TIMS
The Teaching Interns with Mentor Support program was begun in 1997.
TIMS provides an opportunity for highly qualified Tarleton students
who have completed all certification and degree requirements except
student teaching to begin working as a full-time teacher. TIMS interns
are hired by a school district and receive support and supervision from
a mentor teacher located on the intern’s campus as well as University
supervision.
Admission to the TIMS program requires the completion of all degree
requirements except student teaching; a 3.0 GPA on certification plan,
teaching field, and professional development coursework; recommendations
from the Department of Curriculum and Instruction and the student’s
academic department; and a successful interview with a school/university
faculty committee.
Mentors of TIMS interns must be recognized as a mentor teacher by
the intern’s employing district. They are assigned to the same
campus as the intern and are certified at the same level as the intern.
Mentors receive training in coaching and must agree to provide a minimum
of 80 hours of mentoring for the intern.
Interns and mentors cooperatively develop a fall and spring action
plan that provides focus for the intern’s professional development.
Interns are expected to attend selected workshops and conferences on
the Stephenville campus during the year. Campus mentors and University
supervisors regularly complete observations of the interns during the
year. Suggestions for growth and improvement of each intern’s
work are provided in an on-going manner.
Interns are provided with a Teaching Internship @ Tarleton notebook
that contains useful information including calendars, observation/evaluation
instruments, and portfolio instructions. Also included is the TIMS Responsibility
Agreement. This document outlines the roles and responsibilities of
those who collaborate in the development of the intern.
TIMS interns enroll for Education 4353 Professional Development IV:
Issues in Professional Development during their first year of teaching.
An important requirement of the course is the compilation and preparation
of a professional portfolio. This includes records and documentation
that indicate how, and the extent to which the intern demonstrated learner-centered
proficiencies during the year.
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