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Please write one professionalism tip for our interns on a notecard.
(feel free to get extra notecards & write more tips!)
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,
[email protected]: John Seelke, [email protected]: Stacy Pritchett,
[email protected] Studies: Catherine McCall,
[email protected] Alison Jovanovic,
[email protected] Languages: Perla Blejer,