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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.

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Mentor Training

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  1. Mentor Training Salisbury University The Power of Two in Today’s Classroom

  2. Congratulations! • You have just agreed to host an SU intern… • What are your next steps?

  3. 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.

  4. Mentors oversee… • Welcome gestures (email, letter, phone call, banner) • Introductionsto faculty, staff, parents & students as your co-teacher (not an SU student or student teacher) • Work spacewith supplies • Provide a mapof the school & a tour • Supply important school contact numbers • Discuss school expectations(principal’s vision, dress code, arrival & departure times)

  5. 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, VSC) • 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)

  6. Preparing the next generation of teachers Teacher Professional Development Inquiry& Dissemination Why PDS? P-12 Student Achievement

  7. 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

  8. 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

  9. Free Ride Co-teaching is NOT… • the mentor and the intern “taking turns” teaching. • the mentor disengaging from the instructional process after a week of modeling. • interns “taking over” classes on a set timeline. • an extended “coffee break” for mentors. • a free ride for interns.

  10. Why do we co-teach? • Walsh & Snyder Study (Maryland 1993) • Study compared state competency test scores of 9th grade students who had been taught in traditional classrooms with those who had been taught in co-teaching classrooms. • Results: The passage rates (of over 700 students) on the minimum competency tests (science, social studies, math & language arts) were substantially higher (66.9% vs. 52.8%) for those taught in co-teaching classrooms compared to those taught in traditional classrooms.

  11. 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

  12. Reading ProficiencyMinnesota Comprehensive Assessment χ² (2 df, N=1353) = 12.79, p = .002 χ² (2 df, N=2241) = 12.54, p = 002

  13. Math ProficiencyMinnesota Comprehensive Assessment χ² (2 df, N=1349) = 8.31, p=.016 χ² (2 df, N=2355) = 7.35, p=.025

  14. PDS Collaboration Results • 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.

  15. Salisbury University’s research… • SU is currently laying the groundwork with our PDS partners for our own co-teaching study. • Research will be conducted during the fall of 2010. • Results will be shared with local schools.

  16. 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.

  17. 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!

  18. 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...

  19. 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...

  20. 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...

  21. 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

  22. Graze & Tag Think-alouds Record & Edit Cooperative Learning Demonstrative Modeling Strategic Pull Out One on One Parallel Teaching Small Group Instruction Literature Circles Stations Learning Centers Staged Arguments Games Make-up Work Tiered Instruction Cognitive Apprenticeship Modeling Experiments Role Play Games/Simulations… Co-teaching StrategiesThe possibilities are endless…

  23. 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 co-teaching strategy to reach the lesson objective. • Now do the same for the remaining co-teaching models: complementary teaching, parallel teachingandteam teaching. • When you finish you should have developed 4 different ways to co-teach the selected objective.

  24. Co-teaching in action! • DVD Discussion Questions • List 3 new strategies you would be willing to try that you viewed in the co-teaching clip. • What benefits did you see? • What are your concerns?

  25. Work it out! • In your groups, complete the case scenario appropriate for your grade level and/or subject area.

  26. 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

  27. 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.

  28. For more information… • please contact the Professional Development Schools (PDS) Coordinator for Salisbury University: • Stacie Siers • 410-677-5042 • sesiers@salisbury.edu

  29. 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). Re-inventing 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.

  30. References continued… MidValley Consortium for Teacher Education (2000). Partners for Student Achievement: A Co-Teaching Resource Handbook. http://coe.jmu.edu/esc/Consortium_Co-Teaching.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.

  31. Created by… • The Regional Professional Development Schools Program of the Seidel School of Education and Professionals Studies, Salisbury University

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