1. Ct & st pAIRS wORKSHOP MSU Denver school of Education Monday, November 16 4:30-6:45 “Those having torches will pass them onto others” - Plato Philip E. Bernhardt Asst. Professor of Secondary Education, MSU Denver pbernhar@msudenver.edu

2. Beginning teachers can only reasonably be expected to succeed if they receive intentional, comprehensive support catered to meet their unique needs. BEGINNING TEACHERS

3. 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

4. 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)

5. 11 WAYS COOPERATING TEACHERS PARTICIPATE IN TEACHER PREPARATION Providers of feedback Gatekeepers of the profession Modelers of practice Supporters of reflection Gleaners of knowledge Purveyors of context Conveners of relation Agents of socialization Advocates of the practical Abiders of change Teachers of children Brodie, Cowling, Nissen, (2009), Understanding participation: A literature review

6. DEVELOPING PROFESSIONAL RELATIONSHIPS ① What are the likely ACTIONS of an effective cooperating teacher? ① What do these ACTIONS look like in practice?

7. QUALITIES: HIGH-PERFORMANCE MENTOR TEACHER Rowley, J. (2009) The High Performance Mentor

8. EFFECTIVE MENTOR TRAITS (JOHNSON, 2008) ①Sensitive to the needs of beginning teachers. ②Ability to listen (inviting discussion & sharing). ③Communicate openly (including sharing own struggles). ④Understanding of diverse learning preferences & past experiences. ⑤Restraint from judgment (use data as part of reflection). ⑥Models continuous learning. ⑦Shares understanding of state/national standards as well as district/school expectations and norms.

9. EFFECTIVE MENTORING: 4 DOMAINS OF SUPPORT

10. High Leverage Teaching Practices http://www.teachingworks.org/work-of- teaching/high-leverage-practices (Included in Workshop Handouts) INSTRUCTIONAL MENTORING

12. 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

13. 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

14. 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

15. 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

16. 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.