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Internship Ibm Computer Science Jobs in Michigan

Information Systems, Computer Science, Data Analytics, or related business discipline AND either has a minor, second major, or high interest in a non-technical department, such as: Operations Finance ...

Information Systems, Computer Science, Data Analytics, or related business discipline AND either has a minor, second major, or high interest in a non-technical department, such as: Operations Finance ...

Information Systems, Computer Science, Data Analytics, or related business discipline AND either has a minor, second major, or high interest in a non-technical department, such as: Operations Finance ...

... Computer Science, or another hard science Preference for students who have completed at least 3 years of academic coursework by internship start * Experience with hands-on lab testing and technical ...

... Computer Science, or another hard science Preference for students who have completed at least 3 years of academic coursework by internship start * Experience with hands-on lab testing and technical ...

... Computer Science, or another hard science Preference for students who have completed at least 3 years of academic coursework by internship start * Experience with hands-on lab testing and technical ...

... Computer Science, or another hard science Preference for students who have completed at least 3 years of academic coursework by internship start * Experience with hands-on lab testing and technical ...

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Internship Ibm Computer Science information

What is the difference between Internship Ibm Computer Science vs Software Engineer Intern?

AspectInternship Ibm Computer ScienceSoftware Engineer Intern
Required CredentialsTypically pursuing a Computer Science degree or related fieldSame as IBM internship, often requiring ongoing CS coursework
Work EnvironmentCorporate office, research labs, or remoteTech companies, startups, or corporate offices
Industry UsageUsed across tech, consulting, and enterprise sectorsPrimarily in software development and tech firms
Common Search/ComparisonYesYes

Both internships target students in Computer Science, offering hands-on experience in software development. The IBM internship emphasizes exposure to enterprise solutions and research, while a Software Engineer Intern role focuses more on coding, application development, and software projects within tech companies. The key differences lie in the specific industry focus and potential project types, but both serve as valuable entry points into tech careers.

What are the most commonly searched types of Ibm Computer Science jobs in Michigan? The most popular types of Ibm Computer Science jobs in Michigan are:
What job categories do people searching Internship Ibm Computer Science jobs in Michigan look for? The top searched job categories for Internship Ibm Computer Science jobs in Michigan are:
What cities in Michigan are hiring for Internship Ibm Computer Science jobs? Cities in Michigan with the most Internship Ibm Computer Science job openings:
Computer Teacher

$55K - $94K/yr

Full-time

This job post has expired today. Applications are no longer accepted.


Detroit Public Schools rating

6.1

Company rating: 6.1 out of 10

Based on 23 frontline employees who took The Breakroom Quiz

378th of 538 rated elementary and secondary schools


Job description

Job Description
Job Title
Position Title: Computer Teacher
Location: Various School Locations
Salary: $55,000 - $94,000
Reports to: Principal
Bargaining Unit: Detroit Federation of Teachers (DFT)
Benefits Eligible: Yes
Telecommuting Eligibility: School-based. Not eligible for telecommuting.
In accordance with the Agreement between the Detroit Federation of Teachers (DFT) and the Board of Education of the School District of the City of Detroit, the following vacancy is announced.
Position Summary:
The Teacher offers a rigorous curriculum aligned with the State of Michigan K-12 Computer Science Standards while upholding the mission, vision, and values of the Detroit Public Schools Community District. The teacher collaborates with families and other staff members to ensure students' academic success. The teacher evaluates and monitors students' progress on a periodic basis.
Minimum Qualifications:
  • Possess a bachelor's degree from an institution accredited by the North Central Association of Colleges and Secondary Schools or an equivalent agency.
  • Provide evidence of proficiency in programming languages such as Python or Java, possesses a strong understanding of core computer science concepts, effectively integrates project-based learning into instruction, and differentiates lessons to support diverse learners skills along with holding a Secondary valid Michigan Teaching Certificate or Michigan Temporary Teaching Authorization (T2EA) for the grade level (6-12) at which the course is offered.

Essential Functions:
  • Implement the approved computer science curriculum to align with Michigan K--12 standards and graduation requirements.
  • Deliver comprehensive instruction in programming, algorithms, data analysis, cybersecurity, and physical computing, as outlined in the syllabus.
  • Assist students in fostering computational thinking, problem-solving abilities, and creativity-key skills for achieving success in college and their careers.
  • Guide students to explore college and career paths in computer science, including dual enrollment, internships, and certifications engagement.
  • Integrate relevant tools and technologies, such as coding platforms, development
  • environments, and computing devices into course content.
  • Employ a variety of formative and summative assessments to measure student progress toward learning objectives and adjust instruction to accommodate diverse learning needs.
  • Offer support and interventions to help students meet course competencies and prepare for computer science opportunities.
  • Foster an inclusive classroom culture that encourages risk-taking and student expression.
  • Promote responsible and ethical use of technology, including digital citizenship, data privacy, and online safety.
  • Communicate regularly with students, families, counselors, and administrators regarding student progress, achievements, and opportunities in the computer science pathway.
  • Maintain accurate records of student attendance, performance, and growth using district-approved systems and tools.
  • Collaborate with fellow teachers, counselors, and postsecondary partners to ensure vertical alignment and ongoing student progress in the computer science pathway.
  • Support students in identifying and applying for college programs, scholarships, internships, and industry certifications related to computer science.
  • Participate in district-led professional development and contribute to improving computer science instructions.

  • Security Clearance:
    Internal Applicants
    If you are a current Detroit Public Schools Community District employee, you do not have to submit to a new security clearance, unless your new role requires a different type of criminal background check.
    External Applicants
    In alignment with Michigan law, if you are hired to fill a position, you will be required to submit to a Detroit Public Schools Community District criminal background check. Information regarding required background checks will be shared at point of hire.
    Method of Application:
    Applicants must apply through the online application system. Only applications submitted through the online application system will be considered for any posted position and all applications require a resume to be considered.
    Successful candidates are required to submit official transcript(s) at point of offer to hire. Teaching service outside of the Detroit Public Schools Community District must be verified by the applicant's prior employer(s) prior to hire. It is the applicant's responsibility to provide all documentation (including copies) as requested.
    Applicants requesting assistance during the application process should contact the Office of Human Resources via email at [email protected] or phone at (313) 873-6897.

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