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Mentorship at a Glance:

ICT in Education Program


Information Booklet for Students and Mentors
International Institute for Education for Development
(IIED) and the Advanced Teachers College

The Mentorship Commitment....................................................................................................2


The e-Portfolio Requirement.......................................................................................................3
Modules 10-12: Responsibilities of Students and Mentors....................................................5
Mentor Observation Form...........................................................................................................6
Concrete Step-by-Step Plan and Timeline for Module 10.......................................................7
IIED: ICT in Education Lesson Plan Form................................................................................8

The Mentorship Commitment


Clearly there is no single road to learning. The teaching profession "paves the way" for
students to discover the joy that a great education can bring. And mentors guide mentees
so that they may demonstrate teaching excellence. Students pursuing the ICT in
Education program require attention.
Here is the commitment we need from mentors:

Support: to ensure academic progress in the ICT in Education program

Time: at least 3.5 hours per week of contact with the mentee

Attention: in periodic reviews of e-Portfolios and personalized learning continuum

Participation: in meetings at IOL and with IIED professors

Advocacy: for students and honest reporting to IOL and IIED of progress

Guidance: for student lesson planning

Remediation: for students struggling with subject-matter mastery (of the


subjects the student intends to teach) and pedagogy

Observation and feedback: of student practice teaching, as well as formal


lessons in Surinamese classrooms and possible participation in the
determination of whether a student has met the IOL requirement of 9 formal
lessons

There are THREE central contributions to teacher professional development that


mentors can make:

1. Subject Knowledge and Pedagogy

An understanding of the knowledge, concepts, and skills of specialist


subjects and where they fit in the school curriculum;
An ability to plan and teach so that students reach regional and
national targets;
The ability to produce coherent lesson plans which take into
consideration the goals and that meet the age-level and stage of
development of ones students

The knowledge of when to use and leave behind the textbook in


order to ensure that learning fits with the skills and next years
expectations (scaffolding)
The presentation of subject content using appropriate, effective, and
efficient pedagogies (ICTs or not)

2. Class Management

Always a major concern of new teachers, along with the question: Will I
have a life?

The use of classroom climate, rules, whole-class instruction, groups, pairs


that meet learning needs

Personalizing instruction so that it does not alienate children, but challenges


them to do more, participate, enjoy their studies, and stick with it.
The appropriate and judicious (wise) use of rewards and sanctions in order
to ensure safety, good will, and democracy in the classroom

3. Assessment

Identify where students are. and where they need to go, in the learning process

Judge how students can demonstrate that they understand the material

Understand how to maximize effectiveness and efficiency in student assessment


Students need teachers. So do teachers. Your mentor is someone who tells you the truth
and is able to keep a secret. If you are a new teacher, you should be looking for someone
you can trust and admit mistakes to, but who can also be very candid with you and tell
you the hard truths (or guide you to seeing the truth) when you make mistakes.
In Mentoring New Teachers, Hal Portner argues that trust is crucial to the mentormentee relationship. New teachers must feel confident in expressing doubt or admitting
mistakes to experienced teachers, without fearing embarrassment or repercussions. In
this respect, mentors serve as confidants, not evaluators, concerned only with helping
mentees -- and, in turn, students -- succeed in the classroom.
Its delicate. Good mentors have to know the right time and place for making a
comment. Mentors are not just cheerleaders. They know how to make you better at
what you do. Thats a place where peers cant reach. Portner writes: "Having a peer
evaluate you does have a lot of positives, and does work, but I really don't want to call it
mentoring."

The e-Portfolio Requirement


What is a Professional e-Portfolio?
Your professional portfolio shall show evidence that you are an active agent in
promoting the capacity of each student to succeed. In short, the e-Portfolio demonstrates
(1) subject-matter competency (2) differentiated instruction to meet the needs of ones
students (3) the capacity to demonstrate student learning along a continuum of growth
and national standards (4) the capacity to work with parents, and (5) an active
engagement in a learning community to ensure ongoing professional development. In
short, we view the e-portfolio as a key graduation requirement and an essential
component of 21st century learning.
We also view the e-Portfolio as an iterative process, rather than a fixed one. E-Portfolios show ones ongoing
professional development as an ongoing process of inquiry, experimentation, and reflection.
E-portfolios do not include everything one has accomplished, but rather samples or artifacts that show clear evidence, in
your own way, that you are actively engaged in the journey ahead.

