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Mentoring Structures and Processes That Produce High Levels of Performance in Teacher Candidates


Both instructors evaluate candidates' LAP. Monthly planning meetings for: ... Mentoring is the dance of spiraling generations, in which the old empower the ... – PowerPoint PPT presentation

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Title: Mentoring Structures and Processes That Produce High Levels of Performance in Teacher Candidates

Mentoring Structures and Processes That Produce
High Levels of Performance in Teacher Candidates
  • A Symposium Presented by
  • The Renaissance Partnership for Improving Teacher

Symposium PanelPresenters
  • Julie Birdsong and Jack Newsome
  • Idaho State University
  • Toby Daniels
  • Western Kentucky University
  • Lillie West
  • Millersville University

Symposium PanelCritic/Discussant
  • Carol Smith

The Renaissance Partnership1999 2003A Small
Stream That Has Deepened and Widened
Project Goals
  • Become accountable for the impact of teacher
    candidates on P-12 student learning
  • Improve teacher performance in key areas and show
    an increase in teachers ability to facilitate
    learning of all students

Project Objectives
  • Accountability Systems
  • Teacher Work Samples
  • Team Mentoring
  • Program Redesign
  • Networking Across Project Sites
  • Research that Links Teacher Performance to P-12
    Student Learning

Year Four Work PlanMentoring Teams
  • Five Year Objective All eleven Renaissance
    institutions will develop and implement a team
    mentoring model consisting of school
    practitioners, arts science faculty and teacher
    educators that facilitate the ability of teachers
    to impact student learning in partner schools

Year Four Work PlanMentoring Teams
  • Year Four Objectives
  • Implement Mentoring Programs That
  • Involve teacher educators, arts science faculty
    and school practitioners
  • Are functional for the context, conditions and
    resources at each respective site
  • Facilitate the performance of candidates on
    teacher work samples to achieve proficiency or

History of Renaissance TWS Development
History of Renaissance TWS Development
Teacher Work Samples Produced by Eleven Project
Candidate Performance on Teacher Work Samples
Symposium Agenda
  • Mentoring Program at Idaho State University
  • Mentoring Progress at Western Kentucky University
  • Mentoring Progress at Millersville University
  • Coaching Candidates Through Teacher Work Samples
    A New Mentoring Manual
  • Audience Participation and Discussion

Partnering with Instructional Technology
Effective Strategies and Processes That Mentor
Teacher Candidates
  • Jack Newsome
  • Assistant Professor - Idaho State University
  • Julie Birdsong
  • Assistant Professor - Idaho State University

Instructional Planning, Delivery And
AssessmentEducation 309
  • Introduction to the TWS
  • Guided Practice of TWS
  • Pre-internship
  • Field Experience
  • Co-Requisite-Instructional Technology

Instructional Technology Education 311
  • Co-Requisite Education 309
  • Guided Practice of TWS with Technology
  • Pre-internship
  • Provides technological skills to produce the TWS
    document and state certification in technology

Mentoring Structure and Processes
  • Instructors team teach the TWS processes and
  • Shared field experience
  • Both instructors evaluate candidates LAP
  • Monthly planning meetings for
  • alignment of courses
  • reflection
  • adapting and modifying requirements

Benefits of Mentoring Structure and Processes
  • Team Teaching
  • Expertise of two instructors
  • Collaboration between instructors
  • Field Experience
  • Teaching Performance Evaluations from two
    different perspectives

Benefits of Monthly Planning Meetings
  • Share questions/concerns regarding courses
  • Alignment of requirements and grading
  • Discuss future revisions
  • Discuss student progress
  • Share ideas for planning and teaching
  • Report to COE faculty
  • NCATE course alignment requirement

  • We have found collaboration between Teacher
    Education and Instructional Technology faculty to
    be a highly effective mentoring structure for
  • assisting candidates in creating the TWS
  • faculty collaboration, support, and course

Mentoring is the dance of spiraling generations,
in which the old empower the young with their
experience and the young empower the old with new
life. Parker J. Palmer, 1998
WKUs Teacher Preparation Mentoring Model
  • presented
  • by
  • Dr. Tabitha Toby Daniel
  • Dr. Sam Evans
  • Western Kentucky University

  • Mentoring team members work together to support
    teacher candidates with his/her teacher work
    sample during his/her student teaching semester.

