Sponsors   

More Specific Guidelines for “newer” sponsors 

Prior to the summer 

• Consider ways your organization could benefit from the expertise of an educator. Educators are very organized, strong curriculum developers, good time managers, and capable of multi-tasking. They learn quickly in new environments and can contribute expertise in computation, data analysis curriculum development, laboratory analysis, etc. They bring a “new” perspective into the workplace and provided insights for sponsors into the world of K-12.

• Sponsors should submit Letter of Intent; identify a Mentor to complete Job Description.

• Select a Mentor - Anyone in the organization with time and interest can mentor a teacher; Willingness to work with a team, willingness to give time, desire to get involved at some level with K-12

• Time Commitment for Mentors - A survey of Mentors indicates that the time required depends on the number of Mentors, the teacher, and the design of the job. However, a few parameters emerged:

  • If you design the GIFT position so that you are the only person mentoring the teacher, you may spend between 4-8 hours a week in direct contact with the teacher throughout the summer. For some Mentors, this will instead decrease gradually to 4-5 hours in the middle third of the summer and 2-3 hours a week in the final third. Other Mentors, however, will increase their time commitment over the course of the summer as they and the teacher push the summer project to completion.

  • If you design the GIFT position as a teamwork position in which the teacher works with a lead Mentor and a number of others, the lead Mentor will spend anywhere from 1 to 8 hours a week. Team members will spend several hours a week depending on group organization. Many Mentor recommend having a “back-up” Mentor incase of absences.

  • Corporate and university Mentors alike agreed on the nature and degree of Mentors’ involvement. Almost all of them felt that orientation to the workplace, individual instruction in the GIFT project and individual instruction in instrument use were three key roles played by Mentors.  

   

• Mentor should establish a task, project, goal or desired outcome of GIFT Fellow during their work internship.  Guidelines that some organizations use to determine project include: 

1.   Looking for a special project that needs to be completed, but due to time constraints hasn’t been completed.  Consider the level of complexity, potential for transfer in the classroom, skills needed.

2.   Brainstorm ideas for projects.  Data collection, statistical variation and analysis are desirable projects for mathematics teachers.  Consider carefully skills sets needed by the teacher and enter those in the database. 

3.   Researchers might want to consider a similar project an undergraduate or graduate might complete.  Science teachers thrive when becoming part of a lab teams in both corporate and research settings.

      Defining the Job Description is an important aspect of the program to both the sponsoring organization and fellow.  Consider ways in the fellow can contribute to the work environment and be exposed to content and skills relevant to share with students.  Below find examples of previous job summaries: 

Curriculum Development

·         Developing lesson plans that can be used in an earth science classroom.  The activities are developed around a real-time data site that gives updates on salinity, tidal wave activity, photosynthetically available radiation, water temperature, etc. with information is updated every hour.

Corporate

• Grouping and updating Material Safety Data sheets for hundreds of products.  Creating updated spreadsheets for formulas used to create Georgia-Pacific products.
• Developing flowchart-engineering processes including:  antenna, electrical, D/D, manufacturing, mechanical, software and testing.  These flow charts are necessary for the company to be in compliance with the Sarbanes-Oxley (SOX) regulation.
• Developing a power point video for Medical Technologists at the  hospital to use for recruitment at local schools; develop power point for training of Medical Technologists
• Working with as a member of laboratory staff in a Power generating plant that is primarily responsible for all the water of the plant, the lake’s environment, and the economical aspect of burning fossil fuels; Scanning a lab training manual and developing a lab training course.
• Creating new employee orientation manuals and training programs

Research

• Generating computer models of molecules so as to better understand the interaction between the atoms in the molecules. Interactions of the molecules to each other in different "packing" arrangements was studied.
• Measuring Acoustic detection of blowout in premixed flames, the effect of heat release on flames using preheated air, acoustic wave scattering from turbulent premixed flames, and the calculation of velocity and thickness of the jet waves; using Math formulas which where used in the combustion lab to measure airflows
• Studying the use of surfactants and their effectiveness in cleaning ground water contaminants; conducting experiments to model ground water systems.
   

      Mentor completes the “2005 Position Description” form on-line. GIFT Program Coordinator will notify you via e-mail when teacher applications are available to view.  Applications are placed on the “job board” which is located on the site where the job description was completed.  Clicking on the names of teachers listed allows the application to be viewed.

      Suggested Interview Strategies:  Once teacher applications are placed on the “job board”, select teachers to interview for the position.  It is recommended that at least 2 – 3 teachers are interviewed, preferably in person.   Ask questions about their classroom and what they hope to experience as a part of their internship.  Ask if they have any known conflicts that would interfere with their work schedule.  Explain the nature of the position, expectations, and training that would be provided.  If there are specific skills needed, be sure to confirm applicant has desired skill level. For example:  use of Excel and Access

      Send an offer letter to the teacher selected with a copy sent to GIFT.  The teacher is responsible for signing and sending letter back to CEISMC in order to confirm placement. 

      Once the teacher is selected, complete Human Resource procedures that need to be completed within the organization.  Notify the teacher of any drug screening, etc. that needs to be completed prior to summer.

      Fellow and Mentor should meet prior to the summer to discuss summer plans.  Mentors are encouraged to visit the teacher’s classroom if possible.

During the summer

      The first week:  Orient the teacher to the workspace.  Introduce them to key contacts in your organization, location of phones, restrooms, and how to use equipment.  Include them in meetings as appropriate.  Consider ways to acclimate them to the work environment and tasks.

      Skills orientation – working with the Fellow in helping them to gain an understanding of the dynamics of organization, policies, previous research etc. Determine ways to help them obtain the level of skills needed to complete the desired project.  Consider the sequence of skills the fellow needs to be exposed.

      Some Mentors are very active in working with their Fellows; others delegate training and tasks to others in the organization.  Some Mentors suggest having a “back up” mentor or contact person if the mentor is absent or the fellow has questions.

      Make goals and expectations clear.  Have periodic meetings with Fellow to make sure everything is on target and the project is progressing satisfactorily.

      Encourage the teacher to seek out information applications and careers in math, science and technology in the organization.  Assist them in making the contacts within the organization.

      Inquire as to the nature of the Action Plan the teacher is developing.  This is the plan in which the teacher plans to transfer the experience back to the classroom.  It includes several reflective components regarding the needs of their classroom and their work experience with the key component being an implementation plan that includes inquiry-based activities with students.  Click this link to view Sample A CEISMC - Georgia Intern-Fellowships for Teachers Action Plans.

      Allow Fellows to spend 10% of their work time attending developing the Action Plan.  This time includes the participation in meetings with GIFT staff such as Kick Off, Midsummer, End of Summer and one small group meeting.

      Notify the GIFT staff as soon as possible if you have concerns about your Fellows performance.