Mentor Teaching Policies

Eligibility

Classroom music teachers are essential to the process of helping interns to develop into successful professionals.  In order to serve as an MT, the following eligibility requirements must be met:

  • A minimum of 5-years of successful full-time teaching
  • Receptive in hosting music education students for field experience
  • Recognized by colleagues as an outstanding educator in the endorsement area
  • Passionate and committed to investing time beyond contractual hours in helping students excel in music proficiency
  • Willingness to recognize the validity of new methodologies in teaching music

Mentor Teacher Expectations

Student teaching is widely regarded as the single most important component of teacher education. The effectiveness of the experience depends upon the degree to which all members of the team fulfill their responsibilities and establish good working relationships.  Frequent and open communication is essential.  Immediate communication from the mentor teacher to the university supervisor regarding any/all concerns with the student teacher is paramount.

The Virginia Department of Education (VDOE) requires the student teacher to be in the classroom full time for a minimum of 300 clock hours. Half of that time (150 hours) is to be spent teaching. Since the semester is divided into two placements, a minimum of 75 hours in direct teaching must be logged for each placement.

Direct Teaching is defined as follows:

  • Co-Teaching: shared responsibility for planning, instruction, assessment, and supervision. Also referred to as team teaching.
  • Independent Teaching: the student teacher assumes full responsibility for planning and implementing instruction, assessing student achievement, and evaluating the lesson in order to improve learning.

The mentor teacher is responsible for creating and implementing a schedule that provides sufficient teaching opportunities for the student teacher to earn the minimum number of hours in direct teaching. Questions or concerns pertaining to scheduling sufficient teaching hours should be addressed to the university supervisor.

The mentor teacher is expected to serve as role model, instructor, and coach for the student teacher. Since the mentor teacher’s primary responsibility is for their student’s welfare and learning, the additional responsibility of supervising a student requires careful planning and good judgment regarding the student teacher’s readiness to assume teaching duties. A general guide to navigating through the processes is described as follows:

  • Familiarize the student teacher with state and local policies by providing a link to (or hardcopy of) your school’s teacher handbook as a part of their orientation.
  • Provide the student teacher with a copy of the school music handbook, student expectations, and/or syllabus along with a calendar of events at the beginning of the placement.
  • Co-plan and co-teach during the first month of working together.
  • Converse regularly, especially when discussing instructional decisions.
  • Build confidence by having the student teacher gradually assume responsibility for instruction.
  • Oversee planning and monitor the progress of the student teacher’s approach to learning.
  • Gradually withdraw from your classroom, shifting authority and responsibility to the student teacher.
  • When giving feedback, encourage reflection and self-analysis.
  • Be open and honest about areas needing improvement by prescribing solutions to strengthen the areas(s) of weakness.
  • Discuss any concerns or problems with the university supervisor as soon as they arise.
  • Introduce the student teacher to the appropriate resources needed to accomplish a full range of professional duties.
  • By word and by action, communicate your love of teaching and commitment to the profession
  • Monitor the student teacher as they complete the Log of Hours.
  • Complete Progress Reports for the student teacher and university supervisor by the appropriate deadlines.
  • Give advice and support as the student teacher develops their e-Portfolio.
  • If warranted, provide the student teacher with a recommendation for employment.
  • Complete a Teacher Performance Assessment and confer with the university supervisor as needed.

Mentor Teacher Timeline

Prior to Week 1

  • Review Internship Manual.
  • Meet with the student teacher and introduce to school personnel.

Weeks 1-3 (Begin Placement 1)

  • Conduct a school-site orientation for the student teacher, which includes introducing to faculty, staff, and administration.
  • Provide the student teacher with a copy of the school music handbook, student expectations, and/or syllabus along with a calendar of events.
  • Meet to plan with student teacher starting with small groups, warm-ups and co-teaching before moving to independent teaching.
  • Begin observing student teacher making notes in in order to complete Progress Reports.

Weeks 4-6

Weeks 7-8

  • Resume responsibility for class(es). Arrange for the student teacher to observe or assist in other classes and resource programs.
  • Complete Teacher Performance Assessment and review with the student teacher.
  • Facilitate the student teacher with their transition to placement two.

Weeks 9-11 (Begin Placement Two)

  • Conduct a school-site orientation for the student teacher which includes introducing to faculty, staff, and administration.
  • Provide the student teacher with a copy of the school music handbook, student expectations, and/or syllabus along with a calendar of events.
  • Meet to plan with the student teacher starting with small groups, warm-ups and co-teaching before moving to independent teaching.
  • Begin observing the student teacher making notes in order to complete Progress Reports.

Weeks 12-14

  • Gradually withdraw from teaching and presence in class(es) while the student teacher is teaching.
  • Complete Progress Report. Confer daily with the student teacher.
  • Communicate any/all concerns to the university supervisor as soon as they arise.
  • Begin Teacher Performance Assessment.

Week 15

  • Resume responsibility for class(es).
  • Arrange for the student teacher to observe or assist in other classes and resource programs.
  • Complete the Teacher Performance Assessment and review with the student teacher.

Student Teacher Substitute Policy

George Mason University prohibits student teachers to teach any student or class in absence of the mentor teacher or a properly credentialed substitute teacher. In the event the mentor teacher will be absent, the student teacher may be hired as a substitute if properly credentialed by the school district. The decision to hire the student teacher rests with the mentor teacher and school-site principal. If the student teacher is not officially hired and is expected to teach, the mentor teacher and school-site principal is responsible for hiring a substitute who will accept liability for all students and classes, including those with whom the student teacher is assigned to work.