SEED MAT Mentor Training

1. SEED MAT Mentor Training MAT Overview Roles and Responsibilities Internship Realities Internship Rotation Cycles Danielson Frameworks

2. Admission to Program • Interns must • Pass Praxis CORE • Complete two UG courses in CIED. Foreign Language students must also complete a capstone course and pass the Oral Proficiency Interview. English students must have a course in Young Adult (Adolescent) Lit. • Complete undergraduate degree • Apply for admission to Graduate School • Earn 3.0 in last 60 hours of UG coursework • Take the GRE • Submit a portfolio with three letters of recommendation • Interview with faculty

3. Course Schedule for Program • Summer • Methods I • Issues and Principles in Secondary Education • Fall • Classroom Management for Secondary Education • Research Methods • Measurement and Evaluation • Methods II • Spring • Interdisciplinary Studies • Multicultural Issues • Curriculum Design • Literacies Across the Curriculum • Methods III

4. 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 Supervisor

5. Supervisor’s Role • Serve as liaison between mentor, student, and faculty • Provide constructive feedback to interns • Conduct a minimum of three observations per semester: • two formative and one summative • Assess students on reflective quality of internship (interns submit reflection papers every 2-3 weeks to supervisor)

6. 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 faculty and supervisor

7. Intern Reality Rotation One • Interns are… • Almost completely without significant classroom experience • 5 weeks into a licensure and graduate program • Knowledgeable about the basics of lesson planning and instructional method • Dependent upon the mentor for a great deal of guidance

8. Intern Reality Rotation Two • Interns are… • 19 weeks into a licensure and graduate program • Experienced in taking on all of the duties of their previous mentor • Trained in some advanced methods of instruction • Expected to assume the duties of their mentor in a shorter time span than Rotation #1 • Still dependent upon the mentor for a great deal of support • Expected to be implementing the methods they are learning about in their methods courses • Expected to uphold the mentor’s classroom expectations while also finding their own way as a teacher • Dependent upon their mentor for guidance in becoming an independent educator • Conducting research for the completion of their degree requirements

9. New Rotation Schedule • Rotation #1 – Fall Semester • In-Service  End of UA Semester— December 12 • Rotation #2 – Spring Semester • End of District Winter Break  End of UA Semester—May 1

10. First Rotation Cycle of Mentoring • In-Service • Introduce intern to faculty, staff, and administration • Familiarize intern with school context—routines, handbook, physical lay-out, procedures • Intern Observation—2-3 weeks • Intern becomes familiar with students and classroom routines • Intern notes your teaching style and classroom management • Intern provides bio for parents

11. First Rotation Cycle of Mentoring • Intern Participation—2-3 weeks • Intern co-teaches with mentor • Intern begins to assume responsibility for classes • Intern Immersion– 6-7 weeks • Intern assumes responsibility for all classes • Intern teaches one complete unit • Intern Release—2-3 weeks • Mentor resumes teaching responsibilities • Intern observes other classes before rotation ends

12. Second Rotation Cycle of Mentoring • Intern Observation—1-2 weeks • Intern becomes familiar with students and classroom routines • Intern notes your teaching style and classroom management • Intern provides bio for parents • Intern Participation—1-2 weeks • Intern co-teaches with mentor • Intern begins to assume responsibility for classes • Intern Immersion—8-10 weeks • Intern assumes responsibility for all classes • Intern teaches one complete unit • Intern Release—2-3 weeks • Mentor resumes teaching responsibilities • Intern observes other classes before rotation ends

13. Evaluation Forms • Formative Evaluation Form • Used to provide formative feedback during the rotation • Uploaded to Chalk and Wire by mentors mid-rotation • Fall – October 10 • Spring – February 27

14. Evaluation Forms • Summative Evaluation Form • Used to provide formal assessment of intern performance • Uploaded to Chalk and Wire by mentors at end of each rotation • Fall – December 12 • Spring – May 1

15. Performance Criteria • Criteria used to evaluate intern performance • Modeled after Arkansas DOE system for evaluating teacher performance • Performance criteria should be used to provide OBJECTIVE evaluation of intern performance. • Progression is expected– lower ratings in earlier evaluations is also expected • Perfect ratings indicate little room for improvement – this is not expected of interns

16. Danielson Domains • Domain 1: Planning and Preparation • Demonstrating knowledge of content and pedagogy • Demonstrating knowledge of students • Selecting instructional outcomes • Demonstrating knowledge of resources • Designing Coherent Instruction • Assessing student learning

17. Danielson Domains • Domain 2: The Classroom Environment • Designing an environment of respect and rapport • Establishing a culture for learning • Managing classroom procedures • Managing student behavior • Organizing physical space

18. Danielson Domains • Domain 3: Instruction • Communicating with students • Using questioning and discussion techniques • Engaging students in learning • Using assessment in instruction • Demonstrating flexibility and responsiveness

19. Danielson Domains • Domain 4: Professional Responsibilities • Reflecting on teaching in terms of accuracy and use in further teaching • Maintaining accurate records • Communicating with families • Participating in a professional community • Developing and growing professionally • Demonstrating professionalism

20. Thanks! We appreciate you! Freddie A. Bowles SEED program director fbowles@uark.edu