Mentor/Intern Training

1. Mentor/Intern Training Module #1 act alternative certification for teachers Continue

2. Welcome to ACT Mentor/Intern Training Module #1 The purpose of this module is to give you an opportunity to begin a successful Mentor –Intern relationship by building good working relations and opening the lines of communication between the two of you. Before you begin, go ahead and print out the accompanying forms to complete as you progress through the module. Continue

3. This course will contain the following topics: • Teaching Styles • Effects Teaching Styles Have on Learners III. Phases of the 1st Year Teacher IV. Quality Mentoring V. Roles and Responsibilities VI. Clinical Supervision Cycle VII. Mentor/Intern Planning Time Continue

4. You are free to move at your own pace together. When you see a and a ….. you have a written TASK to complete. There will be many opportunities for collaborative answers and discussion. Have fun and get to know each other. Continue

5. I - Teaching Styles What’s Your Teaching Style? Continue

6. Task #1We are going to look at teaching styles and their impact on students. Work independently and complete the Teaching Styles Inventory. Write 24 words from the Descriptor Word Bank that best describe what you personally do as a teacher. cultivate encourage condition bring out help suggest talk about initiate facilitate mold reinforce participate enable nurture shape guide advise transfer push show fill challenge foster share persuade discuss validate direct give convey mentor negotiate explore tell sell train propose lead drive drill transmit inform develop collaborate point the way Click here when finished

7. To score your choices, check the words you chose that match the select words in red that will be presented in the next frame. Click here when ready cultivateencourage condition bring out help suggest talk about initiate facilitate mold reinforce participateenablenurture shape guideadvise transfer push show fill challengefostershare persuade discussvalidate direct give convey mentor negotiate explore tell sell train propose lead drive drill transmit inform develop collaborate point the way Count the number of words that you matched with the list in red above. Record your results on your response sheet. +20 Delegating Teacher 15-20 Guiding or Facilitative Teacher ; 15 or Less – Authoritative teaching style. Continue

8. II. Effects Teaching Styles Have On Learners So now that you know your score . . . . • Are you where you want to be as a teacher? • Where should you strive to be? The Authoritative Teacher The Guiding Teacher The Facilitative Teacher The Delegating Teacher • And what type of learner do you want to help develop? Click here when ready to start

9. Task #2 • Using the “Teacher Style Analysis Grid” on the response sheet, review each of these styles of teaching on the next four (4) slides. • Write one key word that describes that type of teacher • Write at least three descriptors of the type of learner each type of teacher creates. Click here when ready to start

10. 1. The AUTHORITATIVE Teacher creates DEPENDENT LEARNERS. An AUTHORITATIVE TEACHER - is a teacher that lectures extensively, has many structured drills, highly specific assignments, many exercises on handouts and uses intensive individual tutoring Creates LEARNERS that… • need explicit directions as to what to do, how to do it, and when to do it • see learning as teacher-centered • are passive, blame teacher for not learning • are teacher-dependent • see teachers as “experts” • require rewards; “what’s in it for me if I do it” • don’t respond well to choices • invariably lack relevant knowledge, skills, experience, motivation and self-confident to pursue educational goals • react by lapse into self-defeating habits of non-learning • Summary: Creates needy students that have little or no self motivation Continue

11. 2. The GUIDING Teacher creates INTERESTED LEARNERS. A GUIDING TEACHER - lecture seen as a performance, teacher always leads discussion, demos followed by very guided practice, projects with predictable outcomes, very closely supervises students, Creates LEARNERS that… • always seem interested • willing to do assignments that they see as purposeful • confident but usually lack much subject knowledge • considered “good students” • go along with what teacher wants if they understand why they are doing something but require the teacher to provide heavy support and help • respond positively to personal interaction from the teacher (often require it) • require a great deal of motivation, encouragement, and praise • Summary: teacher views students’ brains as something to mold to a predetermined and detailed specification Continue

