1. MAT 2.0 THE PROFESSIONAL ROUTE TO LICENSURE “There IS room for excellence!”

2. TODAY’S AGENDA Review MAT 2.0 Update attendants on fall field experience and discuss the connection to the spring immersion. Reflect on what makes a good mentor Provide time for content areas to meet, greet, and share

3. COURSE SCHEDULE FOR PROGRAM SUMMERFALLSPRING Learning TheoryLiteracies Across the Curriculum Interdisciplinary Studies Curriculum Theory & Development for Teachers Measurement & EvaluationMethods II Social Justice & Multiculturalism in Education Research MethodsImmersion Experience Methods I Intercession: Classroom Management Field Experience

4. INTERN REALITY ROTATION ONE Interns begin fall field experience… With limited 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

5. INTERN REALITY ROTATION TWO Interns have… Observed a variety of classes in their discipline and in their school districts. Reflected on their experiences through reports and class assignments. Applied theory to practice. Participated in extra-curricular activities, PD opportunities, and parent conferences. Co-planned, co-taught, and independently taught lessons. Experienced three full weeks of immersion in the partner school.

6. TEACHER CANDIDATE RESPONSIBILITIES :  Be on-time and prepared for the experience  Be courteous to all personnel  Become familiar with the rules and procedures of the school  When in doubt…ask!  Observe teaching and learn about other duties  Be flexible and open to all experiences  Attend all required meetings  Seek out formative feedback from mentor and supervisors  Reflect on their strengths and weaknesses  Be prepared to assist, co-plan, co-teach, and teach independently in mentor’s classroom  Invite other teachers and administrators to observe their lessons and provide feedback  Gradually become more independent assuming full responsibility for all classes

7. MENTOR RESPONSIBILITIES Provide the teacher candidates (TCs) their own space in the classroom to work Introduce the TCs to as many people in the school as is feasible (e.g. Principal, administrative assistants, custodians, instructional aids) Make sure that TCs are aware of important school policies that must be upheld Answer questions regarding logistical concerns Provide curricular direction while allowing TC to implement techniques learned in methods classes Share resources Allow TCs to make mistakes and learn from them Provide constructive, critical feedback on a regular basis Encourage TCs to grow as teachers and professionals Hold TCs to high expectations regarding the dispositional aspects of the field (e.G. Punctuality, consistency, integrity, professionalism…etc.) Communicate significant concerns to university supervisor immediately so that the partnership team can work towards constructive solutions to issues before they become unsalvageable Provide a balance of observed and independent teaching for TCs as they conduct lessons and their units

8. COME TO THE EDGE, HE SAID, THEY SAID: WE ARE AFRAID. COME TO THE EDGE, HE SAID. THEY CAME. HE PUSHED THEM…AND THEY FLEW. GUILLAUME APOLLINAIRE

9. GOALS OF INTERNSHIP Provide opportunities to Gain practical classroom experience; Apply theory and teaching ideas from coursework; Discover from observing experienced teachers; Enhance lesson-planning skills; Gain skills in selecting, adapting, and developing original course materials;

10. GOALS OF INTERNSHIP Expand awareness of setting own goals to improve teaching; Question, articulate, reflect on teaching & learning philosophies; and To see their own teaching differently by learning how to make informed decisions through observation and exploration of their own and others’ teaching *GEBHARD IN BURNS & RICHARDS, 2009

11. DEFINITIONS OF MENTORING 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

12. 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

13. 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

14. WHAT MENTORS DO Two kinds of help: 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 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.

15. DEFINITIONS OF SUPERVISION “…An organizational responsibility and function focused upon the assessment and refinement of current practices” (Goldsberry, 1988, p.1). “…An ongoing process of teacher education in which the supervisor observes what goes on in the teacher’s classroom with an eye toward the goal of improved instruction” (Gebhard, 1990, p.1).

16. SUPERVISOR’S ROLE “…To provide the means for teachers to reflect on and work through problems in their teaching; To furnish opportunities for teachers to explore new teaching possibilities; And to afford teachers chances to acquire knowledge about teaching and to develop their own theory of teaching.” Gebhard, 1990, p. 1)

17. WHAT SUPERVISOR’S DO Serve as ambassador of MAT program Help interns make connections between the material in their pedagogy classes and the classroom context Provide constructive feedback Promote professional development of interns Provide a summative evaluation of interns’ preparedness to enter the profession *BAILEY, 2006

18. Spring 2016 SEED MAT immersion calendar WeekDatesUA ScheduleImmersion scheduleTeacher candidate responsibilities 11/4-1/8No classesMonday-FridayAcclimation to school and classroom setting 21/11-1/15No classes Monday-Friday Co-planning & co-teaching 31/18-1/22 Classes begin Cohort Meeting: Welcome Back Monday-Friday Co-planning & co-teaching 41/25-1/29 Monday-Friday Independent supervised teaching 52/1-2/5 Cohort Meeting: Resume Writing Monday-FridayIndependent supervised teaching 62/8-2/12 Monday-FridayIndependent supervised teaching 72/15-2/19 Cohort Meeting: Resume Workshop Monday-FridayIndependent supervised teaching 82/22-2/26 Monday-FridayIndependent supervised teaching 92/29-3/4 Cohort Meeting: Principal Panel Monday-FridayIndependent supervised teaching—formative eval due 103/7-3/11 Monday-FridayIndependent supervised teaching 113/14-3/18Cohort Meeting: Presentations Monday-FridayIndependent supervised teaching 123/21-3/25Spring BreakSpring breakNo classes 133/28-4/1*Out of Area Placements Monday-FridayIndependent supervised teaching 144/4-4/8Cohort Meeting: Licensure Monday-FridayIndependent supervised teaching 154/11-4/15 Monday-FridayIndependent supervised teaching 164/18-4/22Cohort Meeting: EBI Surveys Monday-FridayCo-planning & co-teaching 184/25-4/29Action Research Projects Monday-Friday**Co-planning & co-teaching —summative eval due 195/2-5/6 Cohort Meeting: CongratulationsMonday-FridayBlending out of classroom / visit other classes 205/14Graduation!Saturday

19. SPECIAL NOTES *Some teacher candidates will be in Peru, Sweden, or Bolivia for the out of area placement. **Teacher candidates will only be excused on the day that they present. Mentor notes: Formative and summative evaluations will be sent to TC, methods teacher, and program director (fbowles@uark.edu).fbowles@uark.edu TCs have evening classes on Tuesdays and Thursdays. TCs have cohort meetings on Tuesdays at 5:00 p.m. every other week. TCs may be required to attend PD events on campus throughout the semester; TCs will be excused from immersion in these cases.

20. REFERENCES Bailey, K.M. (2006). Language teacher supervision: A case-based approach. Cambridge, UK: Cambridge University Press. Bailey, K. M. (2009). Language teacher supervision. In A. Burns & J.C. Richards (eds.). The Cambridge Guide to S econd Language Teacher Education (pp. 269-278). Cambridge: Cambridge University Press. Gebhard, J. G. (1990). The supervision of second and foreign language teachers. ERIC Digest, ERIC Clearinghouse on Language and Linguistics (EDO-FL-90-06). Washington, D.C.: Center for Applied Linguistics. Gebhard, J.G. (2009). The practicum. In A. Burns & J.C. Richards (eds.). The Cambridge Guide to S econd Language Teacher Education (pp. 269-278). Cambridge: Cambridge University Press