Building Coordinator and Mentor Teacher On-Line Training Session
Deadline for completion Friday, September 5, 2003
Part One Overview and Goals of the Northeast Nebraska Teacher Academy (NENTA)
The Northeast Nebraska Teacher Academy was established to increase the number of substitute teachers, improve availability and equitable use of substitute teachers, and enhance the quality of instruction delivered by a substitute teacher. This program identifies students in their junior year at Wayne State College who exceed the Nebraska Department of Education requirements for the local substitute teacher certificate (see "Student Profile" below). These students are scheduled in either MWF or TR college classes to accommodate requests for substitute teachers on their non-class days. The students also enroll in the Northeast Nebraska Teacher Academy Seminar to provide a setting for support, review and discussion about actual on-the-job situations. NENTA students complete a five-day instructional strategies workshop conducted by APL Associates. This training focuses on the art of effective teaching including: increasing management skills, improving student participation and time-on-task, promoting success for all in the classroom, improving classroom structure, teaching to objectives and enhancing relevancy, and strategies for improving homework completion rates. In addition to the weekly seminars and the APL Workshops, NENTA substitutes attend a one-day Retreat is held the week before WSC classes begin in the fall.
The increased availability of substitute teachers will allow districts to send teachers to area staff development activities, especially those provided by ESU #1.
The NENTA program, as outlined above, supports the goals of increasing the number of substitute teachers, improving equitable use and availability of substitutes, and provides structure, support, training, accountability, and evaluation of the substitute teaching experiences.
The goals of the Northeast Nebraska Teacher Academy are to:
1. Increase the pool of quality substitutes in Northeast Nebraska.
2. Build a consortium that will self-sustain after the grant’s depleted.
3. Insure that quality instruction continues when substitutes are present via a formalized, consistent planning framework for substitutes.
4. Raise the level of student expectation regarding learning when a substitute teacher is present.
Part Two NENTA Student Profile
Students selected to participate in the Northeast Nebraska Teacher Academy must meet the following minimum requirements:
1. Requirements for the NE Department of Education:
a. Completed 60 hours of college coursework
b. Have not been found guilty of, or entered a plea of guilty or no contest to a felony or misdemeanor (NE Department of Education
2. Additional Requirement for the Northeast Nebraska Teacher Academy:
a. Completed 12 hours of EDU/SPD coursework with a B+ or better
1. EDU 201 Introduction to Professional Education (3)
2. EDU 211 Child Growth and Development (3)
3. EDU 267 Human Relations in a Multicultural Society (3)
4. SPD 151 Introduction to Special Education (3)
b. Have a cumulative G.P.A. of 3.3 or better
c. Have successfully been passed through Gateway 2 by Wayne State College Professional Progress Committee.
d. Have a positive recommendation from EDU 201 Field Experience Cooperating Teacher
e. Have established themselves as emergent professionals in Teacher Education through demonstrating the following characteristics:
1. Outstanding class attendance
2. Outstanding class participation
3. Attentive to professional grooming habits
4. Commitment to punctuality
5. Assuming and seeking responsibility
6. Completion of assignments in competent and timely manner
7. Compliant with all other requirements for a State of Nebraska Local Substitute Certificate.
Part Three NENTA Substitute Training
During the NENTA Retreat in August, NENTA substitutes are introduced to many teaching/learning strategies. Among those strategies are the writing of and using Four Part Instructional Objectives, using Agendas, assessing student learning using Checking for Understanding (including Wait-Time, Wait-Time Extended and the Pass Option), the NENTA Lesson Plan and how to use it, using Diagnostic Assessment, using Bell Ringers, using Anticipatory Set, the advantages and outcomes of Stating the Objectives for the students, using Research-based Instructional Strategies and Procedures, Modeling Behaviors for students (including “If You Want It – Teach It”), using Guided and Independent Practice, how the use of Motivation and Knowledge of Results positively affects learning, teaching to the Four Main Outcomes of Instruction, using Transition and Closure, the application of Homework rules and strategies, using effective Lecture and Note-taking Strategies, using Discovery Learning, Cooperative Learning and Group Work techniques, how to effectively use Audio and Video Equipment, using Silent Reading, effective Testing and Assessment strategies, the supervising of labs, using Manipulatives and Learning Materials, using On-The-Clock strategies for Time Management, and using Serial Positioning to positively impact retention. NENTA substitutes spend significant time learning effective classroom management strategies for substitutes, how competent planning reduces management problems, and problem-solving strategies for classroom interventions.
