Mentor Training
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Transcript of Mentor Training
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Mentor Training Mentor Training
Salisbury UniversityThe Power of Two in Today’s Classroom
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Congratulations!Congratulations! You have just agreed to host an SU intern…
What are your next steps?
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Mentor responsibilities…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.
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Mentors oversee…Mentors oversee… Welcome gestures (email, letter, phone call,
banner)
Introductions to faculty, staff, parents & students as your co-teacher (not an SU student or student teacher)
Work space with supplies
Provide a map of the school & a tour
Supply important school contact numbers
Discuss school expectations (principal’s vision, dress code, arrival & departure times)
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Mentors oversee…(cont.)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)
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P-12 StudentP-12 StudentAchievementAchievement
Preparing thePreparing thenext generationnext generation
of teachersof teachers
Teacher Teacher Professional Professional DevelopmentDevelopment
InquiryInquiry &&DisseminationDissemination
Why PDS?Why PDS?
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The PDS DifferenceThe 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
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What is co-teaching?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
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Co-teaching is NOT…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.
Free RideFree Ride
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Why do we co-teach?Why do we co-teach? Walsh & Snyder Study (Maryland 1993)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.
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St. Cloud TQE InitiativeSt. 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
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Reading ProficiencyReading ProficiencyMinnesota Comprehensive AssessmentMinnesota Comprehensive Assessment
χ² (2 df, N=1353) = 12.79, p = .002 χ² (2 df, N=2241) = 12.54, p = 002
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Math ProficiencyMath ProficiencyMinnesota Comprehensive AssessmentMinnesota Comprehensive Assessment
χ² (2 df, N=1349) = 8.31, p=.016 χ² (2 df, N=2355) = 7.35, p=.025
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PDS Collaboration ResultsPDS Collaboration Results 2006 Towson University Teacher Retention Study: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.
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Salisbury University’s Salisbury University’s research…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.
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One last fact to consider…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.
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Who supports co-teaching?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!
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What does co-teaching look like?What does co-teaching look like? Four basic models
1.1. Supportive teachingSupportive 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...
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Co-teaching models continued…Co-teaching models continued…2.2. Complementary Teaching - Complementary Teaching -
when one co-teacher enhances when one co-teacher enhances the instruction provided by the instruction provided by the other co-teacher. the other co-teacher.
Strategies: record & edit, demonstrations, simulations, activity/lab set-up & break down, technology assistance, modeling, planted question...
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Co-teaching models continued…Co-teaching models continued…3.3. Parallel TeachingParallel 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...
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Co-teaching models continued…4.4. Team teachingTeam teaching - both teachers are actively
engaged in instruction and management of the class.
Strategies: role playing, modeling, cooperative learning, think-alouds, staged argument
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Co-teaching StrategiesCo-teaching StrategiesThe possibilities are endless…
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…
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Test Your Understanding Test Your Understanding (Activity One)(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 teaching and team teaching.
When you finish you should have developed 4 different ways to co-teach the selected objective.
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Co-teaching in action!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?
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Work it out!Work it out! In your groups, complete the case scenario
appropriate for your grade level and/or subject area.
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Co-teaching ToolsCo-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
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Co-teaching training benefits Co-teaching training benefits include…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.
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For more information…For more information… please contact the Professional Development
Schools (PDS) Coordinator for Salisbury University: Stacie Siers 410-677-5042 [email protected]
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ReferencesReferences 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.
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References continued…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.
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Created by…Created by… The Regional Professional Development
Schools Program of the Seidel School of Education and Professionals Studies, Salisbury University