Science Education MAT Phase-in Schedule and Supervisor Responsibilities[1]
What follows is a suggested phase-in schedule for MAT students; however, it must be stressed that the time and degree of how MATs assume teaching responsibilities is truly an individual process and must be made jointly with input from the MAT, the mentor, and the university supervisor. In addition, until MATs have intern certificates (January) they cannot be left alone with students. Although a MAT may assume responsibility for teaching a class, s/he should still have the continual support, input, and feedback from the mentor teacher. This is essential for the growth of the MAT and the most effective instruction of the students.
The suggested phase-in schedule below assumes that students are placed in schools with class periods of approximately 45 minutes. For students placed in schools with block scheduling (90 minute periods), phase-in schedules will need to be individually tailored with input from the mentor and university supervisor.
FALL SEMESTER – The first term of the MAT practicum experience will mirror the three stages of practicum experiences outlined by PDE (observing, assisting & pre-student teaching, and teaching) for 20 hours a week.
September & October: MATsshould use these months for acclimating into school environments by conducting many observations (of different teachers, subjects, and grade levels), co-planning lessons, working with small groups, and teaching parts of lessons. The MATs have several assignments to complete for their courses that fit into these activities.
- The MAT should assume the planning and teaching of one prep by approximately the eighth week of school, about mid-October.
- Specific assignments for the MAT during this timeframe (most to be completed in October):
- Co-teach a laboratory lesson
- Launch an instructional activity
November, December, & January: Usually, the MAT should plan to have complete responsibility (day-to-day instruction; record keeping, grading and feedback, and communication with family, counselors, and so forth) of no more than one prep and teach a total of no more than two periods during the fall semester. They should assume the planning and teaching of a second prep in December or January. In addition, MATs should be supporting instruction in the mentor teacher’s other classes (including working with individual or groups of students); meeting at least weekly with the mentor to plan lessons and discuss instructional concerns; participating in department/team meetings; and engaging in on-site professional development as appropriate.
- Specific assignments for the MAT during this timeframe (most to be completed in October):
- Teach a 5 Practices Discussion Lesson
- Teach a Scientific Practices Lesson
- Teach a Demo Lesson
During the fall, the University supervisor responsibilities are as follows:
- Initial meeting on site with the MAT and mentor to review program expectations and responsibilities.
- Co-planning meeting either on site or on campus with the MAT. In this meeting, the MAT and supervisor should co-plan at least one lesson so that the MAT and supervisor share common planning expectations and so that the supervisor can give her/his expert guidance to the MAT. The supervisor is then asked to conduct an observation when the MAT teaches this lesson (see below).
- 5 teaching observations of the MAT conducting an activity or a full lesson. 2 – 3 of these observations will be linked to students’ assignments. The supervisor should submit a formative evaluation of the MAT, with mentor input, at the end of the semester. The formative evaluation will use the Science Education Midterm/Final Evaluation Form and should be submitted to TaskStream or Donna Rudman (). The formative evaluation grade should be submitted to the student’s Practicum instructor.
- Documenting the Early Field Experiences by the end of fall term (December).
SPRING SEMESTER – The spring term of the MAT internship will be 30 hours a week, over 5 days a week. MATs will receive their internship certificates in January.
As the second half of the year begins, the MAT is expected to assume full responsibility for one half of the mentor's daily teaching schedule, not to exceed three classes per day. However, for limited periods of time (including at least one two-week period), the MAT should assume responsibility for a full instructional schedule, provided this schedule does not exceed the 30 hour limit. Since MATs are certified teachers starting in January (holding intern certificates), the mentor's presence in the MAT's classroom is not always required. However, the mentor is expected to make frequent observations (a minimum of 1 per week) and participate in scheduled feedback conferences with the MAT. The mentor must also provide copies of all observations electronically (preferred) or in hard copy to the university supervisor within a day of each observation. The MAT is also responsible for submitting all formal observation forms in their university file.
During the spring, the University supervisor responsibilities are as follows:
- 5 teaching observations of the MAT conducting full lessons.
- Submitting a formative midterm evaluation of the MAT, with mentor input. The formative evaluation will use the Science Education Midterm/Final Evaluation Form and should be submitted to Donna Rudman () and the student’s seminar instructor.
- Submitting a final evaluation of the MAT, with mentor input, at the end of the spring semester. The final evaluation will use the Science Education Midterm/Final Evaluation Form and should be submitted to Donna Rudman () and the student’s seminar instructor.
- Submitting the MAT’s internship grade to the Science Education program coordinator, Ellen Ansell (), at the end of the spring semester.
