EDL725 : The Class : Rating Scales : Attributes : Attributes

The Professional Attributes lists those behaviors considered essential for professional educators.



The scale is hierarchical in that if offers indicators that go from the least desired to the most desired. Evaluators mark/select one of the indicators as in the next slide.



While we expect all teachers to exhibit professional characteristics, it is worth noting that some have had more intern time in schools than others as a are result of the different paths available to teacher certification. The university offers two different programs: the professional teacher preparation program and the post baccalaureate program. The teacher preparation program includes three internships, one each semester, and a final semester of student teaching. There are alternative paths through the state department, which allow persons to teach under the close supervision of school personnel for at least two years and who then recommend certification. What this means for you is that you will have a faculty of broad and varied preparation experiences. You cannot assume that they have all had similar experiences or that they all know and use the essential elements of instruction or any other teaching pedagogy. They may not have the same experience with the culture of American public schools, as most of you may know it. This is another reason why mentoring at all levels of teacher development is so important. Retaining those we do train is another good reason because successful teachers are more likely to remain in education.



Although beginning teachers like the one above are few and far between, they do occasionally appear at the schoolhouse door. Whey they do, it is necessary to be clear from the start about the professional standards you expect. College supervisors can support in these conversations. On the other hand, the next student teacher may not be exactly what you want to foster either.



Creating the perfect clone of yourself may seem easier, bit it does nothing to help this teacher stand on her own two feet, develop her own lesson plans, and teacher with her own personality. At the end of her student teaching experience, she is only a few weeks away from having her own classroom and making her own decisions. It is the job of the mentor to give her enough space to develop her own skills and abilities.



Most student teachers are not too different from the way you were as a student teacher, dedicated to learning the ropes and committed to the students. The vast majority is eager to learn and to accept your guidance. Research has found that most teachers credit their student teaching experience as having the most influence on their success as teachers.



Likewise most find mentoring to be a rewarding experience. It is better than staff development in making all things old seem new again. Also, it is the next logical step in the career of a professional educator. If you don’t feel like jumping in too fast by having a student teacher, then consider having an intern in your classroom first. If that works out well, invite that person back to student teach with you. Most student teachers know exactly where they want to student teach and with whom. They also know that it is the first step to getting a position in the district.

Beginning teachers also know that the first steps are difficult ones. They will seek out the support and rapport of a nurturing mentor especially when the going gets rough and before evaluations.

You will have three opportunities to evaluate a student teacher after each five weeks. Mentors are encouraged to surface concerns and needs as soon as possible. Some mentors use weekly assessments to help them do this. There should be no surprises on the final evaluation if all along the way you the student teacher informed.

To complete this Topic successfully, please complete the following activities in the order shown below:

TEXTBOOK READING: Read Chapter 8

GROUP ASSIGNMENT: Mentor Profile

Go on to Designs and Plans Instruction
or
Go back to Rating Scales

E-mail Dr. Gloria Smith at gjs8@jan.ucc.nau.edu
or call (480) 854-7673

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