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SEED MAT Mentor Training. MAT Overview Roles and Responsibilities Internship Realities Internship Rotation Cycles Danielson Frameworks. Admission to Program. Interns must Pass Praxis CORE

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seed mat mentor training

SEED MAT Mentor Training

MAT Overview

Roles and Responsibilities

Internship Realities

Internship Rotation Cycles

Danielson Frameworks

admission to program
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
course schedule for program
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
faculty s role
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
supervisor s role
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)
mentor s role
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
intern reality rotation one
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
intern reality rotation two
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
new rotation schedule
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

first rotation cycle of mentoring
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
first rotation cycle of mentoring1
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
second rotation cycle of mentoring
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
evaluation forms
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
evaluation forms1
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
performance criteria
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
danielson domains
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
danielson domains1
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
danielson domains2
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
danielson domains3
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
thanks we appreciate you
Thanks! We appreciate you!

Freddie A. Bowles

SEED program director

fbowles@uark.edu