Mentoring Teachers to Achieve Educational Excellence and Scholarship Sheila W. Chauvin, PhD, MEd Director Office of Medical Education Research and Development, School of Medicine Academy for the Advancement of Educational Scholarship, LSU-New Orleans Professor Department of Internal Medicine and School of Public Health

Learning Outcomes Use a variety of supportive relationships within a mentoring framework Define and promote excellence and scholarship in teaching and learning Explore options for enhancing mentoring Sheila W. Chauvin, PhD, MEd (5/4/12)

Supportive Relationships Role ModelAdvisor CoachSupervisor True Mentor

Advising Relationships Assigned, rather than self-selected Guided by program/organizational goals One direction from advisor to advisee Time limited Guided more by event and activities, than process Glasser & Hook,2008 Sheila W. Chauvin, PhD, MEd (5/4/12)

Coaching Relationships Similar to advising, but more focused Primary focus on action, performance Often work-related knowledge, skills Often most important when developing new knowledge and abilities International Public Management Association for Human Resources Sheila W. Chauvin, PhD, MEd (5/4/12)

Supervisory Relationships Formal, for the record Evaluative Managerial Performance Policies and procedures Can include supportive and developmental perspective Sheila W. Chauvin, PhD, MEd (5/4/12)

True Mentoring: A Working Definition* Voluntary, not required Based on affinity between mentee and mentor Separate from formal mode of instructional delivery and/or evaluation Personal, holistic Dynamic, reciprocal Interactive and mutually beneficial Negotiated commitment of time and energy by both parties Driven by the personal and professional needs of the mentee, rather than an agenda set by mentor or institution *LSUHSC-NO OMERAD Team Sheila W. Chauvin, PhD, MEd (5/4/12)

Key Concepts

Scholarship (Boyer, 1990) Discovery Integration Teaching Engagement Sheila W. Chauvin, PhD, MEd (5/4/12)

Scholarship of Teaching Overturns the perspective that “to be a scholar is to be a researcher and publication is the primary yardstick by which scholarly productivity is measured.” Boyer, E. (1990). Scholarship reconsidered: Priorities of the professoriate Sheila W. Chauvin, PhD, MEd (5/4/12)

Common Domains Teaching Instructional design, curriculum development, assessment of learning Advising and mentoring Educational leadership Educational research Sheila W. Chauvin, PhD, MEd (5/4/12)

Scholarship Assessed (Glassick, et al. 1997) Clear goals Adequate preparation Appropriate methods Significant results Effective presentation Reflective critique ResearchTeaching Sheila W. Chauvin, PhD, MEd (5/4/12)

5 P’s of Scholarship (Adapted from Shulman and others) Pertinent Public Peer review Applied intellect; informed and disciplined manner Quality and impact Glassick, et al. criteria Permanent – enduring products Platform that is reproducible and can be built upon Sheila W. Chauvin, PhD, MEd (5/4/12)

Scholarship Innovative Results from creative, disciplined work Public and shared – permanent products Advances the field Contributes new knowledge, insights, questions, directions Generalizable, reproducible, can be built upon Sheila W. Chauvin, PhD, MEd (5/4/12)

Tenure and Promotion Reviews Dissemination “ We mostly consider if faculty members are moving the field forward, whatever the field is.” Key Elements: Creativity, development, and dissemination of transferable products “What defines a university is the development of products that can be shared…” Simpson, et al., 2004 Sheila W. Chauvin, PhD, MEd (5/4/12)

Building Consensus AAMC 2006 Consensus Conference Concepts Criteria Evidence Career advancement Sheila W. Chauvin, PhD, MEd (5/4/12)

Publication Formats Traditional abstract or poster presentation Articles, chapters, monographs, books Workshops, demonstrations Digital formats, websites, multi-media Educational materials Sheila W. Chauvin, PhD, MEd (5/4/12)

Conceptual Framework Activities in Teaching Effective Teaching Excellent Teaching Scholarly Teaching Scholarship in Teaching

Keys to Effective Mentors (and Effective Mentees)

Development Education about mentoring processes Expectations Skills (e.g., communication) Strategies Professional boundaries, issues of gender, culture, generational differences Sheila W. Chauvin, PhD, MEd (5/4/12)

Recognition Academic recognition Institutional priority and support Protected time Financial and non-financial rewards Sheila W. Chauvin, PhD, MEd (5/4/12)

Support Administrative infrastructure Peer support group Mentors for mentors Consultative referrals and resources Sheila W. Chauvin, PhD, MEd (5/4/12)

Keys to Effective Mentoring Processes

Mentoring Agreement SMART Goals – start with an end in mind Specific, Measurable, Action-oriented, Realistic, Timely Success – clear, observable Relationship Commitment, expectations and responsibilities Ground rules Stages, monitoring, feedback, adjustments Benefits of putting it in writing Sheila W. Chauvin, PhD, MEd (5/4/12)

Action/Work Plan SMART Goal StrategyAction Item(s) Target Date Outcome/ Evidence A Mentoring Agreement is necessary, but not sufficient. You also need a plan.... in writing and actively used. Sheila W. Chauvin, PhD, MEd (5/4/12)

Networking Advocacy, introductions Observation of exemplary teaching Faculty development Role Modeling Peer review of teaching Wide range of levels and strategies for coaching Educational consultation Collaborative learning groups Professional learning communities (e.g., Academies) Coaching Academic advancement Alignment of individual-organization priorities Performance/work expectations Professional development plans Advising/Supervising Personal strategic planning Educator and career development (i.e., action plans) Portfolio development Professional learning communities (e.g., Academies) Mentoring Sheila W. Chauvin, PhD, MEd (5/4/12)

Mentoring Options 1-1 traditional model (e.g., expert-novice) Peer, near-peer Group Mentee – multiple mentors Mentor – multiple mentees Multiple mentors – multiple mentees Constellation (e.g., layered, pyramid, rolling) Professional learning community Sheila W. Chauvin, PhD, MEd (5/4/12)

Mentoring Relationship: 5 Stages Preparation (initiation, interaction) Negotiation (investment, cultivation) Facilitation (maturation, enabling) Separation (adaptation) Closure (redefinition) Sources: Johnson, 2007; Kram, 1983, 1985;Luna & Cullen, 1995; Rodenhauser, et al., 2000; Zachary, 2000 Sheila W. Chauvin, PhD, MEd (5/4/12)

Daloz’s Mentor-Protégé Interactions (1986) RegressionGrowthStasisValidation Challenge Support Vision

Levels of Candor Mirroring—report what observer saw Alternative—focus on effective behaviors; withhold subjective and/or negative comments Analyzing—focus on less-effective aspects; comment on perceived effect, positive or negative; offer advice; explore cause and effect; include “plain talk” The Mid-continent Regional Educational Laboratory (1985). Peer support groups (Videotape). Aurora, CO: Author.

Summary Mentoring Range of supportive relationships Various options Importance of development, recognition, and support for mentors and mentees Stages that evolve over time Role of challenge, support, and vision Mentoring agreement, SMART goals, action plan

Summary Educational excellence and scholarship Multiple domains Range of teaching and educator roles Effectiveness, excellence, scholarly, scholarship Glassick criteria and the 5 P’s Evidence-based Reflective practice Innovation

Questions and Comments Sheila W. Chauvin, PhD, MEd