Resources+for+Field+Instructors


 * OcThis page includes resources for field instructors working with interns in English and Social Studies at MSU. It may contain some material of interest to field instructors elsewhere.**

=**Contact Information**=

Samantha Caughlan, English Subject Area Leader: 517.353.3736 caughlan@msu.edu

Kyle Greenwalt, Social Studies Subject Area Leader greenwlt@msu.edu 517.353.0824

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

Kelly Hodges, Secondary team & Lansing Area Co-Coordinator: hodgesk@msu.edu 517.432.9601

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, Interim Chair of Department of Teacher Education avner@msu.edu 517.353.9150

=**Changes in Field Instruction for English and Social Studies (2010/2011)**= In an effort to streamline our field instructor's time and energy and to create more connected experiences for interns, we are trying an experiment this year. Most field instructors (FIs) will be working with interns **across** English and Social Studies. In most cases, this strategy allows you to work with interns in fewer schools. This change means that you will, hopefully, be able to spend more time in the schools where your interns are working, so that you can build relationships with mentors and others in the school. We are excited about piloting this new model and we look forward to your ideas and input as we develop the logistics.

= =

=**Assessment Materials**=


 * Chart of Assessments and Documentation for Humanities Team: [[file:Documentation_Humanities_FIs_2012.docx]]**

//Note: midterm assessments are due on October 31, 2012. Final fall assessments are due December 12, 2012. Please inform me if any reports are going to be late.//

Our portfolio requirement: guidelines for preparation and presentation.
 * Portfolio preparation:[[file:English Portfolio Development Worksheet 2013-1 (2).doc]]
 * Portfolio "cheatsheet" for presentation: [[file:msuenglished/Portfolio Cheatsheet_English.docx|Portfolio Cheatsheet_English.docx]]
 * EPD cover letter and portfolio evaluation: [[file:EPD_Coversheet_English2014.docx]]

//Please note: We are not asking for field instructors to submit documentation of all observations, unless there is a special circumstance.//

= = =Sample Syllabi for TE 501/2= = = = = =**Resources and Tools for Field Instruction**=

New for 2013-2014: Observation rubric to use for "official" observations:

[] @http://secfi.wiki.educ.msu.edu

Assist web site: @http://assist.educ.msu.edu/ASSIST/index.php?tab=4

Alternative observation forms for targeted observations -- I hope you find these useful in resolving specific challenges as your interns learn to teach.

=**Confidentiality in Intern Work**= We are working in the program to create an atmosphere of professionalism and confidentiality about students, teachers, and school settings. Interns may need steady reminders that they should NOT use real names (of interns, of teachers, of anybody with whom they work, of schools or places) or other identifying information in papers and other projects they do for MSU courses. For any work posted on-line, it is especially critical that strict confidentiality be followed. In face to face conversations with field instructors, it makes sense for interns to use real names. But even in larger group meetings, it is wise to use pseudonyms. This is not just about the MSU program, of course; it is about improving the overall level of professionalism in the teaching profession.

=**Focus Class Binder (slightly modified from Intern-Mentor Handbook, p. 38)**=

Each intern is responsible for keeping documentation of various kinds of work related to their teaching, particularly their focus class. This record should be accessible to the mentor and field instructor from the intern’s classroom. Keeping these records up to date helps keep the field instructor and mentor teacher informed of an intern’s plans and their seminar work. The Focus Class Binder will also be of use as a source of portfolio content. The binder may be a physical notebook kept in the classroom or a web-based notebook that the field instructor and mentor can readily access. The binder must have six sections:


 * **Unit plans** for the focus class and other assignments from the seminars that are directly relevant to the focus class
 * **Daily lesson plans and handouts** for every day that the intern teaches the focus class. The basic requirement is that there is an entry for every day in a form that is useful and acceptable to the intern and his or her mentors. “Handouts” refer to whatever is duplicated and passed out in class: information sheets, lab instructions, tests, homework assignments, etc. Interns may want to include other pertinent materials, such as copies of important overheads.
 * **Copies of all feedback** and notes from the field instructor and mentor teacher
 * **Copies of materials relevant to assessment conferences**, including mentor teacher and field instructor assessements, intern reflection papers, Professional Development Plans, etc.
 * An up-to-date **record of** the intern’s **substitute teaching**.
 * An up-to-date record of the **intern’s attendance at the placement school**. In this section, note any days the intern was absent from the placement school.

Interns are responsible for keeping the binder current and in order. Lesson and unit plans should be placed in the binder prior to the start of the lessons and units they address. Copies of all relevant materials used in lessons should be placed into the binder within one day of use. When the intern’s classes are being observed, they must make available all relevant lesson plans and materials for the observer prior to the start of the observation. The binder does not replace the need for the field instructor to keep accurate records of the intern’s progress (see Intern Responsibilities and Field Instructor Responsibilities; see also Assessment Conferences). The binder should be readily accessible to the intern, mentor and field instructor; specifically, any hard copies should be kept in the intern’s classroom in a place where the intern, mentor teacher and field instructor all have ready access to it. The binder has several uses. Field instructors can consult it whenever they visit the intern to find out where the intern is in a unit and to monitor the intern’s teaching experience. Mentor teachers have ready access to the intern’s coursework. There is a record available to everyone about what feedback interns receive. Field instructors can use the binder as a model as they negotiate expectations with interns and mentors concerning record keeping and communication in other classes in which the intern is involved. The binders can be used as a resource for discussions or assignments in seminars. Interns may also consider adapting the planning sections of a web-based focus class binder for use as a resource for their students.  = Meetings for 2012-2013 School Year =

Schedule for fall semester: September meeting: 1:30-3:00 PM, September 28, 2012. Room 116H Erickson. October meeting: 1:30-3:00 PM, October 26, 2012. Room 310 Erickson. November meeting: 1;30-3:00 PM, December 7, 2012. room 310 Erickson.

September agenda: 1. How are things going? Progress reports. 2. Any evidence that the new teacher evaluation policies are changing how mentor teachers interact with interns? 3. Midterm evaluations: taking a close look at the rubric. Have the long form available in case anyone wonders about interpreting the short form. 4. Midterm procedure: Jeff? We will get a link to the forms by e-mail in time for midterm evaluations. Worst case – you start using paper, and then transfer. But we have to let the interns and their teachers know what’s going on. 5. Observation forms: Any thinking about observation forms since our last meeting? Alternatives. Which of these examples from the ASSIST website would be useful? How? Commit to try at least one and report back. //Note: Please find these above, under "Resources and Tools for Field Instruction" or in a folder on the ANGEL English FI site.//