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Teacher Internship Program Jobs in Michigan (NOW HIRING)

Lifelong Learning

Special Education Teacher

Pontiac, MI · On-site

$51K/yr

Eligibility to obtain a teaching permit or teaching internship * Proficient in Microsoft Office, Excel, Word, in addition to a variety of educational software programs • Profficient level of skills ...

Year Up United

Program Facilitator

Detroit, MI

The Program Facilitator is also responsible for driving and leading site-based projects that ... Own and drive all aspects of teaching and assessing a once-weekly Internship Seminar for students ...

New

Water's Edge

Central/Water's Edge Internship

Holland, MI

$14 - $18.75/hr

Participate in structured teaching, mentoring, and reflection opportunities. * Attend staff ... programs. * Observe and shadow leaders in pastoral care, discipleship, and organizational ...

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Teacher Internship Program information

What are the key skills and qualifications needed to thrive in a Teacher Internship Program, and why are they important?

To thrive in a Teacher Internship Program, you need a solid understanding of educational theory, classroom management, and subject matter expertise, often supported by enrollment in or completion of a teacher preparation program. Familiarity with learning management systems (LMS), educational technology tools, and basic assessment software is typically required. Strong communication, patience, adaptability, and a willingness to receive feedback help interns build positive relationships with students and colleagues. These skills are crucial for effective teaching, classroom engagement, and professional growth during the transition into a full-time teaching role.

What is the difference between Teacher Internship Program vs Teaching Assistant?

AspectTeacher Internship ProgramTeaching Assistant
Required CredentialsUsually pursuing or holding a teaching certification or degreeMay require some college coursework in education or related field
Work EnvironmentInternship setting, often in schools or educational programsAssist teachers in classrooms, often in schools or educational centers
Employer & Industry UsageEducational institutions, government programs, non-profitsSchools, educational institutions, tutoring centers
Common Search & Comparison IntentUnderstanding internship opportunities for aspiring teachersAssisting teachers and gaining classroom experience

The Teacher Internship Program is designed for aspiring teachers seeking practical experience and certification, often involving structured training. Teaching Assistants support classroom activities and help teachers manage students. While both roles are in educational settings and may require related credentials, internships focus on training and development, whereas teaching assistant roles emphasize supporting classroom instruction.

What kinds of mentorship and support can I expect during a Teacher Internship Program?

During a Teacher Internship Program, you can expect to work closely with experienced educators who act as mentors, offering regular feedback, classroom management guidance, and lesson planning support. Many programs also provide structured observations, workshops, and opportunities for collaborative teaching. This supportive environment helps interns gradually take on more responsibilities, build confidence, and develop their teaching style while receiving constructive input from both mentors and peers.

What is a Teacher Internship Program?

A Teacher Internship Program is a structured training initiative designed for aspiring educators to gain practical classroom experience under the supervision of experienced teachers. These programs typically combine teaching practice with ongoing mentorship and professional development workshops. Interns observe and assist in classrooms, gradually taking on more teaching responsibilities as their skills grow. The goal is to help future teachers develop effective instructional methods, classroom management techniques, and a deeper understanding of student needs before they begin their full-time teaching careers.
What are popular job titles related to Teacher Internship Program jobs in Michigan? For Teacher Internship Program jobs in Michigan, the most frequently searched job titles are:
What job categories do people searching Teacher Internship Program jobs in Michigan look for? The top searched job categories for Teacher Internship Program jobs in Michigan are:
What cities in Michigan are hiring for Teacher Internship Program jobs? Cities in Michigan with the most Teacher Internship Program job openings:
Teacher Internship Program jobs near you
Practicum and Internship Coordinator, Counseling

