Course of Study:  Internship


School: Thomas S Wootton High School, Montgomery County Public Schools

Department: Science Department

Instructor: Lesli Adler, Jackie Alton

Course Title: Science Internship

Credits: Seventy five hours of concurrent internship experience are required for each ½ internship credit.

Single Period: ½ credit per semester (MCPS Course Code: 3511/3512)

Double Period: 1 credit per semester (MCPS Course Code: 3521/3522)



Name: Lesli Adler

School Name: TS Wootton HS

School Address: 2100 Wootton Pkwy, Rockville, MD 20850

Phone: 301-517-8136

E-mail: Lesli_A_Adler@mcpsmd.org


·         Generally none; however there may be prerequisites for those students enrolled in special programs such as STARS and DNAcademy.


Application & Course Registration Procedure:

·         Attend the Internship Information & Recruitment programs.

·         Complete the appropriate application form submit it by the due date

·         Complete the protocol for program acceptance and course registration.


Program Description:

An internship is a career-focused experience in research, business, industry, education, government, medicine, or social service that allows the student the opportunity to explore and clarify career choices in a particular field of interest while working with a mentor at a worksite for a defined period of time. Internships can be paid or unpaid.

Learning on the job can be uniquely beneficial. It requires the intern to use verbal, critical thinking, questioning and writing skills as well as meeting general workplace expectations. No matter what happens- success, failure, or adjustment- the student gains experience and acquires personal information to set lifetime goals.  The experience will:


·         Complement a student’s career goals in a supervised environment

·         Allow students to attain first-hand knowledge about a career in a field of interest

·         Provide students with an opportunity to use the skills obtained in school in a real work environment and learn additional skills associated with the workplace.

·         Allow students an opportunity to experience options they may not have considered to make thoughtful decisions about their continued education and employment


Internships enable students to:

·                  Recognize how personal skills and talents fit into a career environment

·                  Form accurate perspectives of what skills and education are needed to be successfully employed and get promoted

·                  Apply academic learning to practical situations and bring new perspectives back to the classroom

·                  Develop effective interpersonal skills for the work


Program Goals:  The student will connect formal class work learning into the community by bridging the academic present and the professional future.  Internships allow the student the opportunity to explore options and make thoughtful decisions about career interests and continued education.  The Enduring Understandings of this program are:

·         Development of lifelong learning habits and work skills

·         Success in the business community requires commitment and appropriate behavior

·         Develop workplace interpersonal skills

·         Experience a range of choices and opportunities within a career area

·         Importance of setting priorities, self management, and adherence to schedules


Course Objectives: Career development in MCPS strives to link school activities with workplace experiences.  Students will be able to:

1.    Identify a career cluster of interest

2.    Describe the requirements and characteristics of several selected careers within that cluster

3.    Explore the range of choices and opportunities within the selected career area

4.    Determine whether a career is compatible with their interests, values, skills and aptitudes

5.    Observe and participate in activities connected with career clusters)

6.    Participate in preparation for placement and selection of worksite

7.    Apply academic learning to practical situations

8.    Apply out of school experiences to classroom activities

9.    Set priorities, plan use of time, and adhere to a schedule

10. Develop effective interpersonal skills

11. Develop important work habits such as promptness, reliability, and accuracy

12. Develop lifelong learning habits

13. Make the transition from school to post secondary education and career

14. Develop working relationships with adults


The on-site supervisor and intern coordinator will jointly develop individual student goals and assessment measures related to the internship. 


Course Outline

 The following sources provide the basis for this course.  The Secretary’s Commission on Achieving Necessary Skills, 2000 (SCANS), Maryland State Content Standards (MSCS), Skills for Success (SFS), School-to-Work Opportunities Act (SWOA).  Their purpose is to identity the skills students need to succeed in the world of work. Use these resources to understand how the curriculum and instruction enables students to develop performance skills needed to succeed in the workplace.

