Post on 13-Jan-2016
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Stories from an Extended Mentoring Model
Benedum Collaborative ~ West Virginia UniversitySarah Steel, Tiffany Hastings, Jessica Johnson, Heather Schneid, Meighan Carder, Neal Shambaugh
2013 West Virginia Professional Development Schools Conference
Graduates have the following:
•Dual-degree, 5-year program
•Years 3, 4, 5 in classroom
•1000+ hours•Mentoring from PDS teachers
•STRAND: Diversity•STRAND: Technology use•STRAND: Action research
Pre-Service Program NeedsHow to give 5-year graduates MORE mentoring?
How to leverage what 5-year grad’s know and can do...
.....and build on these experience?
PDS NeedsSuncrest Primary School chose to change their supervision model in 1999
•Reviewed other supervision models
•Developed a Teacher Education Center
•Reorganized clinical experiences
Work in PDS - Suncrest Primary•10 hours, Fall/Spring School Year•Negotiated activities
1999 Supervision Model ChangedGraduate Student - Veteran Teacher Model begins
Work in Benedum Program•Full-time student•10 hours, Fall/Spring Semester•Teach EDUC 100•Assist other program activities•1 year MA program
Model Design•Funds for graduate assistant•Stipends for host teachers •Release time for site coordinator/teacher•Teaching experience for GA
GAs 2002-2013Graduate Assistant - Veteran Teacher Supervision Model
2012-2013Meighan CarderCurrent GA
2005-2006 Gina Lenhart1st WV
2006-2007 Tiffany Hastings1st WV
2007-2008Amy CookChild Center, WV
2008-2009Jessica JohnsonTitle I Teacher, WV
2009-2010Heather Schneid1st WV
2010-2011Meredith HardenTitle I, adjunct, WV
2011-2012Elizabeth ConveySPED, VA
2002-2005 Dr. Emily MillesonFrostburg State U.
Questions what i what i diddid
What were your responsibilities at the PDS and at WVU?What was your impact on students in the PDS and WVU?
What was your impact on teachers in the PDS?
What was the impact of the program on your development as a teacher?
Tiffany Hastings, M.A. 2006-2007Internship: Wilsonburg ES Harrison Co, WVNow: 1st Grade, Charleston, WV
““One of One of the best the best years of years of my careermy career””
Tiffany Hastings 2006-2007
WVU
•Evaluated products from teacher education candidates•EDUC 100 instructor
PDS
•Taught Kindergarten during a 120 minute reading block•Celebrated Children’s Book Week•Guided reading
what i what i diddid
Tiffany Hastings 2006-2007
Impact on students in PDS
•Furthered beginning reading skills•Made parents & community members stakeholders in reading development
Impact on students in PDS and WVU
Impact on teacher education students at WVU
•Provided guidance and support•Introduced potential teacher education candidates to the 5 Year Model
Tiffany Hastings 2006-2007
Impact on teachers
•Developed an interest in new reading strategies•Modeled new ways to think of “stations”•Made use of a leveled library system
Impact on teachers in the PDS
Tiffany Hastings 2006-2007
•Collaborate with others•Leadership skills•Coaching skills•Life-long learner
Impact on my development as a teacher
Jessica Johnson, M.A. 2008-2009Internship: East Dale ES, Fairmont Co, WVNow: Title 1 Teacher
““I I needed needed the timthe tim
ee””
Jessica Johnson 2008-2009
WVU - EDUC 100 instructor- EDUC 200 instructor- Small Group Facilitator (Friday sections)- Provided feedback on student work- Completed reading masters program- Coached teacher
PDS- Observed and assisted mentor teacher setting up classroom and conducting home visits- Planned and taught Kindergarten literacy block - Reflected, planned, and discussed instruction with teachers- Participated in faculty meetings
what i what i diddid
Jessica Johnson 2008-2009
Impact on students in PDS- Helped build reading competency and confidence - Kept group time focused on authentic reading and writing tasks- Placed quality, instructional-level books in their hands
Impact on students in PDS and WVU
Impact on teacher education students at WVU- Positive role model for Benedum program- Enthusiasm for the program and teaching helped them feel confident in their career choice- Approachable for questions and assistance with coursework
Jessica Johnson 2008-2009
TEACHING-Guided reading – NOT round-robin reading-Guiding students towards reading independence-Matched quality books to student interests & reading levels
Impact on teachers in the PDS
GRANTEducational Grant – to purchase small group sets of quality children’s literature
Jessica Johnson 2008-2009
-CONFIDENCE!!!-Open to working with other teachers and professionals- Increased my ability to teach at all age levels- Increased my ability to interact effectively with teachers and parents from various backgrounds and teaching styles- Willing to take on leadership roles in my school
Impact on my development as a teacher
