They said: We are afraid. Come to the edge, he said. They came. He pushed them…and they flew. Guillaume Apollinaire

MAT 2.0 The professional Route to Licensure “There IS room for excellence!” Fall 2016 Mentor Training

Today’s agenda MAT Overview Roles and Responsibilities Internship Rotation Cycles Internship Realities Assessment Changes

Admission to Program Teacher candidates (TCs) must Pass Praxis CORE or obtain cut scores on ACT or GRE Complete two UG courses in CIED.* Complete undergraduate degree Apply for admission to graduate school Earn 3.0 in last 60 hours of UG coursework Take the Praxis II Content Area Test Submit a portfolio with three letters of recommendation Interview with faculty

Course Schedule for Program SUMMER FALL SPRING Learning Theory Disciplinary & Interdisciplinary Literacies in Education Capstone Research Seminar Curriculum Theory & Development for Teachers Assessment, Evaluation, and Practitioner Research Methods II Social Justice & Multiculturalism in Education Second Language Assessment Internship Experience   Methods I Intercession: Classroom Management Field Experience

Faculty’s Role Teach coursework Direct action research projects Advise Guide interns through job application process Provide resources for professional development Collaborate with mentor and field experience coordinator

Field Experience Coordinator’s Role Serve as liaison between mentor, TCs, departments, and university faculty Provide constructive feedback and support to TCs through scheduled cohort meetings at each partner school Observe teacher candidates as needed: one scheduled formal observation Assess students on reflective quality of internship (interns submit reflection papers every 2-3 weeks to FEC)

Mentor’s Role To facilitate intern’s growth as a professional by providing guidance In teacher-student interaction In teacher-teacher interaction In teacher-staff/administration interaction In teacher-parent interaction In teacher-community interaction In classroom management In lesson planning In instructional design and delivery In assessment In integration of technology In time management In becoming a professional educator To maintain communication with UA faculty, school liaison, and FEC

Definitions of Mentoring  A process supportive of the transformation or development of the mentee and of their acceptance into a professional community. A one-on-one process that is workplace-based with contingent and personally appropriate support for the person during their professional acclimatization, learning, growth, and development.   *Bailey in Burns and Richards, 2009

What Mentors Are  Models of a way of teaching and of “being a teacher” in the context Acculturators helping mentee integrate into the context and community Supporters for the emotionally charged process of transformation   Sponsors to introduce mentee into professional community Educators to scaffold the process of becoming a teacher, for teaching, and for learning teaching   *Ibid

What Mentors Are Not Assessors—giving grades Advisors—telling mentee what to do or how to think Trainers—drilling them in what a mentor believes is “correct” or “good” classroom behavior

What Mentors Do Two kinds of help: 1. Random acts of kindness Offer to do things for the mentee—help them  get through a stressful day by listening, release them from clerical work, send them to observe another teacher 2. Supportive scaffolding of the core skills of professionalism—learning, thinking, action Assist in linking theory & practice, connecting  varied knowledge from varied sources, reflecting on their own and students’ learning *Ibid.

Intern Reality Rotation One Interns are… Almost completely without significant classroom experience 5 weeks into a licensure and graduate program Knowledgeable about theory and praxis of educational psychology, diversity, curriculum, and classroom management Dependent upon the department and mentor for a great deal of guidance

How does this look? Fall 2016 SEED MAT Field Experience Calendar Week Dates UA Schedule Field Experience Schedule Teacher Candidate Responsibilities 1 8/8-8/13 Evening Classes Classroom Management In service Schedule (8/10-8/12) Attend In service w/Mentor 2 8/15-8/19 (8/15-8/16) 8/17-8/19 W, F – 3-4 hrs/day Observation-Classroom Management 3 8/22-8/26 T, TR Classes M,W, F- 3-4 hrs/day Observation—Classroom Management 4 8/29-9/2 Departmental & Interdepartmental Observation 5 9/5-9/9 T,TR Classes 6 9/12-9/16 Co-planning/Co-teaching with Mentor 7 9/19-9/23 8 9/26-9/30 9 10/3-10/7 10 10/10-10/14 11 10/17-10/21 TR Class (UA Fall Break) 12 10/24-10/28 13 10/31-11/4 14 11/7-11/11 No Methods Classes M-F 3-4 hrs/day Immersion Experience with Mentor/Department 15 11/14-11/18 No Methods Classes 16 11/21-11/25 Tuesday Class Thanksgiving Week Plan with Mentor 18 11/28-12/2 19 12/5-12/9 M,W, F-3-4 hrs/day Blending out of field experience classroom 20 12/12-12/16 Final Exams   12/17 Commencement

Evaluation Assessment of teacher candidate performance is continuous and rich. Assessment is provided to TC by mentor, FEC, and faculty to provide candidates the opportunity to reflect on practice and growth. Assessment opportunities are informal and formal with both scheduled and unannounced.

Evaluation Forms Mentor Evaluation Used to provide a minimum of four formative feedback evaluations during the rotation Danielson Short Form used as summative evaluation Danielson Short Form may also be used for targeted feedback Complete and send to FEC and UA faculty after reviewing with teacher candidate.

Questions?

Thanks! We appreciate you! Freddie A. Bowles SEED Program Director fbowles@uark.edu Ginney Norton Field Experience Coordinator (FEC) ginney@uark.edu 479-387-0690