Resident Teacher

1. Provide all special education services designated by the Individualized Education Program (IEP) for students assigned to you.

    a. Direct Instruction Minutes in Section I of IEP.

    b. Consultative Service Minutes in Section I of IEP.

    c. Be responsible for accommodations and adaptations in Section H of IEP (either by doing them yourself or making sure a classroom teacher is doing them).

2. Manage records for students assigned to you:

    a. Set up, facilitate and carry out IEP.

    b. Conduct assessments, write reports, facilitate integrated written report meetings.

3. Participate in all school meetings and activities required for teachers.

4. Participate in local and/or state Council for Exceptional Children (CEC) activities.

5. Maintain open and professional relations and regular communication with on-site school personnel (mentor teacher, other teachers, principal, special education director, and others) and University of Mary Mentor.

Resident Mentors

1. Provide the resident teacher with an appropriate and reasonable caseload of students. The caseload must include only students with LD, mild/moderate ED, and mild/moderate MR.

2. Devise team plan in collaboration with university mentor and resident teacher.

3. Facilitate monthly meetings with university mentor and resident teacher.

4. Provide ongoing support and mentorship to the RT in these areas:

    a. Provision of direct and consultative instruction to students

    b. Completion of assessments, IEP updates, behavioral and other record management

    c. Collaboration with parents/guardians and other agencies

5. Serve as the official case manager for the resident teacher’s students.s

6. Provide formal written evaluation of resident mentor (in collaboration with university mentor and resident teacher).

7. Provide formal written evaluation of resident teacher (in collaboration with university mentor and resident teacher) during monthly meetings.

8. Provide awareness of resident teacher assessment requirements.

University of Mary Mentors

1. Make initial contacts with resident teacher applicants.

2. Screen for match to Resident Teacher Program requirements.

3. Guide through application process.

4. Stress the importance of continuing commitment to receiving district.

5. Provide course advisement.

6. Communicate at least once per week with resident teacher.

7. Attend monthly team meetings and monitor progress on Council for Exceptional Children (CEC) standards checklist.

8. Observe IEP and/or assessment meetings. Provide feedback.

9. Communicate with building principals and special education directors/coordinators as needed.

University of Mary Program Director

1. Communicates with Special Education Unit personnel.

2. Makes tuition arrangement with University of Mary Student Accounts.

3. Oversees all aspects of Resident Teacher program.

4. Coordinates Resident Teacher programs with the University of North Dakota and Minot State University.

Building Principals

1. Evaluate resident teachers using district approved evaluation process.

2. Provide a substitute for resident teacher as necessary in case of illness or other appropriate leave from building allotment.

3. Share information and/or concerns with resident teacher team.

4. List only the mentor teacher on MISO3 and as IEP case manager.

5. Ensure that the resident mentors have the time to follow through on their responsibilities to the Resident Teacher program.

6. Support the Resident Teacher Program intent. Please do not use the resident teacher in place of a full-time special education teacher.

Special Education Director/Superintendent

1. To provide the same service as you do for all special teachers - classroom visits, support at meetings when requested, consultation and technical assistance, ordering materials, and evaluation.

2. Share information and/or concerns with resident teacher team.

3. Support time for the Resident Mentors to carry out mentor duties.

4. Ensure leave time for resident mentor and resident teacher to attend Resident Teacher program events.

5. Cooperate with building principal and mentor teacher to ensure that the resident teacher’s caseload is appropriate for the credential he/she is seeking.

6. Support the Resident Teacher Program intent. Please do not use the resident teacher in place of a full-time special education teacher.