2010-2011 Handbook.doc Last saved by Windows User 10/13/2014

Ready, Set, Teach!

2014-2015

Holly Mann

Program Coordinator

Whitehouse High School

901 E. Main

Whitehouse, TX 75791

903-839-5544

Ready, Set, Teach!

2013-2014

Table of Contents

Letter to Mentor Teacher …………………………………………………………………………….3

Program Coordinator Responsibilities …………………………………………………………4

Student Intern Responsibilities …………………………………………………………………..5

Mentor Teacher Responsibilities …………………………………………………………………7

FYI: For the Mentor Teacher ……………………………………………………………………..9

Things Student Interns Can Do To Help YOU …………………………………………12

The 40 Developmental Assets …………………………………………………………………….13

Sample Forms …………………………………………………………………………………………………17

Dress Code……………………………………………………………………………………………………….20

Dear Mentor Teacher,

Thank you for serving as a mentor teacher for the Whitehouse High School Ready, Set, Teach! Internship program. The interns are very appreciative and excited about the opportunity you are providing them. They take seriously their responsibility for the continued success of the Ready, Set, Teach! Program.

This program is part of a course which is designed to prepare students who are interested in becoming teachers or working with children. It is important that our high school student interns have a very positive experience that encourages them to pursue college degrees and certifications in order to become teachers. It is equally important that the younger students’ education be enriched by their campuses’ participation in Ready, Set, Teach!

This handbook contains helpful and important information for the implementation of the program. I am here to serve you and, by working together, we can give the interns the very best possible training that will benefit both the student and the training site.

Again, thank you for helping show how wonderful the profession of teaching can be and for contributing to “growing our own” teachers in the Whitehouse Independent School District.

Sincerely,

Program Coordinator Responsibilities

1.  Coordinate the placement of interns in quality classrooms.

2.  Visit the classroom regularly.

3.  Assist the student interns in maintaining a good working relationship with the mentor teacher and other school personnel.

4.  Evaluate the student intern’s training progress in conjunction with the mentor teacher.

5.  Provide the student intern with classroom instruction in coordination with the mentor teacher’s instruction and the classroom experience.

6.  Program coordinator acts as the liaison between the intern and the mentor teacher.

Student Intern Responsibilities

1.  Be on time. Sign in the main office on time.

2.  Observe all policies, including those related to conduct, dress code, personal appearance and personal hygiene as outlined in the Intern Agreement.

3.  Follow instructions of your mentor teacher, your program coordinator and campus administrators.

4.  Establish respectable performance records to be assured good references in the future.

5.  Maintain a detailed written record of daily activities at your field site. Request daily signatures from mentor teacher.

6.  Report to program coordinator any problems that may occur at the field site. Follow school policies and the chain of command to resolve problems.

7.  The program coordinator must know your location at all times. Follow class procedures and field site policies when it becomes necessary to leave a field site. Your program coordinator must know if you leave school early.

8.  Follow school policies regarding student attendance and absences as outlined in the signed Intern Agreement. In the case of absences, contact both the mentor teacher and teacher coordinator immediately. You must turn in an absence/tardy/early dismissal form to the program coordinator as soon as possible.

9.  Abide by all school rules and regulations, keeping in mind the fact that a school jurisdiction includes the school classroom.

10. Family, Career and Community Leaders of America (FCCLA) is an important part of a student’s Career and Technology Education training. All students are encouraged to participate actively in our local chapter.

Mentor Teacher Responsibilities

1.  Please address the intern by his/her last name in the presence of students.

2.  Plan an activity to introduce the intern to your students. Explain that the intern has the authority to ask the students to stop inappropriate behavior or making bad choices.

3.  Provide instruction consistent with the time requirements and parameters for student interns. Be willing to occasionally readjust your daily schedule so that the interns can observe and participate in different subjects and activities.

4.  Designate and provide a place for the interns’ personal belongings.

5.  Designate or provide a desk, table or place to sit with an adult sized chair for your intern.

6.  Ensure that the school classroom provides interns with a quality learning situation.

7.  Make sure that the intern is familiar with your expectations and the intern is able to come in and start working each time they come to class.

8.  Provide clear instructions with regular positive and corrective feedback.

9.  Explain to the intern applicable policies, procedures, rules and the chain of command. Help the intern feel part of the school organization.