- Submitting two, original, signed copies of the PDE 430 document to Donna Rudman ().
SUMMER TERM – The summer term of the MAT internship will continue to be 30 hours a week, over 5 days a week. MATs will continue their internship until the end of the school year at the school at which they are placed.
During the summer, the University supervisor responsibilities are as follows:
- 2 teaching observations of the MAT conducting full lessons.
- Submitting a final evaluation of the MAT, with mentor input, at the end of the summer 1 term. The final evaluation will use the Science Education Midterm/Final Evaluation Form and should be submitted to Donna Rudman ().
- Submitting the MAT’s internship grade to the Science Education program coordinator, Michelle Sobolak (), at the end of the first summer term (approx. mid-June).
Throughout the fall term, Science MATs will gradually assume increasing responsibility for classroom instruction and for participation in other aspects of teaching work (e.g. communication with parents, participation in departmental or grade-level meetings, etc.). The schedule below describes the general expectations for MATs throughout the fall term. Please use this as a guide when determining what specific roles and responsibilities the MAT will take on throughout the term.
Also, please note that MATs should not take over complete responsibility for teaching a course until mid- to late October. Prior to that, we encourage MATs to co-teach whenever feasible.
If you have any questions or concerns about the phase in schedule, please do not hesitate to contact me (Beth Hufnagel, or 412-648-7305).
Phase 1: August 25 – September 5
During this phase, the MAT will be observing in multiple classrooms. In the “home” classroom, we would like to see
MATs –
Forming relationships with mentor teacher and students. Talking formally and informally with your mentor teacher about his/her teaching experiences and the school as well as sharing your previous professional experiences.Getting to know all students by name. Spending time in the hallways between classes. Interacting with students informally and formally.
Developing understanding of school and classroom norms. Developing an understanding of policies and norms through conversations with your mentor or other school officials about how school policies and norms are enacted in classrooms and the impact this has on instruction.
Some time during Phase 1, the Pitt Field Supervisor will visit the classroom to conference with the Mentor and MAT.
Phase 2: September 8 - October 17
During this phase, the MAT will be observing in multiple classrooms. In the “home” classroom, we would like to see
MATs –
Continue forming relationships with mentor teacher and students. Talking formally and informally with your mentor teacher about his/her teaching experiences and the school as well as sharing your previous professional experiences.Getting to know all students by name. Spending time in the hallways between classes. Interacting with students informally and formally.
Continue developing understanding of school and classroom norms. Developing an understanding of policies and norms through conversations with your mentor or other school officials about how school policies and norms are enacted in classrooms and the impact this has on instruction.
Assisting with instruction (especially during small group tasks, laboratories, etc.). This may include “taking the lead” during portions of lessons.
Assisting with grading and feedback.
Tutoring individual students.
Meeting regularly with the Mentor to discuss lesson plans, reflect on lessons, etc.
SPECIFIC FIELD ASSIGNMENTS
Co-teach a laboratory lesson.
This should be a lesson where students are gathering data using hands-on materials.
The MAT should demonstrate awareness of safety concerns and ability to maintain a safe working environment for students.
The MAT should have a lesson plan for this lesson – even if he/she is not going to be the only teacher. The task and materials may be provided by the mentor (or taken from a standard curriculum).
Launch an instructional activity.
The MAT should demonstrate the ability to clearly communicate the purpose of a task, connect to students’ relevant prior knowledge and experience, and provide clear instructions (including visual and verbal supports to enable students to remember and act on instructions).
This launch may occur during any lesson. The Mentor will likely be the lead teacher for the majority of the lesson – we are asking for the MAT to be 100% responsible for the launch only.
The Pitt Field Supervisor will conduct one formal visit during this period and the field supervisor should complete the Early Field Competencies stage 1 & 2 form at this observation.
Phase 3: October 20 – October 31
During this phase, the MAT will be transitioning into the role of “lead teacher” in one class. In the other classes (i.e. those the Mentor continues to teach), the MAT should continue to support instruction, work with individual students, etc. Specific expectations are for MATs to —
Transition into the role of lead teacher in one class
The MAT should take over 100% responsibility for instruction in this class by October 31st. As lead teacher, the MAT will be responsible for:
Lesson planning
NOTE – Pitt requires that a detailed lesson plan be written and on file (in the electronic planning tool) for all lessons taught by the MAT.
Grading and feedback
Record keeping
Parent communication
Continue to co-teach and support instruction in the Mentor’s other classes and to work with individual or small groups of students.
Engage in weekly (or more frequent) meetings with the Mentor teacher to plan and reflect on instruction.
