This document outlines the goals and roles of a mentorship program for new faculty at Berry College. The goals are to increase retention, raise student achievement, and lower stress for new hires. A mentor can guide, support, and teach the new faculty member. The program includes orientation, ongoing seminars, and adding a formal mentoring component. Mentors will observe classes, have pre and post conferences, and help new faculty with various responsibilities and questions. The philosophy is to provide supportive, non-evaluative mentoring.

1. Mentor Training
Mary C. Clement
Center for Teaching Excellence, Berry College

2. Mentoring goals
Increase the retention of strong new hires
Raise student engagement and achievement in
the courses of the new faculty member
Lower the stress and frustration level of the new
hire, enabling them to perform at higher levels
Meet accreditation guidelines

3. A mentor can be
A guide
A friend
A role model
A confidante
A teacher

4. 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 that
you had?

5. New Faculty Induction
Orientation in August
Ongoing seminars throughout the year
- lunches with a curriculum
Now, we are adding mentoring

6. 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

7. Who will mentor?
Volunteers
Chair, in consultation with the dean, makes the
mentor pairing. (same school, not necessarily
same department)
Conflict? Contact Mary Clement

8. Roles and responsibilities
Help new hire “find” things on campus and off
Share a sample syllabus or textbook
Discuss course planning
Discuss a specific lesson
Discuss grading

9. Answer questions
What exactly is Mountain Day? And the
Olympics?
What do I wear to ____________.
Am I supposed to be at _________.
Grades are due when?
No, really, are there more deer than students?

10. A good mentor
Is committed to the role of support
Is accepting of the new faculty member
Is skilled at providing instructional support
Is effective in communicating
Is a role model for learning
Shares hope and optimism

11. Collegial supervision
A mentor should observe in the new faculty
member’s classes.
Consider the clinical/collegial observation model
for this.
Observe at the invitation of the new faculty
member, but ask them to invite you.

12. Three steps
Pre-conference
Observation
Post-conference

13. 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

14. 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.

15. The observation
Arrive a little early
Sit where you are not really noticed, but it helps
to see student faces. (side of room)
Write or type without having other students see
the comments.
Do not start the post-conference until you are
alone with the faculty member.

16. 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.

17. Share data objectively
I recorded that you asked 17 questions.
You asked a follow-up to four students.
I followed a plan you provided, and marked
minutes. The review was 34 minutes. Is that
what you planned?
Two students in the third row spent about half the
class texting.

18. Discuss
What will you do tomorrow in class?
Will you need to change the date of the exam?
What have you learned about these students.

19. Mentoring adults
Your new faculty member is not a teaching
assistant or graduate assistant!
Tenets of adult learning
Many adults want to learn on their own!
Adults learn by talking and sharing.

20. Hot topics
Teaching underprepared students
Teaching today’s students
Being 28 and teaching 22-year olds
Finding the time to write and publish
How do I get tenure?

21. Share resources
Go to a professional conference together.
Introduce the new faculty member to editors.
Go to a Teaching Professor or Lilly conference.

22. Now, a little role-playing
You have been invited to observe the new hire.
It’s the last week in September. She/he says that
she/he is concerned that students are not very
attentive.
You witness a 50-minute class with a 42 minute
lecture in a room with a Powerpoint and dimmed
lights. During the last five minutes of the class,
the professor says, “any questions?”
How do you start the discussion in the post-
conference?

23. Scenario 2
You have just observed what is a model lesson.
It had a focus, presentation of new material,
application and practice, and a great conclusion
with assessment. Wow.
In the post-conference the new faculty confides
that it took her all Sunday afternoon to prepare
the lesson for one class, and she has four
preparations!
How do you counsel the perfectionist?

24. Scenario 3
My new faculty member is young and handsome.
He is attending every student event, and was a
hit at Marthapalooza. He is talking about taking a
couple of students to the next professional
conference out-of-state. He has study sessions
at his campus cottage. He lives for engagement
with students every waking moment.
Discussion?

25. 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

26. What questions remain?
What about the mentor pairing beyond the first
year?
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?

27. What’s YOUR philosophy?
Teaching is a gift. Pass it on.
Share from your head, heart, and hands.