Resources+for+Mentors

Welcome MENTOR TEACHERS of Michigan State University's English teacher candidates! We know that you need EASY, QUICK, and HELPFUL access to the materials and information from MSU. This page is intended to do that. If you ever feel INCONVENIENCED by this page or recognize something important that is MISSING from it, please Samantha Caughlan, English Education Program Coordinator. We really want this to be helpful for you!

[|College of Education website] (see Current Students)

Secondary Team website Mentor Teacher page


 * INTERNSHIP GUIDE**

The [|ASSIST] website

Full Assessment of Intern Performance
 * ASSESSMENT DOCUMENTS** //(For the fall conferences, the field instructor and mentor decide whether to use the full or short assessment form)//

Short Assessment of Intern Performance

English Education Portfolio Development Worksheet

English Education Portfolio Presentation


 * MAJOR ASSIGNMENTS** during Internship year:


 * 802 Major Course Projects**
 * 1) ** Literacy Inquiry ** (Due later in September): //This beginning project involves interns in 1) gathering detailed information about the literacy skills and practices of students in the focus class, 2) talking with mentors about the year-long curriculum and the overall (ELA) learning goals for the focus class, and 3) articulating how they will use what they have learned about students’ literacy skills and practices to teach them across the year.//
 * 2) ** Video Post 1 ** (Due mid-October): //This project involves interns in 1) video-taping a full period of teaching, 2) selecting and posting a 5-10-minute video clip that offers evidence of managing a whole-class interaction of some kind, 3) responding to the videos of a small group of colleagues, 4) assessing their instruction, 5) assessing student responses to instruction, and 6) generating revisions, refinements, and ideas for future plans.//
 * 3) ** Video Post 2 ** (Due mid-November): //This project again involves interns in video-taping their teaching and selecting and posting a 5-10 minute video clip. However, for this video post, they are invited to document some aspect of your practice that you would like to examine more carefully. Again, interns respond to the videos of their small groups, but this time, they use a specific inquiry strategy to systematically assess some aspect of your teaching.//
 * 4) ** Student Work Analysis ** (Due mid-December): //This project involves interns in analyzing artifacts of student writing to assess student learning, to assess their instructional sequence, and to revise and plan for future writing instruction.//

804 Major Course Projects:

 * 1) // Video Post III: Similar to VP I and II. We ask them to pay closer attention to the language practices in their classroom. //
 * 2) // Inquiry project. They choose a question about their teaching to investigate as a mini-research project. They can choose a special interest, or something they need more knowledge, experience, confidence in. //
 * 3) // Video Post IV: Similar to the others, but this one provides an opportunity to think about your progress as a teacher over the year. //
 * 4) // Portfolio: due at end of second semester, but should be thinking about throughout the year. Based on our standards. Intern presents to a small professional audience. //

Voicethread: http://voicethread.com/#home Skype: www.skype.com
 * SOME TECHNOLOGY RESOURCES FOR ENGLISH MENTORS:**

1. Adler, M. & Rougle, E. (2005). //Building literacy through classroom discussion. : Research-based strategies for// //developing critical readers and thoughtful writers in middle school.// New York: Scholastic. 2.Anderson, J. (2005). //Mechanically inclined: Building grammar, usage, and style into Writer’s Workshop //. Portland, Me: Stenhouse Publishers. (required text for TE 802)  3. Burke, J. (2003). //An English Teacher’s Companion.// 2nd ed. Portsmouth, NH: Heinemann.  4. Hillocks, G. (2006). //Narrative writing: Learning a New Model for Teaching.// Portsmouth, NH: Heinemann. 5. Juzwik, M. M., Borsheim-Black, C., Caughlan, S. & Heintz, A. (2013). //Inspiring Dialogue: Talking-to-Learn in the English Classroom//. New York: Teachers College Press. (required text for TE 802)  6. Smagorinsky, P. (2008). //Teaching English by Design.// Portsmouth, NH: Heinemann.  7. Wilhelm, J. (2007). //Engaging readers and writers with inquiry: Promoting deep// //understandings in language arts and the content areas with guiding questions.// New York: Scholastic.
 * RECOMMENDED READING FOR ENGLISH MENTORS:**

=**Contact Information**=

Samantha Caughlan, English Subject Area Leader:

517.353.3736

caughlan@msu.edu

Mike Macaluso, TE 802/804 (English) instructor macalus8@msu.edu

Erik Skogsberg, TE 802/804 (English) instructor skogsbe2@msu.edu

Secondary team & Lansing Area Co-Coordinator: Chris Kaiser, Secondary team & Lansing Area Co-Coordinator for English and Social Studies: kaiserch@msu.edu 517.353.5529

Sylvia Hollifield, Detroit Area Coordinator hollifi2@msu.edu  (517)884-9713 end_of_the_skype_highlighting (313)578-9713

Connie VanBelois, Grand Rapids Area Coordinator vanc@msu.edu

Amy Peebles, Secondary administrative support peeblesa@msu.edu 517.355.1726

Avner Segal, Acting Chair, Department of Teacher Education avner@msu.edu 517.353.9150