HOW CAN I BE EFFECTIVE IN MY ROLE AS MENTOR TO A TEACHER CANDIDATE?
AN ACTION RESEARCH PROJECT
Kelly Pickard, Masters of Education Graduate, Nipissing University
Background
During the fall of 2000, I hosted a teacher candidate from the Ontario Institute for Studies in Education / University of Toronto (OISE/UT) in my grade four classroom. Colin (not his real name) began this placement with 4 Student Teacher Experience Program (STEP) days, which occurred one day per week. These days allowed him to observe my teaching and my handling of the class. There was no formal evaluation of this portion of the placement. It was a time in which he was free to teach lessons and to learn from the experience. On October 24, 2000, Colin began a 5-week Teaching Block. During this time, he continued to observe but was expected to do more teaching and lesson planning. At the end of his teaching block, I wrote a summative evaluation of Colin’s progress in this placement.
The Question
This project attempts to uncover ways in which I can improve my role as mentor. I wanted to know more about the types of learning experiences that I could plan to assist Colin in extending his professional skills. Additionally, I hoped to find specific strategies to provide effective feedback to Colin, as he developed his understanding of pedagogy, child development, classroom management and the many other skills he will need as he embarks on a career in education. I wanted to create an environment where Colin was able to develop his own philosophy rather than just adopting mine. Consequently, I needed to be aware of Colin’s expectations for this placement and for me as his mentor. My question was: what strategies can I employ to be effective in my role as mentor to a Teacher candidate?
Review of the Literature
I began my research of this question by reading The OISE/UT Information Booklet for Practicum 2000-2001. Chapter 4, entitled “Role of the Associate” made it clear that my role was a “dual responsibility” (p. 10). I needed to provide effective demonstrations of teaching skills as well as opportunities for the candidate to develop his own teaching abilities. Observation of teachers is seen as an “excellent way for candidates to gain insight and ideas about teaching” (p. 10). It was also suggested that I provide guiding questions to focus the observations of my inexperienced candidate.
The relationship between associates and candidates is viewed by OISE/UT as a partnership (p. 11) where candidates are given a chance for maximum involvement in planning lessons, establishing goals for themselves, setting standards for their performance and evaluating their work. Associates are instructed to “observe and assist the candidate to reflect on the effectiveness” (p. 11) of their lessons. Individual discussions with candidates “should be private, frequent and explicit” (p. 11). Questioning is recommended as a tool to assist student teachers to identify “difficulties or weaknesses and to consider means to overcome them” (p. 11). Chapter 4 also outlined procedures for providing on-going, formative assessment to teacher candidates. A formative report is provided by the associate to the candidate at the midpoint of the placement in order to “give candidates an opportunity to reflect upon their performance and receive feedback from their associate, as well as an opportunity for a candidate to set out an ‘action plan’ for improvement” (p. 11). Again, the importance of regular, ongoing feedback is stressed.
The next step in my study was to read the OISE/UT handbook designed specifically for the Catholic Teacher Education Program 2000-2001. This guideline indicated that the role of the Associate teacher is an important part of the teacher education process, which cannot be overestimated. Here the role of associate teacher is defined as “mentoring new colleagues” (p. 7). It asks associates to assist teacher candidates to become familiar with the school environment as well as the roles and responsibilities that teachers undertake. They are expected to share ideas and resources and to encourage teacher candidates to try new strategies and to take risks. It is suggested that this is done through “on-going observation, assistance, assessment, and reflection” (p. 8). Also recommended is that associates keep an on-going record of the teacher candidates’ daily activities. Additionally, they should arrange to meet with teacher candidates to “plan, discuss lessons taught, and give constructive, on-going feedback” (p. 8).