12. 3.The FACILITATIVE Teacher creates INVOLVED LEARNERS. A FACILITATING TEACHER (teacher participates in learning, group projects developed by students) creates LEARNERS that… • see themselves as participants in their own education • are ready to explore new ideas and topics • still need to develop a deeper sense of direction and greater ability to work with others • are ready to learn how to learn, making concrete use of learning strategies • are able to learn from personal and other’s life experiences • are able to think critically • are more self-motivated, show initiative • are able to see themselves as successful in the future • are able to learn well with the teacher and with others • are able to work collaboratively, efficiently in groups • Summary: teacher is a participant in the learning experience; serves as a guide; teacher offers tools, methods, techniques for learning; leads students to self-assessment Continue

13. 4. The DELEGATING Teacher creates SELF DIRECTED LEARNERS. A DELEGATING TEACHER - often student-directed discussions /student-student discussions; extensive writing; independent/group studying and projects) Creates LEARNERS that… • set personal goals and are self-directed learners • effectively use available resources: experts, institutions, etc. • are very independent; not loners; can be very social • are able and willing to take responsibility for their learning, direction, and productivity • are skilled at time management, goal-setting, and self-evaluation • are able to thrive in an atmosphere of autonomy • Summary: teacher sees their goal being to cultivate the student’s ability to learn; to empower the learner as a creator and evaluator of information or as a high-level practitioner of a skill; consults with learners; meets with students to chart, discuss progress; encourages students to cooperate and consult with each other-but not to abandon responsibility; focuses on process of being productive, as well as the product; emphasizes long-term progress; requires self-evaluation Continue

14. So now that you know where you are and those characteristics…Where should you strive to be? The a-PDAS / PDAS LOATHES the AUTHORITATIVE Teacher FROWNS at the GUIDING Teacher LIKES the FACILITATING Teacher LOVES the DELEGATING Teacher HOW DO WE KNOW PDAS Loves a Delegating teacher? Click Here

15. Task #3 How does the PDAS evaluation instrument encourage or indicate that it “LOVES” the DELEGATING Teacher? Look at the language in the Domain Criteria on the next slide to help you compose a complete answer. The PDAS looks for and rewards Continue

16. Domain 1-Student Participation students actively engaged in learning students’ behaviors indicate learning @ high cognitive levels students self-directed/self-initiated learning students connect learning to work & apply to real life Domain 2-Learner-Centered Instruction instructional content is learner-centered strategies provide critical thinking/problem- solving strategies that actively involve students in learning varied/appropriate pacing & sequencing value of content emphasized use of appropriate questions / inquiry by teacher use of technology Just look at the DOMAINS! • Domain 3-Evaluation / Feedback on Student Progress • assessment strategies appropriate • tostudent characteristics • students’ learning is reinforced • specific, constructive feedback • relearning, re-evaluation • Domain 4-Management of Discipline/Strategies/Time/Materials • implement discipline managementprocedures • environment that is self- • disciplined,self-directed learning • interacts with students in equitable • /fair manner • intervenes/redirects off-task / inappropriate/disruptive behavior • Domain 5-Professional Communications • encourages/supports students who are reluctant / having difficulty • interactions are supportive/courteous/respectful of all Continue

17. III. Phases of the 1st Year Teacher Mentors, Reflect back on your first year of teaching and your feelings. Share with your intern a story or two about how you felt and what you experienced at the beginning of your career. Interns, You will probably find that your mentorhas experienced the same feelings and many of the same ordeals that are landing in your lap right now. All teachers go through excitement, frustration, belonging, confusion, and even doubt during this first year on the job. These emotional swings are all part of this beginning process. The feelings are normal, we just need to work through them with SUPPORT! In this module, interns and mentors are to refer to the next 5-6 slides and discuss each phase briefly and some of the key emotions that may happen at each phase. Then follow the directions for a cooperative group assignment. Continue

18. Anticipation Phase(Prior to Actual Teaching) • Begins during teacher preparation • Both excited and anxious about teaching • Romanticizes the role of the teacher • Idealistic view of how to accomplish his/her role • Feeling of excitement carries them across first few weeks of teaching CONTINUE

