Mentor Meeting Wendy Jewell, Director of Student Teaching Barb Baltrinic, Student Teaching Liaison

1. Mentor MeetingWendy Jewell, Director of Student Teaching Barb Baltrinic, Student Teaching Liaison (330) 972-7987 Last edited August 25 2014

2. Mentor Teacher Training • What is covered in this training: • 1. Getting Started- Web site and materials you will need • 2. New evaluation materials • 3. Co-Teaching Model • 4. edTPA • 5. Questions/Problem Solving

3. Part 1 of 5:GETTING STARTED

4. GETTING STARTED? Student Teaching Website Uakron.edu; go to search box and type in “Student Teaching;” Then click on “Mentor Teacher” Or go to: http://www.uakron.edu/education/current-students/student-teaching/index.dot

5. Website Information • 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

6. 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.

7. Website Forms • Personal Data Form(Form on our website which our mentor teachers submit for our accreditation agency.) • Lesson plans(Form our teacher candidates use for writing their 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 finals for the student teachers)

8. 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)

9. From our Mentor Teacher Resource Guide

10. From our Mentor Teacher Resource GuideWhat do you think Student Teachers struggle with the most?Classroom MangagementTeaching Concepts in the Content Area- using current research in methodologies and using the content language.

11. From our Mentor Teacher Resource GuideBeginning 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?

12. From our Mentor Teacher Resource GuideInstructional 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.

14. Part 2 of 5:New Evaluation Forms

15. New Evaluation Forms • The new 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.

17. New 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.) • Midterm evaluation (You can access the mid-term from our website. Then forward a filled out copy to the University Supervisor.) • Final evaluation (You can access the final from our website. Then forward a filled out copy to the University Supervisor.)

18. 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.

19. Part 3 of 5: The Co-Teaching Model

22. Part 4 of 5: edTPA(Teacher Performance Assessment)

23. edTPA ODE has now required all student teachers complete a 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 Akron’s 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, implements and reflects upon the portfolio entries.

24. 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.

25. edTPA OTES OTESOTESOTES RESA National Board

27. Part 5 of 5:Burning Questions? Please send any questions to: wjewell@uakron.edu Or bbaltri@uakron.edu

28. 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 wjewell@uakron.edu

29. Thank you! The University of Akron’s College of Education and 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!