1. The Mentorship Model Nipissing University, Brantford Campus

2. What is Mentorship? Mentoring is a method of learning intended to facilitate the potential of both participants. Mentorship is an open, reciprocal relationship The relationship is established in a collaborative fashion, with the needs and boundaries of both parties clearly stated. The Mentor and the Mentee (Novice) must share equally in fostering and maintaining the relationship.

3. There are numerous studies and programs that support the concept of Mentorship. Mentorship programs can provide the support and assistance required to increase novice teachers’ competence and confidence (Loughran, 2007; Rowley, 1999; Sullivan, 1999). Mentorship can transform a culture of teaching isolation to one of collaboration (Fullan, 2001; Fullan, Crevola & Hill, 2006) Consequently, in-service mentorship programs (e.g., NTIP, coaching ) are advocated widely, as are programs where preservice candidates are mentored by in-service teachers (Brewster & Railsback, 2001; DePaul, 2000; Sullivan, 1999; Long & Stuart, 2004; Loughran, 2007). Mentorship in Education

4. Mentoring is a process of one-to-one learning that capitalizes on the experience of the upper-year student to facilitate the successful transition of the first year student into the Practicum environment. Through co-planning, collaborative teaching, and regular discussion, the mentorship pair will have an increased connection to the classroom and develop their teaching skills. Mentorship is both a relationship and a developmental process that facilitates one’s ability to thrive in a particular context or environment The Mentorship Pair may be of a varied nature for some year one and upper year students Mentorship in the Concurrent Education Program

5. Overall Expectations The Mentor and Novice are expected to meet to review lessons, plan jointly, share observations and reflect on new learning. (The Associate Teachers are to be involved in these meetings, if possible). Mentor and Novice are to co-plan and possibly co-teach some lessons Mentors and Novices are to be non-evaluative in their observations and hold a positive attitude toward professional collaboration Mentors and Novices will be evaluated on their ability to demonstrate professionalism and involvement in collaboration Confidentiality is to be strictly maintained Thoughts: Make sure that all interactions in the classroom enhance student learning If possible, also meet and communicate outside the classroom setting Example: Rather than sit together in the classroom, sit in different places and observe from different angles. Meet later to discuss your observations and insights.

6. Mentorship Activities Specific areas of focus between Teacher Candidates: Concurrent Education Program expectations (E.g., daybook components, lesson planning template use) Introduction to the Practicum setting Classroom management and routines Lesson planning Sharing reflections of new learning Assessment strategies Resources (E.g., instructional materials)

7. The Mentor A person more experienced in the particular area than the Novice (Year 2 or 3 student) Provide a model of professionalism Become familiar with needs and strengths of the Novice Address questions posed by the Novice Teach one lesson in the second week of Practicum and continue to teach about two lessons per day thereafter Co-plan and co-teach lessons with the Novice Provide support and assistance with resources Become a ‘critical’ friend- reflecting and providing thoughtful feedback to the Novice

8. Your Role as The Novice Responsible for your own growth and development Respect the expertise of the Mentor Observe and ask questions Set personal goals Co-plan and co-teach one lesson by the end of January Plan and teach one lesson independently by mid-February Continue to co-plan and co-teach lessons with the Mentor Reflect on feedback provided by Mentor Become a ‘critical’ friend- reflecting and providing thoughtful feedback to Mentor

9. Co-Planning and Co-Teaching Determine lessons to be taught together or independently, in consultation with the Associate Teacher, as appropriate to the situation. Determine roles in co-teaching Examples: 1) Gathering and recording student responses 2) Proximity control 3) Assisting with application activities Utilize individual strengths (e.g., music, drama, science) Balance and negotiate individual responsibilities Co-planning can be facilitated outside of the classroom through meetings or electronic sharing of lessons.

10. Novice Reflection Associate Teacher Co- Teaching and Co- Planning Faculty Advisor Practicum Office Mentor Lesson Planning

11. Teacher Candidate Perceptions 07-08 FIRST-YEAR STUDENTS: “I feel like I am a very confident teacher candidate now that I have had that support all through my first year. This was a great experience and I think that all 1 st year students should experience a mentorship program.” (1 st year Candidate) “This program let the first year students feel more comfortable in the classroom… I was able to get peer feedback on the lesson plans and any other situation that may arise.” (1 st year Candidate) “I think that this is a great idea because the first year students can get an introduction to how a practicum placement works without being thrown to the sharks.” (1 st year Candidate)

12. Teacher Candidate Perceptions 07-08 STRENGTH: Professional Collaboration: “I loved having the extra input within the classroom lesson planning… At first I didn’t think that I was going to enjoy this program of mentorship, but I really ended up LOVING it,… it was so much fun to have someone else to learn with and get suggestions from.” (3rd year Candidate) “It was also useful because you had the opportunity to team and co-teach. This opportunity is not available in other placements.” (3rd year Candidate) “I was able to watch my protégé teach lessons and (we could) bounce ideas off one another for lessons and such. It was also nice to reflect on lessons with one another afterwards.” (3rd year Candidate)

13. Teacher Candidate Perceptions 07-08 STRENGTH: Consolidation of Learning: “Having a first year Novice was very valuable to my learning because it gave me an opportunity, as a third year student, to actually vocalize and teach what I had already learned during my 1 st and 2 nd years.” (3rd year Candidate) STRENGTH: Support : “… it was nice to be able to help guide another student (teacher candidate) who had many of the same questions I did as a first year… I was able to field many questions that my protégé had, which I believe was beneficial to my associate teacher.” (3rd year Candidate) “My associate teacher loved having two student teachers in the class, as opposed to only one. The more help, the better!” (3 rd year Candidate)

14. Tips for Meeting with your Mentor Prior to your first meeting with your Mentor, write down at least 3 things you would like to achieve through mentoring. Write down a list of at least three things you would like your Mentor to provide. Make a list of questions: “What was it like when you started your first Practicum placement?” “What are the expectations of lesson planning?” Write down 3 things that concern you most about meeting your mentor. Prepare a brief autobiography based on the lists you created. Share this with your Mentor when you first meet. Be sure to also include your own teaching goals!

15. Role of Faculty Advisor and Associate Teacher Each Year 2 and 3 student will be evaluated by the Faculty Advisor, as in previous years. Each Year 1 student will not be evaluated by the Faculty Advisor, but will be supported by the Faculty Advisor and Mentor. The Associate Teacher will provide one evaluation for the Year 2/3 student in each of the terms, and provide one evaluation for the Year 1 student at the end of April.

16. Resources: “Virtual Learning Commons”. The University of Manitoba”. https://www.umanitoba.ca/virtuallearningcommons/page/603?print =1 https://www.umanitoba.ca/virtuallearningcommons/page/603?print =1 “Peer Resources”. http://www.mentors.ca/mentorpartnerships.html http://www.mentors.ca/mentorpartnerships.html