2011-2012

Mentor Teacher OrientationUniversity of Maryland College Park

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

UMCP PDS

Coordinator

School PDS Site Coordina

tor

School System

PDS Liaison

Undergraduate Program≥100 day internship in PDS schools

Week of August 22nd: Main Placement

Aug 29 to Oct 14: Introductory Placement

one day per weekOct 17 to Dec 9: Main Placement

one day per weekJan 3 to May 11: Main Placement

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 teaching1 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 to mid-Feb Second quarter

Stage 3

mid-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

Internship EvaluationFoundational Competencies – Newly

Revised!

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

Program Portfolio - TPATeacher 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.

Teacher Decision-Making, Analysis, Reflection, Academic Language

TPAC Design Framework

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 1

Level 2

Level 3 Level 4

Standards…

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…

Implications for InternshipThroughout the year:

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

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

Program Portfolio - MTTS

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

Legal, Social & Ethical IssuesAnalyzing Student Assessment DataIntegrating Technology into teachingAssistive Technology

Getting off to a good start…

Integrating intern into classroom & school

Negotiating expectations

Communication with parents

Secondary PDS CoordinatorsEnglish: Peggy Wilson,

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

stacyrp@umd.eduSocial Studies: Catherine McCall,

cmccall@umd.eduWorld Languages: Perla Blejer,

pblejer@umd.edu