1. Stories from an Extended Mentoring Model
Benedum Collaborative ~ West Virginia University
Sarah Steel, Tiffany Hastings, Jessica Johnson,
Heather Schneid, Meighan Carder, Neal Shambaugh
2013 West Virginia Professional Development Schools Conference

2. Pre-Service Program Needs
How to give 5-year graduates MORE mentoring?
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
How to leverage what 5-year grad’s know and can do...
.....and build on these experience?

3. PDS Needs
Suncrest Primary School chose to change their supervision model in 1999
Reviewed other supervision models
Developed a Teacher Education Center
Reorganized clinical experiences

4. 1999 Supervision Model Changed
Graduate Student - Veteran Teacher Model begins
Model Design
Funds for graduate assistant
Stipends for host teachers
Release time for site coordinator/teacher
Teaching experience for GA
Work in PDS - Suncrest Primary
10 hours, Fall/Spring School Year
Negotiated activities
Work in Benedum Program
Full-time student
10 hours, Fall/Spring Semester
Teach EDUC 100
Assist other program activities
1 year MA program

5. GAs 2002-2013 Graduate Assistant - Veteran Teacher Supervision Model
Dr. Emily Milleson
Frostburg State U.
Gina Lenhart
1st WV
Tiffany Hastings
1st WV
Amy Cook
Child Center, WV
Jessica Johnson
Title I Teacher, WV
Heather Schneid
1st WV
Meredith Harden
Title I, adjunct, WV
Elizabeth Convey
SPED, VA
Meighan Carder
Current GA

6. Questions What were your responsibilities at the PDS and at WVU?
what i did
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?

7. Internship: Wilsonburg ES Harrison Co, WV
Tiffany Hastings, M.A
Internship: Wilsonburg ES Harrison Co, WV
Now: 1st Grade, Charleston, WV
“One of the best years of my career”

8. Tiffany Hastings
what i did
PDS
Taught Kindergarten during a 120 minute reading block
Celebrated Children’s Book Week
Guided reading
WVU
Evaluated products from teacher education candidates
EDUC 100 instructor

9. Tiffany Hastings 2006-2007 Impact on students in PDS and WVU
Furthered beginning reading skills
Made parents & community members stakeholders in reading development
Impact on teacher education students at WVU
Provided guidance and support
Introduced potential teacher education candidates to the 5 Year Model

10. Tiffany Hastings 2006-2007 Impact on teachers in the PDS
Developed an interest in new reading strategies
Modeled new ways to think of “stations”
Made use of a leveled library system

11. Tiffany Hastings 2006-2007 Impact on my development as a teacher
Collaborate with others
Leadership skills
Coaching skills
Life-long learner

12. Internship: East Dale ES, Fairmont Co, WV Now: Title 1 Teacher
“I needed the time”
Jessica Johnson, M.A
Internship: East Dale ES, Fairmont Co, WV
Now: Title 1 Teacher

13. Jessica Johnson
what i did
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
WVU
- EDUC 100 instructor
EDUC 200 instructor
Small Group Facilitator (Friday sections)
Provided feedback on student work
Completed reading masters program
Coached teacher

14. Jessica Johnson 2008-2009 Impact on students in PDS and WVU
- 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 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

15. Jessica Johnson 2008-2009 Impact on teachers in the PDS
TEACHING
Guided reading – NOT round-robin reading
Guiding students towards reading independence
Matched quality books to student interests & reading levels
GRANT
Educational Grant – to purchase small group sets of quality children’s literature

16. Jessica Johnson 2008-2009 Impact on my development as a teacher
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

17. “Learning my place” and “finding my voice”
Heather Schneid, M.A
Internship: Watson ES, Fairmont Co, WV
Now: 1st Grade, Moundsville, WV

18. Heather Schneid 2009-2010 Whole group/small group reading instruction
what i did
PDS
Whole group/small group reading instruction
After School/Saturday School Tutoring Program
Mentored a Participant (year 4) and a Tutor (year 3)
WVU
Education 100
Small Group Facilitator
Portfolio Reviews
Benedum Meetings

19. Heather Schneid 2009-2010 Impact on students in PDS and WVU
New teaching strategies
Awarded Lowe’s Grant
Outdoor Learning Environment
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

20. Heather Schneid 2009-2010 Impact on teachers in the PDS
New instructional strategies
Opportunities to include children’s literature into Mathematics
School
After School/Saturday School Tutoring
Lowe’s Toolbox for Education Grant

21. Heather Schneid 2009-2010 Impact on my development as a teacher
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

22. My hope is to find myself in their shoes
Meighan Carder, M.A
Internship: East Dale ES, Fairmont Co, WV
GA: Suncrest Primary
My hope is to find myself in their shoes

23. Meighan Carder 2012-2013 Whole group math instruction
what i did
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

24. Meighan Carder 2012-2013 Impact on students in PDS and WVU
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

25. Meighan Carder 2012-2013 Impact on teachers in the PDS
Reading assessments
Student grouping
School
Educational grant
Introduction of reading strategies

26. Meighan Carder 2012-2013 Impact on my development as a teacher
Well-rounded: teach a variety of age levels
Considering doctorate
Understand importance of PDS
Constant reflection on my own practice

27. What we found... Survey and Focus Group ~ Graduates
“I needed the time”
Survey and Focus Group ~ Graduates
“My teaching mother”
“Lead students my age”
“Learning my place” and “finding my voice”
“Emily had this passion”
“One of the best years of my career”
“Had to prove myself”

28. 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

29. Benefits & Challenges Extended Mentoring Opportunities PDS Challenges
Same two teachers all year
GA involved as a regular teacher
Mutual mentoring
GA mentors pre-service teachers
Challenges
Support from superintendent, principal, teachers, parents
Yearly change in GA requires orienting and mentoring
Personal and professional relationship issues GA
Tuition waiver, salary
Second degree
Experience in school improvement
Experience in PDS coordination
Employability

30. What Makes It Work? Extended Mentoring Opportunities Acceptance
Living the Program Belief Statements
All are learners
Empowerment and ownership
Mutual respect
All can be successful
Acceptance
From principal, superintendent, parents, students, teachers, university
Funding
State funding, School funding, WVU funding
Compatibility and Respect
Work and learn from each other
Flexibility
Making adjustments, giving assistance as needed
Communication
Notes, phoning, s
Teaming
Joint planning time
Parent conferences, school events, workshops

31. Recommendations Supervision Model 6 observations?
Extended Mentoring Opportunities
PDS Questions
What kind of supervision model do you want?
What are you trying to accomplish?
Collaborative Negotiation
Have 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 Model
6 observations?

32. Stories from an Extended Mentoring Model
Benedum Collaborative ~ West Virginia University
Sarah Steel, Tiffany Hastings, Jessica Johnson,
Heather Schneid, Meighan Carder, Neal Shambaugh
2013 West Virginia Professional Development Schools Conference