Mentor/Intern Forum IV
Salisbury University – PDS Partnership
Effective Pedagogy in the Internship
Ron Siers, Jr., Sara Elburn & Emily Hoffman
January 26, 2016
WiFi – SU Secure
Username: sutemp200
Password: dab276buNk
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).
Identify and
practice
effective
relationship
building and
collaborative
strategies.
Choose, adapt
Create a plan
and assemble a
for the
internship based collection of at
least 3
on the research
co-planning and
regarding
co-teaching
mentor and
practices.
intern roles.
The Mentor/Intern partners will be able to:
MIF IV Pre-Evaluation
Personal
Progress
Bar:
Shade each bar to
reflect your current
level of knowledge
and skills.
Relationship Building
Pairs Discuss & Determine…
What type/frequency of
communication would we like to have
with each other during the internship?
How will we ensure regular
communication with each other?
What is the best way to give each
other feedback during the
internship?
Values & Self-Discovery
Exercise
Divide your cards into 3 stacks:
A – Most Important
B – Somewhat Important
C – Less important
Reduce Stack A to 8 cards.
Now, reduce Stack A to 5 cards.
Choose your top 3 cards from Stack A
that are most important to you at
THIS moment.
Reflect and discuss your reflections
with your co-teaching partner.
Text
Message
Summary:
Compose a text to
summarize your
experience today
regarding
relationship
building.
Communication is key to
a great co-teaching partnership.
 4 Stages of Team Development (Bruce Tuckman, 1965)
 Essential to the health of any team
 Forming
 Storming
 Norming
 Performing
 Avoid assumicide
Levels of Communication
 Chit Chat
 Develop & build relationships
 Deeper Communication
 Uncomfortable issues may arise
 Handle them carefully, gently, and slowly
 Slippery Eggs – Do Not:
 Save them and hurl them
 Throw them hard and fast because you can’t hold onto
tough issues
 Avoid people so that you don’t have to toss them
 Wrap them in so many layers of expectations and apology
that now one is sure you have tossed them
Addressing Sensitive Issues
Mentor Teacher Issues
with Student Interns
 Lateness
 Personal hygiene/body
odor/dress
 Grammar issues
 Unrelated work during
school day (Text, Twitter,
Instagram, etc.)
 Classroom/gym
management issues
Student Intern Issues
with Mentor Teachers
 Lack of specific feedback
 Inappropriate use of coplanning 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
Personal
Progress
Bar:
Update your bar
for Part I to
reflect your current
level of knowledge
and skills.
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 and
collaborative strategies.
What is your role?
Characteristics of Admired Leaders
 Select four qualities that you “most look for
and admire in a leader, someone whose
direction you would WILLINGLY follow.”
 30 years of research has produced only
FOUR characteristics that have received
over 70% of the votes.
 What are they?
James Kouzes & Barry Posner
Desired Characteristics of a Leader
Honest
Forwardlooking
Inspiring
Competent
st
Kouzes & Posner – 1
Law of Leadership
“If you do not believe in the
messenger, you won’t believe
the message!”
nd
Kouzes & Posner – 2
Law of Leadership
“DWYSYWD”
Leadership & Intern Efficacy
 Our research 2009 – 2015
 Five Practices of leadership





Model the way
Inspire a shared vision
CHALLENGE THE PROCESS
Enable others to act
Encourage the heart
Characteristics of
Effective Interns & Mentors
Mentors
Interns
Be sure to bring your GREEN Intern/Mentor Sheet and a pen with you!
Return to your co-teaching
partner to merge your thoughts
and ideas regarding effective
interns and mentors.
Phases of Teaching
(Moir, 1990; Siers, Elburn, & Ramey 2012)
Anticipation
Efficacy
Change/Loss
Anticipation
Anxiety/Euphoria
Reflection
Confidence
Improves/Competence
Week 8
Week 7
Week 6
Critical
Week 4
Week 3
Week 2
Week 1
Disillusionment
Inadequacy/Competence
Rejuvenation
Feedback/New
Awareness
Week 5
Survival
Confusion/Clarity
Conceptualizing the roles of
the mentor teacher
 To provide purpose and goals for the
internship
Mentor as Instructional Coach
(Butler & Cuenca, 2012)





Assisting in the development of the “craft” of teaching.
Observe & evaluate instructional practice
Provide constructive feedback
Model effective pedagogy
Help student interns reflect on their experience in order
to gain insights on their teaching skills.
Mentor as Emotional Support
System
(Butler & Cuenca, 2012)