Heather Schneid, M.A. 2009-2010Internship: Watson ES, Fairmont Co, WVNow: 1st Grade, Moundsville, WV
““Learning Learning my placemy place””
and and ““finding my finding my
voicevoice””
Heather Schneid 2009-2010
WVU
• Education 100• Small Group Facilitator• Portfolio Reviews • Benedum Meetings
PDS
• Whole group/small group reading instruction• After School/Saturday School Tutoring Program• Mentored a Participant (year 4) and a Tutor (year 3)
what i what i diddid
Heather Schneid 2009-2010
Impact on students in PDS
• New teaching strategies• Awarded Lowe’s Grant
Outdoor Learning Environment
Impact on students in PDS and WVU
Impact on teacher education students at WVU• Taught Education 100 •Overview of Benedum Program
• Worked closely with Tutors•Advice for those just starting•Friday Seminars including discussion and course work
Heather Schneid 2009-2010
Teachers
• New instructional strategies• Opportunities to include children’s literature into Mathematics
Impact on teachers in the PDS
School
• After School/Saturday School Tutoring• Lowe’s Toolbox for Education Grant
Heather Schneid 2009-2010
• More knowledgeable about strategies to help students• Self-assurance in my first year teaching• Strengthen leadership qualities• Confidence from current Administration• Considering Administration/ University work
Impact on my development as a teacher
Meighan Carder, M.A. 2012-2013Internship: East Dale ES, Fairmont Co, WVGA: Suncrest Primary
My hope My hope is to is to find find
myself in myself in their their shoesshoes
Meighan Carder 2012-2013 what i what i diddid
PDS
•Whole group math instruction•Whole/small group reading instruction•Informal reading assessments
WVU
•Student Volunteer Hours•EDUC 100 Instructor•EDUC 200 Instructor •Small Group Facilitator
Meighan Carder 2012-2013Impact on students in PDS and WVU
Impact on students in PDS
•Different teaching styles•Research-based reading strategies•Informal and formal reading assessments
Impact on teacher education students at WVU•Observation and feedback on teaching•Discussion on course assignments•Future career opportunities•Relatable information
Meighan Carder 2012-2013
Teachers
•Reading assessments•Student grouping
Impact on teachers in the PDS
School
•Educational grant•Introduction of reading strategies
Meighan Carder 2012-2013
•Well-rounded: teach a variety of age levels•Considering doctorate•Understand importance of PDS•Constant reflection on my own practice
Impact on my development as a teacher
What we found...Survey and Focus Group ~ Graduates
““Emily had Emily had this this
passionpassion””
““One of the One of the best years best years
of my of my careercareer””
““Lead Lead students my students my
ageage””
““My My teaching teaching mothermother””
““I needed I needed the timethe time””
““Learning Learning my placemy place””
and and ““finding my finding my
voicevoice””
““Had to Had to prove prove myselfmyself””
What we found...Focus Group ~ Current and Past Site Coordinators
Impact on students
•Students and parents value both teachers
Impact on fellow teachers
•Site coordinator has time to work with other teachers on assessment
Impact on my career
•New strategies•Work with young teacher•Leadership skills developed
Benefits & ChallengesExtended Mentoring Opportunities
PDS•Same two teachers all year•GA involved as a regular teacher•Mutual mentoring•GA mentors pre-service teachers
GA•Tuition waiver, salary•Second degree•Experience in school improvement•Experience in PDS coordination•Employability
Challenges•Support from superintendent, principal, teachers, parents
•Yearly change in GA requires orienting and mentoring
•Personal and professional relationship issues
What Makes It Work?Extended Mentoring Opportunities
Living the Program Belief Statements
•All are learners•Empowerment and ownership•Mutual respect•All can be successful
AcceptanceFrom principal, superintendent, parents, students, teachers, university
FundingState funding, School funding, WVU funding
Compatibility and RespectWork and learn from each other
FlexibilityMaking adjustments, giving assistance as needed
CommunicationNotes, phoning, emails
TeamingJoint planning timeParent conferences, school events, workshops
Recommendations Extended Mentoring Opportunities
PDS QuestionsWhat kind of supervision model do you want?What are you trying to accomplish?
Collaborative NegotiationHave you involved everyone at the table?Have you identified and discussed resources needed?Have you signed agreements on resources, funding, responsibilities?Do you have a plan to evaluate and revise each year?
Supervision Model6 observations?
Stories from an Extended Mentoring Model
Benedum Collaborative ~ West Virginia UniversitySarah Steel, Tiffany Hastings, Jessica Johnson, Heather Schneid, Meighan Carder, Neal Shambaugh
2013 West Virginia Professional Development Schools Conference