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Internship and Mentor Expectations: A Guide to Professional Development in Teacher Education

This document outlines the expectations for interns and mentors during their training rotations based on the Danielson Frameworks. It includes detailed descriptions of the responsibilities, evaluation forms, and performance criteria for both rotations in the Fall and Spring semesters. Interns are expected to evolve from reliance on their mentors to becoming independent educators while implementing instructional methods learned in their courses. Evaluation processes are designed to provide objective feedback, ensuring interns develop professionally throughout their tenure.

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Internship and Mentor Expectations: A Guide to Professional Development in Teacher Education

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  1. SEED MAT Mentor Training Internship Expectations Danielson Frameworks Chalk and Wire Expectations

  2. New Rotation Schedule • Rotation #1 – Fall Semester • Professional Development  End of UA Semester • Rotation #2 – Spring Semester • End of District Winter Break  End of UA Semester

  3. Intern-Mentor Expectations • Rotation #1 – Interns are… • Almost completely without significant classroom experience • 5 weeks into a licensure and graduate program • Knowledgeable about the basics of lesson planning and instructional method • Dependent upon the mentor for a great deal of guidance

  4. Intern-Mentor Expectations • Rotation #2 – Interns are… • 19 weeks into a licensure and graduate program • Experienced in taking on all of the duties of their previous mentor • Trained in some advanced methods of instruction • Expected to assume the duties of their mentor in a shorter time span than Rotation #1 • Still dependent upon the mentor for a great deal of support • Expected to be implementing the methods they are learning about in their methods courses • Expected to uphold the mentor’s classroom expectations while also finding their own way as a teacher • Dependent upon their mentor for guidance in becoming an independent educator

  5. Evaluation Forms • Formative Evaluation Form • Used to provide formative feedback during the rotation • Uploaded to Chalk and Wire by mentors mid-rotation • Fall – October 11 • Spring – February 28

  6. Evaluation Forms • Summative Evaluation Form • Used to provide formal assessment of intern performance • Uploaded to Chalk and Wire by mentors at end of each rotation • Fall – December 12 • Spring – May 2

  7. Performance Criteria • Criteria used to evaluate intern performance • Modeled after Arkansas DOE system for evaluating teacher performance • Performance criteria should be used to provide OBJECTIVE evaluation of intern performance. • Progression is expected– lower ratings in earlier evaluations is also expected • Perfect ratings indicate little room for improvement – this is not expected of interns

  8. Danielson Domains • Domain 1: Planning and Preparation • Demonstrating knowledge of content and pedagogy • Demonstrating knowledge of students • Selecting instructional outcomes • Demonstrating knowledge of resources • Designing Coherent Instruction • Assessing student learning

  9. Danielson Domains • Domain 2: The Classroom Environment • Designing an environment of respect and rapport • Establishing a culture for learning • Managing classroom procedures • Managing student behavior • Organizing physical space

  10. Danielson Domains • Domain 3: Instruction • Communicating with students • Using questioning and discussion techniques • Engaging students in learning • Using assessment in instruction • Demonstrating flexibility and responsiveness

  11. Danielson Domains • Domain 4: Professional Responsibilities • Reflecting on teaching in terms of accuracy and use in further teaching • Maintaining accurate records • Communicating with families • Participating in a professional community • Developing and growing professionally • Demonstrating professionalism

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