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You Can’t Do It For Them But You Can Show Them The Way. How Have Mentors Made the Difference. UNCW - CT3. Dr. Cathy Barlow, Dean Dr. Carol Chase-Thomas, Associate Dean Patricia Chappell, CT3 Instructional Leader

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You can t do it for them but you can show them the way

You Can’t Do It For Them But You Can Show Them The Way

How Have Mentors Made the Difference


Uncw ct3
UNCW - CT3

  • Dr. Cathy Barlow, Dean

  • Dr. Carol Chase-Thomas, Associate Dean

  • Patricia Chappell, CT3 Instructional Leader

  • Mentors: Julia Davis, Justine Lerch, Rebecca Mahler, Pam Thomas, Dr. Audrey Toney, and Deloris Rhodes

  • Students: Kip Young, Shalon Turner, and Lelia Brady


Coalition for transition to teaching
Coalition for Transition to Teaching

CT3 Grant Purpose

The CT3 Grant focuses on Recruiting, Preparing, Mentoring and Retaining high quality teachers through an alternative route to state certification and licensure.


Ct3 special features
CT3 Special Features

  • Priority Given to Military – spouses and dependents

  • Stipend / Scholarship - $2500

  • Laptop Computer – for duration in the program

  • Mentoring and On-going Support – 3 years

  • High Need School Districts

  • On-site Location (s) in Wilmington (UNCW) and Jacksonville (CCCC)

  • Partnerships

  • Targeted Areas of Licensure


What works mentoring
WHAT WORKS Mentoring

  • On-Site Mentoring

  • Immediate Feedback

  • Observations

  • On-Line Support

  • Special Topical Seminars

  • Web-based Material Resources

  • Learning Teams


Master mentors
Master Mentors

  • Removed from school politics

  • Time to dedicate to mentees

  • Passion about profession

  • “Teach them to fish”

  • Varied experiences

  • Communication to and from all mentors

  • “Lunch Bunch” discussions

  • Attend class with mentees


Processes
PROCESSES

  • Building relationships through assessing, coaching, and guiding

  • Over a three year period


Reflections
Reflections

  • What are some challenges and concerns that new teachers face today? How are the skills and support of CT3 mentors valuable for you?

  • What are the stages of development that new teachers pass through in their initial years of teaching? What kinds of support did mentors provide?


Reflections1
Reflections

  • Describe how your work with the CT3 mentors helped you transition into teaching?

  • How have CT3 classes, study groups, and mentors helped you in working with diverse populations?


Resources provided
Resources Provided

  • Bromfield, M., Deane, H. & Burnett, E. (2003). From Surviving to Thriving: A Guide for Beginning Teachers. Newton, MA: Brookline Books. ISBN 1-57129-092-3

  • DeBruyn, R. L. & Larson, J. L. (1984). You Can Handle Them All Quick-Action Card Deck. Manhattan, KS: The Master Teacher. ISBN 1-58992-054-6

  • Payne, Ruby K. (1996). A Framework for Understanding Poverty. Highlands, TX: Aha! Process, Inc. ISBN 1-929229-48-8

  • Wong, H., & Wong, R. (1998). How to Be An Effective Teacher: The First Days ofSchool. Harry Wong Publications. ISBN 0-962-93602-2

  • Zemelman, S., Daniels, H. & Hyde, A. (1998). Best Practices: New Standards forTeaching and Learning in America’s Schools. 3rd Edition. Portsmouth, NH: Heinemann. ISBN 0-325-00744-6


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