What are the Components of a Professional Portfolio? How is it to be Evaluated?


Professional e-Portfolios come in all shapes and sizes, but most share similar
characteristics, including a personal teaching statement, evidence of student and teacher
growth, and demonstrated capacity to demonstrate and share ones skills.
The e-Portfolio will be in the form of a public blog/website that serves as a continually
updated platform for ones professional practice. In greater detail, the criteria for
evaluation is based upon an assessment of the following:

A clear demonstration of deep understanding and engagement with course material. We can
"hear" the student wrestling and playing with ideas, posing questions, etc., in
assignments and discussions. In short, the teacher has applied her understanding
into classroom practice and developed on-going activities influenced by new course
material

The extent to which one connects and supports a wider web of colleagues by respecting the
ideas of others, providing effective feedback when assignments ask for feedback, and
accepting and incorporating feedback into ones work. We will look for a clear
demonstration of hospitality, thoughtfulness, gratitude, collaboration and
cooperation in actions and words

a learner and as a teacher and is not stuck in non-productive habits and patterns of
thinking and action

and action that honors oneself, others, and the teaching profession

accomplishments, even how the teacher and student address challenges. Teachers
must demonstrate the use of both formal and non-formal assessment practices and
show how student success was correlated to teaching practices

Inclusive, well-managed classrooms. Classroom management must be distinct from


discipline. We shall look for the degree to which the teacher demonstrates clarity,
monitors student behavior, models consistency and values, and follow-through so
that ones classroom is: a) clean b) vibrant and inviting c) accessible to all students including the disabled. Similarly, we will look for student involvement and
leadership so that we see evidence of a productive classroom atmosphere also
managed by the students themselves.

Active, critical thinking, both independently and in groups. Students are able to both
absorb information and apply it to solve problems. This requires the ability for
teachers to demonstrate that students are thinking critically, rather than mimicking
particular lessons. In this way, just as we ask for a teacher portfolio, so, too, shall we
expect to The e-Portfolio will be evaluated by (a) ICT in Education professors and (b)
Feedback from the mentor, supervisors, and inspectors.

Modules 10-12: Responsibilities of Students and Mentors


We are entering the half-way point in this three-year ICT in Education program. It is
a critical time for the enrolled teachers. Are emphasis for the remainder of the year
will be on three components, while we integrate the transformative power of ICTs to
enhance student learning and achievement.
1. Lesson Planning
2. Practice Teaching
3. Preparation to meet IOLs teaching requirements
From Module 10 on, ICT in education students are to select their mentors. Mentors
shall, in turn, work with their mentees on the following:
1. To choose 3 lessons from an existing textbook as the source material for
creating an ORIGINAL lesson
2. Review with ICT in Education students the specific graduation
requirements from IOL. There is an empty placeholder on the Canvas
page (course platform) awaiting content from IOL
3. Students will not be a form other than the IOL Lesson Plan form (though
they may consult it as a guide

4. The IIEDs ICT in Education Lesson Plan form itself can be found here
(online) and in this document under the title: IIED: ICT in Education
Lesson Plan Form
5.

observation form that current students use when observing employed


classroom teachers.

6. Mentors should familiarize themselves with the Observation Form so that


they know the context in which the ICT in Education students are
working.
7. When mentors are observing students at IOL delivering practice lessons
AND when they are observing ICT students teaching in Surinamese
classrooms, they are to use the following form:

Mentor Observation Form


Name of ICT in Education Student: ____________________________
Name of Mentor: ___________________________ Date: ___________
FEEDBACK ON PRACTICE SESSIONS at IOL and ACTUAL CLASSROOM TEACHING