19. Survival Phase(First 6 to 8 Weeks of Teaching) • First month is overwhelming • Learning a lot at a rapid pace • Variety of problems and situations not anticipated • Realities of “teaching on their own” catches them off guard • Little time, so much to learn • Struggles to keep head above water • Consumed with day-to-day routines of teaching • Spends up to 70 hrs./week on school work • Finds constant need to develop lessons on unfamiliar content, enormously time-consuming • Still maintains a tremendous amount of energy and commitment; still harbors hope that the turmoil will subside • Intern is urged to write down questions that arise and note under what conditions he/she feels overwhelmed so these issues can be addressed with Mentor and Supervisor CONTINUE

20. Task #4 • The “Survival Phase” of the First Year Teacher (First 6 to 8 Weeks of Teaching) • Use the “The Survival Phase - Plan of Attack” response sheet, and together identify the feelings that the intern is experiencing the most at this time. Highlight those characteristics on the response sheet. In the “Plan of Attack” portion of this page, write 3 or 4 strategies that the mentor can help you can implement during this time to SURVIVE the first 6-8 weeks of teaching. Allow about 15 minutes to discuss this session. • Identified Characteristics: • Learning a lot at a rapid pace • Variety of problems and situations not anticipated • Realities of “teaching on their own” catches them off guard • So little time, so much to learn • Struggles to keep head above water • Consumed with day-to-day routines of teaching • Spends up to 70 hrs./week on school work • Finds constant need to develop lessons on unfamiliar content enormously time consuming • Still maintains a tremendous amount of energy and commitment; still harbors hope that the turmoil will subside CONTINUE WHEN FINISHED

21. Disillusionment Phase(10 or so Weeks Prior to January) • Begins questioning personal commitment and competence • Many fall ill during this stage • Confronts several new events during this time frame: Open House-talking to parents face-to-face -plans for year may still be unclear in new teacher’s mind -parents may make demands/ask questions that are intimidating to the new teacher Parent Conferences -requires teacher to be highly organized, articulate, tactful, and prepared to confer about each student’s progress -begins with the idea that parents are partners in the learning process -is able to listen to parents’ concerns/criticisms -criticisms hit new teachers at a time of waning self-esteem First Formal Evaluation -developing and presenting “show-case” lessons are time-consuming and stressful -anxious about their own competence, new teachers question ability to perform • Classroom management becomes a major source of distress • Accumulated stress coupled with months of overwork provoke complaints from family members and friends • New teachers express self-doubt, have lower self-esteem and question their professional commitment • Getting through this phase may be the toughest challenge faced by new teachers. CONTINUE

22. Task #5 The time beginning in January is considered the “Rejuvenation Phase” of a new teacher. What facilitates this rejuvenation and how can a new teacher take advantage of this time? Use the information on the next slide to help you answer this question. CONTINUE

23. Rejuvenation Phase(Begins in January) • Characterized by a slow improvement in new teacher’s attitude toward teaching • Winter break makes a tremendous difference to new teachers free time allows for a more normal lifestyle plenty of rest, food, exercise, time for family and friends offers opportunity to organize materials and plan lessons/curriculum gives time for reflection, gain perspective provides hope • Returns to school rested and reinvigorated • Has a better understanding of the system • Is more acceptant of the realities of teaching • Has a sense of accomplishment of making it through the first, and hardest, part of the year • The end of school becomes a beacon of hope • New teachers now focus on curriculum dev., long-term planning, and teaching strategies • Lasts until spring - many ups and downs • Begins to voice concerns about whether they can accomplish everything by end of the school year • Wonders how students will do on tests CONTINUE

24. Reflection Phase(During Last Six Weeks of School) • Particularly invigorating time for first-year teachers • Highlights events that were successful and those that were not • Thinks about various changes they plan to make the following year in management, curriculum, and teaching strategies • End is in sight – they have almost made it • Vision emerges about second year which brings about a new phase of anticipation CONTINUE

25. Task #6 All effective Mentors are known to have essential qualities! Go to the next slide and refer to the qualities that should be identifiable in all good mentors. Write a “MENTOR WANTED” AD (on your response sheet) based on the essential qualities of an effective Mentor. (30 words or less) CONTINUE

26. IV. Six Essential QualitiesOf Effective Mentor Teachers The effective mentor teacher …  is committed to the role of mentoring.  is accepting of the beginning teacher, the Intern.  is skilled at providing instructional support.  is effective in different interpersonal contexts. • is a model of a continuous learner • communicates hope and optimism. Continue

