COME TO THE EDGE HE SAID THEY SAID

COME TO THE EDGE, HE SAID, THEY SAID: WE ARE AFRAID. COME TO THE EDGE, HE SAID. THEY CAME. HE PUSHED THEM…AND THEY FLEW. GUILLAUME APOLLINAIRE

MAT 2. 0 NSURE E C LI O T E T U O R L A N IO S S THE PROFE ence!” “There IS room for excell g in in a r T r o t n e M 8 1 Fall 20

TODAY’S INFORMATION • MAT OVERVIEW • ROLES AND RESPONSIBILITIES • INTERNSHIP ROTATION CYCLES • INTERNSHIP REALITIES • ASSESSMENT CHANGES

ADMISSION TO PROGRAM Teacher candidates (TCs) must • Pass Praxis CORE or obtain cut scores on ACT or GRE • Complete two UG courses in CIED. * • Complete undergraduate degree • Apply for admission to graduate school • Earn 3. 0 in last 60 hours of UG coursework • Take the Praxis II Content Area Test • Submit a portfolio with three letters of recommendation • Interview with faculty

COURSE SCHEDULE FOR PROGRAM SUMMER Learning Theory FALL SPRING Disciplinary & Capstone Research Interdisciplinary Literacies Seminar in Education Curriculum Theory & Assessment, Evaluation, Methods II Development for Teachers and Practitioner Research Social Justice & Multiculturalism in Education Second Language Assessment Internship Experience Intercession: Classroom Management Methods I Field Experience

FACULTY’S ROLE • Teach coursework • Direct research projects • Advise • Guide interns through job application process • Provide resources for professional development • Collaborate with mentor and field experience coordinator

FIELD EXPERIENCE COORDINATOR’S ROLE • Serve as liaison between mentor, TCs, departments, and university faculty • Provide constructive feedback and support to TCs through scheduled cohort meetings at each partner school • Observe teacher candidates as needed: one scheduled formal observation • Assess students on reflective quality of internship

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 UA faculty, school liaison, and FEC

DEFINITIONS OF MENTORING • A process supportive of the transformation or development of the mentee and of their acceptance into a professional community. • A one-on-one process that is workplace-based with contingent and personally appropriate support for the person during their professional acclimatization, learning, growth, and development. *BAILEY IN BURNS AND RICHARDS, 2009

WHAT MENTORS ARE • Models of a way of teaching and of “being a teacher” in the context • Acculturators helping mentee integrate into the context and community • Supporters for the emotionally charged process of transformation • Sponsors to introduce mentee into professional community • Educators to scaffold the process of becoming a teacher, for teaching, and for learning teaching *IBID

WHAT MENTORS ARE NOT • Assessors—giving grades • Advisors—telling mentee what to do or how to think • Trainers—drilling them in what a mentor believes is “correct” or “good” classroom behavior

WHAT MENTORS DO Two kinds of help: 1. Random acts of kindness Offer to do things for the mentee—help them get through a stressful day by listening, release them from clerical work, send them to observe another teacher 2. Supportive scaffolding of the core skills of professionalism —learning, thinking, action Assist in linking theory & practice, connecting varied knowledge from varied sources, reflecting on their own and students’ learning • *Ibid.

INTERN REALITY ROTATION ONE Interns are… • 5 weeks into a licensure and graduate program • Knowledgeable about theory and praxis of educational psychology, diversity, curriculum, and classroom management • Dependent upon the department and mentor for a great deal of guidance Interns have… • Limited experience in classrooms • Lots of enthusiasm, passion, and content knowledge

HOW DOES THIS LOOK? In-service August 6 -10 Observation August 13 -31 Co-Planning/Co-Teaching with Mentor September 3 -October 12

HOW DOES THIS LOOK? Immersion Experience October 15 -November 2 *Please note interns may be excused for state conferences in their content areas. Foreign Language (AFLTA) is in October. Co-Planning/Co-Teaching with Mentor November 5 - November 21 Blending out of Fall Experience November 26 -December 7

EVALUATION • Assessment of teacher candidate performance is continuous and rich. • Assessment is provided to TC by mentor, FEC, and faculty to provide candidates the opportunity to reflect on practice and growth. • Assessment opportunities are informal and formal with both scheduled and unannounced.

EVALUATION FORMS Mentor Evaluation • Used to provide a minimum of four formative feedback evaluations during the rotation • Danielson Short Form used as summative evaluation • Danielson Short Form may also be used for targeted feedback • Complete and send to FEC and UA faculty after reviewing with teacher candidate.

QUESTIONS?

THANKS! WE APPRECIATE YOU! Dr. Freddie A. Bowles SEED Program Director fbowles@uark. edu Dr. Jamie Collins collins 4@uark. edu Field Experience Coordinator (FEC)