SEED MAT Mentor Training MAT Overview Roles and Responsibilities Internship Realities Internship Rotation Cycles Danielson Frameworks

Admission to Program  Interns must  Pass Praxis CORE  Complete two UG courses in CIED. Foreign Language students must also complete a capstone course and pass the Oral Proficiency Interview. English students must have a course in Young Adult (Adolescent) Lit.  Complete undergraduate degree  Apply for admission to Graduate School  Earn 3.0 in last 60 hours of UG coursework  Take the GRE  Submit a portfolio with three letters of recommendation  Interview with faculty

Course Schedule for Program  Summer  Methods I  Issues and Principles in Secondary Education  Fall  Classroom Management for Secondary Education  Research Methods  Measurement and Evaluation  Methods II  Spring  Interdisciplinary Studies  Multicultural Issues  Curriculum Design  Literacies Across the Curriculum  Methods III

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 Supervisor

Supervisor’s Role  Serve as liaison between mentor, student, and faculty  Provide constructive feedback to interns  Conduct a minimum of three observations per semester:  two formative and one summative  Assess students on reflective quality of internship (interns submit reflection papers every 2-3 weeks to supervisor)

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 faculty and supervisor

Intern Reality Rotation One  Interns are…  Almost completely without significant classroom experience  5 weeks into a licensure and graduate program  Knowledgeable about the basics of lesson planning and instructional method  Dependent upon the mentor for a great deal of guidance

Intern Reality Rotation Two  Interns are…  19 weeks into a licensure and graduate program  Experienced in taking on all of the duties of their previous mentor  Trained in some advanced methods of instruction  Expected to assume the duties of their mentor in a shorter time span than Rotation #1  Still dependent upon the mentor for a great deal of support  Expected to be implementing the methods they are learning about in their methods courses  Expected to uphold the mentor’s classroom expectations while also finding their own way as a teacher  Dependent upon their mentor for guidance in becoming an independent educator  Conducting research for the completion of their degree requirements

New Rotation Schedule  Rotation #1 – Fall Semester  In-Service  End of UA Semester— December 12  Rotation #2 – Spring Semester  End of District Winter Break  End of UA Semester—May 1

First Rotation Cycle of Mentoring  In-Service  Introduce intern to faculty, staff, and administration  Familiarize intern with school context—routines, handbook, physical lay-out, procedures  Intern Observation—2-3 weeks  Intern becomes familiar with students and classroom routines  Intern notes your teaching style and classroom management  Intern provides bio for parents

First Rotation Cycle of Mentoring  Intern Participation—2-3 weeks  Intern co-teaches with mentor  Intern begins to assume responsibility for classes  Intern Immersion– 6-7 weeks  Intern assumes responsibility for all classes  Intern teaches one complete unit  Intern Release—2-3 weeks  Mentor resumes teaching responsibilities  Intern observes other classes before rotation ends

Second Rotation Cycle of Mentoring  Intern Observation—1-2 weeks  Intern becomes familiar with students and classroom routines  Intern notes your teaching style and classroom management  Intern provides bio for parents  Intern Participation—1-2 weeks  Intern co-teaches with mentor  Intern begins to assume responsibility for classes  Intern Immersion—8-10 weeks  Intern assumes responsibility for all classes  Intern teaches one complete unit  Intern Release—2-3 weeks  Mentor resumes teaching responsibilities  Intern observes other classes before rotation ends

Evaluation Forms  Formative Evaluation Form  Used to provide formative feedback during the rotation  Uploaded to Chalk and Wire by mentors mid- rotation  Fall – October 10  Spring – February 27

Evaluation Forms  Summative Evaluation Form  Used to provide formal assessment of intern performance  Uploaded to Chalk and Wire by mentors at end of each rotation  Fall – December 12  Spring – May 1

Performance Criteria  Criteria used to evaluate intern performance  Modeled after Arkansas DOE system for evaluating teacher performance  Performance criteria should be used to provide OBJECTIVE evaluation of intern performance.  Progression is expected – lower ratings in earlier evaluations is also expected  Perfect ratings indicate little room for improvement – this is not expected of interns

Danielson Domains  Domain 1: Planning and Preparation  Demonstrating knowledge of content and pedagogy  Demonstrating knowledge of students  Selecting instructional outcomes  Demonstrating knowledge of resources  Designing Coherent Instruction  Assessing student learning

Danielson Domains  Domain 2: The Classroom Environment  Designing an environment of respect and rapport  Establishing a culture for learning  Managing classroom procedures  Managing student behavior  Organizing physical space

Danielson Domains  Domain 3: Instruction  Communicating with students  Using questioning and discussion techniques  Engaging students in learning  Using assessment in instruction  Demonstrating flexibility and responsiveness

Danielson Domains  Domain 4: Professional Responsibilities  Reflecting on teaching in terms of accuracy and use in further teaching  Maintaining accurate records  Communicating with families  Participating in a professional community  Developing and growing professionally  Demonstrating professionalism

Thanks! We appreciate you! Freddie A. Bowles SEED program director