1.
What is MATI? - matiatnorwood.org
The Mid-Atlantic Teacher Institute is an extension of Norwood’s highly successful Assistant Teacher Program.This collaborative program, offered by Norwood and The George Washington University, brings between eight and twelve aspiring educators to our campus. Like Norwood’s assistant teachers, the MATI apprentices will support the work of our master teachers in our classrooms. The apprentices also take graduate courses taught at Norwood by both GW and Norwood faculty. At the conclusion of the 13-month program, they receive a master’s degree in elementary education and teacher certification and are qualified to teach in independent or public schools.
2.
With whom do apprentices work and what is their role?
Apprentice teachers are supervised by the MATI program director and are expertly guided by master teachers at Norwood who serve as mentors. Each apprentice has two placement experiences during the school year: a placement in grades 1-3 and a placement in grades 4-6. At this time, we are unable to offer early childhood (K) or secondary (grades 7-8) licensure so apprentice teachers are placed in classrooms at those grade levels. Apprentices work in their classroom three and a half days each week and share in the planning and teaching along with the master teacher.Apprentices actively participate in all aspects of daily life at Norwood, including back to school nights, professional development training, and parent-teacher conferences.
3.How does MATI differ from the previous Assistant Teacher Program?
Because of the widely differing financial models of the two programs, MATI allows us to bring many more apprentice teachers into Norwood classrooms than was possible under the Assistant Teacher Program. For the past several years, budget constraints have limited us to from one to four assistant teachers. Because MATI apprentices will pay tuition to earn their master’s degree, we are able to bring up to twelve apprentice teachers to Norwood.Over the years, the Assistant Teacher Program has featured bright young people with an interest in, but not necessarily a commitment to, education. They have often come to us directly from college and some have gone on to pursue careers in other fields. The MATI apprentices are individuals who have made the commitment to teaching that is inherent in pursuing a master’s degree in education. Another significant difference between the two programs is that each apprentice is assigned to a single classroom per semester unlike the assistant teachers who work in several different classrooms and offices. The apprentices are also particularly well prepared to work with our students because of the graduate courses in education they are taking as part of the MATI program.
4.What degree of responsibility will MATI apprentices have for student instruction?
Like the assistant teachers, apprentices are ultimately given some teaching autonomy, but only after they have established their ability to do so.The apprentices begin by observing the master teachers to whom they are assigned. As the semester progresses, they assist in instruction and eventually are given lessons to teach under the direct supervision of the mentor. By the end of the semester, it is expected that apprentices, like the assistant teachers before them, are capable of planning and teaching select lessons or units. Because of master’s degree requirements, there are even more supervision of student instruction by apprentices than was the case in the Assistant Teacher Program.
5.
How are apprentices selected?
In order to be admitted into the Mid-Atlantic Teacher Institute, applicants must be accepted by both Norwood School and The George Washington University. Applicants are selected on the basis of their academic achievement, dedication to working with children, and professionalism. Part of the application process includes an extensive joint interview with GW and Norwood School during which candidates teach a short lesson at Norwood.
6.Why is Norwood pursuing this project?
MATI grows from our commitment to the advancement of the teaching profession and is designed not only to train aspiring educators, but also to provide professional development opportunities for Norwood faculty and an enhanced learning environment for students. We believe Norwood will become the “school of choice” for top educators considering the mid-Atlantic region because of the leadership opportunities and vibrant professional learning community that MATI will provide. The Institute allows Norwood educators to advance their careers without leaving the classroom by serving as mentors or adjunct members of the GW faculty. In addition to enhancing our ability to recruit and retain veteran teachers, we expect to find excellent candidates for entry-level teaching positions among the apprentice teachers.Over the years, Norwood has hired many exceptional educators from its Assistant Teacher Program; indeed, ten members of the current faculty are former assistant teachers. We hope and expect to have similar success with MATI graduates.
7.
How will Norwood students benefit from such a program?
The establishment of MATI has direct and lasting benefits to Norwood students. Having an extra set of eyes and hands in the classroom means more opportunities for individualized and small-group instruction. It also provides more time for both the master and apprentice teacher to closely observe children during instruction allowing them to better accommodate the needs of their students. A steady, professional dialogue exists between the master and apprentice teacher.This active collaborative thinking allows both individuals to deepen their understanding and improve their practice. Norwood’s master teachers who have worked with assistant teachers over the years have concluded that their participation in the program has enhanced their ability to work with students.