Mentor Training

Mary C. ClementCenter for Teaching Excellence, Berry College

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

A mentor can be

A guide

A friend

A role model

A confidante

A teacher

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?

New Faculty Induction

Orientation in August

Ongoing seminars throughout the year

- lunches with a curriculum

Now, we are adding mentoring

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

Who will mentor?

Volunteers

Chair, in consultation with the dean, makes the mentor pairing. (same school, not necessarily same department)

Conflict? Contact Mary Clement

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

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?

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

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.

Three steps

Pre-conference

Observation

Post-conference

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

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.

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.

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.

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.

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.

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.

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?

Share resources

Go to a professional conference together.

Introduce the new faculty member to editors.

Go to a Teaching Professor or Lilly conference.

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?

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?

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?

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

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?

What’s YOUR philosophy?

Teaching is a gift. Pass it on.

Share from your head, heart, and hands.