CT & ST PAIRS WORKSHOP

MSU Denver school of Education

 Wednesday June 17, 20154:30-6:30

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

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

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 CT/ST RELATIONSHIP

① Clinical experiences, supported by effective CTs, are critical to the preparation of teachers. 

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 to the idea that “cooperating teachers are the most powerful influence on the quality of student teaching experience and shape what student teachers learn by the way they mentor” (Weiss and Weiss, 2001)  

11 WAYS COOPERATING TEACHERS PARTICIPATE IN TEACHER EDUCATION (BRODIE, COWLING, NISSEN, 2009) 

DEVELOPING PROFESSIONAL RELATIONSHIPS

① What are the characteristics of an effective cooperating teacher?

① What might these look like in practice?

QUALITIES OF THE HIGH-PERFORMANCE MENTOR TEACHER

Rowley, J. (2009) The High Performance Mentor

EFFECTIVE MENTORS (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.

BEING AN EFFECTIVE MENTOR: 4 DOMAINS OF SUPPORT

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 information to guide improvement.*Cite examples!

② Describe observations rather judge.

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

④ Effective feedback does not “do the thinking” for an individual. Discuss alternatives and ask questions rather than simply giving solutions.

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

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

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.