Section 8 Building with Your Intern Content knowledge Clear expectations, positive tone, useful feedback and exhibiting Dress for student teaching concern for the student teacher are necessary in establishing a Enthusiasm for teaching meaningful working relationship with the intern. Taking a proactive Evaluating student work approach with your intern by being upfront and specific with your Following procedures developed by cooperating teacher expectations will establish clear guidelines from which to build a Planning effectively trusting relationship. Addressing the expectations below with your Projecting confidence to students (amount of confidence) mentee during your initial conference will begin the process of a meaningful professional relationship. These expectations should be Punctuality (starting time) reinforced during the Professional Development School experience. Supervision responsibilities List of Behavior Clarifying Mentor Teacher Outside activities (clubs, coaching, work, social life) Expectations Quality of written work Relations with administration Attendance Relations with faculty/staff Attention to detail Relations with students Attitude toward students Student-centered approach to teaching Attitude toward supervision Turning in lesson plans (who/where) Attitude toward teaching What to do when absent Copy machine etiquette Adapted from with Student Teachers—Getting and Giving the Best” Michael A. “Working Communicating with parents Morehead, Lawrence Lyman, and Harvey C. Foyle. A Scarecrow Education Book, 2003. Completing on time
Section 8 Building with Your Intern Clear expectations, positive tone, useful feedback and exhibiting concern for the student teacher are necessary in establishing a meaningful working relationship with the intern. Taking a proactive approach with your intern by being upfront and specific with your expectations will establish clear guidelines from which to build a trusting relationship. Addressing the expectations below with your mentee during your initial conference will begin the process of a meaningful professional relationship. These expectations should be reinforced during the Professional Development School experience. List of Behavior Clarifying Mentor Teacher Expectations Attendance Attention to detail Attitude toward students Attitude toward supervision Attitude toward teaching Copy machine etiquette Communicating with parents Completing on time Content knowledge Dress for student teaching Enthusiasm for teaching Evaluating student work Following procedures developed by cooperating teacher Planning effectively Projecting confidence to students (amount of confidence) Punctuality (starting time) Supervision responsibilities Outside activities (clubs, coaching, work, social life) Quality of written work Relations with administration Relations with faculty/staff Relations with students Student-centered approach to teaching Turning in lesson plans (who/where) What to do when absent Adapted from “Working with Student Teachers—Getting and Giving the Best” Michael A. Morehead, Lawrence Lyman, and Harvey C. Foyle. A Scarecrow Education Book, 2003.
Secondary%20PDS%20Handbook.docx