Mentor Training PowerPoint Narrative:
Several days before the training:
1) Review all materials including the PowerPoint and DVD to become familiar with the
information and the format. You may find it helpful to participate in a practice run with
your co-presenter.
2) Technology needs:
a. a computer with PowerPoint capability (& if you choose to show the DVD using
the computer, you will need Real Player or any other software that allows you to
play a DVD)
b. projector & screen
c. computer speakers (if you play the DVD on the computer)
d. TV and DVD player (if you choose not to use the computer to show the DVD)
3) Try not to read the PowerPoint verbatim. Allow the participants time to read the slides for
themselves. As co-presenters, it is helpful to provide additional information that is not
apparent on the slides.
4) Use the narrative provided to assist you with additional comments and explanations. Feel
free to add your own comments and address the individual needs of your mentors.
5) You may want to ask mentors to bring a copy of the VSC or to have in mind one or two
learning goals or objectives for their grade level/subject area in order to participate in
Activity One.
6) Be sure to duplicate enough copies of the Mentor & Intern Co-Teaching Case Scenario
that best relates to the mentors you are training and the Mentor & Intern Co-Teaching
Tools for all participants.
7) Ask mentors to sit in small groups according to their grade-level (elementary) or content
area (secondary). All P.E. teachers should be in one group. In instances where there is
only one P.E. teacher at a school have them join the group in which they feel the most
comfortable.
8) Distribute a brochure to each mentor as they enter the training. You may want to have
them look through the brochure as they wait to begin.
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During the training:
1) Welcome and icebreaker.
2) Begin the PowerPoint.

Slide 1: Congratulations!
a. Let mentors know that completing this training does not guarantee that
an intern will immediately be assigned to them. Mentor/ Intern matches
are often a matter of supply and demand. The goal of this training is to
prepare as many mentors as possible in each PDS site forming a
learning community ready to accommodate interns.

Slide 2: Mentor responsibilities:
a. These are the four basic mentor responsibilities.
b. The University is aware that technology glitches can interfere with
properly evaluating interns. In such cases mentors should promptly
contact Dr. Carol Wood at cawood@salisbury.edu or (410)548-3256.

Slides 3&4 : Mentors oversee:
a. Use the information on these two slides to engage mentors in a
discussion, sharing personal ways in which they prepare and provide for
interns.
b. If your school conducts an intern orientation please describe to the
mentors the topics covered.

Slide 5: The PDS Difference
a. There is a difference between the “student teachers” of the past and the
“interns” of today. Interns are expected to complete a longer internship
consisting of a minimum of 100 days, which is approximately 30 days
longer than the previous “student teaching” experience.
b. Another difference between the “student teaching” experience and the
internship experience is the concept of co-teaching where the mentor
teacher remains engaged in instruction.

Slide 6: What is co-teaching?
a. Remaining engaged in instruction means just that; as a mentor you
consistently model best practices for the intern.
b. Everyone benefits when two teachers are involved in the instructional
process.
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
Slide 7: Co-teaching is not…
a. It is important to take the business of hosting an intern seriously and for
the right reasons. The days of “taking an intern to get a break” should no
longer exist. Hosting an intern should be looked upon as a break, but a
“break” in a different way. We want you to look at hosting an intern as a
way to reach more of your students, to be able to differentiate your
instruction and to assist you with documentation and assessment. Now
that is a break worth considering!

Slide 8: Why do we co-teach?
a. Let the slide speak for itself.

Slide 9: Why do we co-teach? (continued)
a. This study shows that teachers who are prepared in a collaborative PDS
setting are more likely to remain in the business of teaching. Towson is
continuing to collect research and data on this topic using real-life
mentors and interns from PDS settings.

Slide 10: Salisbury University’s research
a. Let the slide speak for itself.

Slide 11: One last fact to consider…
a. The proper use of an intern as an extra resource in the classroom is one
way to help you reach your MSA/HSA goals.

