Mentor TrainingMary C. ClementCenter for Teaching Excellence, Berry College
Mentoring goalsIncrease the retention of strong new hiresRaise student engagement and achievement inthe courses of the new faculty memberLower the stress and frustration level of the newhire, enabling them to perform at higher levelsMeet accreditation guidelines
A mentor can beA guideA friendA role modelA confidanteA teacher
Who helped you?If you had a mentor, what did he/she do well?If you didn’t have a mentor, why do you wish thatyou had?
New Faculty Induction Orientation in August Ongoing seminars throughout the year - lunches with a curriculumNow, we are adding mentoring
Philosophy of our program Supportive, not evaluative Mentor does not report to the chair or dean Chair/dean still have roles in induction/helping/mentoring Evaluation process of new hires remains the same
Who will mentor?VolunteersChair, in consultation with the dean, makes thementor pairing. (same school, not necessarilysame department)Conflict? Contact Mary Clement
Roles and responsibilitiesHelp new hire “find” things on campus and offShare a sample syllabus or textbookDiscuss course planningDiscuss a specific lessonDiscuss grading
Answer questionsWhat exactly is Mountain Day? And theOlympics?What do I wear to ____________.Am I supposed to be at _________.Grades are due when?No, really, are there more deer than students?
A good mentorIs committed to the role of supportIs accepting of the new faculty memberIs skilled at providing instructional supportIs effective in communicatingIs a role model for learningShares hope and optimism
Collegial supervisionA mentor should observe in the new facultymember’s classes.Consider the clinical/collegial observation modelfor this.Observe at the invitation of the new facultymember, but ask them to invite you.
Pre-conference Know when and where to be; what will be taught The new faculty member should discuss with you what the want the observation FOR- Please monitor my time- Watch for how I direct my questions- Listen for how I respond to student questions/comments
Prepare for the observation Decide what kind of data to record and how Consider a running record Don’t add subjective/evaluative comments Verbatim questions Quantitative numbers for responses, etc.
The observationArrive a little earlySit where you are not really noticed, but it helpsto see student faces. (side of room)Write or type without having other students seethe comments.Do not start the post-conference until you arealone with the faculty member.
Post-conference“Well, how did you you think your class went?”Is this a typical lesson for this group?Tell me about these students.Describe this class and their achievement.
Share data objectivelyI recorded that you asked 17 questions.You asked a follow-up to four students.I followed a plan you provided, and markedminutes. The review was 34 minutes. Is thatwhat you planned?Two students in the third row spent about half theclass texting.
DiscussWhat will you do tomorrow in class?Will you need to change the date of the exam?What have you learned about these students.
Mentoring adultsYour new faculty member is not a teachingassistant or graduate assistant!Tenets of adult learningMany adults want to learn on their own!Adults learn by talking and sharing.
Hot topicsTeaching underprepared studentsTeaching today’s studentsBeing 28 and teaching 22-year oldsFinding the time to write and publishHow do I get tenure?
Share resourcesGo to a professional conference together.Introduce the new faculty member to editors.Go to a Teaching Professor or Lilly conference.
Now, a little role-playingYou have been invited to observe the new hire.It’s the last week in September. She/he says thatshe/he is concerned that students are not veryattentive.You witness a 50-minute class with a 42 minutelecture in a room with a Powerpoint and dimmedlights. During the last five minutes of the class,the professor says, “any questions?”How do you start the discussion in the post-conference?
Scenario 2You have just observed what is a model lesson.It had a focus, presentation of new material,application and practice, and a great conclusionwith assessment. Wow.In the post-conference the new faculty confidesthat it took her all Sunday afternoon to preparethe lesson for one class, and she has fourpreparations!How do you counsel the perfectionist?
Scenario 3My new faculty member is young and handsome.He is attending every student event, and was ahit at Marthapalooza. He is talking about taking acouple of students to the next professionalconference out-of-state. He has study sessionsat his campus cottage. He lives for engagementwith students every waking moment.Discussion?
The flow of the school year What do we absolutely need to share at the beginning of the first semester? At mid-term time? Before finals About returning in January Spring break time Wrapping up a year
What questions remain?What about the mentor pairing beyond the firstyear?Is it my job to help my new hire get tenure?What if I become his/her chair?What if I evaluate them on P and T?
What’s YOUR philosophy? Teaching is a gift. Pass it on. Share from your head, heart, and hands.
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