The final topics of the Retreat are the Substitute Protocols and the Evaluation Forms. Substitute protocols include accepting a substitute job, being polite and professional, finding the school, time to report to work, names and roles of contact people in each building, registering the teaching certificate, pay and mileage instructions, general responsibilities of substitutes (see below), and the NENTA Code of Ethics (see below). NENTA Substitutes learn the value of the project evaluation and the contributions that all parties make through the correct completion of the evaluative pieces such as the Substitute Evaluation Form (A), Teacher/Administrator Evaluation Form (B), Reflection Form/Follow Up Checklist (C), Daily Lesson Plan (D), Video Reflection Form for Self Evaluation (E), Video Reflection Form for Peer Evaluation (F), Building Administrator Teacher Observation and Evaluation Form (G). One final significant topic is the contents the schools provide the substitute in the Building Substitute Folder (Contents listed in Handbook Appendix H), and the Teacher Folder (Contents listed in Handbook Appendix I).
Each week of the college semesters, NENTA substitutes participate in the on-campus Teacher Academy Seminar. The purpose of the seminar is provide support for the substitutes, and to further educate them on teaching/learning processes, organization and time management strategies, communication strategies, and classroom management and problem solving interventions. NENTA substitutes have the opportunity to share classroom experiences, evaluate teaching episodes, practice communication and instructional skills, and learn from guest speakers who are classroom practitioners. NENTA substitutes are required to enroll and participate in these weekly seminars.
Part Four Responsibilities of the Participants
NENTA District Teachers
1. All NENTA School Districts’ building coordinators, mentor teachers, and classroom teachers will compete the NENTA online training
session through Wayne State College. This training must be completed prior to the use of NENTA substitutes in that district or building.
2. Building coordinators will meet with NENTA substitutes when they arrive at the school to substitute. At this time, the substitute teacher will
receive the Building Substitute Folder with the school’s expectations.
3. Building coordinators will make sure to explain school procedures needed such as library and restroom use, use of hall passes, etc., and
acquaint the NENTA substitute with the school's daily schedule, emergency procedures and any other information relevant to that particular
4. Mentor Teachers will assist the NENTA substitute in locating their classroom for the day and acquaint them with the building.
5. Mentor Teachers will assist the NENTA substitute in locating the Teacher Folder which contains the teacher’s expectations such as lesson
plans, special instructions, equipment and materials needed, etc.
6. Mentor Teachers will assist the NENTA substitute throughout the day or assign a designee to assist with questions that may arise during the
7. At the conclusion of the day, the Building Coordinator will collect the Building Substitute Folder from the NENTA substitute making certain]
the required Substitute Evaluation Form is completed.
1. NENTA districts will be assessed an annual membership fee to assist with the administration of the project throughout the year. This fee is
based on student enrollment and number of attendance centers.
2. NENTA districts will be required to designate a Building Coordinator and Mentor Teacher for each building involved in this project.
3. NENTA districts will be responsible for certifying (and notifying the NENTA Coordinators) that all district teachers have completed the
NENTA online training session before NENTA substitutes will be assigned to that building.
4. NENTA districts will be responsible for having a process in place to ensure that the Building Substitute Folder and Teacher Folder are in
place for each NENTA substitute teaching assignment.
5. NENTA districts will be responsible for having a process in place to ensure that absent teachers provide organized and easily used lesson
plans, learning materials and equipment required for each lesson using the NENTA Lesson Plan Format.
6. NENTA districts will be responsible for having a process in place to ensure that substitutes are provided with managerial support during
their teaching day.
NENTA Substitutes (WSC Students)
1. NENTA substitutes will attend the Teacher Academy Retreat sessions held at WSC in August.
2. NENTA substitutes will enroll in and attend the weekly NENTA seminars at WSC.
3. NENTA substitutes will attend all APL training sessions provided in the program.
4. NENTA substitutes will arrive on time and will meet the Building Coordinator and/or Mentor Teacher upon arrival at the site to substitute. At
this time, the Building Coordinator/Mentor Teacher will provide materials and expectations for the day’s activities.