Slide 12: Who supports co-teaching?
a. Our superintendent has signed an agreement with Salisbury University
that is supportive of the co-teaching model as an approach to
collaborative internships.
b. Many principals supports co-teaching with SU interns and are looking to
see evidence that genuine co-teaching is occurring in classrooms where
an SU intern is present.
c. SU faculty are exploring ways to prepare interns for collaborative
internships.
d. The Maryland State Department of Education backs the co-teaching
model 100% and is using SU’s approach throughout the state.
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
Slide 13: What does co-teaching look like?
a. In this section we will introduce you to co-teaching. Co-teaching is
becoming a widely accepted approach to mentors working with interns,
especially among school districts in our area.
b. Many of you naturally employ co-teaching strategies when you host an
intern. You have probably never realized that what you were doing had
an official name.
c. This first model incorporates some of the more basic and useful
strategies. For example, the idea of having an additional person in the
classroom to sit with students who were absent in order to assist them
with make-up work is an invaluable resource and time saver.

Slide 14: Co-teaching models continued…
a. Complementary teaching involves providing extra assistance to one coteacher, allowing for smoother instruction. For example, while one coteacher is eliciting responses from the class during a discussion the other
co-teacher can record and edit the answers, maintaining the flow of the
lesson.

Slide 15: Co-teaching models continued…
a. Parallel teaching is a great way to divide and conquer. When teaching a
particularly difficult or complex topic lowering the student to teacher
ratio is an effective way to reach all learners.

Side 16: Co-teaching models continued…
a. Team teaching requires both co-teachers to contribute to the lesson at the
same time. Team teaching is NOT when one teacher delivers their
portion of a lesson and then sits down when the other teacher delivers
their portion of the lesson. True team teaching occurs when both coteachers remain engaged, for example, by modeling a think aloud where
each co-teacher provides a solution to a problem or a point of view to a
topic.

Slide 17: Co-teaching strategies…
a. Facilitate a discussion of the terms allowing mentors to provide their
own examples. Use the definitions below to assist you in clarifying
unfamiliar terms. You may want to stress that the DVD will highlight
many of these co-teaching strategies.
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1. Graze & Tag- The lead teacher role shifts between co-teachers during
instruction. While one co-teacher leads instruction the other grazes,
assisting students and maintaining order.
2. Think Alouds- Co-teachers contribute alternative solutions and
approaches during instruction offering students different ways to solve
problems by “thinking out loud.”
3. Record & Edit- The lead teacher elicits responses from students during a
brainstorming session while the co-teacher paraphrases and records
responses on an overhead, a whiteboard, chalkboard, or poster – allowing
the lead teacher to focus on the lesson’s instructional tempo and student
engagement.
4. Cooperative Learning- During any cooperative learning activity, coteachers are involved in the planning, preparation, and monitoring aspects
increasing the effectiveness and manageability of the activity.
5. Demonstrative Modeling- While one co-teacher provides instruction in
the lead voice, the second co-teacher demonstrates skills and procedures
for the benefit of learners.
6. Strategic Pull Out- As the lead teacher provides instruction the coteacher may use an adjacent room, lab, or media center for small group
instruction or to remove one or more learners for individual attention or
behavior correction.
7. One on One- While the lead teacher provides whole-group instruction,
the co-teacher supports student learning through individually
administered assessments, tutoring, book conferences, make-up work or
enrichment.
8. Parallel Teaching- Co-teachers conduct similar lessons simultaneously
with smaller groups. Sometimes instruction may take place in the same
classroom; at other times, a nearby teaching space may be utilized to
minimize distractions.
9. Small Group Instruction- Co-teachers are better able to organize and
monitor students in smaller groups providing a lower student to teacher
ratio.
10. Literature Circles- Teachers assign roles to students in groups who then
conduct book study discussions monitored by co-teachers.
11. Stations- Co-teachers assemble, structure, monitor and assess student
learning at multiple learning stations.
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12. Learning Centers- Similar to stations but not requiring the rotation of all
learners, centers are designed, equipped and monitored by co-teachers to
facilitate individual and small group learning.
13. Staged Arguments- Student attention is never higher than when learners
believe that co-teachers are embroiled in a verbal disagreement. Careful
scripting of “arguments” can be an effective way of presenting the pro’s
and con’s of an issue.
14. Make-up Work- When students are absent having an additional teacher
available to assist with missed assignments allows for whole group
instruction to continue.
15. Tiered Instruction- Used in conjunction with other strategies, coteachers can meet the needs of different levels of students by
appropriately combining and redistributing classes.
16. Cognitive Apprenticeship Modeling- One co-teacher assumes the role
of a student and models appropriate learner behavior: sitting among
learners, demonstrating on-task attentiveness, asking questions, making
suggestions, and simulating information acquisition while the “lead
teacher” conducts the class.
17. Experiments- As with stations, centers, games and simulations, the
active involvement of co-teachers facilitates the assembly, management,
assessment and clean-up associated with lab and classroom experiments.
18. Role Play- Co-teachers prepare in advance to assume roles that will
enrich instruction such as story-telling, historical characterizations,
debates, and problem-solving scenarios. Alternatively, co-teachers may
assign roles to learners for discussions, simulations or demonstrations that
are managed more easily by co-teaching colleagues.
19. Games/Simulations- Co-teachers organize monitor and manage games
and simulations, especially activities that might prove too complex or
unwieldy for one teacher alone.
b. Hand out the Salisbury University Co-teaching Strategies to each participant.