Mentor Group Models
Tabitha Daniel
  • Integrated Team (Elementary Students)
  • Content Specific Teams (Middle Grades and
    Secondary Students)
  • Specialist Teams (P-12 Students)

Integrated Teams
  • Teacher Education faculty member
  • Public School Cooperating Teacher
  • National Board Certified Teacher
  • University Supervisor
  • Arts Humanities/Language Arts faculty member
  • Math/Sciences faculty member

Content Specific Teams
One of the following Teacher Education content
faculty, university supervisor, public school
teacher, National Board certified teacher plus
faculty member from
  • Arts and Humanities/Language Arts (from
    integrated teams)
  • Social Sciences (from integrated teams)
  • Math/Sciences (from integrated teams)

Specialist Teams
Teacher Education content faculty, public school
teacher and university supervisor plus faculty
member from
  • Agriculture
  • Art
  • Business Marketing
  • Consumer Family Science
  • Health Education
  • Modern Language
  • Music Education
  • Physical Education
  • Special Education

Fall 2002 Mentoring Training
  • All University Supervisors
  • 26 Teacher Education faculty members
  • 16 Arts and Science faculty members
  • 94 Public School faculty who have a Student
    Teacher and National Board Certified Teachers.

Mentor Team Formation
  • Each Student Teacher (if possible) is assigned to
    a three person mentor team
  • Team Assignments are based on the content of the
    students Teacher Work Sample and public school
    grade level assignment

Mentor Teams Consist Of
  • Student Teacher
  • Content specialist (Arts and Sciences)
  • Teacher education faculty or University
  • National Board Certified Teacher
  • Cooperating Teacher (public school)

Job Descriptions for Mentor Groups
  • All group members assist teacher candidate with
    writing expression and format
  • All group members provide teacher candidate with
    contact information, office hours, E-mail, phone
    numbers, etc. for questions

Job Descriptions for Mentor Groups
  • Arts and Sciences faculty work together with
    those of similar content and across integrated
  • Teacher education faculty coordinate times for
    mentor groups to work with students and meet
    with mentor group to discuss group and student
    progress (during their on-campus seminar time).

Benefits to Students
  • Receive a refresher from Arts and Sciences
    faculty regarding content and teaching techniques
  • Identify with their mentor group and have
    contact information
  • Observe model of teaching teams

Benefits to Arts and Sciences Faculty
  • Discussion regarding best teaching practices
  • Opportunity for faculty collaboration across
  • Public service credit for mentoring and
  • Working with teacher candidates on the Teacher
    Work Sample promotes understanding of common
    content misconceptions among education students

Benefits for Teacher Education Faculty
  • Kept up-to-date with current content information
  • Assistance in editing Teacher Work Sample drafts
  • Have specific group members available to assist
    with content questions

Number of Student Teachers Mentored in Fall 2002
  • Elementary- 120
  • Middle Grades- 18
  • Secondary- 50
  • P-12 22
  • 5-12 18
  • Total 228

Number of Student Teachers to be Mentored in
Spring 2003
  • Elementary- 127
  • Middle Grades- 19
  • Secondary- 35
  • P-12 30
  • 5-12 19
  • Exceptional Ed. 9
  • Total 239

Lessons Learned
  • Microsoft Access works well for team formation
  • Mentor team initial feedback indicates preference
    for Student Teachers to have one mentor only
  • Student Teachers need to have experience with
    mentoring prior to student teaching to feel
    comfortable with the experience

Next Steps
  • Consider assigning a mentor to Teacher Candidates
    the semester prior to student teaching when
    candidates are producing a Mini Teacher Work
    Sample and Teacher Work Sample (two semesters)
  • Have mentors assist with the grading of the
    Teacher Work Sample during the student teaching

For Additional Information
  • Tabitha Toby Daniel
  • or
  • Sam Evans

Recruiting, Building, and Supporting Mentoring
Teams at Millersville University
  • Strategies and Processes that Produce Highly
    Effective Teams of Teacher Educators, Arts and
    Science Faculty and School Practitioners

Functions of Mentoring
  • To provide direct assistance
  • To provide emotional and psychological support
  • To act as a role model
  • To give advice and guidance
  • To act as a coach
  • To develop and refine protégés understanding of
    content and ability to teach content to a
    particular audience

Mentoring Team
  • Public School Educators
  • Education Faculty
  • Arts and Humanities Faculty
  • Science and Mathematics Faculty
  • Field Supervisors

Responsibilities Mentors
  • Model and explain skills and
    Education Faculty
  • expertise required to do the
    Field Supervisor R-TWS.
    Cooperating Teacher
  • Coach the TCs analytical and
    Education Faculty
  • reflective thinking and writing. Field
  • Cooperating Teacher

