Mentoring Experienced Teachers
To Become Teacher Leaders
The University of Texas at Dallas
Teacher Enhancement Academy
in Science and Mathematics
(TEAMS)
Robert Hilborn, PI
Cynthia Ledbetter, Co-Pi
Barbara Curry, Co-Pi
MSTTPA Leaders Collaboration Conference
University of Texas at Arlington
March 21, 2011
TEAMS Program
Development of teacher leaders through:
 Increased content knowledge
 Further development of pedagogy skills
 Greater understanding of science and
mathematics educational research
 Exposure to research based teaching
strategies
 Mentoring by area ISD content area
leaders
Program Demographics
Twenty-five teachers were admitted to the
program
 Four mathematics teachers
 Twenty-one science teachers
 Average nine years of teaching experience
 6 department chairs
 3 campus teachers/content specialists
What is Mentoring
 The establishment of a personal relationship for the purpose
of professional instruction and guidance (Ashburn, Mann,
and Purdue, 1987)
 A form of “torch passing” from the experienced to the less
experienced (Darish, 2004)
 Mentoring is a process for the informal transmission of
knowledge…. usually face-to-face and during a sustained
period of time, between a person who is perceived to have
greater relevant knowledge, wisdom, or experience (the
mentor) and a person who is perceived to have less (the
protégé)”. (Bozeman and Feeney, 2007)
Why Mentoring
 Teachers are often called upon to assume leadership roles
with little or no preparation.
 Past experience with students in our MAT programs
indicates that many will soon be asked to take on leadership
positions in their schools. Having advice and counsel from
experienced science and mathematics leaders in the
schools will help prepare the participating teachers for the
next stage of their careers
 Being a good teacher does not necessarily imply the ability
to help others develop their teaching (Even, 1999).
 There is an assumption that mentoring may be an effective
practice to enhance career development in many settings
(Daresh, 2003)
TEAMS Mentoring Program
 Provide professional development advice to participating
teachers
 Each Leadership Team member will have 4 or 5 mentees
 Meet once a month to discuss leadership development for
the mentees
 Leadership Team members will provide documentation of
each meeting to the project director
 Leadership Team will meet every 3 months to discuss
progress
Leadership Team
 Leaders in science and mathematics at the
district level
 Selected from local districts
 Individual areas of expertise
 Willingness to work with the program
 Six mentors selected
Mentees
 Four to five mentees per group
 Grouped according to area of specialization:
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Mathematics
Middle School Science (2)
Physics
Chemistry
Biology
TEAMS Mentoring Program
 Determine group needs
 Provide support at monthly meetings
 Be available via other communication
venues
 Provide resources
TEAMS Mentoring Program
Determined needs and interests for the
groups:
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Assessment – Rigor and Relevance
Grant Writing
Project-Based Learning
Technology Integration
Communication Skills
Data Interpretation
Standards - Curriculum Topic Study
End of course exams
Resources
 How to Thrive as a Teacher Leader - John G. Gabriel
 What Is It About Me You Can’t Teach?: An Instructional Guide for
Urban Educators - Eleanor Renee Rodriguez
 Crucial Conversations: Tools for Talking When Stakes are High –
Kerry Patterson
 Project-Based Learning Handbook: A guide to Standards-Focused
Project Based Learning for Middle and High School Teachers –
Thom Markham
 Data Driven Decisions and School Leadership - Theodore J.
Kowalski
 I’ll Grant You That: A Step by Step Guide to Finding Funds,
Designing Winning Projects, and Writing Grant Proposals – Burke
and Prater
Feedback
Although we do not have a final assessment on
the success of this program, feedback at this
point is very positive.
 Leadership Team
 Working with teachers from other districts
 Mutually enhancing
 Teachers
 Experience of mentors
 Greater interest in becoming leaders
 Excellent rapport
References
Ashburn,E. A., Mann,M., & Purdue,P. A. (1987,April).Teacher mentoring: ERIC
clearinghouse on teacher education. Paper presented at the annual meeting of
American Education Research Association, Washington, DC.
Bozeman, B. & Feeney, M. K. (2007). Toward a useful theory of mentoring: A
conceptual analysis and critique. Administrative and Society 39 (6): 719–739.
Daresh, J. (2004). Mentoring school leaders: Professional promise or predictable
problems? Educational Administration Quarterly 40(4): 495-517.
Even, R. (1999). The development of teacher leaders and inservice teacher educators.
Journal of Mathematics Teacher Education 2: 3-24.
Rhoton, J., & McLean, J. (2008). Developing teacher leaders in science: Catalysts for
improved science teaching and student learning. Science Education 17(2): 45-56.
Sherrill, J. (1999) Preparing teachers for leadership in the 21st century. Theory into
Practice 38(1): 56-61.
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