ࡱ> gif{ g+bjbjzz l>#( DFFFl2F(&((((((($*q-l>(>(4S(j((rJ&T&*E#l&(i(0(&2-r-&&z-X'>(>((- : Ed.S. in Instructional Technology Clinical Practice: Guidelines for Finding a Mentor The Georgia Professional Standards Commission rules for Instructional Technology programs that lead to certification include requirements for a practicum experience, supervised by a university professor and by a field mentor. The practicum experience is conducted across 2 semesters during 2 different courses. The courses, ITED 8970 and ITED 8999, require the candidate to design, develop, propose, implement, evaluate, and report on an Action Research Project that will be carried out in the learning environment in which he/she works and will be related to his/her previous area of certification. The proposal is developed the first semester and carried out during the second semester. A minimum of 30 contact hours is required throughout the process. The project must be a technology-based instructional intervention that meets a need within the learning environment. Each candidate must nominate a field mentorwho is willing to carry out observations and assessment as presented in the following rubric. By the date designated in the ITED 8970 Course Schedule, the candidate must 1) identify a willing and able field mentor, 2) submit the Mentor Form, which should be completed by the mentor, that includes mentors name, qualifications, and contact information to the ITED 8970 instructor, 3) attach your reasoning for choosing the mentor when you submit the Mentor Form, and 4) have the mentor approved by the instructor. The instructor will then communicate with the field mentor through email, thank the mentor for the service, and send an approximate schedule for completion for the action research project practicum. Who should be a mentor? An IDEAL field mentor in addition to either being a Media Specialist, an IT Professional in a P-12 learning environment, or someone with a degree in Instructional Technology would: be someone you know who has experience in teaching, classroom technology integration, computer-assisted instruction, content expertise, and familiarity with the grade level and characteristics of your target audience in relation to differentiation and diversity. be trusted to look in on you as you implement the designed intervention and have the technical access and expertise to do so. be willing and able to spend some limited time with you as you prepare your research proposal, so he/she would understand the planning process, goals, and objectives of your intervention and research project. express interest in delivering instruction using technology and be conversant with technologically-related etiquette conventions and copyright/legal requirements. understand and recognize alignment of assessments with learning outcomes and the importance of data-based decision making. You may not find your IDEAL field mentor, but look for someone who has as many of these qualities as possible. A graduate of the Ed.S. IT program from Valdosta would be an excellent choice if there is one in your district. What will the mentor have to do? Express willingness to serve in an email REPLY to the instructor of ITED 8970. Informally consult with the candidate during the project planning process, offering limited levels of advice and feedback by mutual agreement. Observe the candidates intervention implementation in some way during the hours the candidate is in contact with his/her students. Fill out the following rubric and return as email attachment to the instructor of ITED 8999. How much time will the mentor have to commit and when? Time commitment may vary, according to the agreed upon arrangements between candidate and mentor. A total of ten hours would likely be sufficient. The duties and approximate schedule would be: 1)initial discussion and examination of requirements (1 hour) 2)participation in the planning process (2 hours) 3)observation during implementation (3-5 hours) 4) consultation and feedback to improve implementation (2 hours) 5)attend celebration where candidate disseminates results (1 hour) 6) assessment and rubric submission (1 hour) Field mentor will observe the teacher candidate during the intervention, mark the following rubric, and submit to the ITED 8999 instructor as an attachment to email. Candidate NameExemplary (3pts)Satisfactory (2pts)Unsatisfactory (1pt)Not observedAssessment of student learning The candidate demonstrated his/her ability to effectively assess student learning in an exemplary manner.The candidate demonstrated his/her ability to effectively assess student learning adequately.The candidate did not demonstrate acceptable skill in his/her ability to effectively assess student learning. Practices used were insufficient.Planning and instructionThe candidate demonstrated his/her ability to plan and implement instruction incorporating knowledge of students skills, concepts, ability levels and prior experiences in an exemplary manner. The candidate demonstrated his/her ability to plan and implement instruction incorporating knowledge of students skill, concept, ability levels and prior experiences in an adequate manner.The candidate did not demonstrate acceptable skill in his/her ability to plan and implement instruction incorporating knowledge of students skill, concept, ability levels and prior experiences. Most related practices used were insufficient.Use of assessment for learning strategies The candidate demonstrated his/her ability to effectively integrate assessment for learning strategies into instruction in an exemplary manner.The candidate demonstrated his/her ability to integrate assessment for learning strategies into instruction in an adequate manner.The candidate did not demonstrate acceptable skill in his/her ability to integrate assessment for learning strategies into instruction. Most related practices used were insufficient.Evidence-based practices; Impact on P-12 learning The candidate demonstrated his/her ability to use evidence-based practices. Clear evidence of positive impact on the learning of all students was exemplary .The candidate demonstrated his/her ability to use evidence-based practices in an adequate manner.The candidate did not demonstrate acceptable skill in his/her ability to use evidence-based practices. Most related practices used were insufficient.Communication Candidate demonstrates communication skills through provision of regular feedback, prompt responses to student questions and concerns, and clear expectations. Instructions to students are clear, with little need for further explication. Proper etiquette conventions are communicated, modeled, and upheld with no need for instructor/mentor recommendations.Candidate demonstrates communication skills through provision of feedback and responses to student questions. Some delays in communication may be acceptable. Instructions to students are clear, with some need for further explication. Proper etiquette conventions are communicated, modeled, and upheld, although some instructor/mentor suggestions were made.Candidate demonstrates less than adequate communication skills.Feedback and responses to student questions are delayed and/or unclear. Instructions to students are unclear, with considerable need for further explication. Proper etiquette conventions are not communicated, modeled, and upheld. Much instructor/mentor formative evaluation needed.Technology UseMultiple forms of technology were integrated effectively in instruction.Multiple forms of technology were integrated in instruction, some were effective, some not.Multiple forms of technology were not integrated effectively in instruction or only one form of technology was used. Mentor Form By providing the following information I am indicating that I will support __________________________ (candidates name) in his/her action research project, that I understand the responsibilities as described in the following section, and that I intend to perform all outlined duties in a timely manner to the best of my abilities. Responsibilities Informally consult with the candidate during the project planning process, offering limited levels of advice and feedback by mutual agreement. Observe the candidates intervention implementation in some way during the hours the candidate is in contact with his/her students. Consult with the candidate and university supervisor as needed during the implementation phase to evaluate any suggestions for change. Fill out the attached rubric and return as email attachment to the instructor of ITED 8999 after the candidate disseminates results within the work environment. 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