Responsibilities Mentors
  • Help the TC to move from naïve Content
  • concepts (or lack of knowledge
    (Arts Sciences)
  • to a new skill or understanding
    Education Faculty
  • Field Supervisor
  • Cooperating Teacher

Recruitment of Faculty Mentors
  • Who?
  • How?
  • Personal acquaintances
  • Congruent Initiatives
  • Collaborative for Excellence in Teacher
    Preparation (CETP) NSF Grant
  • Characteristics of Possible Mentors

Recruitment of Cooperating Teachers
  • School partnerships
  • Compensation
  • Training

Cooperating Teachers Responsibility
  • Elementary and Special Education Teachers
  • Supervise Professional Block II student in one
  • Supervise student teachers the following semester
  • Secondary Mathematics Student Teachers
  • Co-supervision by faculty from Math and
    Educational Foundations departments
  • Three partner schools

Supporting Mentoring Teams
  • Joint Meetings
  • Compensation
  • Training

  • Training Session
  • Initial 4 hours with dinner
  • Goals
  • Communication and Trust Building Skills
  • Presentation of R-Teacher Work Sample
  • Mentoring
  • Timelines and Logistics
  • Cooperating Teachers, Education Faculty, Arts and
    Sciences Faculty

  • Training Session
  • Follow-up 2 hours several weeks prior to teacher
    candidate placement
  • Review of R-TWS
  • Review of Communication and Trust Building Skills
  • Assessment of Whole Class and Individual Students
  • Cooperating Teachers, Teacher Candidates,
    Education Faculty

Typical Mentoring Meeting with Content Faculty
  • Student Teacher and Mentor Coordinator
  • 45 60 Minutes
  • Focus on accuracy of content
  • Questions concerning teaching strategies for a
    particular audience
  • Questions concerning performance assessment

Typical Mentoring Meeting With Elementary
Education Majors
  • Written Teacher Work Sample
  • Oral Teacher Work Sample
  • Seminars with Mentoring Coordinator
  • Timeline for Teacher Candidate

Training Secondary Teams
  • 2 workshops for cooperating teachers and teacher
  • Instruction in supervision practices, Authentic
    Reflection, technology, constructivist practices,

Typical Mentoring Meeting Secondary Education
  • Student teachers meet with supervisor and
    colleagues 4 times per semester
  • Group readings with critical friends
  • Discuss questions related to how students learn
  • Reflection What did you learn about how
    students learn?

In Summary
  • What we have learned
  • Benefits of Mentoring Teams
  • Challenges

Renaissance Partnership Project Mentoring Manual
  • Coaching Teacher Education Candidates Through the
    Renaissance Teacher Work Sample

Development of Manual
  • 11 Institutions Nationwide
  • Individual Unique Needs
  • Complexity of Renaissance Partnership Project

Outline of Manual
  • Overview of Renaissance Teacher Work Sample
  • Definition and Process for Mentoring Teacher
  • Tips for Mentors When Guiding Teacher Candidates
    Through the Preparation of the RTWS

Overview of Renaissance Teacher Work Sample
  • Description of Teacher Work Sample and Directions
    Given to Teacher Candidates

Renaissance Partnership Mentoring Definition
  • As defined by Costa Garmston (2002)
  • To us, coaching is a means of conveyance, like a
    stagecoach. To coach means to covey a valued
    colleague from where he or she is to where he or
    she wants to be. Skillful Cognitive Coaches
    apply specific strategies to enhance another
    persons perceptions, decisions, and intellectual
    functions. The ultimate purpose is to enhance
    another persons self-directedness the ability
    to be self-managing, self-monitoring, and
    self-modifying. Within this metaphor, the act of
    coaching itself, not the coach, is the

Conceptual Framework
  • Cognitive Coaching Model
  • Costa and Garmston
  • Lipton and Wellman
  • Cognitive Apprenticeship
  • Continuum of Mentoring Approaches
  • Language and Communication Skills

Mentoring TCs Through Common TWS Challenges
  • General Tips for Helping TCs
  • Common Challenges Found in TWS
  • Vignettes Illustrating How to Mentor
  • Proficient Examples
  • Common Challenges

Discussion Questions
  • What are the potential benefits and challenges of
    focused mentoring?
  • What has experience shown us about the merit and
    challenges of team mentoring?
  • Who should be recruited to be mentors?