College of Education > Professional Development School > Elementary > Mentor Resources > Mentor Teacher Resource Guide > I. What might my intern and I be doing in January/February/March? 


I. What might my intern and I be doing in January/February/March? 


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During the month of January, your intern should continue observing, especially in the partner classroom. Because the intern has become integral to your classroom, releasing the intern for observations can pose instructional challenges. However, some teachers have addressed this by releasing the intern during specials or adjusting instruction ahead of time so that extra hands are not essential for certain activities.

As your intern begins assuming more responsibility for planning and implementation, you will have the opportunity to work with those individual students and small groups who you feel need more support or enrichment. Additionally, team teaching experiences with shared planning provide excellent vehicles for you to share your thinking about curriculum and instruction with your intern.

The trip sheets continue to be a valuable way to document feedback and intern growth. Please share the documentation with the PDA since this will help the PDA's understanding of the intern's progress.

You might also want to reflect on the experiences your intern has had so far in your room. At this point, generating a list of experiences will help you continue designing the intern's I.I.P. as well as provide the intern with some documentation for the e-Portfolio.

This is also the time to start working on the inquiry project. During your conversations with your intern, begin talking about questions that might be interesting to explore. Optimally, you will collaborate in inquiry with your intern with the support of PDAs and CSTs. Inquiry provides a vehicle for you and your intern to reflect on your beliefs about teaching, explore an instructional practice, understand an individual student, or investigate a curriculum area. Inquiry can be a powerful form of professional development for both you and your intern since inquiry puts you in charge of your own professional development. You select a topic that is meaningful to your work within your classroom. With administrative approval, the inquiry work can be used as an alternative evaluation project.

During mid-March, an assessment conference will be held with you, the intern and the PDA. You and the PDA will complete one assessment form together. You will meet to complete this form at a time when the intern is teaching, and you feel comfortable leaving the room. Because the intern is doing much more planning and delivery of instruction, the assessment form is much more detailed and explicit. You will also develop goals for the second half of the semester and discuss progress on the I.I. P. and also on the partner classroom activities.

During these months the intern will continue development of the e-Portfolio. Accumulating evidence for the portfolio can be either easy or difficult. The more consistent the intern is in seeking evidence, the easier the process will be. You can help the intern by capturing evidence such as digital photos, digital videotaping, collecting samples of student work, etc.

Some other ideas include:

  • Develop and conduct the inquiry project
  • View and discuss the intern's e-Portfolio
  • Set up focused observations in other classrooms/schools
  • Discuss professional development opportunities (conferences, inservices, association membership)
  • Provide feedback using reflective supervision techniques.