Practicum and Internship Coordinator, Counseling

Spring Arbor University

Spring Arbor, MI • On-site

Internship

Posted 22 days ago

Job description

Practicum and Internship Coordinator
Counseling Department
SUMMARY
The Counseling Department is accepting applications for a Practicum and Internship Coordinator to support the M.A. in Counseling (MAC) program. The successful candidate will be committed to the academic and clinical success of all counseling students and will respect and celebrate the diversity and differences found among our students. The person will work closely with counseling faculty and staff to ensure compliance with SAU policies and procedures and adherence to CACREP standards of accreditation.
ESSENTIAL DUTIES AND RESPONSIBILITIES
  • Responsible for the coordination of all elements of the counseling practicum and internship experiences.
  • Respond to inquiries and questions regarding counseling practicums and internships.
  • Be available to students, program supervisors, and site supervisors to help resolve any issues that might develop in practicums and internships.
  • Apply knowledge of CACREP accreditation to all work activities.
  • Monitor progress for students who have been granted extensions for practicum and internships.
  • Work directly with the Counseling Department Chair, program supervisor, and student in cases of dismissal from an internship site.
  • Communicate with program supervisors, site supervisors and students the Concept, Mission, Values, Distinctives, and outcomes of Spring Arbor University and the Counseling program.
  • Maintain and keep current all curricula for the practicum and internship, in conjunction with the counseling curriculum committee.
  • Coordinate student clinical records.
  • Clear students for clinical experience by collecting clinical applications from the program supervisors and process them by checking attendance, the completion of all coursework, GPA, and the appropriate background checks through ICHAT.
  • When students are cleared for clinical experience, contact students and program supervisors to indicate the student is cleared for placement at an internship site.
  • Maintain records related to the counseling clinical activities, including extensive use and understanding of the clinical documentation/tracking software.
  • Ensure the appropriate documentation and licenses for site supervisors is verified and accessible.
  • Work with program supervisors to vet new clinical sites, ensuring they can provide the direct hours and appropriate clinical experience, and to have a fully licensed clinician who can serve as the site supervisor.
  • Build relationships with potential clinical sites in the community and take the necessary steps to initiate and approve new clinical sites as needed.
  • Maintain a central record of approved placement sites.
  • Be knowledgeable of school and agency counseling policies and procedures.
  • Keep the Internship Manual current.
  • Identify and train the program supervisors who teach the case conceptualization, practicum and internship courses and who oversee the placement of students in internships.
  • Conduct appropriate training and orientation for students and site supervisors.
  • Train site supervisors and program supervisors regarding the usage of clinical tracking software.
  • Provide and monitor supervision training for site and program supervisors.
  • Assist the Counseling Department Chair with accreditation reports and issues.
  • Assist with the development and maintenance of a strong professional atmosphere in the counseling department.
  • Maintain a professional counseling identity, including memberships in professional associations.
  • Other duties as assigned.
QUALIFICATIONS
Attention to detail and exceptional organizational skills are essential. Willingness to assist as a team member in the program's implementation and ongoing review of CACREP standards. Good interpersonal, communication, writing skills and the ability to work effectively with faculty is important. Ability to prioritize and complete multiple tasks. Experience with Excel spreadsheets and MS Word is required. Individual will exhibit a life and service that is in full accord with the Spring Arbor University Concept, Statement of Faith, and Community Covenant.
EDUCATION and/or EXPERIENCE
An earned Doctorate degree in Counselor Education and Supervision is strongly preferred; master’s degree in Counseling is required. Successful college teaching experience online is desired, and experience working in multicultural academic environments is preferred. Experience with counseling and supervising clinical internships is helpful. Faculty rank may be assigned for the candidate with an earned doctorate who meets faculty standards for SAU and CACREP.
Experience working in multicultural academic environments preferred and individuals from diverse populations are encouraged to apply.
Spring Arbor University is an Equal Opportunity Employer. We believe it is our moral and legal obligation to meet the responsibility of ensuring that all management practices regarding employees are conducted in a nondiscriminatory manner. In compliance with Title VII of the 1964 Civil Rights Act, and other applicable federal and state statutes, all recruiting, hiring, training, and promoting for all job classifications will be administered without regard to race, color, ancestry, age, sex, national origin, pregnancy or childbirth, disability, military veteran status or other applicable status protected by law, including state of employment protected classes. It is, therefore, our policy and intention to evaluate all employees and prospective employees strictly according to the requirements of the job. All personnel related activities such as compensation, benefits, transfers, job classification, assignments, working conditions, educational assistance, terminations, layoffs, and return from layoffs, and all other terms, conditions and privileges of employment will be administered without regard to race, color, ancestry, age, sex, national origin, pregnancy or childbirth, disability, military veteran status or other applicable status protected by law, including all applicable state of employment protected classes. Spring Arbor University is a Christian religious-affiliated organization; and as such, is not subject to religious discrimination requirements; the University’s hiring practices and EEO discrimination practices are in full compliance with both federal and state law. Federal law creates an exception to the “religion” component of the employment discrimination laws for religious organizations (including educational institutions) and permits them to give employment practice preference to members of their own religious beliefs.

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