5. NENTA substitutes are required to dress and groom professionally, to use correct grammar and vocabulary in both oral and written
communication, treat students and school staff with courtesy, make decisions in a responsible and professional manner, and to follow all
professional protocols of that school district and the Wayne State College Teacher Education program.
6. NENTA substitutes once per year will bring the necessary equipment with them to provide a videotape of the teaching experiences to be
used in the reflective teaching model. Video cameras and tripods are owned by the NENTA strictly for this purpose.
7. NENTA substitutes will complete the written evaluation (Form A), place it into the Building Substitute Folder and return it to the Building
Administrator. This is an opportunity for the NENTA substitute to debrief and provide immediate feedback on the day's activities and
organization. It is also an opportunity for the Building Administrator to provide encouragement for future experiences.
8. NENTA substitutes are expected to accept assignments upon request unless an unavoidable conflict presents a valid reason for the
Part Five NENTA Code of Ethics
The Nebraska Professional Practices Commission has established a Code of Ethics for the Teaching Profession (February, 1996). This Code, adopted by the Nebraska Board of Education, consists of a set of five standards for public school certificate holders in Nebraska with respect to ethical and professional conduct and are, therefore declared to be the criteria of ethical and professional performance adopted pursuant to the provisions of Section 79-1282 R.R.S. for holders of Nebraska public school certificates. The same high moral and personal standards as required by certified teachers by the laws of the State of Nebraska must be met by Wayne State College teacher education students. Violation of institutional and/or Board of Trustees policies or regulations can be sufficient cause for denial of retention in the teacher education program. Teacher education students must also be free from any impairments such as those that would cause revocation of a teaching certificate by the State Board of Education.
All Northeast Nebraska Teacher Academy (NENTA) students at Wayne State College will receive and must review the State of Nebraska Code of Ethics for the Teaching Profession pamphlet. This material will be presented during the NENTA Retreat in August. If NENTA students have not received or do not understand any part of that pamphlet, they should contact either of the NENTA Project Coordinators for clarification.
Principle I of the State of Nebraska Code of Ethics for the Teaching Profession deals with the individual's commitment as a Professional Educator. The opening paragraph reads "Fundamental to the pursuit of high educational standards is the maintenance of a profession possessed of individuals with high skills, intellect, integrity, wisdom, and compassion. THE EDUCATOR SHALL EXHIBIT GOOD MORAL CHARACTER, MAINTAIN HIGH STANDARDS OF PERFORMANCE, AND PROMOTE EQUALITY OF OPPORTUNITY."
With this in mind, following is the "Student Code of Ethics" of the Wayne State College Education Division. It is the expectation of the NENTA Project that NENTA students will uphold this code throughout their substitute teaching experience.
We, the students of the Division of Education, affirm and accept our responsibility to complete our professional preparation according to the highest ethical standards.
We will exert every effort to raise educational standards, to improve our service, and to achieve conditions which attract persons worthy of trust.
Aware of the value of united effort, we will contribute actively to the development and growth of our intellectual and moral capacities. In fulfilling these obligations to the profession, we:
1. recognize that a profession must accept responsibility for the conduct of its members.
2. understand that our own conduct may be regarded as representative of the profession.
3. participate in the development and implementation of policies affecting our education.
4. accord just and equitable treatment to all members of the profession in the exercise of their professional rights and responsibilities.
5. interpret and use research with intellectual honesty.
6. keep the trust under which confidential information is exchanged.
7. refrain from commenting unprofessionally about a pupil, fellow student, teacher, or associate in an academic situation.
8. respect the rules and regulations of the schools as agencies to which we are assigned for field experience purposes.
We are aware that failure to comply with any portion of the Code of Ethics may result in our dismissal from the Northeast Nebraska Teacher Academy Project.
Part Six Building Coordinator and Mentor Teacher Roles
Responsibilities of Building Coordinators and Mentor Teachers: The position(s) of Building Coordinator/ Mentor Teacher (BC/MT) is crucial to the success of the NENTA in each building. While the BC/MT may be one individual, it is recommended that two individuals assume the following duties: A classroom teacher serves as the Mentor Teacher, and a building administrator serves as the Building Coordinator.
