Mentor Teacher Orientation 2014-15 University of Maryland College Park Please write one professionalism tip Please sign in

Mentor Teacher Orientation 2014-15University of Maryland College Park

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Introductions

Name

Content area

MCERT or UG

How many years have you been a mentor?

Agenda

Goals of Internship

Stages of Internship

Key Assessments

Key Policies

Mentoring

Goals of the Internship

Identify & discuss with your partner:

If you are a new mentor: The goal you think is most important

If you had an intern previously: the goal which was most challenging for your most

recent intern & one thing that helped the intern progress toward that goal

Four Stages of the Internship

Transitioning through the 4 Stages

Stage Undergrad Timeframe

MCERT Timeframe

Stage 1

August to December

First quarter

Stage 2

Jan/early Feb Second quarter

Stage 3

Feb to mid-April Third quarter

Stage 4

Late April - May Fourth quarter

Stage 1 Stage 2

“I do”

Mentor in lead, thinking aloud

Intern assisting and learning about your thinking

“We do”

Mentor & intern co-planning, co-teaching & co-assessing

If you were strategically designing a gradual increase in the intern’s responsibilities & understanding of PLANNING,

what order would you do these in?

____ a. have the intern examine sample lesson plans of yours from when you’ve been observed or needed to write up formal lesson plans. Think aloud about decisions you made in planning those lessons.

____ b. have the intern observe a class and write out the lesson plan as they see it unfolding. Discuss afterwards – ask them to speculate about why you designed certain aspect of the lesson in a particular way and think aloud about the decisions you had made when planning the lesson.

____ c. show the intern the lesson plan/materials as you’ve taught them previously. Ask the intern to find/create/modify a replacement for one of the instructional materials to meet a particular objective.

____ d. Give the intern a lesson plan you used last year and ask them to take a first stab at modifying it to meet the needs of a particular class period.

If you were strategically designing a gradual increase in the intern’s responsibilities & understanding of TEACHING,


____ a. you teach the lesson in 1st period while the intern observes, you jointly debrief during 2nd period planning, the intern teaches the lesson in 3rd period.

____ b. you teach the lesson, ask the intern to write three strategic moves you made and three questions about decisions you were making while you were teaching, discuss after class.

____ c. you lead the warm-up, the intern leads the first instructional activity while you circulate, you lead the second instructional activity while the intern circulates, the intern leads the closure.

____ d. you teach the lesson. Assign the intern to work with a particular student or small group who will need extra support during an instructional activity.

If you were strategically designing a gradual increase in the intern’s responsibilities & understanding of ASSESSMENT,


____ a. Give the intern copies of three papers you’ve graded, but without your grades/comments. Have the intern grade them, and then compare your grades/comments.

____ b. Have the intern examine two different teachers’ assessment for the same content and talk with you about the benefits and challenges of each approach.

____ c. Discuss with the intern the grading criteria and priorities for comments, pre-grade a couple of papers at different levels for the intern to review, divide the rest of the papers between you and the intern so you each grade a portion of them, have the intern write their grades and comments on post-its so you can jointly review them before they are recorded and distributed to students.

____ d. Have the intern examine a set of papers to look for trends in what students understood and didn’t understand and to identify outliers. Discuss.

Transition Planning

How can your intern transition in a manner that will help them

learn as much from you as possible while developing strong

habits of great teaching?

Think about…• Multiple preps?• Number of class periods?• Intern’s strengths? weaknesses?

See Sample Transition Plans on page 33

GoalsCandidates will be able to…

Key Assessments

• Plan

• Facilitate

• Assess

• Create Learning Environment

• Use Technology

• Be Professional

• Reflect

How do we assess interns’ progress

in relation to those goals?

Key Assessments


Assessments

• Plan

• Facilitate

• Assess

• Create Learning Envi

• Use Tech

• Be Professional

• Reflect

• Foundational Competencies

Foundational Competencies: English Language

Competence Interpersonal Competence Work and Task

Management Analytic/Reasoning

Competencies Professional Conduct Physical Abilities Professional Dispositions

Key Assessments: PBA


Assessments

• Plan

• Facilitate

• Assess


• Use Tech

• Be Professional

• Reflect


• PBA (Performance Based Assessment)

Performance Based Assessment Planning Instruction Delivering Instruction Assessing Student Learning Classroom Learning

Environment Intern/Student Interactions

and Interpersonal Skills Knowledge of Content Professionalism

Using the PBA Rating Scale

“… in relation to where intern should be by the end of the year”

Unsatisfactory

Needs Improvement

Satisfactory

Very Good

Outstanding

Key Assessments: edTPA


Assessments

• Plan

• Facilitate

• Assess


• Use Tech

• Be Professional

• Reflect


• PBA (Performance Based Assessment)

• edTPA (Teacher Performance Assessment)

What is edTPA?

A pre-service assessment designed to answer the

question:

Is a new teacher

ready for the job?

edTPA

If you are interested in scoring, contact John Seelke at [email protected]

CPD available for participating in the training, per portfolio stipend for scoring

Ideas for supporting interns & Acceptable forms of supportSee Handbook Pages 29-30

mailto:[email protected]

Key Assessments: MTTS


Assessments

• Plan

• Facilitate

• Assess


• Use Tech

• Be Professional

• Reflect


• PBA

• edTPA

• MTTS Portfolio(Maryland Teacher Technology Standards)

Maryland Teacher Technology Standards

1. Information Access, Evaluation, Processing & Application

2. Communication3. Legal, Social & Ethical Issues4. Analyzing Student

Assessment Data5. Integrating Technology into

teaching6. Assistive Technology7. Professional Growth

Key Policies

Take a moment to read over the policies that apply to interns on pages 7 – 9

In what circumstances do you flag a concern to the PDS Coordinator?

Starting out the year

Look over the Tools for Initial Conversations on pages 35 – 37

Discuss with a partner: Ones you’ve used (if applicable) Ones you think you will use

Questions & Announcements

Thank you!

Documents

Mentor Teacher Orientation 2014-15 University of Maryland College Park Please write one professionalism tip Please sign in