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

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

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

4. 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

5. 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

6. 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

7. 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)

8. 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

9. 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

10. 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

11. 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

12. 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.

13. 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

14. 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

15. 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.

16. 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.

17. Questions?

18. Thanks! We appreciate you!
Freddie A. Bowles
SEED Program Director
Ginney Norton
Field Experience Coordinator (FEC)