10. Provide safety orientation and a safe work environment (i.e. fire drill, lock down and bad weather procedures)

11.  Deal fairly with the intern.

12. Support high school attendance policies. Please help monitor and support assigned arrival and departure times. Interns must remain on the field site campus for the required amount of time. Please report tardiness or unauthorized early departure promptly via e-mail or as a written statement on the intern’s daily journal.

13. Communicate with the program coordinator on a regular basis. Provide ongoing feedback about the intern’s field site progress (strengths and weaknesses) and direction of upcoming field experiences in order that the teacher coordinator can most effectively coordinate class instruction activities.

14. Complete at least one written evaluations of the intern’s performance at the field site classroom each grading period. The interns will see these evaluations. Please be aware that your evaluation will be part of the intern’s grade.

15. Remember that these interns are high school students and you are in a good position to help them develop professionally and personally. You do have the authority to correct the interns if you observe unprofessional actions or behavior. This activity supports the 40 Developmental Assets. (Page 13 in this handbook)

1.  Dress Code – Appearance is an important factor in developing an attitude that promotes success. As educators we should set a good example for our interns and present a professional image to others in the school. Interns will be encouraged to dress with the same interest in professionalism. Interns will be provided an ID badge to wear to their field sites. Interns must wear their ID’s at all times.

General Dress Code Guidelines for Training Campuses and Field Trips

·  Interns may wear jeans to their field site ONLY on days designated by the campus principal. Jeans should have no real or implied holes or tears of any kind in them.

·  T-shirts may only be worn if they promote a WISD campus, club, event, sport, etc. Shirts with screen printing for a concert or event are not acceptable.

·  Tank tops are not allowed at the field site. Tops must have a minimum of 3 inches of shoulder strap to be worn to the field site. If they do not meet the minimum, a jacket must be worn over the top at all times while at the field site. Bra straps showing of any kind is not acceptable. Tops that are see-through are not acceptable unless another top that meets dress code is worn underneath. Any top that requires you to put your hand to your chest when you bend over to prevent the showing of cleavage is unacceptable.

·  Shorts of any kind are not acceptable.

·  Skirts are only acceptable if you can sit on the floor “Indian-style” while wearing them.

·  Sandals are acceptable but flip flops are not. If your shoes can get wet and still be worn, then they are not acceptable. Comfortable shoes that are appropriate for the occasion should always be worn.

·  Interns should wear their hair in a clean, neatly combed, conservative hairstyle. Drastic styles and unnatural hair colors are not professional and will not be acceptable.

·  Ladies – appropriate, conservative make up. Cosmetics with glitter of any kind are not acceptable.

·  Tattoos may not be visible at any time while at your field site.

·  The only acceptable, visible piercings allowed will be in the ears. All other piercings (including spacers) will be removed before going to the field site.

·  Be conservative when using cologne, perfume, or other fragrances. Too much can be offensive or cause allergies.

·  If there are school spirit dress up days at WHS or the field site, students may participate in both. However, be mindful that you do not dress in such a way that it would create a distraction on the field-site campus.

2.  Attendance – Attendance is an important factor in job success. Interns should:

1.  Sign in at the office. Interns are scheduled to be present on your campus Monday – Thursday. They should arrive in your classroom no later than 8:50 a.m. and may not leave until 10:10 a.m.

2.  Contact both field site office and program coordinator if absent. Consult with the mentor teacher to establish the procedures they would like you to follow for personal notification of your absence.

3.  Secure advanced permission from the program coordinator if the intern must leave the field site.

4.  Interns will be required to complete make-up work upon the third absence from the field site.

3.  Tardy Policy – Interns are expected to be at the field site on time. If there is a problem with punctuality, please contact the program coordinator.

4.  Pictures – Interns will be required to take pictures at the field site to include in their portfolios. Please let the intern know if there are students who cannot be photographed.

5.  Assignments – Interns will be asked to complete a variety of projects. Your assistance will be appreciated but it is the intern’s responsibility to complete the assignments. For example: Interns will be asked to interview or observe another teacher in the building. Your help in making contact with the teacher will be invaluable to the intern.

6.  Active Participation – Get the intern actively involved with your students as quickly as possible.

7.  Questions – If there are any questions, please feel free to contact that program coordinator by e-mail, phone, interschool mail or by sending a note with the intern.

Things Student Interns Can Do To Help YOU

The skills of student interns will vary. Below are suggestions of the tasks the interns can do to help you.

