Ct & st pAIRS wORKSHOP

MSU Denver school of Education

 Monday, November 164:30-6:45

“Those having torches will pass them onto others” - Plato

Philip E. BernhardtAsst. Professor of Secondary Education, MSU Denver pbernhar@msudenver.edu

Beginning teachers can only reasonably be expected to succeed if they receive

intentional, comprehensive support catered to meet their unique needs.

BEGINNING TEACHERS

Professional practice that occurs in the context of teaching whenever an

experienced teacher supports, challenges, and guides [pre-service] or novice teachers in their teaching practice.

Odell and Huling (2000, p. xv). Quality Mentoring for Novice Teachers

WORKING DEFINITION OF MENTORING

SIGNIFICANCE OF COOPERATING TEACHERS

① Effective CTs are critical to clinical experiences. 

② Student teachers view student teaching as the most important component in their preparation and consider their CT as essential to their success.

③ Wide acceptance: “cooperating teachers are the most powerful influence on the quality of student teaching and shape what student teachers learn by the way they mentor” (Weiss & Weiss, 2001)  

11 WAYS COOPERATING TEACHERS PARTICIPATE IN TEACHER PREPARATION

Brodie, Cowling, Nissen, (2009), Understanding participation: A literature review

DEVELOPING PROFESSIONAL RELATIONSHIPS

① What are the likely ACTIONS of an effective cooperating teacher?

① What do these ACTIONS look like in practice?

QUALITIES: HIGH-PERFORMANCE MENTOR TEACHER

Rowley, J. (2009) The High Performance Mentor

EFFECTIVE MENTOR TRAITS (JOHNSON, 2008)

①Sensitive to the needs of beginning teachers.

② Ability to listen (inviting discussion & sharing).

③ Communicate openly (including sharing own struggles).

④ Understanding of diverse learning preferences & past experiences.

⑤ Restraint from judgment (use data as part of reflection).

⑥Models continuous learning.

⑦ Shares understanding of state/national standards                 as well as district/school expectations and norms.

EFFECTIVE MENTORING: 4 DOMAINS OF SUPPORT

High Leverage Teaching Practices http://www.teachingworks.org/work-of-teaching/high-leverage-practices

(Included in Workshop Handouts)

INSTRUCTIONAL MENTORING

Establish:Co-planning time.Observation routine.Conferencing opportunities to provide feedback and engage in a process of continuous improvement.

To consider, for example:When will we schedule? What times of day are available? How can we make it consistent?

Can we implement each step of the process? What will this look like?

Challenges?

COLLABORATIVE CLINICAL MENTORING MODEL

① Effective feedback is timely, directs attention to intended learning, and offers specific details.

② Describe observations rather judge.

③ Occurs during the learning process, when one can act.

④ Effective feedback does not “do the thinking. Discuss alternatives and ask questions rather giving solutions.

⑤ Effective feedback limits the corrective information to an amount a receiver can practically process/implement.

⑥ Feedback should lead to action.

POST-OBSERVATION CONFERENCING:EFFECTIVE FEEDBACK

1. One Teach: One Observe

2. One Teach: One Assist

3. Station Teaching

4. Parallel Teaching

5. Supplemental Teaching

6. Alternative (Differentiated) Teaching

7. Team Teaching

CO TEACHING STRATEGIES

Professional practice that occurs in the context of teaching whenever an

experienced teacher supports, challenges, and guides [pre-service] or novice teachers in their teaching practice.

Odell and Huling (2000, p. xv). Quality Mentoring for Novice Teachers

WORKING DEFINITION OF MENTORING

REFERENCES

Brodie, E., Cowling, E., & Nissen, N. (2009). Understanding participation: A literature review. London, England: NCVO, IVR & Involve.

Johnson, K. (2008). Being an effective mentor: How to help beginning teachers succeed. Thousand Oak, CA: Corwin.

Odell and Huling (2000).Quality Mentoring for Novice Teachers. Joint publication: Washington, D.C.: Association of Teacher Educators and Indianapolis, Indiana: Kappa Delta Pi. 

Rowley, J. (2009) The High Performance Mentor. Thousand Oaks, CA: Corwin.

Weiss, E. M., & Weiss, S. (2001). Doing reflective supervision with student teachers in a professional development school culture. Reflective Practice, 2, 125–154.