 Introduction: Orientation

·                  Syllabus & course schedule

·                  Class & school expectations

·                  Submission of course paperwork & permissions

·                  General expectations of the workplace

·                  Safety briefing for leaving school property


Unit 1:  Career and Placement Preparation

·         Identify a career cluster of interest & determine cluster competencies (re: VTEK)

·         Determine a compatible worksite

·         Prepare site search related documents (i.e. resumes, letters, site application, etc)

·         Secure work site placement

·         Develop worksite learning plan with mentor and coordinator


Unit 2: Professional Character I

·         Work site expectations; including personal behaviors and communication skills 

·         Evaluation instruments & use in the workplace


Unit 3: Workplace & School Legal Issues and Personal Safety

·         Legal and safety issues in the workplace

·         Site-specific safety issues

·         Strategies for solving concerns and problematic issues at the worksite


Unit 4:   Workplace Skills

·         Intern’s value & contribution to the organization                   

·         Job task analysis

·         Technology at the worksite


Unit 5: Career Research

·         Identifying careers specific to the intern’s personal and educational needs

·         Examination of all aspects of the industry for a career-specific business or organization

·         Analysis of labor market outlook


Unit 6: Analyzing of Self and Evaluation

·         Self evaluation of the internship experience

·         Mentor evaluation of the intern


Unit 7: Professional Character II

·         Dynamics of site-specific workplace culture

·         Workplace outlook: projections of future workplace needs


Unit 8: Portfolio Revision and Update & Culminating Activity

·         Culminating activity (portfolio, presentation, etc)

·         Revise & update “Portfolio”

·         Recommendations 


Instructional Materials, Supplies and Equipment


Textbook: None


·         Kaser, Ken, Brooks Jr., John, Brooks, Kellye (2007), Making the Most of Your Internship, Ohio, Thomson Southwestern

·         Littrell, J.J., Lorenz, James H., Smith, Harry T., (2004), From School to Work, Illinois, Goodheart-Willcox Company, Inc.


·         "Career and Tech Ed Career Pathway Programs Toolkit." Montgomery County Public Schools, Rockville, MD. July 2010. Web. 02 Aug. 2010. <http://www.montgomeryschoolsmd.org/departments/cte/toolkit/index.shtm>.

·         "School-to-Work Opportunities Act of 1994." Web. 02 Aug. 2010. <http://www.ncrel.org/sdrs/areas/issues/envrnmnt/stw/sw3swopp.htm>.

·         "Secretary's Commission on Achieving Necessary Skills, Employment & Training Administration (ETA) - U.S. Department of Labor." United States Department of Labor. Dec. 2009. Web. 02 Aug. 2010. <http://wdr.doleta.gov/SCANS/>.

·         "Skills for Success: High School Core Learning Goals." Maryland State Department of Education. 1998. Web. 02 Aug. 2010. <http://www.marylandpublicschools.org/MSDE/divisions/careertech/career_technology/publications/>.  (Includes the link to the Maryland State Department of Education Career Development Framework)


MCPS Grading Policy: 

·         90% -100% = A; 80% - 89.5% = B; 70% - 79.5% = C; 60% - 69.5% = D; 50% - 59.5% = E

The following grading system represents a one method of assessment and evaluation that meets MCPS grading and reporting guidelines.  As there are multiple types of internships within MCPS, it may be appropriate for the grading system to be altered or amended to reflect local school program needs


First Quarter of the Semester

There are three categories for grading:

Weekly Logs & Time Sheets – 50% of quarter grade.

·         Based on the percentage of documented work hours relative to the work hours required for the course

·       single period = 37 hours per quarter

·       double period = 75 hours per quarter

·       triple period = 110 hours per quarter

Assignments & Coordinator Evaluation – 25% of quarter grade

·         Based on:

(1) Written assignments, including weekly Reflections

(2) Participation in scheduled seminars

(3) Following internship procedures, including: Communication with coordinator, Punctual & efficient completion/submission of paperwork, etc. 

Mentor Evaluation – 25% of quarter grade

·         Based on the written “Mentor Evaluation” and oral discussions with the mentor during site follow-up visits and communications


Second Quarter of the Semester

Weekly Logs & Time Sheets –50%

Coordinator Evaluation – 25%

Mentor Evaluation – 25%

Final Exam – 25% of course grade (for seniors); separate grade for 11th grade

·         Semester Report (semester 1)

·         Culminating Activity (semester 2)