MENTOR’S ROLE
FALL TEACHING RESPONSIBILITIES: Candidates have a considerable number of coursework responsibilities besides those of fieldwork, and mentors are asked to keep this in mind. As candidates are ready, mentors shall involve them in appropriate beginning experiences and lead-in activities, including the following tasks:
1) marking attendance and other clerical routines,
2) collecting and distributing materials and assignments,
3) preparing teaching materials,
4) setting up and using audio/visual and computerized equipment,
5) planning lessons or activities as parts of lessons,
6) grading/assessing papers and presentations with mentor assistance,
7) facilitating individual and small group work,
8) presenting short lectures.
During these beginning experiences, mentors should assist candidates with classroom management and discipline.
FALL OBSERVATIONS: During the first semester of the internship, mentors informally observe candidates on a continuous basis as they conduct classroom activities and conference regularly to provide specific feedback. Mentors complete three formal observations using UAF School of Education’s form J; these three completed form Js are submitted electronically to the School of Education as part of the candidate’s fall documentation. Each mentor will be given a website devoted to his/her candidate with all the appropriate forms available for electronic submission.
SPRING TEACHING RESPONSIBILITIES: Before the candidates assume teaching responsibilities, the mentors and supervisors should assist in the preparation of lessons. Teaching responsibilities should increase one class at a time until the candidates carry the full teaching load. This individually-planned schedule is outlined on the Secondary Internship II Timeline and shall be in accordance with the UAF-SOE guidelines.
● Full-time teaching must continue successfully for a minimum of four weeks with the end of March as a target completion date. Six weeks is optimum.
● After successfully completing the full-time teaching block, candidates may reduce their teaching load incrementally according to their Secondary Internship II Timeline plan.
● Candidates will teach one class/section throughout the entire semester.
● During the last month of teaching, candidates may attend their field sites for half-day periods if teaching responsibilities have been successfully fulfilled and the supervisor and mentor(s) agree to the candidate’s schedule.
SPRING OBSERVATIONS: During the second semester of the internship, mentors complete 5 formal observations using the online observation form and conference with the candidate after each observation. Following is a suggested list of items that might be considered during an observation:
- What were the best aspects of this lesson? The least effective?
- What were the prerequisite skills for the lesson, and did students have them?
- Were the goals of the lesson clear? How did they relate to student needs/interests?
- What district goals were addressed? What interpersonal and intra-personal goals were
addressed?
- Were the student groupings, techniques, and strategies appropriate for the lesson?
- How did the candidate address the needs of individual learners?
- Was the candidate able to “hook” and maintain the interests of the learners?
- How does this lesson relate to the home life and the cultural background of students?
-Did the candidate draw upon resources in addition to textbook material?
-How did the candidate promote the development of critical thinking skills in this lesson?
- Did the candidate use cooperative learning, or was the focus individual and/or competitive?
- How did the candidate check for understanding during the lesson?
- How did the candidate evaluate the effectiveness of the lesson?
- What types of assessments did the candidate use? Did they address different learning styles?
- Were the stated objectives achieved? How do you know?
- What would he/she do differently if the lesson were taught again?
ASSESSMENT: Mentors complete five observations (Form J). These completed Form Js are submitted electronically to SOE as part of the candidate’s spring semester documentation. Evaluations of the candidate provide the following:
● assistance in improving the candidate’s teaching,
● help for the candidate in mastering skills of self-analysis and self-evaluation,
● assessment of instructional and professional competence of the candidate.
Mentors are expected to complete mid-year and final assessments on forms provided by UAF-SOE according to established deadlines.
CONFERENCES: Mentors should do the following:
● hold regular, semi-formal conferences with their candidates to answer questions and to provide feedback on the candidate’s progress;
● attend mid-semester conferences with university supervisors and candidates;
● clearly define the extent of the candidate’s authority and responsibilities;
● provide frequent encouragement, constructive criticism, and recognition of success;
● make specific suggestions for improvement.
LESSON PLANS AND FEEDBACK: During the first semester, the candidate, mentor, and university supervisor agree upon the format and procedure by which the candidate will submit lesson and unit plans. The mentor checks candidate-generated materials and tests before they are used. All lesson plans will be kept on file for reference and documentation. A lesson plan template is provided on page 75.
MENTOR ASSISTANCE WITH ASSESSMENT: Candidates should give assignments, collect work and assess/grade it in a timely manner. Mentors should oversee the grading/assessing of assignments, homework and tests for validity and reliability. Mentors should oversee the proper formal recording of grades including computerized grade books if used by the school, completing eligibility reports, and reporting grades and progress to parents according to school policy. Any change in evaluation systems proposed by the candidates must have the mentors’ approval before the change is instituted.
ATTENDANCE: When ready to assume this responsibility, candidates should record student attendance. Mentors should oversee the proper recording of attendance according to school policy.
PROBLEM-SOLVING PROCEDURES: It is not unusual for problems to occur during the course of a year-long internship. Candidate should follow the communication protocol to discuss a potential problem situation when it first arises. In authentic learning labs the appearance of a problem is not a negative reflection on any of the parties. Generally speaking, small problems are easier to address before they become major; and interpersonal relationships can be better preserved if issues are addressed early and resolved.
If any formal evaluation indicates that the candidate has serious deficiencies or is not making satisfactory progress, a 3-way conference may be called to develop an improvement plan.
REQUIRED FORMS:
Fall – B, G, J;
Spring – B, H, J and Content Observation in conjunction with candidate and supervisor (K-U).
FALL SEMESTER SPRING SEMESTER
Form / B / D / E / J* / G / B / F / H / J** / Content form (K-U) / T1 (Science only) / SSTS Form – Social Studies only / Foreign Language Form J AddendumSupervisor / X / X (3x) / X / X (5x) / X / X / X (with Form J) / X
Mentor / X / X (3x) / X / X (5x) / X
Candidate
3-way conference / X / X / X / X / X / X
*Complete at least one form J and J1 forms in September, one in October, and one in November/December
**Complete at least one form J and J1 forms in January, one in February, two in March, and one in April/May
Content form (K-U) should be completed throughout the year and individual artifact entries should be checked off by mentor and/or supervisor on an ongoing basis.
Form B = Professional Characteristics Form
Form D = Initial conference checklist
Form E = First semester mid-semester conference outline
Form F = Second semester mid-semester conference outline
Form G = Mid-Year Progress Report of Field Experience
Form G = Mid-Year Progress Report of Field Experience -Foreign Language candidates
Form H = Final Assessment of Field Experience
Please use this Form H1 rubric for all candidates except English and Foreign Language
Please use the Form H2 rubric for English candidates
Form H3 = Final Assessment of Field Experience – Foreign Language majors only
Please use the Form H4 Foreign Language rubric for Foreign Language candidates
Form J = Classroom Observation Form
J1 = Classroom Management Form – to be completed with each form J
Content Observation Forms (Forms K-U)
Science Laboratory Observation Form T1
Social Studies Thematic Standards – (please complete with each form J)
World Language Addendum A and B – Use when completing Form J for Foreign Language candidates