Mentor Training

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Mentor Training
Salisbury University
The Power of Two in Today’s Classroom
Congratulations!
 You have just agreed to host an SU intern…

 What are your next steps?
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.
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)
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)
Why PDS?
Preparing the Teacher
next generation Professional
of teachers Development

P-12 Student
Achievement

Inquiry &
Dissemination
The 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
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
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 Ride
Why do we co-teach?
 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.
St. 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
Reading Proficiency
Minnesota Comprehensive Assessment
MCA Reading Proficiency MCA Reading Proficiency
2004-2005 2005-2006

100 100
82.1
75.7 78.7 73.5
80 80

Percent of Students
Percent of Students

65.3 65.0

60 60

40 40

20 20

0 0
Co- One Traditional Co- One Traditional
Teaching Teacher Student Teaching Teacher Student
Candidate (N=934) Teacher Candidate (N=1597) Teacher
(N=318) (N=101) (N=484) (N=160)

χ² (2 df, N=1353) = 12.79, p = .002 χ² (2 df, N=2241) = 12.54, p = 002
Math Proficiency
Minnesota Comprehensive Assessment

MCA Math Proficiency MCA Math Proficiency
2004-2005 2005-2006
100
100
82.3
75.8
70.5 80 68.9
80 64.7

Percent of Students
Percent of Students

57.9
60
60

40
40

20
20

0 0
Co- One Traditional Co- One Traditional
Teaching Teacher Student Teaching Teacher Student
Candidate (N=927) Teacher Candidate (N=1660) Teacher
(N=317) (N=105) (N=524) (N=171)

χ² (2 df, N=1349) = 8.31, p=.016 χ² (2 df, N=2355) = 7.35, p=.025
PDS Collaboration Results
 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.
Salisbury University’s 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.
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.
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!
What does co-teaching look like?
 Four basic models
1. Supportive 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...
Co-teaching models continued…
2. Complementary Teaching - Strategies: record
when one co-teacher enhances & edit,
demonstrations,
the instruction provided by simulations,
the other co-teacher. activity/lab set-up &
break down,
technology
assistance,
modeling, planted
question...
Co-teaching models continued…
3. Parallel 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...
Co-teaching models continued…
4. Team teaching - both teachers are actively
engaged in instruction and management of the
class.
 Strategies: role playing, modeling, cooperative
learning, think-alouds, staged argument
Co-teaching Strategies
The possibilities are endless…
 Graze & Tag  Stations
 Think-alouds  Learning Centers
 Record & Edit  Staged Arguments
 Cooperative Learning  Games
 Demonstrative Modeling  Make-up Work
 Strategic Pull Out  Tiered Instruction
 One on One  Cognitive Apprenticeship
 Parallel Teaching Modeling
 Small Group Instruction  Experiments
 Literature Circles  Role Play
 Games/Simulations…
Test Your Understanding (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.
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?
Work it out!
 In your groups, complete the case scenario
appropriate for your grade level and/or subject
area.
Co-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
Co-teaching training benefits
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.
For more information…
 please contact the Professional Development
Schools (PDS) Coordinator for Salisbury
University:
 Stacie Siers
 410-677-5042
 sesiers@salisbury.edu
References
 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.
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.
Created by…
 The Regional Professional Development
Schools Program of the Seidel School of
Education and Professionals Studies,
Salisbury University