The duties for the Mentor Teacher are as follows:
1. Assume responsibility for making a brief presentation to your building staff on preparations for the use of NENTA substitutes using the NENTA Online Training Information. The session should explain the NENTA protocols and procedures with particular attention given to the lesson plan format to be used in preparation for a NENTA substitute, the Teacher Folder, and the follow-up evaluation. This staff presentation must be completed before NENTA substitutes can be assigned to your building.
The deadline for this staff training is September 5, 2003.
2. Assume responsibility for showing the substitute to the classroom, assisting in locating the Teacher Folder which will contain the following items:
a. Substitute’s specific schedule for the day (classes, room assignments)
b. Lesson plans (using NENTA format) for all classes (including all materials needed)
c. Seating charts for all classes
d. Equipment needed and location/directions for use
e. Special (classroom-specific) instructions (taking attendance, classroom emergency procedures, lunch time/procedure, where to go when
not teaching, telephone availability, special student needs, where to leave materials at end of day, special considerations, etc.)
f. Names of students in each class who will be helpful.
g. Names/location of nearby faculty who will be helpful.
3. You should also answer any questions substitute may have.
4. You should arrange to visit the substitute’s classroom briefly at least once during the day.
The duties for the Building Coordinator are:
1. Assemble several Building Substitute Folders (the number will be based on the
frequency of NENTA substitute use in your building). This folder will contain the following items:
a. Map of building, directions to assigned classroom and teacher work areas
b. Master schedule by teacher/room assignment
c. Media Center location/procedures
d. Nurse’s office location/procedures
e. Emergency Procedures (Fire, tornado, bomb threat, etc.)
f. School-specific policies/protocols (discipline, dress code, lunch, issuing student passes, parking, etc.)
g. School district expectations for Substitute Teachers.
h. Evaluation Forms as follow-up to the day’s experiences (to be completed and returned in this folder to the Building Coordinator).
2. The collection of the Substitute Evaluation Form from the NENTA Substitute and the Teacher Evaluation Form from the regular classroom teacher following each substitute teaching day in your building.
3. Assume responsibility for reviewing those forms, and organizing and delivering those forms to project coordinators at the end of each NENTA quarterly evaluation period. If any concerns exist relative to results of these evaluations, visit with classroom teachers and/or project coordinators. Please note the deadlines for submitting the completed forms to the NENTA Coordinators.
4. The Building Coordinator should assume responsibility for meeting the NENTA substitute on arrival in the building, providing the substitute with the Building Folder, informing the substitute of the protocols to use when needing assistance during the day, and in the absence of the Mentor Teacher, give the substitute a brief building orientation and assistance in finding their classroom(s) for the day.
Part Seven Teacher Responsibilities: Lesson Plan Format
One of the most vital parts of the past and future successes of this project has been/will be the attention to planning on the part of classroom teachers when using a NENTA substitute. The NENTA Lesson Plan (see below) was developed to provide a reasonable framework for teachers to use when preparing for a substitute teacher. Through the use of this planning format, the teacher provides a complete “roadmap” of the what, when and how for the substitute teacher. This “roadmap” should result in the completion of the day’s objectives, and insure that precious learning opportunities are not lost due to ineffective communication. The Lesson Plan should include, but not be limited to the following components:
1. Bell Ringers
2. Anticipatory Set
3. Clear & Achievable Objectives
4. Instructional Strategies and Procedures
5. Modeling Behaviors (if applicable)
6. Guided and Independent Practice
7. Strategies to Check for Student Understanding
8. Assignments and any pertinent Homework Rules
9. Closure and/or Transition Activities
10. Any other relevant instructions or cautions
Of all the pieces of this intricate puzzle that provide the insurance that effective teaching and learning will occur, the Lesson Plan is the quintessential piece. NENTA substitutes arrive at the school expecting to teach, not just supervise. Please double check this component of the process when preparing for a NENTA substitute teacher.
NENTA DAILY LESSON PLAN FORM
What the students will be studying (Concept):
What the students will know and/or be able to do at the end of the lesson (Objective):
List the Materials Needed for this Lesson:
Introduction: What the teacher will do. (Include Questions and/or Comments You Recommend Using):
Procedure: What the students will do. (Include Questions and/or Comments You Recommend Using):
Assessment (Checking for Understanding and/or Closure):