In order to understand more fully, what was involved in being a guide to a teacher candidate, I turned to the literature regarding the role of mentoring in the teaching profession. Here I found practical suggestions as to how to be successful in my position. According to Rowley (1999), an effective mentor is one who is highly committed to helping beginning teachers “find success and gratification in their new work.” (p. 20) The roles and responsibilities of the mentor should be clearly outlined including an expectation that (s)he should document in a log or journal all conferences or professional development activities undertaken between the mentor and mentee. More importantly, mentors must “recognize the power of accepting the beginning teacher as a developing person and professional” (p. 20). This will assist the mentor to remain objective and to adjust his/her communication style to meet the needs of the individual mentee. Mentees “rarely appreciate mentors who have the right answers to every question and best solutions for every problem” (p. 22). Rather, good mentors are life-long learners who make known their quest for more effective strategies and new ways of doing things.
Weasmer and Woods (1997) believe that in order to create reflective practitioners, mentors must “prod preservice teachers to examine their own effectiveness” (p.113). Formative conferences can be used to “encourage reflection and goal setting, provide guidance, and explore specific concerns” (p.114). They believe that these conferences should be scheduled frequently to focus on the progress made by the teacher candidate. Note taking during observation of instruction is also indicated as a tool that aids the mentor in providing formative assessment. These notes may form the basis of a conference at a later date or time. Formal written assessments at various points during the practicum can also help to clarify the mentor’s perspective. Weasmer and Woods also stress the importance of impromptu feedback because it is non-threatening and allows mentors to provide ongoing, specific response to the teacher candidate.
McNally and Martin (1998) explore the role that mentors play in supporting and challenging preservice teachers. They indicate specific strategies which mentors use to provide support. These include identifying strengths, counselling teacher candidates on management techniques, offering resources, planning and teaching collaboratively, making time, being approachable and listening (p. 43). McNally and Martin also view support as being “inextricably linked with challenge” (p. 44). The notion of challenge is defined as “attempting to move the focus of the novice teacher from themselves and their own teaching performance to focus on the nature and extent of pupil learning” (p. 44). Providing challenge was seen as “a key ingredient to growth” (p. 44) and acknowledged as an area where mentors were less proactive than they would like to be (p. 44). Critical reflection, regular evaluation and feedback sessions, opportunities to observe a variety of teaching styles, and setting goals or targets were some of the strategies used to challenge novice teachers. In spite of this notion of challenge, it is also seen as imperative that novice teachers achieve “a level of success at different stages of their development before being challenged to develop further” (p. 44). In McNally and Martin’s view, collaborative mentors are “proactive and reactive in shaping the learning experiences of the novice teachers” (p. 46). This environment of “high challenge and high support” (p. 46) provides ideal conditions for growth of the preservice teacher.
Methodology
Data Collection
In the first phase of data collection, I interviewed Colin regarding the goals he had for this practicum and the expectations he had of me as associate teacher. A list of questions used in this interview is included in Appendix A. After this meeting, I had a clearer understanding of what Colin hoped to gain and the strategies he would be comfortable using. Consequently, I was able to develop a course of action to provide him with effective opportunities to learn the skills he had identified as growth areas.
In the second phase, as recommended in the literature, I kept a written journal recording the types of experiences I provided for Colin and my reflections on his teaching progress. These comments were categorized under the headings, Continue, Start and Consider. Items under the first heading referred to things that Colin was doing well. Things that Colin was not yet doing but needed to implement were mentioned under the Start heading. Finally, items meant to prompt reflection were listed as something for him to consider. These comments were geared both at things he had done well and areas that needed improvement.
At this time, it was also important for Colin and I to discuss what was happening. Consequently, in addition to daily impromptu discussions, we scheduled weekly meetings to talk about what had transpired in class and to go over plans for the following days. At these, I provided Colin with any written notes that I had made and he was invited to respond. I also prompted him to reflect on his practice and challenged him to make progress towards his goals. With Colin’s permission (see Appendix B), I tape-recorded these sessions.
In the final phase of data collection, I provided Colin with a list of questions about his experience as a Teacher candidate in my classroom (see Appendix C). The focus was to determine how effective my actions had been in assisting and mentoring Colin to develop his skills in and understandings of the teaching profession. He was given the opportunity to respond to these in writing but he preferred to do so in an interview setting. This discussion occurred after the placement was over and the evaluation submitted so that he could answer candidly without concern for the success of his practicum. This interview was also tape recorded, with Colin’s permission.
