I. Initial Activities

1. Handle classroom routines such as attendance, lunch count, collections of forms, money, arrival and dismissal, movement of children/youth for special grouping.
2. Assume teacher's duties -- cafeteria, recess (organize an indoor recess), hall duty, study halls.
3. Help prepare students' forms in permanent school record files (health forms, attendance records, IEP, etc.).
4. Order supplies and audiovisual equipment within the school; duplicate materials.
5. Check students' written work and keep necessary records, such as skills sheets, checklists of completed assignments.
6. Learn school health and safety procedures (fire drill, health room use, what to do in case of accidents).
7. Review IEPs and ARD review notes.

1. Keep a notebook or idea file; include "minute fill-in" ideas such as games, songs, stories, sources of information and materials, ideas for learning centers, bulletin boards, etc.
2. Make directed observations of classroom activities.
3. Plan a design for a classroom.  Help the mentor teacher set up and arrange the classroom, consultation, or small group area.
4. Help group students for instructional purposes.
5. Become responsible for the general appearance of the classroom.
6. Prepare bulletin boards.
7. Plan a class party, assembly, or special activity.
8. Develop a repertoire of techniques for class management or handling individual behavior problems.
9. Create an individual behavior support plan including the use of data for decision making.

III. Instructional Activities

1. Prepare individual written lesson plans.  Format and detail should be decided with the mentor teacher and university supervisor.
2. Plan, modify, alter or adapt, and teach a unit of instruction as is appropriate for the students in this classroom, and teach a unit of instruction.
3. Participate in team planning sessions.
4. Ask permission to participate in SIT, ARD and IEP meetings.
5. Prepare and direct the use of learning centers or computer activities.
6. Prepare an instructional classroom game and other original teaching materials.
7. Use technology in your instruction.
8. Work with individuals, small groups, and large groups.
9. Teach structured skills lessons.
10. Conduct open-ended discussions.
11. Help evaluate students' progress, including decision making from data collected, preparation of report cards, or the evaluation of movement toward an IEP goal.
12. Help administer standardized and teacher-made tests.  Design original tools for diagnosing problems and/or evaluating progress.
13. Eventually assume full teaching responsibilities according to a plan developed with the mentor teacher.  Take complete charge for a designated period of time,  planning and directing all activities during the school day.

1. Attend school during regular teachers' hours as well as all faculty, team, grade level, and inservice meetings.
2. Notify the mentor teacher and university supervisor of absence and send in plans for lessons that were to be taught.  Prepare a set of plans for a substitute teacher.
3. Communicate with parents in writing, and orally participate in parent/teacher conferences under the guidance of the mentor teacher.
4. Become familiar with professional teachers' organizations and professional books and magazines.  Read some recent articles concerning education.
5. Attend a P.T.A. meeting.  If possible, attend a teachers' convention.
6. Learn about the school system's special services and resources, such as pupil personnel workers, guidance counselors and resource teachers.
7. Become familiar with curriculum materials, curriculum guides, and diagnostic tools.
8. Visit other classrooms and observe different teaching techniques as well as characteristics of students of various levels.
9. Become familiar with the responsibilities of other special educators and specialty personnel such as OT's, PT's, and Speech and Language Pathologists.
10. Participate in informal faculty activities.   Develop open and friendly staff relationships.
11. Display initiative and a willingness to accept constructive feedback.
12. Become familiar with the varied responsibilities of the special educators and other specialists in your building.  If you are a special educator, become familiar with the responsibilities of other professionals in your building.

Top of Page

Back

Next

Return to Teacher Education Home Page

Last updated on November 20, 2002