stories from an extended mentoring model

Stories from an Extended Mentoring Model

Benedum Collaborative ~ West Virginia UniversitySarah Steel, Tiffany Hastings, Jessica Johnson, Heather Schneid, Meighan Carder, Neal Shambaugh

2013 West Virginia Professional Development Schools Conference

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

Pre-Service Program NeedsHow to give 5-year graduates MORE mentoring?

How to leverage what 5-year grad’s know and can do...

.....and build on these experience?

PDS NeedsSuncrest Primary School chose to change their supervision model in 1999

•Reviewed other supervision models

•Developed a Teacher Education Center

•Reorganized clinical experiences

Work in PDS - Suncrest Primary•10 hours, Fall/Spring School Year•Negotiated activities

1999 Supervision Model ChangedGraduate Student - Veteran Teacher Model begins

Work in Benedum Program•Full-time student•10 hours, Fall/Spring Semester•Teach EDUC 100•Assist other program activities•1 year MA program

Model Design•Funds for graduate assistant•Stipends for host teachers •Release time for site coordinator/teacher•Teaching experience for GA

GAs 2002-2013Graduate Assistant - Veteran Teacher Supervision Model

2012-2013Meighan CarderCurrent GA

2005-2006 Gina Lenhart1st WV

2006-2007 Tiffany Hastings1st WV

2007-2008Amy CookChild Center, WV

2008-2009Jessica JohnsonTitle I Teacher, WV

2009-2010Heather Schneid1st WV

2010-2011Meredith HardenTitle I, adjunct, WV

2011-2012Elizabeth ConveySPED, VA

2002-2005 Dr. Emily MillesonFrostburg State U.

Questions what i what i diddid

What were your responsibilities at the PDS and at WVU?What was your impact on students in the PDS and WVU?

What was your impact on teachers in the PDS?

What was the impact of the program on your development as a teacher?

Tiffany Hastings, M.A. 2006-2007Internship: Wilsonburg ES Harrison Co, WVNow: 1st Grade, Charleston, WV

““One of One of the best the best years of years of my careermy career””

Tiffany Hastings 2006-2007

WVU

•Evaluated products from teacher education candidates•EDUC 100 instructor

PDS

•Taught Kindergarten during a 120 minute reading block•Celebrated Children’s Book Week•Guided reading

what i what i diddid


Impact on students in PDS

•Furthered beginning reading skills•Made parents & community members stakeholders in reading development

Impact on students in PDS and WVU

Impact on teacher education students at WVU

•Provided guidance and support•Introduced potential teacher education candidates to the 5 Year Model


Impact on teachers

•Developed an interest in new reading strategies•Modeled new ways to think of “stations”•Made use of a leveled library system

Impact on teachers in the PDS


•Collaborate with others•Leadership skills•Coaching skills•Life-long learner

Impact on my development as a teacher

Jessica Johnson, M.A. 2008-2009Internship: East Dale ES, Fairmont Co, WVNow: Title 1 Teacher

““I I needed needed the timthe tim

ee””

Jessica Johnson 2008-2009

WVU - EDUC 100 instructor- EDUC 200 instructor- Small Group Facilitator (Friday sections)- Provided feedback on student work- Completed reading masters program- Coached teacher

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



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


TEACHING-Guided reading – NOT round-robin reading-Guiding students towards reading independence-Matched quality books to student interests & reading levels


GRANTEducational Grant – to purchase small group sets of quality children’s literature


-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


Heather Schneid, M.A. 2009-2010Internship: Watson ES, Fairmont Co, WVNow: 1st Grade, Moundsville, WV

““Learning Learning my placemy place””

and and ““finding my finding my

voicevoice””

Heather Schneid 2009-2010

WVU

• Education 100• Small Group Facilitator• Portfolio Reviews • Benedum Meetings

PDS

• Whole group/small group reading instruction• After School/Saturday School Tutoring Program• Mentored a Participant (year 4) and a Tutor (year 3)




• 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


Teachers

• New instructional strategies• Opportunities to include children’s literature into Mathematics


School

• After School/Saturday School Tutoring• Lowe’s Toolbox for Education Grant


• 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


Meighan Carder, M.A. 2012-2013Internship: East Dale ES, Fairmont Co, WVGA: Suncrest Primary

My hope My hope is to is to find find

myself in myself in their their shoesshoes

Meighan Carder 2012-2013 what i what i diddid

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 2012-2013Impact on students in PDS and WVU


•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

Teachers

•Reading assessments•Student grouping


School

•Educational grant•Introduction of reading strategies

Meighan Carder 2012-2013

•Well-rounded: teach a variety of age levels•Considering doctorate•Understand importance of PDS•Constant reflection on my own practice


What we found...Survey and Focus Group ~ Graduates

““Emily had Emily had this this

passionpassion””

““One of the One of the best years best years

of my of my careercareer””

““Lead Lead students my students my

ageage””

““My My teaching teaching mothermother””

““I needed I needed the timethe time””

““Learning Learning my placemy place””

and and ““finding my finding my

voicevoice””

““Had to Had to prove prove myselfmyself””

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

Benefits & ChallengesExtended Mentoring Opportunities

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

Challenges•Support from superintendent, principal, teachers, parents

•Yearly change in GA requires orienting and mentoring

•Personal and professional relationship issues

What Makes It Work?Extended Mentoring Opportunities

Living the Program Belief Statements

•All are learners•Empowerment and ownership•Mutual respect•All can be successful

AcceptanceFrom principal, superintendent, parents, students, teachers, university

FundingState funding, School funding, WVU funding

Compatibility and RespectWork and learn from each other

FlexibilityMaking adjustments, giving assistance as needed

CommunicationNotes, phoning, emails

TeamingJoint planning timeParent conferences, school events, workshops

Recommendations Extended Mentoring Opportunities

PDS QuestionsWhat kind of supervision model do you want?What are you trying to accomplish?

Collaborative NegotiationHave 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 Model6 observations?

Stories from an Extended Mentoring Model

Benedum Collaborative ~ West Virginia UniversitySarah Steel, Tiffany Hastings, Jessica Johnson, Heather Schneid, Meighan Carder, Neal Shambaugh

2013 West Virginia Professional Development Schools Conference

stories from an extended mentoring model

Documents

teacher education students

year modeltiffany hastings

reading developmentimpact

authentic reading

reading competency

didtiffany hastings

careertiffany hastings

pdstiffany hastings