Data Analysis
The Initial Interview - Devising an Action Plan
In the preliminary interview, Colin indicated concerns regarding several aspects of his teaching. He viewed my role as that of partner, helping him to overcome problems and build on strengths so he could be successful in his new role. As a team, we would work towards Colin’s professional development and ensure positive learning opportunities for our students (audiotape 10/24/00). He wanted me to continue providing him with written feedback as he benefitted from being able to reread and review the comments that I had written for him after his initial STEP days. He said, “The evaluations and criticisms have really helped, I refer back to them. It’s nice that people say things to you and give you points but when you have it in writing then you can go back to it” (audiotape, 10/24/00). From this, I decided that one my strategies would be to continue providing Colin with regular, written feedback. I would try to ensure that this was sufficiently detailed, frequent, and thought provoking. As well, I would attempt to focus my comments on his successes and on the areas where he had indicated concerns.
The first growth need that Colin discussed with me was classroom management. He perceived himself as struggling to find a balance between being overly friendly with his students and being a stern authoritarian. He said, “I tend by nature to be a nice guy but I have a temper. . . . I have to find the balance. You can’t be their friend but you can be friendly. I have to discover that balance” (audiotape, 10/24/00). With these statements, I resolved to focus many of my observations on Colin’s handling of the class, particularly any behaviour concerns that occurred. In my written feedback, I would give comments, suggestions, or questions that would help him reflect on these situations. Also, I would try to arrange for him to visit colleagues’ classrooms so that he could see other styles of classroom management.
Another area where Colin wanted my support was planning. During his STEP days, he had learned that he was not always adequately prepared to handle the little details. According to him, “I always forget something and I beat myself up about it” (audiotape, 10/24/00). He explains, “I am noticing that I have to be organized in my mind. You have to rehearse it before you step in class. . . . I am teaching with a reasonable amount of confidence but I am finding that I am leaving out guidelines” (audiotape, 10/24/00). Later he goes back to this theme indicating that, “I’m more nervous to have their eyes on me – they’re really needing information from me. I see them staring at me like, ‘what’s next?’ ” (audiotape, 10/24/00). In order to assist him to be prepared, I decided to meet with Colin daily, during our planning time. Since this occurred first thing in the morning, I would be able to help him if there were things missing from his lesson plans. Also, during his teaching, I would write observations about the types of things he might want to add to his plans.
Colin also indicated concerns regarding unit planning. He knew that being able to utilize my planning materials was going to be an important resource. He remarked, “Being able to access the things you access to plan lessons is definitely a major part of a support system” (audiotape, 10/24/00). He referred to peers who were not given teacher’s manuals or guides to utilize. They were “supposed to plan out of thin air,” he said (audiotape, 10/24/00). Colin did not view this situation as being positive for the teacher candidates’ professional growth. He wanted my assistance and support to write the unit plans that he would implement in the weeks ahead. To help Colin in this area I decided to familiarize him with the manuals that I use and demonstrate how I use them. Also, I would provide samples of plans submitted by a previous teacher candidate who was strong in this area. Finally, I would share with him some of my unit plans.
These actions would occur in the 5-week period that followed. In order to achieve his goals, Colin was willing to share his written reflections with me and to receive my responses. He was eager to meet with me on an ongoing basis so that we could discuss his progress and plan for future lessons. He also indicated an interest in observing other teachers in their classrooms. While he was not comfortable being videotaped, he did express a willingness to be recorded if he was not aware that it was being done. He felt that this would alleviate his concerns regarding his ability to remain authentic and focussed on his lessons.
Feedback Journal
Once I was in the habit of providing written feedback to Colin, I was compelled to focus attention on what he was doing at the front of the class. Because I knew that he was expecting my notes and that I would be accountable for these during our weekly conferences, I found that I wrote more than I did during his STEP days. Eventually, as he began to teach a greater percentage of the day, I concentrated mainly on math and language and used many of the other lessons to complete a number of different tasks. Providing focussed observations on 2 to 3 lessons per day appeared to be sufficient and did not overwhelm Colin with too much information.
