SEED MAT Mentor Training Fall 2015 MAT Overview Roles and Responsibilities Internship Realities Internship Rotation Cycles Assessment Changes

Admission to Program  Teacher Candidates (TCs) must  Pass Praxis CORE or obtain cut scores on GRE  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 SUMMERFALLSPRING Learning TheoryLiteracies Across the Curriculum Interdisciplinary Studies Curriculum Theory & Development for Teachers Measurement & Evaluation Methods II Social Justice & Multiculturalism in Education Research MethodsInternship 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, Liaison, 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 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 UA faculty, school liaison, and FEC

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?  Week 1: TC’s in UA Class  Week 2: UA class and In-service: TC’s s are assigned to their content department and participate along with the teachers.  Weeks 3-4: TC’s shadow one teacher to observe classroom management and establishment of learning environment.  Weeks 5-7: TC’s observe multiple teachers in the department/grade level/subject area.  Weeks 8-14: TC’s are assigned to one mentor to  Assist students  Co-plan and co-teach  Assist mentor with duties  Teach individual lessons with mentor supervision.  Weeks 15-16: TC’s s experience full immersion M-F mornings.  Week 17: TC’s return to campus for Tuesday class  Week 18: Tc’s return o Partner School for immersion M-F  Week 19: TC’s blend out of field experience and finish classes at UA

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 Form  Used to provide formative feedback during the rotation  Complete and send to FEC and UA faculty after reviewing with teacher candidate.  Form should be used for scheduled observations (some lessons may be conducted without mentor present).

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