Mentoring_Handbook_2020_2021.pdf

HOPE COLLEGE MENTORING HANDBOOK Education Department

The ideas and tools in this handbook are the intellectual property of: The Academy for Co-Teaching and Collaboration at St. Cloud State University & TWH Consulting. Original Research Funded by a US Department of Education, Teacher Quality Enhancement Partnership Grant Launch into Teaching , Michigan State University Hope College Education Department © Hope College Education Department, 2017

The information in this section explains the elements of our student teaching model. Background Information

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3 HOPE COLLEGE MENTORING MODEL THE STUDENT TEACHING TEAM Becoming an effective teacher is a developmental process. The student teacher needs numerous classroom experiences, along with time to practice and reflect. Any developmental experience, though, requires the luxury of time and does not occur in a vacuum. The student teaching experience, more than any other placement, requires the concerted efforts of a team of professionals. Without a doubt, the time spent on campus with exceptional, caring, and competent professors sets the stage for a successful student teaching experience. While the professors and staff remain a critical source of support, it is the student teaching team, consisting of the cooperating teacher, the college supervisor, and the student teacher, that comes together during the student teaching placement to provide the day-to-day guidance and feedback necessary for the student teacher’s progress, growth and achievements. Each team member has unique responsibilities and functions throughout the student teaching experience. They work closely together to help the student teacher move through the placement successfully and develop into an effective teacher. Team Member #1: The Cooperating Teacher Hope College takes great care in selecting its cooperating teachers and works closely with each school district in the selection process. In order to provide effective and suitable supervision, the cooperating teacher must have a minimum of three years of successful teaching experience. In addition, s/he must be identified and endorsed by the building administrator or appropriate district personnel as an individual with a record of excellence in teaching as well as the skills and dispositions needed to provide a strong mentoring experience. Criteria are provided to the building administrator during the placement process.

4 The cooperating teacher’s main task is to guide the student teacher’s experience. This includes helping the student teacher to understand the multiple and varied roles and responsibilities of the classroom teacher. This requires strong, mentoring skills along with the ability to develop a high degree of trust and communication with the student teacher. In addition to modeling excellent preparation and teaching, the cooperating teacher must also provide “transparency” to the planning process and give consistent, specific feedback to the student teacher throughout the experience. The goal is to provide a safe, caring setting where the student teacher learns from an excellent model and continually seeks to reflect on and improve his/her practice. (Additional information on the role of the cooperating teacher can be found in the companion manual, the Student Teaching Handbook.) Team Member #2: The College Supervisor Because of the critical role of the college supervisor, the selection process is also rigorous and defined. Each college supervisor must have at least five years of successful teaching experience and hold a master’s degree or higher in an education-related field. Additionally, s/he must have successfully hosted at least one student teacher during his/her tenure in the K-12 school setting. The prospective college supervisor must likewise possess the personal and professional skills and dispositions necessary to provide effective mentoring and supervision during the student teaching experience. The college supervisor serves as a link in this triad relationship, providing not only a liaison between the College and the school setting, but also between the cooperating teacher and the student teacher. The college supervisor initially establishes relationships with both the cooperating teacher and the student teacher and then moves into a role that provides feedback and support for both individuals. This occurs through regular and systematic observations of the student teacher, followed by conferencing with both the teacher and the student teacher. The college supervisor is responsible for providing positive feedback while also processing concerns and suggestions with the student teacher. He/she may find it necessary to mediate conversations and negotiate challenging situations. In the end, it is the college supervisor who provides guidance in the final evaluation process and assumes responsibility for assigning the grade for the student teaching experience. (Additional information on the role of the college supervisor can be found in the companion manual, the Student Teaching Handbook.) Team Member #3: The Student Teacher The student teacher completes the team. During the course of the semester, the student teacher will at times assume full responsibility for the class, including planning, organizing, preparing, teaching and assessing for student learning. He/she will work closely with the cooperating teacher in order to provide consistent and successful learning experiences for the students in his/her classroom. A positive attitude, a willingness to learn, a genuine interest in teaching, respectful relationships with the cooperating teacher(s) and college supervisor, along with a desire for excellence and professional growth, provide the basis for a successful student teaching experience. (Additional information on the role of the student teacher can be found in the companion manual, the Student Teaching Handbook.)

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