Slide 18: Test your understanding activity one:
a. Have participants read the directions for the first activity within their
groups. Be sure to ask if they have any questions. Allow time for
discussion.
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b. Call the whole group together and ask for volunteers from each group to
share an example from each one of the four co-teaching models.

Slide 19: Co-teaching in action:
a. Inform participants that they will be viewing a co-teaching segment
featuring an authentic mentor and intern from the field. Ask them to think
about 3 new co-teaching strategies they would consider implementing in
their own classroom with an intern. Watch the DVD segment that most
closely relates to your school population. If P.E. mentors are present
please view the P.E. segment in addition to the segment selected for the
whole group.
b. After the DVD, discuss the benefits and the concerns they may still have.
c. Common concerns:
1. Interns will not be prepared for their own classrooms.
Answer: Feedback from co-teaching mentors and interns currently
in the field report that the opposite is true. Interns typically have
more self-confidence and have acquired more instructional
strategies, better preparing them for their first years of teaching.
2. Teachers cannot afford to lose instructional ground by having an
intern “take over” their classrooms.
Answer: Based on the co-teaching model, interns should not be
“taking over” classrooms but rather should be utilized in assisting
with overall student achievement and preparing students for high
stakes assessments.

Slide 20: Work it out!
a. Have each group select the scenario from the Mentor & Intern CoTeaching Case Scenario handout that best represents their classroom
setting and answer the questions in their group. Allow time to complete
the activity.
b. Call the whole group back together and have each group share their
answers.

Slide 21: Co-teaching tools
c. Let mentors know that the co-teaching tool packet contains several
helpful co-teaching documents. Mentors are not required to use the tools,
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however, it is suggested that they look through them and choose what
works best for them and their intern.

Slide 22: Co-teaching training benefits include…
a. Display all four training benefits and clarify any questions that
participants may have.
b. Common questions:
1. When do we receive our certificate?
Answer: Once the site-coordinator has submitted the participant list
with signatures verifying that participants have been trained the
certificates will be printed and mailed to the school.
2. How does the $50 bonus work?
Answer: A list of clinically trained mentors will be submitted to
the Office of Field Experiences and each trained mentor will be
classified as such in the database. Every time a trained mentor hosts
an SU intern they should receive the $50 increase in their contract.
3. How many times can a mentor receive the $50 bonus?
Answer: Each time a Clinically Trained Mentor hosts an SU
intern.

Slide 23: For more information:
a. All questions and concerns about today’s training should be directed to
Stacie Siers.
After the training:
2) Enclose the following materials in the SU addressed return envelope: (see Stage 5 under
“Suggested Order of Training Events”)

Mentor Training Participants List

Completed site coordinator(s) stipend honorarium(s) (when applicable)

Completed participant stipend honorariums (when applicable)

Unused stipend honorariums (when applicable)

State of Maryland Expense Account Form (when applicable)
Note: SU liaisons do not receive a stipend
Salisbury University Professional Development Schools Program
Co-teaching: Mentoring in a Collaborative School Setting, 2009
Feel free to reproduce this document giving credit to Salisbury University.
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