A Suggested Timeline for New Instructors
Becoming a master teacher is a lifelong undertaking. Just as writers develop over time, becoming more proficient as they gain more experience, writing instructors can also improve by taking the time to observe, practice,
discuss and reflect on the art of teaching. Master's candidates at Illinois State University have an advantage in this process. Being allowed to serve as teaching assistants in English 101.10 classrooms before they are asked to assume
full responsibility for teaching a course offers them both time and space for practicing their craft and reflecting on their practice.
Obviously, each 101.10 teaching team, consisting of one new and one experienced instructor, is going to be very different from any other team. In every case, however, the experienced instructor should be considered the "lead"
teacher on the team. The lead teacher is ultimately responsible for what goes on in the class. The role of the new instructor is to serve as a teaching assistant-a sort of apprentice with increasing responsibilities throughout the
semester.
New instructors with previous teaching experience may find it difficult to adapt to this role, but they should understand that this arrangement works to their benefit in the long run. It offers all master's candidates the opportunity to
become familiar with the program's philosophy and practices without overwhelming them with instructional responsibilities as they adapt to the rigors of graduate school.
The schedule below is intended as an aid for teaching teams working to determine an appropriate division of labor, one that allows teaching assistants to assume increasing amounts of responsibility as the semester progresses. Please notice that it is written in ink-not stone. Some assistants will be ready to assume more responsibility early in the semester; others will need more than one semester to get ready to assume full responsibility for teaching a writing class. The rate at which each assistant assumes responsibility needs to be determined by the lead teacher in consultation with the assistant and, if necessary, members of the Writing Program staff.
That said, here is what we would SUGGEST teaching assistants do during the semester:
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Attend class every day.
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Share or assume responsibility for taking attendance and checking for completed assignments.
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Notify instructor of missing assignments
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Observe instructor in dealings with students missing work
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Participate in in-class activities.
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Meet with instructor outside of class at least once.
Week Two
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Attend class every day.
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Arrange with instructor to read through his/her responses to student papers before they are returned to students.
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Share or assume responsibility for taking attendance and making sure assignments are completed on time.
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Notify instructor of missing assignments and observe his/her dealings with students missing work. OR Notify instructor of missing assignments and deal with students missing work
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Participate in in-class activities.
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By end of week, introduce at least one classroom activity designed by the instructor.
Weeks Three-Five
- Attend class three days--two alone; one with instructor
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Arrange with instructor to read through his/her responses to student papers before they are returned to students.
On day(s) alone: -
Take attendance.
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Check for missing work and deal with students missing work in accordance with classroom policy.
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Direct classroom activities designed by instructor.
On day(s) with instructor - Take attendance.
- Check for missing work and deal with students missing work in accordance with policy.
- Assist instructor as needed.
Week Five: Meet with instructor for 5 week review.
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Attend class three days--two alone; one with instructor.
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Assume responsibility for responding to some student writing.
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Discuss your responses with instructor.
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In conference with instructor, design at least one classroom activity per week.
On day(s) alone: -
Take attendance.
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Check for missing work and deal with students missing work in accordance with policy.
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Direct classroom activities designed with or by instructor.
On day(s) with instructor: - Take attendance.
- Check for missing work and deal with students missing work in accordance with policy.
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Assist instructor as needed.
Week Ten: Meet with instructor for 10 week review.
Weeks Eleven-Twelve
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In conference with instructor, design assignment sequences(s) for Week(s) Eleven and/or Twelve (practice UWE and/or reflective essay
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Attend class three days--two alone; one with instructor
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Assume responsibility for responding to some student writing.
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Discuss your responses with instructor.
On day(s) alone: -
Take attendance.
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Check for missing work and deal with students missing work in accordance with policy.
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Direct classroom activities designed with instructor.
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For days you are not in class:
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Make sure instructor has lesson plans consistent with current assignment sequence.
On day(s) with instructor: -
Take attendance.
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Check for missing work and deal with students missing work in accordance with policy.
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Assist instructor as needed.
Weeks Thirteen-Fifteen
Work closely with instructor to devise appropriate division of labor for in- and out-of-class time. (You should expect to be fully involved in instruction, classroom management, responding to student work, etc.)
Week Fifteen: Meet with instructor for semester review.
End of Semester
Work closely with instructor to review and evaluate student portfolios.
(Suggestion: Consider each evaluating half of portfolios, recording grades on a separate sheet, exchanging portfolios and evaluating the other half, recording grades on a separate sheet. Then meet to compare and discuss evaluations and
assign final portfolio grades.)