1. 2011-2012 Mentor Teacher Orientation University of Maryland College Park

2. The extent and quality of one’s learning from field experiences depends in large part on attitudes and practices related to guidance and supervision. - Knowles & Cole The Teacher Educator’s Handbook

3. Intern SupervisorMentor UMCP PDS Coordinator School PDS Site Coordinator School System PDS Liaison

4. Undergraduate Program ≥100 day internship in PDS schools Week of August 22 nd : Main Placement Aug 29 to Oct 14: Introductory Placement one day per week Oct 17 to Dec 9: Main Placement one day per week Jan 3 to May 11: Main Placement

5. MCERT Program: Full year internship: Interns maintain the same duty days and hours as all teachers Half-time Teaching Apprenticeship: for example… Half of mentor’s load: gradual lead teaching 1 period: planning with mentor 1 period: observation (in varied classrooms) 1 period: additional planning and discretionary work Note: A/B days are treated as one day when determining specifics of ½ time apprenticeship

6. Four Stages of Internship Stage 1: Beginning Apprenticeship Mentor has lead responsibility for planning, teaching and assessing students Stage 2: Emerging Apprenticeship Mentor & Intern collaboratively plan, and share teaching and assessment responsibilities Stage 3: Peak Apprenticeship Intern has lead responsibility for planning, teaching and assessing students Stage 4: Collaborative Phase Out Mentor gradually reassumes lead responsibilities

7. Stage One: Beginning Apprenticeship Planning Mentor: lead planner, models and thinks aloud Intern: assists in searching for/creating instructional resources Teaching Mentor: lead teacher Intern: works with individuals and small groups, leads segments of mentor’s lessons, takes lead on some routines Assessing Student Learning Mentor: develops assessments, models scoring student work Mentor and intern: cross-grading, share grading assignments

8. Stage Two: Emerging Apprenticeship Planning: Mentor and intern collaboratively plan and develop instructional materials. Teaching: Mentor and intern co-teach. They may alternate lead teaching role within lessons, with different class periods or with different lessons. While one is lead teaching, the other is assisting. Assessing Student Learning: Mentor and intern collaboratively develop assessments and grade student work.

9. Stage Three: Peak Apprenticeship Planning: Intern: lead planner Mentor: offers ideas/resources/feedback throughout Teaching: Intern: lead teacher Mentor: co-teaching, assisting individual students & small groups, conducting targeted observations, etc. Assessing Student Learning: Intern: takes primary responsibility for assessing students Mentor: provides oversight and assistance

10. Stage Four: Collaborative Phase Out Mentor and intern responsibilities shift back to those described in Stage 2 and/or Stage 1, as appropriate. Intern should actively gather ideas and resources to take into the first year of teaching.

11. Transition to Lead Teaching StageUndergrad Timeframe MCERT Timeframe Stage 1August to DecemberFirst quarter Stage 2Jan to mid-FebSecond quarter Stage 3mid-Feb to AprilThird quarter Stage 4MayFourth quarter

12. Feedback & Assessment Ongoing Feedback Internship Evaluations Program Portfolios

13. Ongoing Feedback Regular, frequent feedback from mentor & supervisor: Planning: Intern submits written lesson plans to mentor for feedback Teaching: Weekly observation by mentor; 4-6 times by supervisor Variety of observation tools Assessing student learning: mentor and intern cross-grading, intern shares representative samples with mentor for feedback on scoring, etc

14. Internship Evaluation Performance Based Assessment Complete at mid-point & end of each semester By Mentor, Intern & Supervisor PBA Conferences for each PBA: share feedback identify goals for further development revisit plan for transitioning responsibilities

15. Internship Evaluation Foundational Competencies – Newly Revised! English Language Competence Interpersonal Competence Work and Task Management Analytic/Reasoning Competencies Professional Conduct Physical Abilities Professional Dispositions

16. Internship Evaluation Areas of Concern In case of concerns about the intern’s development… Interventions can be triggered by: Request of mentor or supervisor Concerns regarding Foundational Competencies Ratings on PBA Interventions can include: Student Services &/or program faculty involvement Weekly Progress Reports &/or Action Plan Additional steps as necessary

17. Program Portfolio - TPA Teacher Performance Assessment Consortium Goal of the TPA: Development of a nationally accessible teacher performance assessment that will allow states, school districts and teacher preparation programs to share a common framework for defining and measuring a set of core teaching skills that form a valid and robust vision of teacher competence.

18. Planning Instruction and Assessment 3-5 hours of connected instruction around a big idea Instructional materials (handouts, PowerPoints...) Assessment tools 7-9 page commentary Instructing and Engaging Students in Learning video clips of teaching (time varies with subject area) Reflections on each lesson 2-4 page commentary Assessing Student Learning 1 assessment with evaluation criteria Whole class analysis Deep analysis of 2 students’ work Written or oral feedback 5-7 page commentary Final Retrospective Reflection 1 page structured reflection Teacher Decision-Making, Analysis, Reflection, Academic Language TPAC Design Framework

19. Sample Planning Rubric How do the plans support student learning of how to use facts, concepts, and interpretations to make and explain judgments about a significant historical event or social science phenomenon? Level 1Level 2Level 3Level 4 Standards…  Standards/objectives, learning tasks, and assessments are clearly aligned to a big idea or essential question. The learning tasks and assessments represent differing depths of understanding.  Candidate plans how to make clear connections among facts, concepts, interpretations, and judgments about an historical event or social science phenomenon.  Learning tasks build on each other to promote an understanding of the designated facts, concepts, and interpretive skills. Learning tasks (or their adaptation) are justified by explaining their appropriateness for students with references to relevant research and/or theory. Standards…

20. Implications for Internship Throughout the year: Directly address TPA topics, such as: supporting students’ academic language needs/development Examining assessment data more thoroughly for individual students from different demographic groups and performance levels Videotape! (with parents’ permission) TPA Itself: Intern must have “primary responsibility” for teaching segment Ideally, the intern should have lead responsibility for planning and assessing student learning for this segment

21. Program Portfolio - MTTS Maryland Teacher Technology Standards Portfolio Required by MSDE 7 Technology Standards Relevant to internship: Legal, Social & Ethical Issues Analyzing Student Assessment Data Integrating Technology into teaching Assistive Technology

22. Getting off to a good start… Integrating intern into classroom & school Negotiating expectations Communication with parents

23. Secondary PDS Coordinators English: Peggy Wilson, pwilson@umd.edupwilson@umd.edu Math: John Seelke, jseelke@umd.edujseelke@umd.edu Science: Stacy Pritchett, stacyrp@umd.edustacyrp@umd.edu Social Studies: Catherine McCall, cmccall@umd.educmccall@umd.edu World Languages: Perla Blejer, pblejer@umd.edupblejer@umd.edu