Stories from an Extended Mentoring Model

1. Stories from an Extended Mentoring Model • Benedum Collaborative ~ West Virginia University • Sarah Steel, Tiffany Hastings, Jessica Johnson, • Heather Schneid, Meighan Carder, Neal Shambaugh 2013 West Virginia Professional Development Schools Conference

2. Pre-Service Program Needs How to give 5-year graduates MORE mentoring? • Graduates have the following: • Dual-degree, 5-year program • Years 3, 4, 5 in classroom • 1000+ hours • Mentoring from PDS teachers • STRAND: Diversity • STRAND: Technology use • STRAND: Action research How to leverage what 5-year grad’s know and can do... .....and build on these experience?

3. Developed a Teacher Education Center • Reorganized clinical experiences PDS Needs • Suncrest Primary School chose to change their supervision model in 1999 • Reviewed other supervision models

4. 1999 Supervision Model Changed Graduate Student - Veteran Teacher Model begins • Model Design • Funds for graduate assistant • Stipends for host teachers • Release time for site coordinator/teacher • Teaching experience for GA • Work in PDS - Suncrest Primary • 10 hours, Fall/Spring School Year • Negotiated activities • Work in Benedum Program • Full-time student • 10 hours, Fall/Spring Semester • Teach EDUC 100 • Assist other program activities • 1 year MA program

5. 2005-2006 Gina Lenhart 1st WV 2006-2007 Tiffany Hastings 1st WV 2007-2008 Amy Cook Child Center, WV 2008-2009 Jessica Johnson Title I Teacher, WV 2012-2013 Meighan Carder Current GA 2009-2010 Heather Schneid 1st WV 2010-2011 Meredith Harden Title I, adjunct, WV 2011-2012 Elizabeth Convey SPED, VA GAs 2002-2013 Graduate Assistant - Veteran Teacher Supervision Model 2002-2005 Dr. Emily Milleson Frostburg State U.

6. what i did What was the impact of the program on your development as a teacher? What was your impact on teachers in the PDS? What was your impact on students in the PDS and WVU? What were your responsibilities at the PDS and at WVU? Questions

7. Tiffany Hastings, M.A. 2006-2007 • Internship: Wilsonburg ES Harrison Co, WV • Now: 1st Grade, Charleston, WV “One of the best years of my career”

8. Tiffany Hastings 2006-2007 what i did • PDS • Taught Kindergarten during a 120 minute reading block • Celebrated Children’s Book Week • Guided reading • WVU • Evaluated products from teacher education candidates • EDUC 100 instructor

9. Tiffany Hastings 2006-2007 Impact on students in PDS and WVU • Impact on students in PDS • Furthered beginning reading skills • Made parents & community members stakeholders in reading development • Impact on teacher education students at WVU • Provided guidance and support • Introduced potential teacher education candidates to the 5 Year Model

10. Tiffany Hastings 2006-2007 Impact on teachers in the PDS • Impacton teachers • Developed an interest in new reading strategies • Modeled new ways to think of “stations” • Made use of a leveled library system

11. Tiffany Hastings 2006-2007 Impact on my development as a teacher • Collaborate with others • Leadership skills • Coaching skills • Life-long learner

12. “I needed the time” • Jessica Johnson, M.A. 2008-2009 • Internship: East Dale ES, Fairmont Co, WV • Now: Title 1 Teacher

13. Jessica Johnson 2008-2009 what i did • PDS • - Observed and assisted mentor teacher setting up classroom and conducting home visits • Planned and taught Kindergarten literacy block • Reflected, planned, and discussed instruction with teachers • Participated in faculty meetings • WVU • - EDUC 100 instructor • EDUC 200 instructor • Small Group Facilitator (Friday sections) • Provided feedback on student work • Completed reading masters program • Coached teacher

14. Jessica Johnson 2008-2009 Impact on students in PDS and WVU • Impact on students in PDS • - Helped build reading competency and confidence • Kept group time focused on authentic reading and writing tasks • Placed quality, instructional-level books in their hands • Impact on teacher education students at WVU • Positive role model for Benedum program • Enthusiasm for the program and teaching helped them feel confident in their career choice • Approachable for questions and assistance with coursework

15. Jessica Johnson 2008-2009 Impact on teachers in the PDS • TEACHING • Guided reading – NOT round-robin reading • Guiding students towards reading independence • Matched quality books to student interests & reading levels GRANT Educational Grant – to purchase small group sets of quality children’s literature

