Low mentor support
•planning by preservice teacher •interaction is novel, non-routine, need for autonomous decisionmaking •task is complex, unpredictable •reflection is initiated and internalized by preservice teacher
Medium mentor support
•planning shared
•interaction partially modeled, scripted
•task somewhat complex
•reflection requires some prompting, directing, modeling by mentor
High mentor support
•planning by teacher
•interaction modeled or completely scripted by teacher
•task is predictable and simple
•ªreflection is prompted, directed, and modeled by mentor teacher
•creating new learning center for the classroom
•creating a survey or interview to collect information about students’ habits, interests, understandings
•reading and evaluating students’ essays or projects
•action research projects
•making phone calls on teacher’s behalf
•collecting materials for learning center, creating with teacher •collecting observation data using structured form (ontask/off-task
•taking attendance
•filing materials •correcting papers with clear rightwrong answers •collecting homework •entering grades into records
•ordering supplies •keeping score during a game
•writing notes on board as teacher instructs
•setting up a learning center from given materials
•tallying student participation or the number of blurts
•sharing information about a hobby or interest in a mini lesson for the class
•preservice teacher designs a get-to-know-you icebreaker
•Preservice teacher leads a reflective discussion in advisory.
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•greeting students at the door as mentor teacher has done and initiating conversations to learn more about each student.
•PreK-12 students are allowed to ask questions about the preservice teacher and his or her background.
•preservice teacher participates with students in team-building challenges
•being introduced to the class and hearing each student to tell their name and information about themselves.
•name games (e.g., “I’m Becky and I like books, she’s Lori and she likes to limbo; bean bag toss to rehearse names, etc.
•preservice teacher is present during class meeting or advisory time
•creating a differentiated lesson/activity/assessment for a student who needs either additional support or additional challenge. •reteaching a concept in a new way for individual student who does not understand. •providing vocabulary support for ELL student during another assignment.
•circulating during independent work time to answer student questions and provide remediation, support, redirection.
•sharing behavior observation data with student, discussing it, creating behavior contract using template
•sitting near a student to deliver predetermined behavior support plan •helping student who was absent to learn what the mentor teacher taught/modeled previous day.•reading aloud/with a student •reading fluency probes
•preservice teacher partners with struggling student, participates as a fellow student.
•doing flashcard reviews
•creating a mini lesson for group of writer’s workshop students who need to work on a particular aspect of writing
•leading a small group discussion to foster deep analysis, textual justification of thematic extensions, and connections to other texts and genres.
•leading small group discussion in literature circle with given discussion starters
•reteaching material for small group of students who need additional practice to master
•preservice teacher does a
KWL chart with a small group to introduce the next book their literacy group will read together.
•supervising several student groups during their work time, providing assistance when needed.
•preservice teacher checks vocabulary definitions and sentences for a literacy group.
•preservice teacher participates in group activity in PE class
•creating and teaching lesson(s) for class based on contextual factors and assessment data.
•creating discussion starter questions and facilitating whole-class discussion to build a shared understanding
•co-teaching a lesson with mentor teacher
•teaching a lesson the mentor teacher has planned
•preservie teacher presented mini lesson and discussion to high school class on “10 tips for surviving college”
•taking over routine part of class instruction such as calendar time, warm up skills activity, vocabulary review, homework checking and collecting. •introducing 1minute writing prompt, writing with the students.
•reading aloud a story or passage to the class, asking clarifying or comprehension questions. •Give spelling pretest to class