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2010-2011 Handbook.doc Last saved by Windows User 10/13/2014

ü  Teach lessons to the class

ü  Assist with clerical tasks, such as preparing take-home folders.

ü  Assist in grading papers

ü  Make copies

ü  Read to students

ü  Listen to students read

ü  Tutor individuals or small groups

ü  Supervise students in an emergency

ü  Create/change bulletin boards or displays

ü  Conduct class warm-up

ü  Make die cuts

ü  Run errands on campus

ü  Prepare materials for class

ü  Present a lesson to a small group of students

ü  Monitor students in various settings

ü  Assist/team teach

ü  Assist in creating assignments and activities for the SmartBoard

ü  Conduct routine activities with students

ü  Prepare and assemble supplies for projects or science labs

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2010-2011 Handbook.doc Last saved by Windows User 10/13/2014

The 40 Developmental Assets

Children First is based on Search Institute's 40 developmental assets. Search Institute has identified the following building blocks of healthy development that help young people grow up healthy, caring, and responsible. Search Institute's research shows that kids who have a lot of assets are more likely to do well in school, volunteer in the community and care about others. Kids who have lots of assets are less likely to use tobacco or drugs or be sexually active.

Support

  1. Family Support- Family life provides high levels of love and support.
  2. Positive family communication-Young person and her or his parent(s) communicate positively, and young person is willing to seek parent(s) advice and counsel.
  3. Other adult relationships- Young person receives support from three or more non-parent adults.
  4. Caring neighborhood- Young person experiences caring neighbors.
  5. Caring school climate- School provides a caring, encouraging environment.
  6. Parent involvement in schooling- Parent(s) are actively involved in helping a young person succeed in school.

Empowerment

  1. Community values youth-Young person perceives that adults in the community value youth.
  2. Youth as resources- Young people are given useful roles in the community.
  3. Service to others- Young person serves in the community one hour or more per week.

10. Safety- Young person feels safe at home, school, and in the neighborhood.

Boundaries & Expectations

  1. Family boundaries- Family has clear rules and consequences, and monitors the young person's whereabouts.
  2. School boundaries- School provides clear rules and consequences.
  3. Neighborhood boundaries- Neighbors take responsibility for monitoring young peoples behavior.
  4. Adult role models- Parent(s) and other adults model positive, responsible behavior.
  5. Positive peer influence- Young person's best friends model responsible behavior.
  6. High expectations- Both parent(s) and teachers encourage the young person to do well.

Constructive Use of Time

  1. Creative activities- Young person spends three or more hours a week in lessons or practice in music, theatre, or other arts.
  2. Youth programs- Young person spends three or more hours per week in sports, clubs or organizations at school and/or in community organizations.
  3. Religious community- Young person spends one or more hours per week in activities in a religious institution.
  4. Time at home- Young person is out with friends "with nothing special to do," two or fewer nights per week.

Commitment to Learning

  1. Achievement motivation- Young person is motivated to do well in school.
  2. School engagement- Young person is actively engaged in learning.
  3. Homework- Young person reports doing at least one hour of homework every school day.
  4. Bonding to school- Young person cares about her or his school.
  5. Reading for pleasure- Young person reads for pleasure three or more hours per week.

Positive Values

  1. Caring- Young person places high value on helping other people.
  2. Equitable & social justice- Young person places high value on promoting equality and reducing hunger and poverty.
  3. Integrity- Young person acts on convictions and stands up for her or his beliefs.
  4. Honesty- Young person "tells the truth even when it is not easy."
  5. Responsibility- Young person accepts and takes personal responsibility.
  6. Restraint- Young person believes it is important not to be sexually active or use alcohol or other drugs

Social Competencies

  1. Planning & decision making- Young person knows how to plan ahead and make choices.
  2. Interpersonal competence- Young person has empathy, sensitivity, and friendship skills.
  3. Cultural competence- Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds.
  4. Resistance skills- Young person can resist negative peer pressure and dangerous situations.
  5. Peaceful conflict resolution- Young person seeks to resolve conflict nonviolently.

Positive Identity

  1. Personal control- Young person feels he or she has control over "things that happen to me."
  2. Self-esteem- Young person reports having a high self-esteem.
  3. Sense of purpose- Young person reports that "my life has purpose."
  4. Positive view of personal future- Young person is optimistic about her or his personal future.

Sample Forms