1. Student Teaching Orientation Dec 13, 2017
Welcome Mentors!
Student Teaching
Orientation
Dec 13, 2017

2. Welcome! Let’s introduce ourselves! Name School & district Grade level
What you’re looking forward to about having a student teacher
9:50-10:00

3. About Me Annie Whitlock, Ph. D.
Assistant Professor of Elementary Education
Elementary Education Program Coordinator
I teach…
Elementary social studies methods
Elementary internship
Student teaching seminar

4. My Role in the Student Teaching Experience
Plan curriculum design of the student teaching experience and internship course
Consult on placements
Coach student teachers that need remediation plans (with the help of others)

5. UM-Flint Education Unit
Education Unit Mission
Our mission is to guide and support the growth and development of our teacher candidates into caring educators and engaged citizens who embrace our guiding principles in their understanding of the many aspects of their roles in schools and society.
Education Unit Vision
Our vision is to prepare teachers who, as active agents, are committed to shaping classrooms, schools, and communities that reflect the ideas of a democratic society.
10:00-10:05 Education Unit is made up of those at the university committed to preparing elementary and secondary teachers—includes UM-flint faculty, staff, university supervisors, and YOU. Mentor teachers are an integral part of teacher preparation.

6. Mentor Teachers In other words: You rock! All of you have:
a belief that all children can learn
a commitment to teach the whole child
willingness to take initiative and solve problems
high professional and instructional expectations
willingness to examine assumptions, beliefs, and practices
respect for diversity
patience and compassion
commitment to lifelong learning
In other words: You rock!

7. Student Teaching Experience
Beginning when you return from holiday break
Ending on Friday, April 20, 2018
Seminar every Wednesday
Elementary students may need to leave early to arrive to campus by 4:00
Secondary starts at 4:30
Teacher candidates evaluated using the Charlotte Danielson Framework

8. First Two Weeks Provide: Introduction of teacher candidate
Faculty, staff, students, parents, building, equipment
Necessary information
School hours, staff roles, school/classroom rules
Expectations
Routines, procedures, dress, activities, schedules
Guidance for outside of classroom observations
Input for Impact on Student Learning assignment
Learning context/environment, unit of study, knowledge of students
10:10-10:15

9. First Two Weeks Model your practice
Share your lesson planning process
Provide time for teacher candidate to observe you teach
Participate in a joint debriefing of your teaching
Make explicit the reasoning for the decisions you made
Make explicit your reflection on practice
Engage teacher candidate in the classroom
Reading a story, conducting a demonstration, tutoring, monitoring, displays, special activities
Co-plan and co-teach lessons

10. Review: First Two Weeks
Let’s chat!
In your table group:
Review and discuss information presented and your individual questions
Identify any lingering thoughts/questions
Please add any new questions to your list that have come up from your group
After a few minutes we will ask each group to share bits of their discussion.
10:15-10:25

11. Middle of Student Teaching
Weeks 3-13
Student should have the same responsibilities as you in regards to planning, teaching, and grading
As a team, you will negotiate how much to “hand over” to the teacher candidate and when this will happen
The teacher candidate should have significant practice “on their own” in front of the class
10:25-10:30

12. Middle of Student Teaching
As a mentor teacher, you should:
Be honest with the teacher candidate
Communicate with teacher candidate on daily basis
Assist in refining planning and implementation of activities
Allow room for teacher candidate to try out new ideas
Provide guidance on the Impact on Student Learning assignment
Collection of data
Encourage and model reflective practice
Informally observe teacher candidate periodically and provide feedback
Formally observe teacher candidate twice
Communicate with supervisor about observations
Participate in midterm conference with field instructor and teacher candidate
Complete dispositions assessment on Tk20

13. e End of Student Teaching
Phase Out: Approximately the last week or so
As a mentor teacher, you should:
Provide guidance on completion of Impact on Student Learning assignment
Interpretation of data and reflection on teaching
Participate in final conference with supervisor and teacher candidate
Complete survey for university
Allow teacher candidate to attend observations in other classrooms and in other schools

14. Review: Middle & End of Student Teaching
In your table group:
Review and discuss information presented and your individual questions
Identify any lingering thoughts/questions
Please add any new questions to your list that have come up from your group
After a few minutes we will ask each group to share bits of their discussion.
10:30-10:40

15. Stages of Concern for Teacher Candidates
Read the 4 stages of concern on your handout
How do these resonate with you? Do they seem accurate based on your experience with student teachers or as a student teacher?

16. Mentor Meetings
Would you like to stay in touch as a group this semester? If so, how?
Virtually via social media or video chat
Meetings on campus
Meetings at your school with just the mentors in your district?

17. Questions? What lingering questions do you have?
Please feel free to contact us at any time!
Thomn Bell, Director for the Center for Educator Preparation
Annie Whitlock, Elementary Program Coordinator
Suzanne Knight, Secondary Program Co-Coordinator
Laura McLeman, Secondary Program Co-Coordinator and SEC 499 Instructor
Thank you for your time! Have a fabulous semester!
11:00