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key stakeholders. This role encompasses conceptualising, modifying and reviewing
each element of the program.
Department Coordinator In Western Australia, the workforce and planning
directorates provided invaluable support for universities. Funding opportunities that
align with their areas of priority and shortage have benefitted the entire range of
internship programs including Western Australian Combined Universities Training
School (2012–2014), Edith Cowan’s Residency Program (2011–2014), Teach for
Australia (2013) and Murdoch Internship Models including Pilbara Cities Internship
Program (2014–2017).
Essential Processes
The process for selection, induction, professional learning, monitoring and reflec-
tion is typically conducted over 18 months. The selection is completed 6 months
prior to the beginning of the program. An effective communication channel for all
participants is a priority for operationalising internships (Broadley et al., 2013 ;
Foxall, 2014 ; Sclanders, et al., 2014 ). The MIMs’ program provides instructions
around roles, responsibilities, milestones, professional learning opportunities,
assessment timelines and operational milestones. In addition, MIMs utilised an
electronic platform to support an online community of practice. This was consid-
ered an invaluable learning tool for the internship (Broadley & Ledger, 2012 ) and
provided a ‘third space’ for reflecting on their practice. Although the MIMs differ
slightly within each of the school contexts, the essential components remain the
same as outlined below.
Essential Components
- A full calendar year program where interns are based in partnership schools
whilst enrolled externally in their initial teacher education program. - A selective entry program based on high academic performance and identified
positive disposition to teach. - A range of professional learning opportunities throughout the year is offered
for interns and mentors including inductions both collectively and in situ, ongo-
ing site-based professional learning and university workshops each term. - Mentors complete the national online supervising preservice teachers’ modules
as a baseline requirement. Additional mentoring professional learning is
provided including Hudson and Bird’s ( 2015 ) Mentoring for Effective Teaching
program. - A combination of two block placements (10 days +50 days) and 50 distributed
immersion days across the year (100 total days).
S. Tindall-Ford et al.