Component

Description/Comments

1. SUBJECT MATTER CONTENT


(shows good command and
knowledge of subject matter;
demonstrates breadth and depth of
mastery)
2. ORGANIZATION
(organizes subject matter;
evidences preparation; is thorough;
states clear objectives; emphasizes
and summarizes main points, meets
class at scheduled time, regularly
monitors on-line course)
3. RAPPORT (holds student interests;
is respectful, fair, and impartial;
provides feedback, encourages
participation; interacts with
students, shows enthusiasm)

Additional Mentor Comments

STRENGTHS OBSERVED

SUGGESTIONS for
IMPROVEMENT

Concrete Step-by-Step Plan and Timeline for Module 10


SETUP: PHASE 1
Mentors, IOL, and students meet to learn more about each other, as well as the
following:

All mentors are to be registered on the Mentor Signup Form (otherwise there is
no legitimate record)

ICT in Education students are responsible for briefing mentors about the ICT in
Education program and to share the contents of this handbook

IOL will send Dr. Mednick (who will post to Canvas) the specific lesson-plan
requirements

ICT in Education students are to arrange a time to show their mentors their
online e-Portfolio, including their professional development timeline, examples
of work in class, and their teaching philosophy statement and get comments

Once IOL, ICT in Education students, and mentors are in agreement about the
expectations of the mentorship program, we enter Phase 2

PRACTICE TEACHING AND FEEDBACK: PHASE 2

ICT in Education students in Module 10 will be asked to prepare a lesson based


upon a textbook currently being used in a Surinamese classroom

The IIED: ICT in Education Lesson Plan form is available below and on Canvas

That lesson should last approximately 40 minutes

Students are to teach that class in front of their peers, who will be placed in
groups of approximately 9 students, alphabetically

Each individual will be required to teach the lesson to their peers (group of 9
students) in face-to-face sessions during over the course of one week at IOL

Those sessions will be scheduled in March and early April, based upon the
availability of classrooms

7 small classrooms shall be reserved for each group of approximately 7-8


students

Nickerie students have their own group

IIED: ICT in Education Lesson Plan Form

Subject Area(s)

Mathematics, Science, etc.


K-12

Grade Level
Lesson Summary

The overall purpose of the lesson. The teachers main goal and the expected
outcome for the student.

(take this seriously)

The students will be able to accomplish/demonstrate three key skills/behaviors:

Student Objectives
& Outcomes

1.

Action verb 1: Example: students will assemble a 3D cube based upon

instructions

(take this seriously)

2.
3.

Action verb 2
Action verb 3

NAME OF THE LESSON


YOUR NAME __________________ DATE: __________________

SETUP
Replace the text in the right-hand boxes with your own content

THE WAY IN
__What I do to ensure that the students know (a) what the lesson is all about (on the
chalk-board or through other means (b) what they are expected to learn, and (c) what
the outcomes will be. Be clear about this. Make it openly available to the students

Checklist for
Readiness

__I have a plan for assessing prior knowledge (see next box below)
__All materials are set up so that I do not waste time
__I have a plan for differentiating instruction
__I know that students can understand what I am saying
__My classroom is friendly, disciplined, and ready for learning
What I do to ensure that I know what students are capable of doing BEFORE

Assessing Prior

I introduce new concepts, skills, or behaviors I want students to achieve.

Knowledge
(Try to complete this

Techniques to use include (but are not limited to):

A central question that engages minds/determines how much they know

within 5 minutes)

A task/activity where they show they are ready to take the next step

K-W-L chart: students can pair off and show what they know, what they
want to know, what they believe they have learned

A game that gives you insights into prior knowledge

Ongoing

Describe what you will do to nurture and maintain student interest and engagement

Student

throughout the class session

Engagement
THE WAY THROUGH

Activities and
Scaffolding
(Be specific)

Effective Pedagogies
(Be specific)

Differentiated
Instruction
(Be specific)
Use of ICTs
(Be specific)

What you will be doing with the students. Scaffolding is a process through which
a teacher adds supports for students in order to enhance learning and aid in the
mastery of tasks. The teacher does this by systematically building on students
experiences and knowledge as they are learning new skills. Just like the scaffold in
the picture to the left, these supports are temporary and adjustable. As students
master the assigned tasks, the supports are gradually removed.
What you do to encourage students to move through the material. Review

what you have learned in Year 1 and Year 2 to date


How you use Multiple Intelligences to reach different learners

What you do (specifically) in your lesson that can address students with different
learning needs (physical, mental)

List the hardware and software tools you will use (if any)
Briefly, why you chose to use these tools for efficiency or effectiveness.

