Mentor Training
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Transcript Mentor Training
Mentor Training
Salisbury University
The Power of Two in Today’s Classroom
Congratulations!
You have just agreed to host an SU intern…
What are your next steps?
Mentor responsibilities…
Promptly sign and return your
contract to Salisbury University.
Remain engaged in all aspects of
instruction throughout the
experience.
Provide constant feedback (oral &
written) to the intern daily.
Complete mid-term and final
evaluations online and on time.
SU’s PDS Website
Mentors oversee…
Welcome gestures (email, letter, phone call,
banner)
Introductions to faculty, staff, parents & students
as your co-teacher (not an SU student or student
teacher)
Work space with supplies
Provide a map of the school & a tour
Supply important school contact numbers
Discuss school expectations (principal’s vision,
dress code, arrival & departure times)
Mentors oversee…(cont.)
Provide schedules (classes/subjects, planning time,
duties, meetings, after school activities)
Supply handbooks (county, school, classroom)
Furnish curricular materials (textbooks, manuals,
teacher guides, State Curriculum)
Provide class roster(s) & seating chart(s)
Supply incidental information (copier info, supplies,
faculty room, restroom, parking, technology, media)
Discuss school & class procedures (fire drill, crisis
plan, delay schedules, behavior policies, management
strategies)
Why PDS?
Preparing the
next generation
of teachers
Teacher
Professional
Development
P-12 Student
Achievement
Inquiry &
Dissemination
Teacher Retention and PDS
2006 Towson University Teacher Retention Study:
Study examined retention rates for teachers prepared
in collaborative PDS settings vs. those prepared in
non PDS settings.
87 beginning teachers were followed for a five year
period. (2001-2006)
Results: Retention rate of PDS-trained teachers is
37% higher than that of non-PDS trained teachers. At
the end of 5 years 71% of PDS trained teachers were
still teaching, while only 34% of non-PDS trained
teachers were still teaching.
The PDS Difference
“Student Teachers” vs. Interns
a cohort of interns placed exclusively in PDS
sites
interns complete a100-day Extensive Internship
experience over two semesters
Approach to the Experience
remain engaged in instruction
co-teaching
What is co-teaching?
Mentor & intern collaborating together in the…
planning of instruction.
delivery of instruction.
assessment of student learning.
Mentor & intern remaining engaged in instruction.
A win-win for everyone involved:
Pre-K – 12 students & parents
SU candidates
Teachers
Local schools
Co-teaching is NOT…
the mentor and the intern “taking turns” teaching.
the mentor disengaging from the instructional
process after a week of modeling. (sink or swim)
interns “taking over” classes on a set timeline.
an extended “coffee break” for mentors.
a free ride for interns.
Free Ride
Co-teaching and Accountability
St. Cloud TQE Initiative
5 year U.S. Dept. of Education, Teacher Quality
Enhancement Partnership Grant - awarded in October
2003
Looked at Co-Teaching during internship
Collected 4 years of data (qualitative and quantitative)
Training and Support for Mentors and University
Supervisors
Teacher Candidates get co-teaching as a part of their
program
Workshop for Pairs
Reading Proficiency
Minnesota Comprehensive Assessment
MCA Reading Proficiency
2004-2005
MCA Reading Proficiency
2005-2006
100
100
75.7
78.7
80
65.3
60
40
20
Percent of Students
Percent of Students
82.1
73.5
80
65.0
60
40
20
0
CoTeaching
Candidate
(N=318)
One
Teacher
(N=934)
Traditional
Student
Teacher
(N=101)
χ² (2 df, N=1353) = 12.79, p = .002
0
CoTeaching
Candidate
(N=484)
One
Teacher
(N=1597)
Traditional
Student
Teacher
(N=160)
χ² (2 df, N=2241) = 12.54, p = 002
Math Proficiency
Minnesota Comprehensive Assessment
MCA Math Proficiency
2005-2006
MCA Math Proficiency
2004-2005
100
100
82.3
70.5
80
60
40
80
Percent of Students
Percent of Students
75.8
68.9
64.7
57.9
60
40
20
20
0
0
CoTeaching
Candidate
(N=317)
One
Teacher
(N=927)
Traditional
Student
Teacher
(N=105)
χ² (2 df, N=1349) = 8.31, p=.016
CoTeaching
Candidate
(N=524)
One
Teacher
(N=1660)
Traditional
Student
Teacher
(N=171)
χ² (2 df, N=2355) = 7.35, p=.025
One last fact to consider…
Accountability
With the high stakes testing in Maryland & across
the nation, schools cannot afford to have their
“A-List” teachers disengage from
instruction.
