SEED MAT Mentor Training

1. SEED MAT Mentor Training Internship Expectations Danielson Frameworks Chalk and Wire Expectations

2. New Rotation Schedule • Rotation #1 – Fall Semester • Professional Development  End of UA Semester • Rotation #2 – Spring Semester • End of District Winter Break  End of UA Semester

3. Intern-Mentor Expectations • Rotation #1 – 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

4. Intern-Mentor Expectations • Rotation #2 – 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

5. Evaluation Forms • Formative Evaluation Form • Used to provide formative feedback during the rotation • Uploaded to Chalk and Wire by mentors mid-rotation • Fall – October 11 • Spring – February 28

6. 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 2

7. 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

8. 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

9. 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

10. 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

11. 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