Cooperating Teachers as Mentors

1. Cooperating Teachers as Mentors Effective student-teacher/cooperating-teacher interactions Prepared by: Kathy Guglielmi, Ph.D. University of RI

2. 12 Considerations of Effective Mentoring • 1. Develop safety in the learning relationship, the environment, the learning process. • 2. Build a sound relationship between the CT and ST built on time, affirmation, mutual respect, open dialogue, responsiveness, useful feedback. • 3. Develop clear roles – clearly communicate expectations for CT and ST, including ongoing dialogue in which both gain from the experience.

3. 12 Considerations of Effective Mentoring (Cont.) • 4. Assess needs of ST at the beginning of the relationship • 5. Respect ST’s as active participants and decision makers in their learning • 6. Utilize all aspects of learning – cognitive (ideas), affective/emotional (feelings), and psychomotor (actions)

4. 12 Considerations of Effective Mentoring (Cont.) • 8. Actively engage ST in the learning process with opportunities to dialogue – use a problem-based approach rather than a teacher to learner approach • 7. Provide thoughtful sequencing of learning experiences – from dependence to independence; towards greater complexity, abstractness. • 9. Provide for immediate usefulness of new learning

5. 12 Considerations of Effective Mentoring (Cont.) • 10. Allow for praxis – learning by doing with an opportunity for reflection • 11. Use the concept of teamwork in the learning experience • 12. Insure accountability – know that what was meant to be learned was learned

6. Pre-Observation Questions • What student behaviors do you hope to see/hear? • What do you hope students will be able to do following the lesson? • What teaching strategies will you use or experiment with? • How are the teaching strategies, desired student behaviors and outcomes related? • Do you have any particular concerns regarding the above? • Is there anything else you’d like to share with me before the observation?

7. Observation Connecting to the RIBTS: • What should the standards look like in action? • What evidence will you look for? • Keep a reflective log to document reactions and feedback

8. Post-Observation Conference Questions and feedback • How did you feel about the lesson? • What do you recall of student behaviors? • What do you recall of your own behaviors and strategies during the lesson? • How did your strategies and behaviors compare to what was planned? • To what extent do you feel the lesson’s objectives were achieved? • What have you learned from this lesson?

9. Providing Useful Feedback and Support • Be very specific and clear: avoid ambiguous comments • Start with positive comments • Offer suggestions for improvement • Refer to the RIBTS with both positive and other comments • Ask for ST’s understanding/feelings regarding your feedback