Mentoring Experienced TeachersTo Become Teacher Leaders

The University of Texas at Dallas

Teacher Enhancement Academy in Science and Mathematics

(TEAMS)

Robert Hilborn, PICynthia Ledbetter, Co-Pi

Barbara Curry, Co-Pi

MSTTPA Leaders Collaboration ConferenceUniversity of Texas at Arlington

March 21, 2011

TEAMS Program Development of teacher leaders

through:Increased content knowledgeFurther development of pedagogy skillsGreater understanding of science and

mathematics educational researchExposure to research based teaching

strategiesMentoring by area ISD content area

leaders

Program Demographics

Twenty-five teachers were admitted to the program Four mathematics teachers Twenty-one science teachers Average nine years of teaching

experience 6 department chairs 3 campus teachers/content specialists

What is MentoringThe establishment of a personal relationship for the

purpose of professional instruction and guidance (Ashburn, Mann, and Purdue, 1987)

A form of “torch passing” from the experienced to the less experienced (Darish, 2004)

Mentoring is a process for the informal transmission of knowledge…. usually face-to-face and during a sustained period of time, between a person who is perceived to have greater relevant knowledge, wisdom, or experience (the mentor) and a person who is perceived to have less (the protégé)”. (Bozeman and Feeney, 2007)

Why MentoringTeachers are often called upon to assume leadership

roles with little or no preparation.

Past experience with students in our MAT programs indicates that many will soon be asked to take on leadership positions in their schools. Having advice and counsel from experienced science and mathematics leaders in the schools will help prepare the participating teachers for the next stage of their careers

Being a good teacher does not necessarily imply the ability to help others develop their teaching (Even, 1999).

There is an assumption that mentoring may be an effective practice to enhance career development in many settings (Daresh, 2003)

TEAMS Mentoring ProgramProvide professional development advice to

participating teachers

Each Leadership Team member will have 4 or 5 mentees

Meet once a month to discuss leadership development for the mentees

Leadership Team members will provide documentation of each meeting to the project director

Leadership Team will meet every 3 months to discuss progress

Leadership Team

Leaders in science and mathematics at the district level

Selected from local districts

Individual areas of expertise

Willingness to work with the program

Six mentors selected

Mentees

Four to five mentees per group

Grouped according to area of specialization:

MathematicsMiddle School Science (2)PhysicsChemistryBiology

TEAMS Mentoring Program

Determine group needs

Provide support at monthly meetings

Be available via other communication venues

Provide resources

TEAMS Mentoring ProgramDetermined needs and interests for the

groups:Assessment – Rigor and RelevanceGrant WritingProject-Based LearningTechnology IntegrationCommunication SkillsData InterpretationStandards - Curriculum Topic StudyEnd of course exams

Resources How to Thrive as a Teacher Leader - John G. Gabriel

What Is It About Me You Can’t Teach?: An Instructional Guide for Urban Educators - Eleanor Renee Rodriguez

Crucial Conversations: Tools for Talking When Stakes are High – Kerry Patterson

Project-Based Learning Handbook: A guide to Standards-Focused Project Based Learning for Middle and High School Teachers – Thom Markham

Data Driven Decisions and School Leadership - Theodore J. Kowalski

I’ll Grant You That: A Step by Step Guide to Finding Funds, Designing Winning Projects, and Writing Grant Proposals – Burke and Prater

FeedbackAlthough we do not have a final assessment

on the success of this program, feedback at this point is very positive.Leadership Team

Working with teachers from other districtsMutually enhancing

TeachersExperience of mentorsGreater interest in becoming leadersExcellent rapport

ReferencesAshburn,E. A., Mann,M., & Purdue,P. A. (1987,April).Teacher mentoring: ERIC

clearinghouse on teacher education. Paper presented at the annual meeting of American Education Research Association, Washington, DC.

Bozeman, B. & Feeney, M. K. (2007). Toward a useful theory of mentoring: A conceptual analysis and critique. Administrative and Society 39 (6): 719–739.

Daresh, J. (2004). Mentoring school leaders: Professional promise or predictable problems? Educational Administration Quarterly 40(4): 495-517.

Even, R. (1999). The development of teacher leaders and inservice teacher educators. Journal of Mathematics Teacher Education 2: 3-24.

Rhoton, J., & McLean, J. (2008). Developing teacher leaders in science: Catalysts for improved science teaching and student learning. Science Education 17(2): 45-56.

Sherrill, J. (1999) Preparing teachers for leadership in the 21st century. Theory into Practice 38(1): 56-61.

.