contributions you expect experiences in your program or organization will make to teacher candidates’ growth.

Learning to Mentor a Pre-internship Candidate

Whether partnering with an MSU instructor in the delivery of a pre-internship course on-site, working with pre-internship candidates a few hours a week as they observe your classroom practice and learn to enact aspects of it, or supporting prospective teachers in learning from service to their communities and to learners, all forms of mentoring teacher candidates rely on both the mentor’s expert knowledge and practice, and specific strategies for maximizing teacher candidate learning in their context.  Mentors in the pre-internship phase access resources and work with MSU course instructors to create educative experiences for candidates in placement sites, to provide access to expert practitioner thinking, and to help candidates learn to think about their developing practice.  While less intensive than mentoring an intern for a full year, mentoring pre-interns can also be an important context for ongoing growth as an expert teacher and teacher leader.  Some ISDs sponsor SCECHs for teachers in their counties who participate in pre-intern mentoring and field experiences.  Pre-internship mentors should contact their ISDs for more information.


All teacher educators, including mentors, play a vital role in the assessment of the teacher candidates in their care.  Formalized assessment of pre-internship candidate progress in field-based work takes place, at minimum, at the end of every semester, but mentors and instructors use ongoing communication and regular observation of many aspects of the intern’s developing practice to inform those assessments, seeking support from program leaders and school or site administrators as needed.  Mentors and course instructors reflect on candidate performance, plan for growth in their practices with pre-interns and contribute to a shared conversation about the preparation of candidates for success in the internship year and beyond.

Becoming an MSU Instructor

龙八国际官网在线 MSU Course and Field Instructors

MSU’s teacher education faculty includes some of the leading experts and most promising new scholars in the field of teacher education.  All of these faculty members participate in the teacher certification program as course instructors and/or field instructors.  In addition, the prestigious Curriculum, Instruction and Teacher Education (CITE) doctoral program in the MSU Department of Teacher Education prepares the next generation of teacher education scholars through academic and research opportunities and ongoing practical experience.  Teaching in the teacher certification program under the mentorship of the MSU faculty is part of their world-class preparation.  And, some accomplished P-12 classroom teachers and administrators seek new opportunities to lead by pursuing employment at MSU as fixed-term faculty course and field instructors.  Collegial work among instructors from these varied backgrounds strengthens the practice of MSU’s corps of campus-based teacher educators.

Applying to be an MSU Course or Field Instructor

Visit the CITE website to apply for the CITE doctoral program. 

To learn about joining the fixed-term faculty ranks in the Department of Teacher Education, contact the Department of Teacher Education at coete@msu.edu.