Welcome to the Mentor/ Intern Forum 6.1!

1. Welcome to the Mentor/ Intern Forum 6.1! • To prepare for the forum, please do the following: • Help yourself to some pizza! • Complete the light bulb “Wisdom of Practice” activity on your table. • Fill out the PINK Pre-Efficacy Scale and turn it over to show that you are ready to begin.

2. PDS Partnership: Why & Way “Although mentor teachers are key to providing a rich internship experience, few universities provide consistent & focused development to help teachers to work with interns” (Giebelhaus & Bowman, 2002).

3. The Mentor/Intern partners will be able to:

4. Relationship Building

5. Interns rated the mentor-intern relationship as the most important element in their internship. (Harlan, et. al., 2002) What is one thing that helps to build relationships between mentors and interns? “The illumination stage is the eureka moment, the aha! It’s the time when you suddenly realize that your mind has gone somewhere special and has brought an insight back as a souvenir.” (Tomlinson, 2017)

6. Mentor Relationship-Building Prompts (Looper, 1999) • Provide encouragement. • Avoid putting interns in difficult situations. • Provide honest and timely feedback. • Communicate often and freely. • Share insights about the students. • Discuss successful teaching techniques. • Allow them to experience the excitement of learning, as well as mundane tasks. • Let interns “try their wings.”

7. Mentor Relationship-Building Prompts (Looper, 1999) • Set regular times to conference with interns. • Give suggestions about planning. • Be flexible. • Be a receptive listener to ideas and concerns. • Instruct the intern about classroom management. • Show how to organize time and space for effective instruction. • Share tips for success. • Be a positive role model.

8. Values & Self-Discovery Exercise

9. Clarifying Values: Why is this important? (Kouzes & Posner, 2016) • To be credible, you have to comprehend the values, principles, standards, and ethics that drive you. • Shared values are the foundation for building productive and genuine working relationships.

10. Divide your cards into 3 stacks: • A – Most Important • B – Somewhat Important • C – Less important • Reduce Stack A to 10 cards. • Next, reduce Stack A to 7 cards. • Now, reduce Stack A to 5 cards. • Record your five values and define them on your purple sheet. • Reflect and discuss your reflections with your co-teaching partner.

11. True Colors Personality Test • (Lowry, 1978) • Based on the work of Briggs-Myers and Briggs (1940) and Keirsey (1970). • Belief that with increased • understanding of yourselves and • others, conflict will decrease.

12. True Colors Considerations for Co-Teaching

13. Your Action Plan What’s the ONE THING that I can do such that by doing it everything else will be easier or unnecessary?

14. Action Plan – Part I • Complete your plan for Part I based on our first objective of the Mentor/Intern Forum: • Identify and practice effective relationship-building strategies.

15. Collaboration & Communication

16. The Importance of Communication (Blanchard, 2016: Kouzes & Posner, 2017) • Intent and impact • Avoid assumicide (Beninghof, 2016)

17. Addressing Sensitive IssuesInformation gleaned from SU Focus Groups (Siers, 2015) and St. Cloud State University (Heck, Bacharach, Dahlberg, Ofstedal, Mann, Wellik, and Dank, 2010) Mentor Teacher Issues with Student Interns Student Intern Issues with Mentor Teachers Lack of specific feedback Inappropriate use of co-planning time Unwillingness to allow intern to try new ideas or methods No individual space in the classroom/gym Stepping in too much and too soon • Lateness • Personal hygiene/body odor/dress • Grammar issues • Unrelated work during school day (Text, Twitter, Instagram, etc.) • Classroom/gym management issues

18. Applying New Knowledge • Now that you know more about your partner’s core values and personality, what will you consider when communicating and collaborating with him/her?

19. Your Action Plan What’s the ONE THING that I can do such that by doing it everything else will be easier or unnecessary?

20. Action Plan – Part II • Complete your plan for Part II based on our second objective of the Mentor/Intern Forum: • Identify and practice effective strategies for collaboration and communication.

21. 10 Minute Break

22. Defining Mentor/Intern Roles

23. By the Way… Some New Terms in Clinical Practice • Academic Expertise – formalized knowledge and experience that is typically held by university faculty • Practitioner Expertise – knowledge and experience related to practice • Third Space – transformative spaces that bring together both forms of expertise (Wood & Turner, 2015) • Horizontal Expertise – in-service teachers who bring valued and relevant expertise to a collaborative activity (Zeichner, 2012)

24. Mentors & Interns • Who is the leader and who is the follower?

25. Characteristics of Admired Leaders • Select four qualities that you “most look for and admire in a leader, someone whose direction you would WILLINGLY follow.” • 32 years of research has produced only FOUR characteristics that have received over 70% of the votes. (Kouzes and Posner, 2017) • What are they? James Kouzes & Barry Posner

26. Desired Characteristics of a Leader Honest Forward-looking Inspiring Competent

27. Characteristics of Admired Leaders (Kouzes & Posner, 2017)Percentage of Respondents Selecting Each Characteristic Over Time Periods