Help the student intern move past the fears of uncertainty.
Helpful rather than evaluative
An ethic of care & of being there (Siers & Elburn, 2008, Phenomenological Study)
Trust
Collaboration
Consistent communication
A needed catalyst to teacher learning
Mentor as Socializing Agent
(Butler & Cuenca, 2012)
 Powerful influence in shaping student intern perspectives
& practices.
 Interns lack practical knowledge regarding the “daily
grind of teaching.”
 Clarity of purpose
 Formal & informal requirements & resources in teaching
 Can be positive or negative
 Conform and penalize innovation or
 Challenge the status quo (Siers & Gong, 2012)
Personal
Progress
Bar:
Update your bar
for Part II to
reflect your current
level of knowledge
and skills.
Action Plan – Part II
 Complete your plan for Part II based on our
second objective of the Mentor/Intern Forum:
 Create a plan for the internship based on the research
regarding mentor and intern roles.
10 Minute Break
 Get ready for Mentor/Intern Forum IV class
pictures!
 Door prizes for mentor/intern pairs!
Why Co-Teaching &
Co-Planning?
Definition of Co-Teaching
 Co-Teaching is defined as two teachers
working together in a classroom with groups
of students; sharing the planning,
organization, delivery and assessment of
instruction as well as the physical space.
 Both teachers are actively involved and
engaged in all aspects of instruction.
(Bacharach, Bergen-Mann & Washut Heck, 2010)
Co-Teaching & Accountability
St. Cloud TQE Initiative
 5 year U.S. Department of Education, Teacher Quality
Enhancement Partnership Grant
 Awarded in October 2003
 Looked at co-teaching during
internship
 Collected 4 years of data
(qualitative and quantitative)
 Training and support for
mentors and university
supervisors
 Teacher candidates get coteaching as part of their
program
 Workshop for pairs
Bacharach, N., Heck, T., & Dahlbeg, K. (2010). Changing the face of student teaching through coteaching. Action in Teacher
Education, 32(1), 3-14.
Type of Student Teaching
Reading Proficiency




Minnesota Comprehensive Assessment (MCA)
Compares Traditional and Co-taught student teaching settings
Statistically significant in each year with sufficient data (3 of 4)
Significance between co-taught and traditional student teaching highlighted
Co-Taught
One Licensed
Teacher
Traditional
Student
Teaching
P
OVERALL
(4 Year Cumulative)
78.8%
67.2%
64.0%
(N=1461)
(N=6403)
(N=572)
< .001
Free/Reduced Lunch
Eligible
65.0%
53.1%
49.5%
(N=477)
(N=2684)
(N=222)
Special Education
Eligible
74.4%
52.9%
46.4%
(N=433)
(N=1945)
(N=179)
English Language
Learners
44.7%
30.7%
25.8%
(N=76)
(N=515)
(N=31)
MCA Reading
Proficiency
< .001
< .001
.069
Type of Student Teaching
Math Proficiency




Minnesota Comprehensive Assessment (MCA)
Compares Traditional and Co-taught student teaching settings
Statistically significant in each year with sufficient data (3 of 4)
Significance between co-taught and traditional student teaching highlighted
Co-Taught
One Licensed
Teacher
Traditional
Student
Teaching
P
OVERALL
(4 Year
Cumulative)
72.9%
63.7%
63.0%
(N=1519)
(N=6467)
(N=597)
< .001
Free/Reduced
Lunch Eligible
54.2%
47.3%
45.7%
(N=513)
(N=2778)
(N=232)
Special Education
Eligible
72.0%
54.7%
48.9%
(N=472)
(N=1906)
(N=180)
English Language
Learners
30.5%
28.8%
26.8%
(N=118)
(N=671)
(N=41)
MCA Math
Proficiency
.032
< .001
.656
What are the top
co-teaching
benefits for P-12
students?
Co-Teaching Benefits for Students
Co-Teaching Benefits for Students
Percent Responding
N=1,686
More help with questions
79.7%
Different Styles of teaching
68.9%
More individual attention
66.4%
Get two-perspectives
65.8%
Teachers build off each other
60.3%
More creative lessons
51.2%
Assignments graded & returned faster
50.9%
More energy between teachers
46.1%
Better discussions
45.0%
More in-depth knowledge
43.1%
No benefits
4.0%
What are the top
co-teaching
benefits for
interns?
Co-Teaching Benefits
for Student Interns
Co-Teaching Benefits for Student Interns
Percent Responding
N=249
Improved classroom management skills
92.4%
Increased collaboration skills
92.0%
More teaching time
90.0%
Deeper understanding of curriculum through
co-planning
89.2%
More opportunities to ask question and reflect
88.6%
Increased confidence
88.4%
What are the top
co-teaching
benefits for
mentors?
Co-Teaching Benefits
for Mentor Teachers
Co-Teaching Benefits for Mentor Teachers
Percent Responding
N=326
More help for students with high need
94.5%
A better relationship with student intern
92.3%
Professional growth through co-planning
90.5%
Enhanced energy for teaching
89.0%
Ability to host intern without giving up
classroom/gym
87.1%
Co-Planning
“Simply stated, if you don’t co-plan, you
won’t co-teach.” (Heck and Bacharach, 2016)
- Mentor shares plans and explains decision
making.
- Gradually the intern takes the lead.
Phase I: Pre-Planning (separately)
Phase II: Collaborative Planning (together)
Phase III: Post-Planning (separately)
Co-Teaching Support
Materials
Personal
Progress
Bar:
Update your bar
for Part III to
reflect your current
level of knowledge
and skills.
Action Plan – Part III
 Complete your plan for Part III based on our
third objective of the Mentor/Intern Forum:
 Choose, adapt and assemble a collection of at least 5
co-planning and co-teaching techniques.
Sharing of Action Plans
“Simply introducing ideas has little impact on
professional practice, we’ve known that
short-term professional development without
follow-up doesn’t work.” (Joyce and Showers, 2002)
MIF IV Post-Evaluation
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.
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.