The MLCS Apprenticeship Program

1. The MLCS Apprenticeship Program Dr. Natalia Pylypiuk, Professor Ukrainian Literature and Language 6 September 2011 (On the basis of materials prepared by Dr. Alla Nedashkivska and other members of the Language Coordinators’ Committee)

2. What is the Apprenticeship Program? • A program funded by the Learning Enhancement Initiative (LEI), whose • goals are: • to enhance the quality of undergraduate learning • to prepare graduate students for their professional duties

3. Benefits at the undergraduate end of the spectrum: • Undergraduate students always study a second language under the tutelage of experienced instructors. • They also get to observe experienced instructors working with apprentices in a collaborative manner, thereby learning about collaboration in the target language.

4. Benefits at the graduate end of the spectrum: • The Apprentice … • develops the skills of observation and comparative analysis, by visiting various classes and studying their instructors, • gains first-hand experience in teaching and classroom management skills before assuming complete responsibility for a language class.

5. Benefits at the graduate end of the spectrum: • Principal instructors • practice teaching a subject (2L in this case) and how to teach it, by explaining why they do as they do, • have the opportunity to reflect on their own teaching skills and how to improve them through close collaboration with the Apprentice/s and by paying attention to their observations.

6. Responsibilities of the Apprentice • Observe and assist Principal Instructor in daily lessons • Practice under the guidance of the Principal Instructor (lesson planning, grading, quizzes, handouts) • Assist with classroom activities, student group work, etc. • Observe other classes • on a regular basis, Apprentices observe other instructors and complete observation reports

7. Responsibilities of the Apprentice (cont. 1) • Hold office hours • offer general help sessions or conduct conversational sessions for undergraduates • Participate in Apprentice workshops • Attend meetings of Apprentices from all areas in MLCS (1-2 per academic year) • Participate in language-specific coordination meetings • discussion of concerns, etc. • workshops on language specific topics • group preparation of common exams, quizzes etc.

8. Responsibilities of the Apprentice (cont. 2) • Engage in self-reflection • teaching journals (comments, ideas and reflection on both teaching in general and on classes observed, as well as self-reflection on the their own current teaching experiences) • observation reports (other classes/instructors) • Work toward professional development • attend workshops in order to enhance pedagogical and technological skills (ATL=Academic Technologies for Learning; ARC=Arts Resource Centre; e-class workshops; FGSR teaching workshops etc.)

9. Classroom Schedule*

10. Link to description of Apprenticeship Program http://www.humanities.ualberta.ca/MLCS/apprent_prog.html • * Please note that division of hours and details of schedule might vary according to type and level of language course. • However, the discrete differences between the duties of the Principle Instructor and those of the Apprentice ought to be observed at all times.

11. Tasks of Principal Instructors • Makes time to be available for the Apprentice • Provides guidance to Apprentices concerning lesson planning, grading, design of exams, etc. • Provides advice and feedback to Apprentice

12. Tasks of Coordinators • Conduct an unofficial observation of Apprentices a minimum of once per term, in order to help improve teaching practices • [In consultation with the principal instructor] fill out the Apprentice Evaluation Form that includes recommendations with respect to the apprentice’s overall performance during the term

13. To sum up… • The Apprentice-Principal instructor-Coordinator relationship is very rewarding • when there is genuine team work and all team members perform their respective responsibilities • when team members are willing to learn from each other

14. To sum up… • when team members inform each other of developments, especially the Coordinator, to obtain advice and assistance • when team members are reciprocally courteous and willing to foster professional growth • when team members bear in mind their responsibility to deliver an enjoyable and high quality learning experience to their undergraduate charges.

15. Have a Happy 2011-2012! • I wish you an auspicious and productive academic year, as you harmoniously balance the double role of teacher and student. • Come for a visit! Natalia Pylypiuk Arts 437 - E