Empowering Mentorship in Education
Explore the goals of internship, definitions of mentoring, and the roles mentors play in the educational journey. Understand what mentors are and are not, and the importance of guiding, supporting, and fostering growth in aspiring educators.
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Presentation Transcript
Mentor/Supervisor: What do I do now? MAT Mentor / Intern Meeting CIED University of Arkansas Facilitator: Dr. Freddie Bowles
Come to the edge, he said, They said: We are afraid. Come to the edge, he said. They came. He pushed them and they flew. Guillaume Apollinaire
Goals of Internship Provide opportunities to Gain practical classroom experience; Apply theory and teaching ideas from coursework; Discover from observing experienced teachers; Enhance lesson-planning skills; Develop skills in selecting, adapting, and developing original course materials;
Goals of Internship Expand awareness of setting own goals to improve teaching; Question, articulate, reflect on teaching & learning philosophies; and To evaluate their own teaching differently by learning how to make informed decisions through observation and exploration of their own and others teaching *Gebhard in Burns & Richards, 2009
Definitions of Mentoring Mentoring: A process supportive of the transformation or development of the mentee and of their acceptance into a professional community. A one-on-one process that is workplace-based with contingent and personally appropriate support for the person during their professional acclimatization, learning, growth, and development. *Bailey in Burns and Richards, 2009
What Mentors Are Models of a way of teaching and of being a teacher in the context Acculturators helping mentee integrate into the context and community Supporters for the emotionally charged process of transformation Sponsors to introduce mentee into professional community Educators to scaffold the process of becoming a teacher, for teaching, and for learning teaching *Ibid
What Mentors Are Not Assessors giving grades Advisors telling mentee what to do or how to think Trainers drilling them in what a mentor believes is correct or good classroom behavior
What Mentors Do Two kinds of help: Random acts of kindness: Offer to do things for the mentee. Supportive scaffolding of the core skills of professionalism learning, thinking, action. *Ibid.
Definitions of Supervision an organizational responsibility and function focused upon the assessment and refinement of current practices (Goldsberry, 1988, p.1). an ongoing process of teacher education in which the supervisor observes what goes on in the teacher s classroom with an eye toward the goal of improved instruction (Gebhard, 1990, p.1).
Supervisors Role to provide the means for teachers to reflect on and work through problems in their teaching; to furnish opportunities for teachers to explore new teaching possibilities; and to afford teachers chances to acquire knowledge about teaching and to develop their own theory of teaching (Gebhard, 1990, p. 1)
What Supervisors Do Serve as ambassador of MAT program Help interns make connections between the material in their pedagogy classes and the classroom context Provide constructive feedback Promote professional development of interns Provide a summative evaluation of interns preparedness to enter the profession *Bailey, 2006
References References Bailey, K.M. (2006). Language teacher supervision: A case-based approach. Cambridge, UK: Cambridge University Press. Bailey, K. M. (2009). Language teacher supervision. In A. Burns & J.C. Richards (Eds.). The Cambridge Guide to Second Language Teacher Education (pp. 269-278). Cambridge: Cambridge University Press. Gebhard, J. G. (1990). The supervision of second and foreign language teachers. ERIC Digest, ERIC Clearinghouse on Language and Linguistics (EDO-FL-90-06). Washington, D.C.: Center for Applied Linguistics. Gebhard, J.G. (2009). The practicum. In A. Burns & J.C. Richards (Eds.). The Cambridge Guide to Second Language Teacher Education (pp. 250-258). Cambridge: Cambridge University Press.
References References Goldsberry, L. (1998). Three functional methods of supervision. Action in Teacher Education, 10(1), 1-10. Malderez, A. (2009). Mentoring. In A. Burns & J.C. Richards (Eds.). The Cambridge Guide to Second Language Teacher Education (pp. 259-268). Cambridge: Cambridge University Press.
Contact Information Contact Information Dr. Freddie Bowles PEAH 306 University of Arkansas Fayetteville, AR 72701 fbowles@uark.edu 479-575-3035