Participate in departmental and/or team meetings.
Engage in on-site professional development as appropriate (determined by schedule and Mentor recommendations).
Teach a Five Practices Discussion Lesson
Demonstrate ability to utilize the five practices to plan for and support engagement in a challenging science task involving experimental design; or interpretation, representation, or explanation of data.
SPECIFIC FIELD ASSIGNMENT
Teach a Five Practices Discussion Lesson.
This lesson can address any topic (and should be consistent with/integrated within the curriculum for the class).
It is not necessary for the discussion portion of the lesson to span an entire class period. Indeed, a 10-minute discussion would fulfill the requirements of this assignment, provided that students are actively engaged in discussing their own work and ideas and the MAT has used the five practices to construct the task and set up the discussion.
Through this assignment, the MAT should demonstrate the ability to utilize the five practices to plan for and support engagement in a challenging science task involving experimental design; or interpretation, representation, or explanation of data.
THE PITT FIELD SUPERVISOR WILL OBSERVE AND PROVIDE FEEDBACK ON THIS LESSON.
Phase 4: November 3 – November 25
During this phase, the MAT should —
Continue to act as lead instructor in one class.
Continue to co-teach and support instruction in the Mentor’s other classes and to work with individual or small groups of students.
Engage in weekly (or more frequent) meetings with the Mentor teacher to plan and reflect on instruction.
Participate in departmental and/or team meetings.
Engage in on-site professional development as appropriate (determined by schedule and Mentor recommendations).
Get involved in a non-academic or extra-curricular activity (e.g. attend sports events, chaperone a dance, co-sponsor a club, etc.)
SPECIFIC FIELD ASSIGNMENT
Teach a Lesson Using a Simulation
This lesson can address any topic (and should be consistent with/integrated within the curriculum for the class).
Through this assignment, the MAT will demonstrate an ability to evaluate affordances and drawbacks associated with using a simulation to support science learning and engagement. The MAT will also demonstrate an ability to effectively use the simulation to support science learning.
THE PITT FIELD SUPERVISOR WILL OBSERVE AND PROVIDE FEEDBACK ON THIS LESSON.
The Pitt Field Supervisor will conduct two formal visits during this period – one will coincide with enactment of the simulation-rich lesson and the other will be scheduled at a time agreed upon by the MAT and Field Supervisor.
Phase 5: November 26 – end of term
During this phase, the MAT should —
Continue to act as lead instructor in one science class.
If scheduling allows, take over responsibility for teaching a second section of the same class. (Maintain a single “prep.”)
Continue to co-teach and support instruction in the Mentor’s other classes and to work with individual or small groups of students.
Engage in weekly (or more frequent) meetings with the Mentor teacher to plan and reflect on instruction.
Participate in departmental and/or team meetings.
Engage in on-site professional development as appropriate (determined by schedule and Mentor recommendations).
Get involved in a non-academic or extra-curricular activity (e.g. attend sports events, chaperone a dance, co-sponsor a club, etc.)
SPECIFIC FIELD ASSIGNMENT
Teach a Lesson Using Technology
This lesson can address any science topic (and should be consistent with/integrated within the curriculum for the class).
Through this assignment, the MAT will demonstrate an ability to evaluate affordances and drawbacks associated with using various technologies to support science learning and engagement. The MAT will also demonstrate an ability to effectively use technology to support science learning.
THE PITT FIELD SUPERVISOR WILL OBSERVE AND PROVIDE FEEDBACK ON THIS LESSON.
The Pitt Field Supervisor will conduct one formal visit during this period – this will coincide with enactment of the Technology lesson and the field supervisor should complete the Early FieldCompetencies stage 3 form at this observation.
Summary of Field Supervisor Visits
Visit / Date / Notes1 / August 25 – September 12 / The purpose of the first visit is to meet, exchange contact and schedule information, and review the phase-in schedule and Early Field Competency forms.
No formal observation will occur during this visit.
2 / September 8 – October 17 / The field supervisor will conduct a formal field observation.
The field supervisor will complete the Early Field Competencies stages 1 & 2 form.
3 / October 20 – October 31 / The field supervisor will observe the first field assignment for Practicum 2 – Five Practices Discussion lesson.
4 / November 3 – November 25 / The field supervisor will observe the Simulation Lesson (Practicum 2 assignment).
5 / November 3 – November 25 / The field supervisor will conduct a formal field observation.
6 / November 26 – end of term / The field supervisor will observe the Technology lesson (Practicum 2 assignment) and complete the Early Field Competencies Stage 3 form.
[1] Updated 5.6.15