1. Mentors, Teachers, and Relationships: How to grow together, get some work done, and Find and maintain a common level of discourse and communication Bring the teacher into the particle physics community Help the teacher experience real research

2. The “Standard” Model of Mentoring

3. P-P Interactions Technical Collegial Argumentative Challenging Brainstorming and....?

4. T-T Interactions Collegial Supportive Predictable Bureaucratic What else?

5. P-T Interactions Uncertain level Semi-collegial One-way? Mentor-dependent Lack common reference frame Other aspects?

6. An Analogy: The Physics Teacher as the “Country GP” One doctor in town or county General rather than specific training Tried and true techniques Patients/neighbors are first concern One physics teacher in the school General rather than specific training Newtonian/classical physics Students are first concern

7. Preparing the Teacher Physicist involved in selection Familiarize the teacher with the project Literature/web site Keep in touch Be accessible

8. Resources Available to Prepare Lead Teachers QuarkNet staff Web Site: http://quarknet.fnal.gov Bibliography: http://www.jlab.org/~cecire/qntmirror.html Lead Teacher Institute

9. How do we make stronger P-T interactions? Strive to understand each other’s background and level of understanding Work at fostering collegiality Be two-way and exploratory in order to find the right level and a common ground Mutual respect What else works?

10. How do we provide the teacher the right environment ? Provide the right equipment for the task-- but also engage the teacher in dialogue about the equipment needed Familiarize the teacher with vocabulary/jargon Exploratory conversations Documentation (log book, journal, etc.) Money/business end is important too

11. Results from Surveys of Mentors and Teachers, 1999-2000 Initial Survey: Mentors and Teachers in pre- QuarkNet Programs (UVa-RECET; FNAL- TRAC) Updated Survey: Winter 2000-2001

12. QuarkNet Mentor Profile

13. Mentor Experience by Number of Teachers (QuarkNet Survey)

14. Mentors: Years Experience (QuarkNet Survey)

15. Mentor Hours per Week with Teachers (QuarkNet Survey)

16. Teachers: Experience (QuarkNet Survey)

17. Teachers: Research Experience (QuarkNet Survey)

18. Contact Hours Prior to Research Appointment (QuarkNet Survey)

19. Teacher Adjustment Period (QuarkNet Survey)

20. Teacher Understanding of Research Assignment (QuarkNet Survey)

21. Teacher Understanding of Particle Physics (QuarkNet Survey)

22. Mentor views on P-T interactions (QuarkNet Survey)

23. Effective Practices in Working with Teachers (QuarkNet Survey)

24. Working with Teachers: Positives and Negatives Teacher work is valuable to research Teacher gives fresh point-of-view Helping the teacher to learn and grow Giving something to the community Extra time spent Cannot stay connected with the teacher Teacher did not learn Not enough progress made

25. Mentor views on P-T interactions (QuarkNet Survey) The greatest issue for Mentors in working with teachers is TIME. Planning Discussing and Advising Admin (not too bad) Other?

26. What Mentors had to say about P-T interactions... “I was impressed by their insight and their ability to produce coherent results.” “Part of the value came from the change in atmosphere and the knowledge of certain accomplishment outside of teaching.” “There should be enough time beforehand to make contact with the teachers to find out what project would suit them.”

27. What Makes a Good Mentor? Teacher Responses... “A good mentor is one who understands the needs of the individual” “Patience, concern, and ample available time” “…understands where you are and works with you at that level” “…offers challenges and advice on how to meet them”

28. What Makes a Good Mentor? Teacher Responses... “...actually believes high school teachers can do real research” “…will take an active lead in trying to find ways to implement QuarkNet in the classroom” “Flexibility, patience, good communications skills, collegiality, and a vision of shared purpose”

29. What Makes a Good Mentor? Lessons The mentor should take into account and adjust for the level of the individual teacher. The mentor should provide structure and resources…but not all the answers. The mentor should be available for “face-time.” The mentor should be willing to help with classroom implementation

30. Pitfalls of Mentorship: Teacher Responses... “…not involved on a day-to-day basis…” “…little help in learning…” “[Mentor] travel…” “[My mentor] underestimated my capacity…”

31. Pitfalls of Mentorship: Lessons Recognize your limitations/responsibilities and adjust for them Seek help from within your group Seek help from QuarkNet staff Find a pathway -- or multiple pathways -- to understand and engage the learner/teacher

32. QuarkNet Teachers on Mentor Best Practices “The project had set goals, and was manageable in terms of difficulty and simple to conduct” “...invited us to participate in HEP department meetings and project discussions” “...gave me an important but challenging and doable task” “…consults with me”

33. QuarkNet Teachers on Mentor Best Practices “Since all the logistical things were handled at the start, I could focus on this project.” “…remained open and available to explain my endless questions” “Our mentor…keeps a very open policy on communication.” “…treats me as a vital participant and colleague” “…keeps me informed…”

34. Effective Mentor Practices on Classroom Implementation “[Our mentor] made sure that we were actually given a ‘research’ assignment and …got us started in a possible classroom transfer [project]…” “…shows a great deal of interest in my students” “Continued support meetings, conversations, and e-mail during the school year”

35. QuarkNet Teachers stressed... Having goals Manageability of the project Real research Inclusion in the group and being part of a collaboration Logistics/prepared environment for research Help with classroom transfer Communication

36. Summary P-T interactions are somewhat unique Physics Teacher as “Country GP” Adjust for level Seek common ground Bring Teacher into collegial community Teacher preparation begins early Create an environment Require documentation Being a good Mentor takes time, patience, flexibility

37. The Mentor’s Task Find and maintain a common level of discourse and communication Bring the teacher into the particle physics community Help the teacher experience real research

38. The End