As this was the main strategy that I used, I carefully analyzed the contents of the notebook to understand the nature of the comments. First, I went through them to categorize the entries according to their topic. I found that my questions, tips, and commentaries were focussed on the following themes: planning and preparation, assessment and evaluation, and classroom management. Two of these themes matched the growth areas that Colin had identified in our initial interview. The third, assessment and evaluation, was one that I identified for him. When I realized that Colin’s initial plans were missing this component, I challenged him to consider how he would know if the children understood what he had taught. The number of times I commented on each of these themes is seen in Table 1. Comments, which fit into more than one category, were counted twice.
Table 1 – Comments by Topic
| General Topic | Specific Focus | Frequency |
Planning and Preparation |
Total Providing Follow-up |
67 6 |
Assessment and Evaluation |
Total Providing Feedback |
13 4 |
Classroom Management |
Total Establishing Expectations |
51 12 |
Other |
Total Rapport with students |
12 5 |
Next, I categorized my comments as positive, negative or neutral. Positive comments were viewed as those intended to reinforce desirable teaching behaviours. Negative comments, however worded, I defined as those that challenged Colin to consider how he could improve on an aspect of his lesson. Neutral comments were those that did not fit into either category. Finally, I categorized the entries in the feedback journal as to whether they were questions or statements. Table 2 shows these results.
Table 2 – Nature of Comments
Entry Type |
Frequency |
Positive |
62 |
Negative |
50 |
Neutral |
20 |
Question |
31 |
Statement |
101 |
I am pleased that the number of positive statements, affirming Colin’s teaching abilities outnumbers those that were designed to challenge him. I believe that mentors must help their mentees to see the progress they have made. In future, however, I will need to focus more on asking questions and less on making statements. In my view, questions tend to elicit more self-reflection than statements. Interestingly, the negative comments were more likely to be written as questions than positive comments. I believe that this was a deliberate attempt on my part to avoid sounding like I had all the answers or that my judgment was infallible. Rather than saying that something was done poorly or incorrectly, I asked Colin to consider what he could do differently. I believe that this technique made it easier for him to hear about things he could improve upon without losing his confidence.
Reflections
The written reflections were a little less stringent than the feedback log in that they could be done either in or out of class. As they were a response to Colin’s reflections, they were much more focussed on what he thought about his lessons rather than on what he had done in front of the class. Not surprisingly, the nature of these comments is quite different from those in the feedback journal. These entries deal with matters such as how previous experience can affect students’ reactions to certain topics and how issues of trust and comfort affect our teaching style. I shared with Colin my understandings of students and teachers as risk takers. When Colin struggled with how and when to push students beyond their comfort zone, I helped him to connect this with Vygotskyian theory. I commented upon his use of the “building blocks” metaphor and encouraged him to develop this line of thought further.
I found that in the reflections I was less focussed on the details of the craft and more on developing the mind set of Colin as teacher. Consequently, I posed a greater number of deeper questions and shared thoughts and concerns about my own practice. There was less focus on “how to” and more on the “why.” It was a valuable opportunity to model reflective writing for Colin and to probe him to uncover his assumptions about teaching.
Conferences
These weekly meetings proved to be a valuable tool for me to discover how Colin was feeling about his role. He was very reflective and shared openly with me. I found the feedback log was a useful place to start these discussions. From there, we engaged in reflective dialogue, discussing our understandings of what had taken place that week.
In these meetings, we conferred about diagnostic, formative and summative evaluation. Throughout the practicum, he honed his understanding of how and when to assess. The use and creation of rubrics, tests, and anecdotal logs was explained. I showed him how to make optimum use of the manuals and illustrated how I selected appropriate activities. We talked a lot about classroom management and various strategies to encourage and enforce behavioural expectations. I shared with him my own struggles to solve the many complex problems of a professional educator.