28. Kouzes & Posner – 1st Law of Leadership “If you do not believe in the messenger, you won’t believe the message!”

29. Kouzes & Posner – 2nd Law of Leadership “DWYSYWD”

30. Characteristics of Effective Interns & Mentors

31. Interns • 2013-2017 SU Mentor Focus Group Data • Self-motivated • Takes initiative and is proactive • Holistic view of teaching • Sees a career rather than a job • Knowledge of pedagogy • A passion for content and teaching • Challenges the status quo • Helpful Hint: Be sure to read your mentor’s body language to determine if he/she needs a break! (Schweinberg, 2015)

32. Mentor • 2013-2017 SU Intern Focus Group Data • Flexible • Caring • Gives honest feedback • Experienced • Helpful and supportive • Open-minded • Organized

33. Mentors • Interns stated that they learn the most about teaching from their mentor. (Grimmet & Ratzlaff, 1986) • “The mutually beneficial partnerships that undergird effective clinical practice advance the profession and assure that pedagogy and effective practices are learned, refined, and mastered by aspiring educators under the guidance of skilled experts.” (AACTE CPC, 2018)

34. Mentor Roles (Butler & Cuenca, 2012) • Instructional Coach • Emotional Support System • Socializing Agent

35. Your Action Plan What’s the ONE THING that I can do such that by doing it everything else will be easier or unnecessary?

36. Action Plan – Part III • Complete your plan for Part III based on our third objective of the Mentor/Intern Forum: • Create a plan for the internship based on the research regarding mentor and intern roles.

37. Mentors, please bear in mind… • Interns are students of teaching and students of learning how to teach. They are still students. (Alexander, 2017) • Learning as an intern comes with a readiness factor when they are developmentally ready. (Alexander, 2017)

38. Anticipation Efficacy Change/Loss Anticipation Anxiety/Euphoria Reflection Confidence Improves/Competence Survival Confusion/Clarity Rejuvenation Feedback/New Awareness Disillusionment Inadequacy/Competence Week 4 Week 7 Week 1 Week 8 Week 6 Week 5 Week 3 Week 2 Stages of Teaching (Moir, 1990; Siers, Elburn, & Ramey 2012) Critical

39. Encourage the Heart (Kouzes & Posner, 2017) • Encouraging the Heart is about the basic human need to be appreciated for who we are and what we do.

40. The Seven Essentials of Encouraging the Heart (Kouzes & Posner, 2017) When leaders do their best to Encourage the Heart they: 1. Set clear standards 2. Expect the best 3. Pay attention 4. Personalize recognition 5. Tell the story 6. Celebrate together 7. Set the example

41. Flatter me, and I may not believe you. Criticize me, and I may not like you. Ignore me, and I may not forgive you. Encourage me—and I may not forget you. — William Arthur Ward Interns, you can encourage your mentors, too!

42. Your Action Plan What’s the ONE THING that I can do such that by doing it everything else will be easier or unnecessary?

43. Action Plan – Part IV • Complete your plan for Part IV based on our third objective of the Mentor/Intern Forum: • Create a plan for the internship based on the research regarding the importance of encouragement.

44. Post-Efficacy Scale

45. References Bacharach, N., Heck, T., & Dahlberg, K. (2010). Changing the the face of student teaching through coteaching. Action in Teacher Education, 32 (1), 3-13. Badiali, B. & Titus, N. (2010). Co-teaching: Enhancing student learning through mentor-intern partnerships. School-University Partnerships, 4 (2), 74-80 Butler, B & Cuenca, A. (2012). Conceptualizing the roles of mentor teachers during student teaching. Action in Teacher Education 34 (4), 296-308. Conners, K., Siers, R., Jenne, J., Brown, M., Booth, M., & Outten, C. (2011, September). “High maintenance” interns and the challenge of pds sustainability. PDS Partners 7 (2), 13. Gong, T., & Siers, R. (2011). Linking transformational leadership to student teacher’s efficacy: Contributions of mentor teacher’s leadership behaviors. Academic Leadership, 9 (1) Moir E. (1991). A guide to prepare support providers for work with beginning teachers: Training module. New Teacher Success: You Can Make a Difference. Riverside, CA: California Department of Education and Commission on Teacher Credentialing.

46. References Siers, R., Elburn, S., & Ramey, C. (2012, September). The internship journey through the lens of the student interns. PDS Partners 8 (2), 2-3. Siers, R., & Gong, T. (2012). Examining the effects of mentor teacher’s leadership practices and levels of interaction on student intern efficacy in professional development schools. School-University Partnerships, 5 (1), 63-74 Siers, R. (2011, May). Challenging the status quo in professional development schools: Mentor teachers’ impact on student intern efficacy. PDS Partners 7 (1), 4-5. Siers, R. (2009). Teacher leadership. In D.W. Hammond & J. Buffone (Eds.), Your first years of teaching: Beginning a journey of excellence (pp. 117-119). Salisbury, MD: Seidel School of Education and Professional Studies. Teacher Quality Enhancement Center, College of Education (2010). Mentoring Teacher Candidates Through Co-Teaching: Collaboration That Makes a Difference. St. Cloud, MN: St. Cloud State University.