Embedded Files
To be completed within one week of starting the program.
To be completed within one week of starting the program.
Professionalism - Required Duties (Met/Not Met)
Within the first week of school, Apprentice asks for a school/district handbook that offers procedures and protocols. Apprentice and mentor set a meeting for introductions and review of handbook expectations.
To occur at the start of each academic year or semester.
To occur at the start of each academic year or semester.
Planning -Required Duties (Met/Not Met)
Apprentice will review the IEP of each student in your class/grade level within the first nine weeks of school; discuss the use of the at-a-glance reports with the MCL.
Must occur in first two semesters of program, before official observations/evaluations will take place.
Must occur in first two semesters of program, before official observations/evaluations will take place.
Professionalism - Required Duties (Met/Not Met)
Apprentice will review the TEAM: Professionalism or Project Coach: Domains 5 and 6 (Family and Community and Professional Responsibilities) with Mentor, ask clarifying questions, and set goals.
Environment - Required Duties (Met/Not Met)
Apprentice reviews the expectations indicator in Domain 2: Classroom Management of the Project Coach Rubric or the TEAM:Environment rubrics with Mentor, Apprentice asks clarifying questions, and sets goals.
Planning -Required Duties (Met/Not Met)
Apprentice reviews the expectations indicator in TEAM: Planning or Project Coach's Domain 1: Planning and Preparation for Learning rubrics with Mentor, asks clarifying questions, and set goals.
Instruction - Required Duties (Met/Not Met)
Apprentice will review the expectations in TEAM: Instruction or Project Coach Domain 3: Delivery of Instruction rubrics with Mentor, ask clarifying questions, and set goals.
By end of first two semesters.
By end of first two semesters.
Professionalism - Required Duties (Met/Not Met)
Apprentice observes three parent-teacher conferences/meetings; reflects with Mentor following the meetings
Apprentice and Mentor pre-plan and role play the content of parent-teacher conference, then Apprentice actively participates in the scheduled conference and reflects with Mentor following the meeting.
Environment - Required Duties (Met/Not Met)
Apprentice will review an individualized behavior intervention plan (formal or informal), assist lead teacher in collecting student data, and reflect with mentor on next steps.
Planning -Required Duties (Met/Not Met)
Apprentice will observe each of the following SPED offerings within your school one time during the school year: skills-based intervention, speech and language, and extended resources.
Instruction - Required Duties (Met/Not Met)
Apprentice will observe two lessons per nine weeks, utilizing the TEAM or COACH Observation rubrics to take notes about the parts of the lesson observed. The Apprentice will discuss observations with mentor.
Apprentice will observe two lessons per nine weeks with the goal of tracking time involved in transitions, distributing materials, and the structure between beginning, middle, and end of the lesson. The Apprentice will discuss observations with mentor.
Apprentice will practice writing and communicating clear learning objectives and targets to class under guidance and supervision of mentor.
The Apprentice will practice planning lesson structure and pacing to maximize learning time under guidance and supervision of mentor
At a minimum of two times per nine weeks, the Apprentice will facilitate instruction and receive feedback from Mentor on time involved in transitions, distributing materials, and the structure between beginning, middle, and end of the lesson.
Informally assessed by mentor in first year of program
Informally assessed by mentor in first year of program
Professionalism - Acquired Competencies (Unsatisfactory, Developing, Proficient, Exemplary)
Professionalism - Acquired Competencies (Unsatisfactory, Developing, Proficient, Exemplary)
Environment - Acquired Competencies (Unsatisfactory, Developing, Proficient, Exemplary)
Planning - Acquired Competencies (Unsatisfactory, Developing, Proficient, Exemplary)
Planning - Acquired Competencies (Unsatisfactory, Developing, Proficient, Exemplary)
Instruction - Acquired Competencies (Unsatisfactory, Developing, Proficient, Exemplary)
Instruction - Acquired Competencies (Unsatisfactory, Developing, Proficient, Exemplary)
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