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APPRENTICE TEACHER
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Guidelines for the Selection of A.T.
- Apprentice teachers must demonstrate linguistic proficiency. This does not mean native fluency, by any means, as they will be instructing only at the first-year level. Still, apprentice teachers must have an understanding of basic grammar suitable to instruction at the first-year level, and good pronunciation and intonation. Dartmouth students who have mastered the material offered in the first two years of instruction (through Japanese 23) would presumably be at an appropriate level.
- Apprentice teachers must have a proven record of reliability, as demonstrated by class attendance, punctuality, and overall dependability. The drill sections cannot be successful unless the apprentice teacher is always there, always on-time, and always prepared.
- Apprentice teacher candidates must attend, at least once a year and prior to their service that year, the Apprentice Teacher Workshop Orientation session run by the Rassias Foundation at the start of each quarter. In addition, the candidates must attend at least two of the practice sessions before jury selection. While attendance at only two practice sessions is required, candidates are encouraged to attend as many as possible in order to sharpen their drilling techniques and pick up ideas from others. Attendance at the jury selection is also mandatory. Compliance with this requirement not only improves the candidate's teaching skills but also testifies to their commitment to the position, their reliability, and their ability to manage their time.
- Apprentice teachers should also exhibit the qualities that make for a good language teacher. These include dependability, good planning skills, high-energy levels, enthusiasm, sensitivity to the needs of a diverse student body, and willingness to work closely with the faculty and staff.
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These minimal requirements satisfied, priority will be given to students who are studying, or have studied, Japanese language or literature at Dartmouth College and/or those who are active members of the Japan-related community at the college. The latter would include those who regularly attend, participate in, and initiate extra curricular activities such as the weekly nihongo table, movies, events, and the occasional special lecture. This is important as the apprentice teacher should be informed on related subjects, available for informal consultations, and involved in the overall program at the college. With all other things equal, the Japanese faculty and staff will attempt to provide as many students as possible the opportunity to serve as an apprentice teacher while maintaining the balance of the program staffing.
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