16. Jessica Johnson 2008-2009 Impact on my development as a teacher • CONFIDENCE!!! • Open to working with other teachers and professionals • Increased my ability to teach at all age levels • Increased my ability to interact effectively with teachers and parents from various backgrounds and teaching styles • Willing to take on leadership roles in my school

17. “Learning my place” and “finding my voice” • Heather Schneid, M.A. 2009-2010 • Internship: Watson ES, Fairmont Co, WV • Now: 1st Grade, Moundsville, WV

18. Heather Schneid 2009-2010 what i did • PDS • Whole group/small group reading instruction • After School/Saturday School Tutoring Program • Mentored a Participant (year 4) and a Tutor (year 3) • WVU • Education 100 • Small Group Facilitator • Portfolio Reviews • Benedum Meetings

19. Heather Schneid 2009-2010 Impact on students in PDS and WVU • Impact on students in PDS • New teaching strategies • Awarded Lowe’s Grant • Outdoor Learning Environment • Impact on teacher education students at WVU • Taught Education 100 • Overview of Benedum Program • Worked closely with Tutors • Advice for those just starting • Friday Seminars including discussion and course work

20. Heather Schneid 2009-2010 Impact on teachers in the PDS • Teachers • New instructional strategies • Opportunities to include children’s literature into Mathematics • School • After School/Saturday School Tutoring • Lowe’s Toolbox for Education Grant

21. Heather Schneid 2009-2010 Impact on my development as a teacher • More knowledgeable about strategies to help students • Self-assurance in my first year teaching • Strengthen leadership qualities • Confidence from current Administration • Considering Administration/ University work

22. Meighan Carder, M.A. 2012-2013 • Internship: East Dale ES, Fairmont Co, WV • GA: Suncrest Primary My hope is to find myself in their shoes

23. PDS • Whole group math instruction • Whole/small group reading instruction • Informal reading assessments • WVU • Student Volunteer Hours • EDUC 100 Instructor • EDUC 200 Instructor • Small Group Facilitator Meighan Carder 2012-2013 what i did

24. Impact on students in PDS • Different teaching styles • Research-based reading strategies • Informal and formal reading assessments • Impact on teacher education students at WVU • Observation and feedback on teaching • Discussion on course assignments • Future career opportunities • Relatable information Meighan Carder 2012-2013 Impact on students in PDS and WVU

25. Meighan Carder 2012-2013 Impact on teachers in the PDS • Teachers • Reading assessments • Student grouping • School • Educational grant • Introduction of reading strategies

26. Meighan Carder 2012-2013 Impact on my development as a teacher • Well-rounded: teach a variety of age levels • Considering doctorate • Understand importance of PDS • Constant reflection on my own practice

27. “I needed the time” “Lead students my age” “Learning my place” and “finding my voice” “One of the best years of my career” “Had to prove myself” “Emily had this passion” What we found... Survey and Focus Group ~ Graduates “My teaching mother”

28. What we found... Focus Group ~ Current and Past Site Coordinators • Impact on students • Students and parents value both teachers • Impact on fellow teachers • Site coordinator has time to work with other teachers on assessment • Impact on my career • New strategies • Work with young teacher • Leadership skills developed

29. Benefits & Challenges Extended Mentoring Opportunities • Challenges • Support from superintendent, principal, teachers, parents • Yearly change in GA requires orienting and mentoring • Personal and professional relationship issues • PDS • Same two teachers all year • GA involved as a regular teacher • Mutual mentoring • GA mentors pre-service teachers • GA • Tuition waiver, salary • Second degree • Experience in school improvement • Experience in PDS coordination • Employability

30. What Makes It Work? Extended Mentoring Opportunities Acceptance From principal, superintendent, parents, students, teachers, university Funding State funding, School funding, WVU funding Compatibility and Respect Work and learn from each other Flexibility Making adjustments, giving assistance as needed Communication Notes, phoning, emails Teaming Joint planning time Parent conferences, school events, workshops • Living the Program Belief Statements • All are learners • Empowerment and ownership • Mutual respect • All can be successful

31. Recommendations Extended Mentoring Opportunities PDS Questions What kind of supervision model do you want? What are you trying to accomplish? Collaborative Negotiation Have you involved everyone at the table? Have you identified and discussed resources needed? Have you signed agreements on resources, funding, responsibilities? Do you have a plan to evaluate and revise each year? Supervision Model 6 observations?

32. Stories from an Extended Mentoring Model • Benedum Collaborative ~ West Virginia University • Sarah Steel, Tiffany Hastings, Jessica Johnson, • Heather Schneid, Meighan Carder, Neal Shambaugh 2013 West Virginia Professional Development Schools Conference