In reviewing the audiotapes of these sessions, I was impressed by the depth and breadth of the conversations. While there was seldom any mention of educational theorists by name, we certainly discussed a lot of their concerns. Colin had as much to say as I did in these meetings. It was here that I gained the most insight into his understandings and his areas of need. I would definitely continue to use this strategy with future teacher candidates.
Evaluating the Action
The final interview with Colin took place the week following the completion of his teaching block. At this time, he had already received his evaluation so it was easier for him to be candid with me. While I did make use of my questions (see Appendix C), Colin was very forthcoming in this interview and needed little prompting to respond to my queries.
As in the initial interview, Colin praised the written feedback as a vehicle to encourage reflection. He said, “It was definitely helpful because I could take it home and review it. If we just did it orally, I wouldn’t recall the next day. I could take it home and reflect on it” (audiotape, 11/29/00). More importantly however, was the way the comments were written. According to Colin, “The style you wrote in was excellent too. It was very positive to begin with and then mentioning things that, I had done wrong or weren’t quite on the mark. But, the important thing was that you mentioned the positive things first and then said, ‘try this, try this’ ” (audiotape, 11/29/00). He described how some of his colleagues “got nothing but negative feedback and it wore them down. I had comments that were things that were negative but it was the way you write it, the way you say it” (audiotape, 11/29/00). The “continue, start and consider” format was an important tool because it allowed me to inform Colin regarding areas to improve upon without destroying his confidence.
Colin felt that the nature and style of the feedback gave him permission to try things even if he was not guaranteed to be successful. He said, “Even though I did things wrong, and I knew I would. I tried things that wouldn’t work. The format that you used where it was continue doing this and try doing this it didn’t seem like I was failing. The way you put them really helped because I was able to try them at my own pace I thought. It was a natural growth; it wasn’t forced. It wasn’t like ‘today you’ve got to classroom manage, this is getting out of hand.’ It was like, ‘when you are ready, try this’ ” (audiotape, 11/29/00).
Another strategy, which Colin appreciated, was allowing him to set the timeline for his learning. As there was no dictates from OISE/UT regarding the amount of teaching time required; I let Colin decide. As long as he was teaching about seventy-five percent by the last week, he fulfilled all time requirements. My advice to him was that he should increase the amount he was teaching when he felt he could do so successfully. The sense that he could move at his own pace was an important aspect of Colin’s learning experience. He commented on this saying, “The format you had where it was like, ‘let me know when you are ready to take on more’ was good for my personality. I have never lesson planned before. When I felt I was ready, I took on pretty much the whole day. By that time, I wasn’t afraid to do it. I felt that I did a decent job” (audiotape, 11/29/00).
Another simple yet important strategy was to assist Colin to utilize the teacher’s manuals and guidelines. He demonstrated his appreciation of this saying, “It was really crucial for me to have access to the things you have access to. I heard stories when I got back (to OISE/UT). Some of my colleagues got nothing or if they were given it, it was just thrown at them, with no guidelines. You gave me guidelines, you gave me ideas, you gave me how you do it. You modelled for me how you pick an option from the theme, how not all options are relative to the kids. That made a big difference. It made sense in the way that I have to take your place” (audiotape, 11/29/00). As an experienced teacher, it may seem obvious how to use a teacher’s manual but it is important to remember that a novice might not have this experience.
At this meeting, I was pleased to hear Colin make comments that demonstrated a deepening understanding of the teacher’s role. He said, “Planning a unit in math was the biggest challenge. How to balance it between what they need to know and how they are taking it” (audiotape, 11/29/00). This statement, to me, revealed how he had changed from being primarily focussed on what he was doing to being focussed on what the kids were learning. He confirmed this new understanding when he said, “I looked back recently at some of the first lesson-plans I did and I realized how naive they were. I was just finding things for them to do because I didn’t have a sense of the subject and where you were before and where I was going. I was proud of them at the time. At least they achieved engaging the kids. The later ones I had to work in with what they were learning” (audiotape 11/29/00). This, to me, indicated that as a result of our conferences and my feedback there had been growth in his understanding of the need for ongoing, informal assessment.
