Transcript The MLCS Apprenticeship Program

The MLCS Apprenticeship
Program
Dr. Natalia Pylypiuk, Professor
Ukrainian Literature and Language
6 September 2011
(On the basis of materials prepared by Dr. Alla
Nedashkivska and other members of the
Language Coordinators’ Committee)
What is the Apprenticeship
Program?
A
program funded by the Learning
Enhancement Initiative (LEI), whose
 goals are:
◦ to enhance the quality of undergraduate
learning
◦ to prepare graduate students for their
professional duties
Benefits at the undergraduate end
of the spectrum:

Undergraduate students always study a
second language under the tutelage of
experienced instructors.

They also get to observe experienced
instructors working with apprentices in a
collaborative manner, thereby learning
about collaboration in the target language.
Benefits at the graduate end of the
spectrum:

The Apprentice …
◦ develops the skills of observation and
comparative analysis, by visiting various
classes and studying their instructors,
◦ gains first-hand experience in teaching
and classroom management skills before
assuming complete responsibility for a
language class.
Benefits at the graduate end of the
spectrum:

Principal instructors
◦ practice teaching a subject (2L in this
case) and how to teach it, by explaining
why they do as they do,
◦ have the opportunity to reflect on their
own teaching skills and how to improve
them through close collaboration with
the Apprentice/s and by paying attention
to their observations.
Responsibilities of the Apprentice
 Observe
and assist Principal
Instructor in daily lessons
 Practice
under the guidance of the Principal
Instructor (lesson planning, grading, quizzes,
handouts)
 Assist with classroom activities, student group
work, etc.
 Observe other classes
 on a regular basis, Apprentices observe other
instructors and complete observation reports
Responsibilities of the Apprentice
(cont. 1)

Hold office hours

offer general help sessions or conduct conversational
sessions for undergraduates
Participate in Apprentice workshops
 Attend meetings of Apprentices from all
areas in MLCS (1-2 per academic year)
 Participate in language-specific
coordination meetings

discussion of concerns, etc.
 workshops on language specific topics
 group preparation of common exams, quizzes etc.

Responsibilities of the Apprentice
(cont. 2)

Engage in self-reflection
teaching journals (comments, ideas and reflection on
both teaching in general and on classes observed, as
well as self-reflection on the their own current teaching
experiences)
 observation reports (other classes/instructors)


Work toward professional development

attend workshops in order to enhance pedagogical and
technological skills (ATL=Academic Technologies for
Learning; ARC=Arts Resource Centre; e-class
workshops; FGSR teaching workshops etc.)
Classroom Schedule*
Week
Tasks
Week
Tasks
0 (half
week)
-observe
7
-teach 1 class (50 or 80 min)
1
-observe
8
-teach 1 class (50 or 80 min)
2
-observe
9
-teach 1 class (50 or 80 min)
3
-present 3-4 short activities
10
-teach 2 consecutive classes
4
-present 3-4 short activities
11
-teach 1-2 classes
5
-teach 1 class (50 min)
12
-teach 1-2 classes
6
-teach 1 class (50 or 80 min)
13 (half
week)
-help with review sessions
Link to description of
Apprenticeship Program
http://www.humanities.ualberta.ca/MLCS/app
rent_prog.html

* Please note that division of hours and details of
schedule might vary according to type and level of
language course.

However, the discrete differences between the
duties of the Principle Instructor and those of the
Apprentice ought to be observed at all times.
Tasks of Principal Instructors
 Makes
time to be available for the
Apprentice
 Provides
guidance to Apprentices
concerning lesson planning, grading, design
of exams, etc.
 Provides
advice and feedback to Apprentice
Tasks of Coordinators


Conduct an unofficial observation of
Apprentices a minimum of once per term,
in order to help improve teaching
practices
[In consultation with the principal instructor]
fill out the Apprentice Evaluation Form
that includes recommendations with
respect to the apprentice’s overall
performance during the term
To sum up…

The Apprentice-Principal instructorCoordinator relationship is very
rewarding
◦ when there is genuine team work and all team
members perform their respective
responsibilities
◦ when team members are willing to learn from
each other
To sum up…
 when team members inform each other of
developments, especially the Coordinator, to
obtain advice and assistance
 when team members are reciprocally
courteous and willing to foster professional
growth
 when team members bear in mind their
responsibility to deliver an enjoyable and high
quality learning experience to their
undergraduate charges.
Have a Happy 2011-2012!
I wish you an auspicious and productive
academic year, as you harmoniously
balance the double role of teacher and
student.
 Come for a visit!
Natalia Pylypiuk
Arts 437 - E
