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 2018 Mentor Training

Today’s Information 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 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

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… 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 Interns have… Limited experience in classrooms Lots of enthusiasm, passion, and content knowledge

Co-Planning/Co-Teaching with Mentor How does this look? In-service Observation August 13-31 Co-Planning/Co-Teaching with Mentor September 3-October 12 August 6-10

Co-Planning/Co-Teaching with Mentor How does this look? Immersion Experience October 15-November 2 *Please note interns may be excused for state conferences in their content areas. Foreign Language (AFLTA) is in October. Co-Planning/Co-Teaching with Mentor November 5- November 21 Blending out of Fall Experience November 26-December 7

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 Use the Formative Observation Form to provide a minimum of three formative feedback evaluations during the rotation Complete, review with teacher candidate and give to teacher candidate to submit for credit in 528V Field Experience Course.

Questions?

Thanks! We appreciate you! Dr. Freddie A. Bowles SEED Program Director fbowles@uark.edu Dr. Jamie Collins collins4@uark.edu Field Experience Coordinator (FEC)