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Responsibilities of the Teacher Candidate


Student teaching is your opportunity to apply the skills you’ve gained in two full-time internships with mentor teachers at the PK-8 and high school levels. You will begin your placement by observing the mentor teacher. Use this time to learn more about the students and to gain a sense of the mentor teacher’s classroom management style. After a short period of observation, you will gradually take full responsibility, moving from assisting the mentor teacher to implementing lessons of your own. Ask for a copy of the school’s policies and become familiar with them. You are expected to abide by the school rules.

It is important for you to establish a relationship of mutual respect and trust with your mentor teacher. Through role modeling, informal conversation and formal observations, the mentor teacher will provide direct feedback so that you can improve your classroom teaching. Here are some guidelines to follow:

  • Meet with your mentor teacher and the Director of Art Education Outreach to discuss mutual expectations, setting professional development goals and objectives.
  • Observe your mentor teacher and ask questions about classroom management and teaching strategies.
  • Develop and maintain a respectful relationship with your mentor teacher.
  • Meet regularly with your mentor teacher to discuss and develop strategies to improve performance.
  • Communicate regularly with your mentor teacher and faculty supervisor and inform them of any problems as they arise.
  • Meet and cooperate with other faculty, administrators, and staff in a professional manner. Join in faculty meetings when district policy allows.
  • Develop and maintain positive communications with students and parents.
  • Collect student work samples, following district policies regarding permission to photograph and use student work.
  • Follow safety rules for handling materials and encourage student responsibility for clean up.
  • Adhere to district policies, particularly policies that address issues that may arise in the art classroom. These issues include, but are not limited to, procedures for managing disruptive student behaviors and procedures for accommodating students with diverse learning needs. .
  • Use essential teaching materials and curriculum guides appropriately.
  • Demonstrate effective teaching strategies and methods in an atmosphere conducive to the learning process, including avenues for experimentation, risk-taking and reflection.
  • Review and evaluate your lesson plans and presentations on a weekly basis with the assistance of the mentor teacher.
  • Schedule faculty supervisor observations in a timely manner and provide lesson plans for review  at least  24 hours in advance.


Handbook
  1. Mission & Purpose
  2. Conceptual Framework
  3. Collective Inquiry
  4. Standards & Outcomes
  5. MAT Program Outcomes
  6. Maine Proficiencies
  7. Program Courses
    MECA&D MAT Sequence of Courses
  8. Satisfactory Academic Progress
  9. Field Experiences Prior to Student Teaching
  10. Procedures for e-Portfolios
  11. Collecting Work Samples
  12. The Student Teaching Experience
  13. Distance Placements
  14. Responsibilities of the Teacher Candidate
  15. Responsibilities of the Mentor Teacher
  16. Responsibilities of the Faculty Supervisor
  17. Demonstration of Professional Accomplishment
  18. Procedures for Student Teaching Evaluation
  19. Appendices
  20. Appendix A
  21. Appendix B
  22. Appendix C
  23. Appendix D
  24. Appendix E
  25. Appendix F
  26. Appendix G
  27. Appendix H
  28. Appendix I
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