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Mentor Teacher Orientation 2012

University of Maryland College Park

UMCP PDS

Coordinator

School PDS Site Coordina

tor

School System

PDS Liaison

Undergraduate Program≥100 day internship in PDS

schoolsWeeks of Aug 13th & 20th: Main/Intro

Aug 27 to Oct 12: Introductory Placement

one day per weekOct 15 to Dec 7: Main Placement

one day per weekJan 2 to May 10: Main Placement

Full-time internship

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 mentor1 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

Four Stages of InternshipStage 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 studentsStage 4: Collaborative Phase Out

Mentor gradually reassumes lead responsibilities

Stage One:Beginning Apprenticeship

PlanningMentor: lead planner, models and thinks

aloud Intern: assists in searching for/creating

instructional resourcesTeaching

Mentor: lead teacherIntern: 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

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.

Stage Three:Peak Apprenticeship

Planning: Intern: lead plannerMentor: offers ideas/resources/feedback

throughoutTeaching:

Intern: lead teacher Mentor: co-teaching, assisting individual

students & small groups, conducting targeted observations, etc.

Assessing Student Learning: Intern: takes primary responsibility for

assessing studentsMentor: provides oversight and assistance

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.

Transition to Lead Teaching

Stage Undergrad Timeframe

MCERT Timeframe

Stage 1

August to December

First quarter

Stage 2

Jan Second quarter

Stage 3

Feb to April Third quarter

Stage 4

May Fourth quarter

Feedback & Assessment

Ongoing FeedbackInternship Evaluations

Program Portfolios

Ongoing FeedbackRegular, frequent feedback from mentor

& supervisor:Planning:

Intern submits written lesson plans to mentor for feedback

Teaching:Weekly observation by mentor; 4-6

times by supervisorVariety of observation tools

Assessing student learning:mentor and intern cross-grading,

intern shares representative samples with mentor for feedback on scoring, etc

Internship Evaluation Performance Based Assessment

Complete at mid-point & end of each semester

By Mentor, Intern & SupervisorPBA Conferences for each PBA:

share feedback identify goals for further development

revisit plan for transitioning responsibilities

PBA on Live TextYou will receive/have received an email

with your username and password from “Live Text Field Experience”

You will login to www.livetext.comIf you don’t know your username &

password, hit “forgot?” and put in your email address

Internship EvaluationFoundational Competencies

English Language CompetenceInterpersonal CompetenceWork and Task ManagementAnalytic/Reasoning Competencies

Professional Conduct Physical AbilitiesProfessional Dispositions

Internship EvaluationAreas of Concern

In case of concerns about the intern’s development…Interventions can be triggered by:

Request of mentor or supervisorConcerns regarding Foundational

CompetenciesRatings on PBA

Interventions can include: Student Services &/or program

faculty involvement Weekly Progress Reports &/or Action

PlanAdditional steps as necessary

Teacher Decision-Making, Analysis, Reflection, Academic Language

TPAC Design Framework

Implications for InternshipThroughout the year:

Permission forms for videotaping and analyzing student work should be available to interns soon

Directly address TPA topics, such as:supporting students’ academic language

needs/developmentExamining assessment data more thoroughly for

individual students from different demographic groups and performance levels

TPA Itself: Due April 8 for MCERT, April 22 for UGIntern must have “primary responsibility” for

teaching segmentIdeally, the intern should have lead

responsibility for planning and assessing student learning for this segment

Program Portfolio - MTTS

Maryland Teacher Technology Standards PortfolioRequired by MSDE7 Technology StandardsRelevant to internship:

Legal, Social & Ethical IssuesAnalyzing Student Assessment Data

Integrating Technology into teaching

Assistive Technology

Getting off to a good start…

Integrating intern into classroom & school

Negotiating expectations

Communication with parents

School email/gradebook access

Secondary PDS CoordinatorsEnglish: Peggy Wilson,

pwilson@umd.eduMath: John Seelke, jseelke@umd.eduScience: Stacy Pritchett,

stacyrp@umd.eduSocial Studies: Catherine McCall,

cmccall@umd.edu Alison Jovanovic,

ajovanov@umd.eduWorld Languages: Perla Blejer,

pblejer@umd.edu