At the beginning of this project, I stated that I wanted Colin to develop his own perspectives. I did not want him to feel that he had to become a carbon copy of me. In a card that Colin wrote for me on his last day, he wrote, “You gave me the confidence to teach from within instead of from a book and I thank you for that.” For me, this was affirmation that I had accomplished one of my major goals. At the final interview, Colin confirmed this when he said; “I felt I brought a lot of my ideas and my personality to it. I felt I had that freedom. I couldn’t have had a better associate. That was my biggest concern. We found out where we were going and my biggest concern was, “what was she like?” Was I going to clash with that person, would our teaching styles be 180 degrees from one another? I found our personalities were very similar and I was so fortunate. I felt we worked as a team. It was an excellent experience. After this experience, I would certainly think about taking in a teacher candidate” (audiotape, 11/29/00).
During this meeting, I gave Colin rubrics to evaluate both my performance as a mentor and the strategies that I used to support him. The first rubric, lists qualities of an effective mentor as they were outlined in the literature (see Appendix D). While it was difficult for Colin to evaluate me candidly, creating the rubric was a valuable exercise as it clarified my understandings of the qualities of an effective mentor.
The second rubric lists the strategies that comprised my action plan (see Appendix E). Here it is interesting to note, Colin ranked most highly those strategies that directly involved me. Perhaps this is proof that the relationship between teacher candidate and associate is a key factor in how the candidate views the practicum.
Conclusions
As I embarked on this project, I had a limited understanding of the strategies that mentors use to assist teacher candidates. I knew that providing feedback was important but I did not fully comprehend how valuable it is to put this in writing. I originally started to use this strategy so that I would not forget what I wanted to tell a teacher candidate. I did not fully appreciate that the same holds true for the novice who is even more distracted during the course of the day. I also learned that it is worth the time and effort it takes to write detailed notes. I noticed that more action was taken in response to comments on paper than there was to any impromptu feedback provided orally. I am certain this is due to the opportunities for reflection that written observations provide.
I would also recommend that associate teachers use the “continue, start and consider” method of organizing comments. These headings were first suggested to me when I worked with teacher candidates at * * University. Until now, I don’t think I understood how this format organized my observations. Using these headings ensured that I started with the positive, made suggestions for growth, and gave my teacher candidate questions to consider. It forced me to ensure that my feedback was balanced.
I found the weekly conferences to be an effective tool to ensure that the week ahead was well planned and that problems of the past week were discussed. Using the feedback notes as a starting point is also beneficial to give focus to the discussion. For candidates who are not comfortable engaging in written reflections or journalling with their associate, a weekly conference is perhaps the only way for the associate to understand their problems or concerns. I felt comfortable turning my class over to my teacher candidate because I had the opportunity to guide the planning. The time invested here was saved later because I did not have to help my candidate as much throughout the rest of the week. These meetings gave him a certain amount of independence. They also made him accountable, as he knew I would be asking him about the lessons he had taught and the gains he had made. I will definitely use this strategy with future candidates.
Next, I will try to use the audiotaping or videotaping strategy. While I attempted to audiotape Colin, I did not have access to a quality-recording device. Consequently, the tapes were not clear and did not suit the purpose. If I can access a recorder with a multi-directional microphone, this will be a good strategy to try with my next candidate. While videotaping is possible, tape recorders are less intrusive and more apt to catch a teacher candidate in a natural mode.
Appendix A
Questions for Teacher Candidate at the start of the Teaching Block
- What goals do you hope to achieve during this teaching block?
- What supports will you need to achieve these goals?
- How do you view my role in assisting you to develop as a teacher?
- What strategies would you be interested in utilizing to assist your professional development?
| ____ journalling | ____ analysis of videotaped lessons |
| ____ observing other teachers | ____ other (please specify) |
| ____ videotaping your lessons |
Appendix B
Participant Consent
I have received a copy of the description of the study and I understand it in full.
I have been assured that * * and Professor * * of the Graduate Program in Education at * * University will answer any questions that I may have.
