1 Mentor Meeting Wendy Jewell, Director of Student Teaching Barb Baltrinic, Student Teaching Liaison (330) 972-7987 Last edited December 22, 2014.

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Slide 2 1 Mentor Meeting Wendy Jewell, Director of Student Teaching Barb Baltrinic, Student Teaching Liaison (330) 972-7987 Last edited December 22, 2014 Slide 3 2 What is covered in this training? 1. Getting Started - Website and materials you will need 2. Evaluation materials 3. Co-Teaching Model 4. edTPA 5. Questions/Problem Solving Mentor Teacher Training Slide 4 Part 1: Getting Started 3 Slide 5 Student Teaching Website Go to: www.uakron.eduwww.uakron.edu In the search box, type in Student Teaching Then click on Mentor Teacher Or go to: http://www.uakron.edu/education/current- students/student-teaching/index.dot 4 Slide 6 Website Information 5 Important Dates and Information Welcome letter from the Director Checklist of materials Mentors need to turn in Important dates you should know Recommended Weekly Teaching Schedule AYA Student Teachers Non-AYA Student Teachers Qualities of a Mentor Teacher What is expected of the Mentor? edTPA information for School Districts Slide 7 What is Expected of a Mentor Teacher? Welcome the student teacher to your school. Introduce him or her to your students, other faculty members, and support staff. Give student a tour of the classroom and school. Explain school policies and procedures regarding such things as signing in and out of the building, the time they are expected to report to school, the time their day ends, computer use, use of copy room services, etc. Discuss daily schedules, routines, and duties. Share your teaching responsibilities with the student teacher, exchange personal phone numbers and e-mail addresses. Discuss appropriate dress code, attendance, and professional behavior in and out of school. Provide dates and times of other teaching responsibilities (Open House, faculty meetings, department/grade level meetings, parent/teacher conferences.) These are expectations of the student teaching experience. Work with the student teacher to determine a schedule for assuming teaching responsibilities. Provide the student with the course of study objectives (standards, pacing guide, etc.), textbooks and resources that relate to the content he/she will be teaching. Support your student teacher in developing skills in planning, instruction, assessment, and classroom management. Share your own experiences, ideas, beliefs, and management procedures to help the student to gain classroom confidence. Encourage your student teacher to reflect on each lesson to gain further insights from his/her successes and challenges. Set up a specific time/day you would like to review lesson plans. Make sure this gives the student teacher ample time to modify accordingly. Communicate regularly with the university supervisor. It is of benefit to the student teacher when the whole team is in regular communication. Collaborate with the University Supervisor on a midterm and final evaluation. 6 Slide 8 The Website Forms Personal Data Form Form on our website which our mentor teachers submit for our accreditation agency Personal Data Form Lesson plans Form our teacher candidates use for writing their lesson plans Lesson plans Survey by Mentor Teacher Form on our website done at the end of the semester which evaluates our office and the University Supervisor Evaluations of Student Teachers The link to complete midterm and final worksheet for the student teachers. This form is to be forwarded or shared with the University Supervisor for completion of the electronic midterm and final. The worksheet is to be used as a tool to gather information from the mentor teacher. Evaluations of Student Teachers 7 Slide 9 Website Resources Student teaching handbook Mentor Teacher Resource Guide Ohio teaching standards Co-teaching model Co-teaching brochure from State of Ohio Description of co-teaching model Co-teaching strategies Preliminary discussion questions for student teaching teams eTRAIN (Electronic Teacher Resource and Information Network) 8 Slide 10 9 From our Mentor Teacher Resource Guide Slide 11 Classroom Management Teaching Concepts in the Content Area - using current research in methodologies and using the content language. 10 What do you think Student Teachers struggle with the most? From our Mentor Teacher Resource Guide Slide 12 From our Mentor Teacher Resource Guide Beginning Conversations Focus on Classroom rules. How are they developed? Classroom routines. How they affect behavior management. Student participation. How do you engage a student? How does this impact behavior management? Teacher expectations. Making them clear and concise. How can that impact behavior management? 11 Slide 13 From our Mentor Teacher Resource Guide Instructional Methodologies Focus on instructional methodologies when giving feedback from observations, planning for instruction and or throughout your conversations. Use the academic content language throughout your conversations as well. 12 Slide 14 Consider Instructional Methods that promote student involvement Brainstorming; bulletin boards; buzz session; case study; coaching; collaborative learning; chunking or clustering; committee work; community-based research; community-based service projects; computer-assisted; concept mapping/webbing; debate; demonstration; discovery; discussions (Socratic seminar, fishbowls, panels, roundtables, inquiry discussion groups); distance learning; drama; drill; expository writing; field trip; forum; games; group work (cooperative learning groups); dyads; homo- or heterogeneous grouping, inquiry grouping; tutorial grouping); guest speaker; independent work stations; individualized instruction; inferring; inquiry learning; guided inductive inquiry; interviews; jury trial; H-W-L; laboratory investigation; learning activity center; direct-learning center; open-learning center; skill center; library/resource center; metacognition; mock-up; mock-trial; multimedia creations; outlining; paraphrasing; periodicals; presentations; problem solving; problem-based learning; project; questioning; reciprocal teaching; recitation; review and practice; role play; self-instructional module; simulation; sociodrama; study guide; study strategies; summarizing; survey projects; symposium telecommunication; research paper/presentation/web-quest/annotated bibliography; think aloud; think-pair-share; Vee mapping; Venn diagramming; visual learning logs, visual tools; webbing/concept mapping; writing pals/pen pals; writing across the curriculum. 