27. Tasks #7 - # 10 The next four (4) slides refer to the responsibilities of the Intern, Mentor, Field Supervisor as well as the Principal. As you read through their responsibilities, answer the questions referring to each person involved . . . . .Tasks #7, #8, #9 and #10. TASK #7 – In the definition describing the INTERN… it infers that the intern has unique program and internship coursework responsibilities. What are those coursework responsibilities? TASK #8 – List two (2) critically important jobs that the mentor teacher needs to fulfill. TASK #9 – Which responsibility of the Field Supervisor will you, the intern and mentor, rely on the most? TASK #10 – Which responsibility do you feel is most important in regard to the principal’s role in assisting the intern at the beginning of the school year? CONTINUE

28. V. Responsibilities of the Intern The Intern is a professional with a signed contract to be the teacher of record for the employing school district. As such, the responsibilities of the Intern are no different than a certified teacher’s responsibilities. However, the Intern also has some unique program and internship coursework responsibilities: • All requirements that are outlined on the formal intern agreement. • To become knowledgeable about the school district’s policies and procedures • To plan and conduct lessons aligned to school district curriculum and programs • To punctually attend all Intern Development Sessions and TExES Review Sessions • To complete and participate in all assignments outlined in the Intern Folder • To attend Mentor Teacher/Intern Team Training sessions at the beginning of the first and second semester of Internship • To successfully prepare for, implement, and debrief two a-PDAS clinical supervision cycles per semester conducted by the Field Supervisor . . . . . and debrief a Summative PDAS cycle conducted by the Campus Principal or designated appraiser Continue

29. Responsibilities of the Mentor Teacher • The Mentor Teacher is the primary source of day-to-day support and facilitation for the Intern. As such, the Mentor Teacher is not responsible for any type of evaluation of the Intern. The Intern compensates the Mentor Teacher for fulfilling the role of mentoring which embodies the following responsibilities: Orientation • To welcome the Intern to the campus and acquaint him/her with the school facilities, policies, procedures, faculty and the school and community cultures • To familiarize the Intern with school district curriculum • To familiarize the Intern with campus/district management plan • To assist Intern in identifying sources of information to complete the Student/Resource Profile Collaboration • To communicate the role of the Mentor Teacher to the Intern as being one of a facilitator, a coach, a support system and not one of an evaluator Planning and Observation • To plan with the Intern on a weekly basis and maintain a mentoring log • To assist the Intern in developing an appropriate lesson prior to each clinical observation Mentor Teacher/Intern Team Training • To attend two IDS sessions with the Intern (after school) in September and January Continue

30. Responsibilities of the Field Supervisor • As an experienced education professional, the Field Supervisor fosters reflective professional growth in the Intern teacher. Additional responsibilities include: • Facilitates open communication with the Mentor Teacher and the Campus Principal • Assumes total responsibility for evaluating each Intern based on program requirements • Conducts an initial Classroom Management “Walk-Through” for each Intern at the beginning of the first semester of Internship • Conducts one formative aPDAS clinical supervision cycle and three summative aPDAS clinical supervision cycles (pre-teaching conference, observation of teaching, and post-teaching conference) per Intern, per year • Conducts additional aPDAS clinical supervision cycles when an Intern is identified as being “At Risk” • Conducts Intern Development Sessions as scheduled in the program calendar • Works with the Program Coordinators to resolve concerns voiced by Interns, Mentor Teachers, and Campus Principal Continue

31. Responsibilities of the Campus Principal The Campus Principal is the primary provider of leadership at the campus level to assure an Intern has a successful internship experience. The responsibilities of the principal fall into five categories: Orientation • Selects, within the first week of school, a willing, experienced teacher at the same grade level or same subject, within close proximity to the Intern’s classroom, to serve as the mentor teacher for the Intern Collaboration • Grants permission for the Field Supervisor and others connected to the program to visit the Intern’s classroom • Communicates to the Field Supervisor any concerns about the program and the performance of Interns • Notifies the Field Supervisor when the need arises to change Mentor Teachers Planning and Observation • Monitors to assure that the Mentor Teacher and the Intern maintain weekly planning sessions throughout the year Coaching/Evaluation • Evaluates the Intern using the PDAS as Summative Evaluation during the first semester classes during Internship • Conducts “Walk-Throughs” as deemed necessary • Recommends the Intern for state certification Continue

