M.Ed. Resource Guide - APPENDIX C:Mentor/Observer Guide

(Used in conjunction with EDU 559 course module)

MENTOR/OBSERVER GUIDE

Much of the information that will help Mentor/Observers and candidates understand the M.Ed. program is contained within this M.Ed. Resource Guide.  It is important to make special note of some key facts in more detail, however, which is the purpose of this Appendix C.  Mentors and candidates are encouraged to take time to look over Chapter 6 in this M.Ed. Resource Guide, which lists key components of the Applied Masters Portfolio.  Chapter 9 of this guide also answers questions that frequently arise by participants in the M.Ed. program, including graphic organizers to help explain the pacing and sequencing of various courses and their assignments.

The M.Ed. conceptual framework is called "Teacher as Agent of Change." The support team that M.Ed. candidates build to work along side them during the length of the M.Ed. program is called a Change Facilitation Team.  A key player in that Change Facilitation Team is the Mentor/Observer, which is someone selected by the candidate who has a background in the same general teaching area as the candidate.  While a similar teaching background is not mandatory, it is strongly recommended due to the nature of the M.Ed. program assignments. Another member of that Team is the Instructor Advisor (I/A).  The I/A is employed by the university to teach some of the core courses in the M.Ed. program, but also to serve as the candidate's advisor throughout the program to help with course assignments, portfolio development, and general trouble-shooting if any problems should arise.  The I/A is the "point man" for the candidate, the Mentor/Observer, and any faculty who teach a core course for that candidate.  Instructor/Advisors have received specialized training in understanding the M.Ed. program as a whole, and should be able to answer questions that may arise at different points throughout the program.  It is the Instructor/Advisor who will be conducting the Mentor/Observer training session, and he or she should distribute contact information such as telephone and email addresses at that time.

The responsibilities of the Mentor/Observer (M/O) include the following:

• Enter into a written agreement with the candidate and the university to be the building-level support for the on-site proficiency development, observations, and performance assessments in the school district/building; a yellow form will be given to the candidate during the first course, EDU545.
• Attend the Mentor/Observer training session with the candidate at the Orientation Day for EDU 559a.  Attendance may be onsite or online.  A calendar of all courses with start and end dates should be distributed at that time.
• Assist the candidate with the building/district technology audit, and in accessing technology and the Internet for online interactivity during and immediately after EDU 554.
• Assist the candidate in selecting a UAP topic and target audience, and with the development of the Content Growth Plan as described in EDU 565.
• Assist the candidate in compiling inclusions for all three sections of the AMP - Professional Section, Domain Exhibits Section, and UAP Section.
• Conduct two formal observations of the candidate's classroom teaching skills, using the observation form provided at the end of this Appendix.
• Complete the AMP Scoring Rubrics and Data recording sheet prior to each of the three Assessment Days; these forms should be submitted by the candidate to the Instructor/Advisor when other work for the portfolio is submitted for grading.
• Consult with the Instructor/Advisor whenever questions arise, although it is assumed that the candidate will take first responsibility for resolving questions as part of his or her training as a change agent leader.
• Complete the following forms for EDU 559c (found in the 559 module):
• Field Experiences Form
• M/O Perception Form
• Colleague Assessment Form (for use by the candidate when writing the final Dispositions Reflection assignment)
• Be a guest of the university at the candidate's graduation (if possible).
  

M.Ed. Mentor/Observer Observation Form

(used when conducting a formal observation of the M.Ed. candidate - two observations are required as part of the EDU 559 Applied Masters Portfolio Practicum course)

This observation form is the instrument to use when verifying instructional performance of M.Ed. candidates in accordance with the M.Ed. conceptual framework. The bulleted indicators are provided as focus topics for observation, and may not all apply during a single observation.  Please note that the observation is not limited solely to a classroom observation, although it is expected that most observations will occur in the candidate's classroom.

Candidate Name ______________________________         M.Ed. Cohort # __________

Site of Observation (school, grade, subject, etc.) ________________________________

M/O Name ___________________________________       Date ___________________

1.0  Leading Curricular Change expertise in current subject knowledge, skills,  & dispositions uses appropriate professional standards, such as district or state objectives focused on high but realistic expectations for all learners integration of knowledge and methods from multiple subject areas respect for cultural values and democratic principles use of subject-related technology	Comments:
2.0  Implementing Instructional Effectiveness shows mastery level use of a variety of strategies and resources creates inviting, engaging, positive climate successful emphasis on developing critical life skills for lifelong learning uses developmentally appropriate practices use of instructional technology well-constructed lesson plan with appropriate pacing and sequencing	Comments:
3.0  Managing Classroom Learning uses traditional and nontraditional assessment methods promotes positive social interactions and personal self-control among students construction of meaning and application of knowledge are key lesson objectives models a respect for diverse learner needs utilizes appropriate checkpoints for understanding	Comments:

 

4.0  Practicing Reflective Assessment demonstrates effective problem solving skills models legal and ethical principles encourages the formation of basic values for use in adulthood utilizes baseline data on student needs when creating lessons elicits student feedback when analyzing success of lesson activities	Comments:
5.0  Building Learning Networks evidence of peer and/or administrative collaboration in lesson design evidence of "best practices" planning for lesson activities evidence of partnership with outside agencies or individuals evidence of technology linkages with national and/or global community	Comments:

 

Summary or Additional Comments:

 

 

The Candidate and Mentor/Observer have reviewed and discussed this observation.

 

 

_______________________________________________  Date ___________________

                         (candidate signature)

_______________________________________________  Date ___________________

                    (mentor/observer signature)

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