13 Slide 15 Part 2: Evaluation Forms 14 Slide 16 Evaluation Forms The UA Teacher Candidate observation, midterm and final evaluation forms are in alignment with OSTP (Ohio Standards for the Teaching Profession.) There are elements included in the student teaching evaluations that are pulled from the OTES Evaluation. 15 Slide 17 Evaluation Forms You will use three different evaluation forms: 1. Observation form (optional for the mentor teacher to use when doing an observation on your student teacher) Form is found on our website. There is a Note Taking form you can use while observing; and there is a survey form which is typed and submitted. (Copies will automatically be sent to the teacher candidate, you, and the Office of Student Teaching.) 2.Midterm evaluation worksheet (You can access the mid-term worksheet from our website. Then share with the teacher candidate and the University Supervisor.) 3.Final evaluation worksheet (You can access the final worksheet from our website. Then share in a conference with the teacher candidate and University Supervisor.) 16 Slide 18 17 Slide 19 Midterm and Final Evaluations In the Midterm and Final evaluations you will find various sections which include Planning Engaging students in learning Assessments Dispositions Like OTES, you would indicate evidence/rationale that the student teacher has either exceeded, met, is emerging, or does not meet expectations. 18 Slide 20 Part 3: The Co-Teaching Model 19 Slide 21 20 Slide 22 Models of Co-teaching Small Group Station Teaching. In this co-teaching approach, teachers divide content and students. Each teacher then teaches the content to one group and subsequently repeats the instruction for the other group. If appropriate, a third "station" could require that students work independently. Parallel Teaching. Two teachers teach the same content simultaneously in two smaller groups in the classroom. The mentor and intern may present the lesson the same way to students, or they may adjust their teaching style in each group to accommodate students learning styles. One of the greatest benefits of parallel teaching is that it increases student participation. Alternative Teaching: One teacher takes the lead with a large group of students while the other teacher works with a small group of students in the classroom. The small group of students may be receiving enrichment on the concept that the lead teacher is instructing with the large group of students, or the teacher may be providing additional instruction on concepts that were difficult for students. An important point to make is that the composition of the small group should change throughout the year and not remain stagnant. Whole Group One Teach, One Guide. One teacher takes the lead for teaching while the other teacher circulates through the room providing unobtrusive assistance to students as needed. The guide teacher may also be collecting evidence of student learning as she moves around the classroom. Mentors and interns should take turns being the lead teacher and guide. Synchronous Team Teaching: In synchronous team teaching, both teachers are delivering the same instruction at the same time. Some teachers refer to this as having one brain in two bodies. Others call it tag team teaching. Most co-teachers consider this approach the most complex but satisfying way to co-teach, but the approach that is most dependent on teachers styles. Mentor Modeling: This model works in two ways. First, when an intern watches a mentor work, she can begin to understand how to interact with children while delivering the curriculum. Second, when the mentor watches the intern, she can get a sense for what teaching behaviors are effective and what strategies need further development. Affirm and Enhance: Affirm and enhance is when one teacher is taking the lead with a lesson and the other teacher may jump into the lesson with a reinforcing or clarifying comment about the content of the lesson. This model of co-teaching often occurs in-the-moment of classroom instruction. It can be used with both large group and small groups of students 21 Slide 23 Part 4: edTPA (Teacher Performance Assessment) 22 Slide 24 edTPA 23 ODE has now required all student teachers complete the edTPA portfolio which includes submission of a video recording of the student teacher teaching students the featured lessons. Confidentiality agreements are signed by the student teacher expressing that they not share the videos under any circumstance except for submission to Pearson. The University of Akrons student teachers submit their edTPA for national scoring by Pearson. Mentor teachers are asked to provide support by offering feedback as the student teacher plans, implementation and reflection upon the portfolio entries. Slide 25 edTPA process for Teacher Candidates Create a Content-Specific Teacher Work Sample that includes: Task 1 Planning Instruction and Assessment Task 2 Instructing & Engaging Students in Learning (includes video taped segments) Task 3 Assessing Student Learning Use of Academic Content Language is embedded in each task. 24 Slide 26 edTPA OTES OTES OTES OTES RESA National Board Preservice through Lead Teaching Slide 27 26 Slide 28 Part 5: Burning Questions ? Please send any questions to: [email protected] Or [email protected] 27 Slide 29 Problems? If there is a problem or issue, contact the University Supervisor first. If the problem persists, you should then contact Wendy Jewell at 330-972-7987 or [email protected] 28 Slide 30 Thank you! The University of Akrons College of Education and the Office of Student Teaching and Field Experience thanks you for paying it forward to the profession. Without excellent mentors, we would not be able to provide excellent experiences for our teacher candidates! 29