32. What is a CRISIS? Intern perspective:Lack of support / assistance from Principal Lack of support / assistance from Mentor Lack of reasonable classroom materials Unclear / confusing job duties Mentor / PrincipalLack of planning / preparation Perspective: Excessive absences / tardiness Inappropriate dress Lack of professionalism Disregard for assigned duties / curriculum guidelines Field SupervisorAbsences from IDS Perspective: Disregard for IDS assignments Failure to communicate / return calls Inability to make improvements in the identified 3 target areas Difficulty in receiving / implementing suggestions What do I do? Call the OFFICE – 24 hrs a day – Leave a message What will happen? Depending on the nature of the call, a Field Supervisor, Program Coordinator, or the Program Director will make contact with the individual to provide support / resolution within 24 hours. TASK #11 Continue

33. TASKS #12 - #14 There are three (3) cycles to the Clinical Supervision Model. Read about each one in the next 3 slides and use the information to help you complete the accompanying tasks. (record all answers on the response sheet) TASK # 12 – In the 1st cycle of Clinical Supervision, which form of pre-observation conference would you prefer? Explain your reasons why. TASK #13 – What good advice can your mentor give you about preparing for the 2nd cycle of Clinical Supervision, “The Observation”? TASK #14 - If you were to have a conference with your administration regarding lessons you have taught up to this point, what teaching skill AREAS would you TARGET for IMPROVEMENT right now?

34. VI. act Clinical SupervisionStep 1 Pre–Conference:Scheduled… Intern will make arrangements with the Field Supervisor to pre-conference through e-mail, phone conference or face to face meeting if necessary. Be prepared to discuss the following: • Tell me about your lesson….. • What modifications will you do? • What behavior problems do you foresee? • What did the class do yesterday? • What about tomorrow? • How will you know they have mastered this objective? • What do you want me to know about this class? Continue

35. act Clinical Supervision Cycle Step 2 The Observationabout 45- 50 minutes Intern provides: • A functional seating chart • A completed lesson plan on ACT IPG planning grid to the Field Supervisor The Field Supervisor: • Observes the planned lesson • Completes the aPDAS form • Walks around the room • Looks at handouts, textbooks, all materials students have for the lesson Continue

36. act Clinical Supervision Cycle Step 3 Post – Conference about 15-20 minutes • Field Supervisor will review elements of the aPDAS and assist the Intern by identifying strengths and weaknesses. The Intern will identify 3 target areas for improvement, which will be the basis for the next observation. • Post conference will be scheduled by the Field Supervisor. What went exactly as you planned? What would you do differently? Tell me about……What did you notice about…… Tell me a different way to… Ask about the hook, objective, learner centered activities, management procedures, ………. • Copies of the aPDAS observation will go to: The intern, the principal, ACT office and Field Supervisor. Continue

37. Each month, the Intern will come to you with a topic for discussion. The topics for discussion are areas that the Intern will need campus specific guidance from an experienced teacher. Make sure to ask your Intern what the “Mentor Topic” is! Briefly document what you have discussed in the mentor log each week. Interns are to bring this log to the IDS Meeting each Month Mentor Topics: September 1) Locating student Information / student folders / Open house 2) Campus specific Lesson Plan formats October 3) ELEMENTARY- TAKS Reading SECONDARY, CATE, SPED – Learner Centered Activities 4) Conferencing and dealing with parents November 5) Organizing classroom materials December 6) Setting goals for continued student growth January 7) Identify 3 areas for Mentor Support February 8) Stress relief March 9) Daily assessments that are not paper and pencil April 10) Specific student modification 11) Improvement Plans VII. Mentor/Intern Planning Time and Mentor Log Continue

38. TASK #15 Decide NOW what day and time you can schedule MENTOR / INTERN planning meetings where you can meet and share each week. Day: __________ Time: __________

39. Congratulations! • You have completed Module 1 of the Mentor / Intern Training! • Both Mentor and Intern should sign and date the bottom of the Response Sheet and turn the forms into your Field Supervisor!