Example may be using Kahoot for formative assessment of the math concept.
IMPORTANT: If you choose a tool to use, actually use it. Dont just say I will
use Kahoot actually write the questions and conduct the activity

CLASSROOM MANAGEMENT
(Not applicable when practice teaching at IOL, but will be used for teaching in local classrooms)

Your Organization

Classroom is organized to be warm, friendly, and suited for learning


Lesson is flexible and responsive
Timing is suitable
Students are motivated and monitored

Your Instruction

You can demonstrate how the lesson to be clearly organized

You make effective use of verbal and non-verbal communication

Examples of attention to students with different learning needs

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Your Students
(You can demonstrate
that)

Show how the lesson is appropriate to the age-group

Are responsible to the well-being and order of the classroom

Respond to appropriate discipline where necessary

Are respectful and kind to you and each other

Students feel safe and are given appropriate feedback

21ST CENTURY TEACHING AND LEARNING


CHOOSE 3 of the following 21st Century Teaching and Learning teaching and learning concepts and
briefly describe how your way in, through, or out demonstrated these concepts. Feel free to choose from
the following list or add your own:
Brain-Based Learning | Character Education | Collaborative
Learning | Culturally Responsive Teaching | Design Thinking |
Differentiated Instruction | Digital Citizenship | Environmental
Education | Flipped Classrooms | Formative Assessments | Game-

Year 1 and 2 Canvas sites PLUS each of


the following is a link from:
http://edutopia.org

Based Learning | Health and Wellness| Home-School Connections |


Inclusive Education | Inquiry-Based Learning | Learning Styles |
Maker Education | Media Literacy | Mobile Learning | Multiple
Intelligences | Performance Assessment | Problem Based Learning |
Project-Based Learning | Rubrics | Service Learning Social and
Emotional Learning | Social Media | Special Education | Student
Engagement

Twenty-first Century
Teaching and Learning
Choice 1:

Name, along with how you used this concept in your lesson plan

Name, along with how you used this concept in your lesson plan

Twenty-first Century
Teaching and Learning
Choice 2:

Twenty-first Century
Teaching and Learning

Name, along with how you used this concept in your lesson plan

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Choice 3:

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THE WAY FORWARD


Practice in class and

What will students do in class to

at home

What (optional) should students do at home to practice this skill?

Where this Leads

Return to the scaffolding description (above) and describe how the skills, attitudes,
or behaviors you have stated in your goals will help students do the next level in
the subject. If you are doing a lesson in mathematics, for instance, and your goal is
to understand a particular algebraic formula, then show here how the students will
be able to
You make effective use of verbal and non-verbal communication

IMPORTANT: You show how to attend to students with different learning


needs. Give examples

Ending class

How will you end this class session?

IMPORTANT: Be specific about what you will do to assess student

(be specific)

learning. This means a CLOSING activity very much like your opening
activity (in which you found what students know). This time, you will be
doing an activity to show what students have learned.

Encouragement and a Warning


Over time, you will be able to create lesson plans easily, but the first few times, you will probably be working on
this lesson plan again and again. We all encourage you to take chances, to play with ideas, to try out crazy and fun
ideas. Even if those ideas fail, you will do well, because if you dont try anything new, you will become a boring
teacher.
At the same time, PLEASE do not cut and paste lessons from the internet and claim them as your own. To do so is
plagiarism, and you will not get credit for the assignment. The IIED professors use different software to
determine if students are copying and pasting from the web (www.turnitin.com is an example), so I urge you to
do this entirely as your own work.
Best advice: do this yourself and give it your best. Avoid scouring the internet for ideas. You are clever enough.
Make this something you are proud of!

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