Mentor Workshop

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• Mentor Workshop
• September 8, 2009

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• Field Experiences at Winthrop
• Exploratory Stage
• 25 hours of supervised work
• Pre-Professional Stage
• Field experience
• Professional Stage
• Full-time Internship

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• The Field Experience Provides
• Opportunities for instructional experience.
• Time for practice and application of what has
  been learned in Winthrop courses.
• Exposure to a variety of techniques and
  methodologies.
• Diversity of experiences.

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• Overview of the Field Experience
• Spend 2 days a weekTU and TH (about 8 hours/week
  for 14 weeks )in the classroom.
• OR spend 1 full day per week for 14 weeks.
• Gradually assume increasing responsibility for
  some part of student learning.

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• In addition for ECED/ELEM, spend 6 full days in
  the classroom (9/17 9/22 10/13 10/15 11/3
  11/5).
• MLED requires 6 full days (9/18 9/25 10/9
  10/30 11/6 11/20).
• Complete assignments for the other courses
  related to the field setting. (Most are 390 or
  391 courses).

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• The Field Experience Team A Triad
• The Teacher Candidate
• The Mentor Teacher
• The University Supervisor

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• The Teacher Candidate
• GPA 2.75
• C or better in core EDUC courses
• Success on Praxis I
• Completed at least 25 hours of
  supervised work with students of age desiring to
  teach

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• The Mentor Teacher
• An experienced teacher who has been approved
  through the school district and Winthrop
  University to serve as a model and mentor for
  teacher education students.

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• The Mentor Teacher
• The successful development of teacher
  candidates is highly dependent upon the
  opportunity for the candidate to work under the
  guidance of experienced and dedicated mentor
  teachers.

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• The University Supervisor
• A part-time/full-time faculty member who has
  been a classroom teacher and who has had
  experience in instructional coaching, clinical
  supervision, or mentoring.

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• The Handbook
• Developing Teachers as
• Educational Leaders
• Responsibilities, Policies, and Practices
• for the Field Experience
• http//coe.winthrop.edu/sas
• (link to Field Experience Site)

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• Table of Contents
• Part I (General Information)
• Part II (Guiding Documents)
• Part III (Placements)
• Part IV (Collaborative Partnership)

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• Part V. (Very Important, p. 15-20)
• The Field Student
• Responsibilities
• The Field Student
• Policies and Practices

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• Part V. (Very Important, p. 15-20)
• Appropriate Attire and Appearance
• Attendance
• Confidential Information
• (FERPA--Family Educational Rights and Privacy
  Act)
• Identification Badges
• Inclement Weather
• Professionalism

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• Schedule
• Substitute Teaching (may not be left in
  classroom without supervision)
• Support for Winthrop Students with
  Disabilities
• Transporting Students

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• Part VI. (Very Important, p. 21-22)
• What Can a Teacher Candidate Do?
• Non-instructional Tasks
• Instructional Tasks

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• Part VI. (Very Important, p. 22-24)
• Lesson Planning (2-day rule)
• Lesson Planning Template
• Observation Form (http//coe.winthrop.edu/sas)
• Mentor Teacher 2 formal
• University Supervisor 2 formal

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• Weekly Schedule of School Experiences
• Week 1Becomes accustomed to role of a teacher,
  particularly in regard to classroom management
  and procedures.
• Week 2Observes and assists teacher with
  noninstructional and instructional tasks.

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• Week 3--Instruction beginsat least one lesson
  plan per week until midtermincludes analysis and
  reflection.
• Throughout experience, noninstructional tasks
  will continue but the focus is on instructional
  tasks.

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• Week 7--Increases instruction this week and
  through remainder of field experience. (Mid-term
  point)Goal is to teach 1 lesson every time in
  field experience.
• Weeks 8-14Teaches for longer periods with much
  feedback and support from the mentor.

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• VII Guidelines for the Mentor
• Leads the teacher candidate through progressively
  challenging activities.
• Structures these activities to promote
  application of theory into practical professional
  skills.

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• Guidelines for the Mentor
• Familiarizes the teacher candidate with school
  policies. (handout How to Assimilate the Intern
  into the Classroom/School)
• Conducts at least two classroom observations
  using the Field Experience Observation Record.
• Provides verbal feedback on a regular basis.

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• Guidelines for the Mentor
• Participates in the midterm/final evaluation in
  collaboration with the university supervisor.
• Assists the teacher candidates skill
  development.
• Communicates often with the university
  supervisor, particularly if the teacher candidate
  experiences difficulties.

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• Guidelines for the Mentor
• Reads and reviews the field experience
  guidelines.
• Caution Under no circumstance is the teacher
  candidate left alone in the classroom.

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• VIII Expectations of the University
  Supervisor
• Communicates field experience expectations to the
  teacher candidate and mentor teacher.
• Conducts at least two classroom observations
  using Field Experience Observation Record.
• Meets with the teacher candidate in a supervisory
  role following an observation.

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• Expectations of the University Supervisor
• Participates in the midterm/final evaluation in
  collaboration with the mentor teacher.
• Assists the teacher candidates skill
  development.
• Communicates often with the mentor teacher and
  teacher candidate.

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• X Midterm and Final Evaluation
• Teacher candidate is evaluated in these areas
• Planning
• Instruction
• Environment
• Professionalism
• Content Area

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• Midterm and Final Evaluation Scoring
• No Opportunity
• No Attempt
• Unacceptable
• EmergingThis is the target!
• Acceptable

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• Midterm and Final Evaluation
• Teacher candidate must pass 5 out of 5 domains at
  the emerging level or above to move into the
  internship.
• Scoring Rubric for each indicator

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• Student Academic Services Website
• (Link to Field Experience)
• http//coe.winthrop.edu/sas

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• Thank you for your commitment to the teacher
  education program at Winthrop!