With two teachers in the classroom
the student-to-teacher ratio
decreases making differentiation
a reality.
Who supports co-teaching?
Your school district superintendent
Your administration
SU education faculty and students
The Maryland State Department of Education
Bottom line…PDS and co-teaching are not
“SU things”…they just make sense!
What does co-teaching look like?
Four basic models
1. Supportive teaching - one
teacher is the lead instructor
while the other teacher
provides support for
individual students and
observes particular
behaviors.
Strategies: graze & tag,
proximity, conferencing,
strategic pull-out, 1-on-1...
Co-teaching models continued…
2. Complementary Teaching when one co-teacher enhances
the instruction provided by
the other co-teacher.
Strategies: record
& edit,
demonstrations,
simulations,
activity/lab set-up &
break down,
technology
assistance,
modeling, planted
question...
Co-teaching models continued…
3. Parallel Teaching - when
two or more people work
with different groups of
students in different sections
of the classroom.
Strategies: tiered instruction,
stations, cooperative learning,
literature circles...
Co-teaching models continued…
4. Team teaching - both teachers are actively
engaged in instruction and management of the
class.
Strategies: role playing, modeling, cooperative
learning, think-alouds, staged argument
Co-teaching Tools
Tools Include:
Co-teaching Self- Assessment Checklist
Co-teaching Issues for Discussion & Planning
Co-teaching Daily Lesson Plan Form
Co-teaching Daily Lesson Reflection Form
Co-teaching training benefits
include…
a Salisbury University “Clinical Mentor”
designation & certificate.
a $50 bonus each time you host an SU intern
for an 8 week internship experience.
the satisfaction of knowing that as a trained
mentor teacher you are making the most of all
available resources in your classroom.
SU’s PDS Website
For more information…
please contact the Professional Development
Schools (PDS) Coordinator for Salisbury
University:
Stacie Siers
410-677-5042
[email protected]
References
Bing, J., Dunn, A., Veditz, J. (April 2007). A Royal
Flush: How to Maintain a Successful PDS Partnership.
Brown, J., Conners, K., Ennis, T., Gasior, P, Houghtaling,
C., Johnson, J., Lutz, M.K., Siers, S. (April 2007). 21
strategies in 21 minutes: hands-on ideas for co-teaching in
PDS internship.
Conners, K., Gasior, P., & Siers S. (November 2006). Reinventing the student-teaching internship to maximize P-12
student achievement.
Elburn, S., & Siers, R. (2007, June). The power of two:
Maximizing the collaborative experience - A
phenomenological study. Paper presented at the
Professional Development Schools Workshop, Salisbury,
Md.
References continued…
MidValley Consortium for Teacher Education (2000).
Partners for Student Achievement: A Co-Teaching Resource
Handbook. http://coe.jmu.edu/esc/Consortium_CoTeaching.shtml.
Towson University. Teacher Retention PDS Study, Phase 1
findings. Retention Class of 2001.
Thousand, J.S., Villa, R.A., & Nevin, A.I. (2006). The many
faces of collaborative planning and teaching. Theory Into
Practice, 45 (3), 239-248.
St. Cloud State University (2010). Teacher Quality
Enhancement Center.
Villa, R.A., Thousand, J.S., & Nevin, A.I. (2004). A guide to
co-teaching: Practical tips for facilitating student learning.
Thousand Oaks, CA: Corwin Press.
Created by…
The Regional Professional Development
Schools Program of the Seidel School of
Education and Professionals Studies,
Salisbury University
Test Your Understanding (Activity One)
In your group, choose a content standard
(objective) from the VSC for a specific
subject/grade level.
Using the supportive teaching model, develop a coteaching strategy to reach the lesson objective.
Now do the same for the remaining co-teaching
models: complementary teaching, parallel
teaching and team teaching.
When you finish you should have developed 4
different ways to co-teach the selected objective.
Work it out!
In your groups, complete the case scenario
appropriate for your grade level and/or subject
area.