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When New Market Middle School language arts teacher Laura Aurandt teaches her sixth-graders how to write a newspaper article on a pet, team sport or art project, she usually would have to split up her kids or split up the lesson during a few days to accommodate questions.

But instead, she said she split her class into two groups on Wednesday and taught one half while student intern and future teacher Beth Everist taught the other. Both fielded the questions from different sides of the room.

Teamwork is the name of the game for the two. Aurandt said with the full-time student intern, students get more individual attention.

"We've been able to do a lot of breaking kids up into groups," she said.

Everist, a Mount Saint Mary's University student, has been paired with Aurandt for the semester-long internship that all future teachers in Maryland must complete.

Everist, who previously interned at a high school, said one of the most surprising things about her students so far has been their innocence.

"It's funny what they think is appropriate," she said.

For student teacher and intern Catherine Mills, Aug. 31 was her first back-to-school day at the head of the classroom. The McDaniel College graduate joined staff members on Aug. 24 at Parr's Ridge Elementary for meetings and lesson planning the week before students filled empty desks.

"They threw me in," she laughed. "I'm pretty much following Ms. [Sharon] Rech wherever she goes. ... I'm like her shadow."

But as an intern, Mills won't be a shadow for long — she gradually will filter into lessons and teaching.

"The goal is to be fully teaching," she said. Then, as the semester-long internship ends, she gradually phases out as well.

Sue Travetto, coordinator of teacher professional development at McDaniel College, said an old student teaching model often had an intern on their own often, but not so with the new plan.

"The teacher does not disengage," she said. "We really advocate a co-teaching model — the benefits of that are so great."

She said the extra set of hands and eyes are helpful; it's only the lead aspect that changes.

"The mentor starts as the lead and the intern starts as support; as the semester goes on, that changes," she said.

She said the new intern concept is better for all involved. Teachers know their class even after the intern leaves, and interns are coming out of their semester with more confidence.

"It keeps people in the profession longer," she said. "They really know what to do, they're really prepared... they feel like they can do it."

Aurandt, who has had interns in the past, said even the physical act of setting up the room can help orient student teachers.

Everist said even with just two weeks experience she's learned a lot about organization and how to be one step in front of the kids.

Maryland is the only state that requires involvement from interns for two semesters, the first being two days per week, then the second semester being full-time, Travetto said.

Everist, who pays for the internship just like other college classes, said she's putting about 10 hours per day into the internship — including the school day and lesson planning.

The extended involvement leads to being connected with schools, staff and community — valuable support during an often grueling semester.

"We really have created the model for the nation," Travetto said of Maryland's requirement.

Before school even started, Mills recognized the effort the semester would take.

"It's a lot of work, but I'm enjoying it," she said of the preschool preparation as she cut out laminated sheets of writing instructions for Rech last week.

She said she was happy about her classroom assignment with second-graders.

"I think it's a good age," she said. "They're excited about learning and being here."

Rech said it was her first time working with a student teacher, an opportunity she's excited about.

"She's really doing exactly what I do through the whole day," she said.

Last year, Parr's Ridge Elementary became a professional development school, creating a partnership with McDaniel College for student teachers.

With the partnership, the schools accept the interns and in turn the college provides resources and support. "It's a nice reciprocal agreement," Travetto said, comparing the arrangement to a teaching hospital.

She said Parr's Ridge Elementary is the college's newest professional development school.

Rech, who is hosting a student intern for the first time, said it was one thing to be a teacher, but another to show someone how to be a teacher.

"I think it's going to be a great experience for both of us," she said.

For McDaniel College, host teachers must have at least three years of teaching experience and have demonstrated certain skills with their teaching. "Many teachers know how to intuitively mentor," Travetto said.

Paula Gordon, Professional Development School director at Hood College, said mentors gain from the experience along with the students.

"We've had many mentors say it really helps them reflect on their own practice," she said. "They're working with someone else and discussing everything they do — it really helps them hone their own skills."

The internship is just one of the many steps the state requires for certification.

Gordon said Hood College partners with 18 schools throughout the area. Even before the internship, education students have been in other schools.

"We try to make sure all students have experience in different socioeconomic schools based on diversity," she said.

"We want to make sure they have exposure to all the different schools ... the students these days are really immersed in the culture and the community."

acochrun@gazette.net