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Implementing a Mentoring and Supervision Course: Collaboration Between the College, Student, and Community.
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collaboration between the involved constituents. Key components to facilitate a successful relationship between the constituents will be identified and utilized to implement a mentoring and supervision course. Effective means for reaching out to the surrounding educational community to gain support and participation in the course, will be of primary concern.Relevance:This proposal relates to “implications for policy” in that once a course in mentoring is created and established, it may be adopted by other teacher education programs, furthering the potential for teacher retention and, in turn, increased student achievement. This session also relates to “successful practices” as the purpose of the session is to gain knowledge and ideas as to how to implement a supervision and mentoring course that will train the participants as to how to use research based, exemplary mentoring practices to increase teacher retention.Implication for Action:The outcome of this work will be the creation of a solid venue from which supervisors and mentors can utilize their skills. This venue will consist of a college course that will facilitate training, collaboration and support between faculty, educational administrators, student and new teachers, and the surrounding community. This type of collaboration, in combination with mentor training for supervisors and cooperating teachers, will result in the retention of new teachers. Research may also be conducted regarding the relationship between the participating parties and gain in achievement among the students involved.Section II
A. Learner/participant outcomes:
Participants will gain (and share) ideas and motivation for instigating collaboration between their faculty, students, new teachers, and their surrounding educational community for developing a course on training supervisors and cooperating teachers on how to use exemplary, mentoring practices.
B. Methods:
A background regarding the development of the mentoring/supervision course will be given as well as a brief overview of evidence that supports its development. The course syllabus will be shared and open discussion will ensue as to how best encourage collaboration between the parties involved to encourage enrollment, and thus, increase use of exemplary mentoring practices.
Three key questions will be asked:
1. What are the most effective forms of outreach?2. How best to encourage enrollment and collaboration among constituents?3. What additions/deletions to the course syllabus should occur to make the course
most effective and attractive?
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| | Authors: Weidhofer, Anna. |
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collaboration between the involved constituents. Key components to facilitate a
successful relationship between the constituents will be identified and utilized to
implement a mentoring and supervision course. Effective means for reaching out to the
surrounding educational community to gain support and participation in the course, will
be of primary concern.
Relevance:
This proposal relates to “implications for policy” in that once a course in mentoring is
created and established, it may be adopted by other teacher education programs,
furthering the potential for teacher retention and, in turn, increased student achievement.
This session also relates to “successful practices” as the purpose of the session is to gain
knowledge and ideas as to how to implement a supervision and mentoring course that
will train the participants as to how to use research based, exemplary mentoring practices
to increase teacher retention.
Implication for Action:
The outcome of this work will be the creation of a solid venue from which supervisors
and mentors can utilize their skills. This venue will consist of a college course that will
facilitate training, collaboration and support between faculty, educational administrators,
student and new teachers, and the surrounding community. This type of collaboration, in
combination with mentor training for supervisors and cooperating teachers, will result in
the retention of new teachers. Research may also be conducted regarding the relationship
between the participating parties and gain in achievement among the students involved.
Section II
A. Learner/participant outcomes:
Participants will gain (and share) ideas and motivation for instigating collaboration
between their faculty, students, new teachers, and their surrounding educational
community for developing a course on training supervisors and cooperating teachers on
how to use exemplary, mentoring practices.
B. Methods:
A background regarding the development of the mentoring/supervision course will be
given as well as a brief overview of evidence that supports its development. The course
syllabus will be shared and open discussion will ensue as to how best encourage
collaboration between the parties involved to encourage enrollment, and thus, increase
use of exemplary mentoring practices.
Three key questions will be asked:
1. What are the most effective forms of outreach?
2. How best to encourage enrollment and collaboration among constituents?
3. What additions/deletions to the course syllabus should occur to make the course
most effective and attractive?
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