I understand that my participation in this study is strictly voluntary. If I choose not to participate, there will be no adverse effects for me as a Teacher Candidate in this classroom. I know that I can refuse to answer questions and may withdraw my consent at any time. If I withdraw my consent, I understand that any data collected will be destroyed. There will be no repercussions to this decision.
If I have concerns, about my participation in this study, I can bring them to the direct attention of * * or I can do so via my faculty advisor, * * . I am fully aware of the nature and extent of my participation in this project as stated above. Further, I understand that, with my consent, some of my discussions with * * will be audiotaped. These tapes will be used only within the context of her course. They will be destroyed when the study is completed.
I hereby agree to participate in this project. I acknowledge that I have received a copy of this consent statement.
I understand that my name will not be used and I will not be identified in any way. All data will be strictly confidential and will be used only by the researcher for academic purposes related to this study. Participation is voluntary and I may withdraw at any time.
______________________________________
Signature of Participant Date
___________________
Printed Name of Participant
___________________
Signature of Investigator
Appendix C
Questions for Teacher Candidate upon completion of Teaching Block (to be completed either as an interview or as a written questionnaire, whichever is preferred by the Teacher Candidate).
- Which format for providing feedback did you feel was most effective in meeting your needs?
- How did the feedback you received assist you as a beginning teacher?
- Please describe your feelings about the amount of feedback?
- Explain how you felt about the support and encouragement you received?
- Comment on the resources provided by the Associate Teacher? (Quantity, access, appropriateness)
- Please describe any experiences during the Teaching Block that resulted in significant learning for you.
- How were you able to incorporate your own ideas/interests in the development of your lessons?
- What advice could you give Associate Teachers planning to host a Teacher Candidate?
Appendix D
Qualities of Associate Teachers
Please evaluate your Associate Teacher according to the following criteria.
| Criteria | Level 1 | Level 2 | Level 3 | Level 4 |
| Availability | Not readily available to meet with me. Not able to set aside time for my concerns. | Sometimes available to meet with me. Would schedule a meeting when I asked for it. | Usually available to meet with me. Set up a few meetings to discuss the placement. | Very accessible. Set up regular meetings to discuss the placement. |
| Challenge | Activities assigned were extremely difficult and frustrating for me. Or I was rarely challenged. | Activities assigned were generally somewhat frustrating or fairly simplistic. | Activities stretched my skills somewhat. There may have been a few moments of frustration or boredom. |
Activities assigned stretched my skills and made me think. They generally did not frustrate me nor were they below my skill level. |
| Support | Support was not usually provided. | Some support was provided. | A good amount of support was provided. | I felt that I had all the support I would need. |
| Encouraged Reflection | Never asked me questions about my strategies and plans | Sometimes asked me questions about my strategies and plans. | Usually asked good questions about my strategies and plans. | Frequently asked me probing questions about my strategies and plans. |
| Accepting | I was given directions to do everything in a very specific way. | I was usually given very specific directions but occasionally I got to try things my way. | I was given some opportunities to try things for myself. I was also given some specific instructions. | I received guidelines to follow. I was allowed to try out my own ideas. |
| Feedback | Very little feedback Or not detailed or specific. |
Some feedback was given. Some specific details provided. | Feedback was given most of the time. Specific examples were usually included. | I received a lot of detailed, specific feedback for most of my lessons. |
| Goal Setting (For professional development) | Never discussed goals or encouraged me to establish any. | Asked me about my goals once or twice. | Often asked me to think about my professional goals. | Discussing my goals for professional development was a frequent topic of discussion. |
Bolded cells represent levels selected by the teacher candidate when asked to evaluate me according to these criteria.
Appendix E
Associate Teacher Strategies
For each strategy please indicate how beneficial you felt it was in assisting your professional growth and development. Please feel free to place comments or check marks in the appropriate boxes.
| Strategy | Not Effective | Somewhat Effective | Effective | Very Effective |
| Written Feedback | ~ |
|||
| Meetings/ Conferences |
~ |
|||
| Observing my Associate | ~ |
|||
| Observing other teachers | ~ |
|||
| Audio tapes of lessons | ~ |
|||
| Self evaluation | ~ |
|||
| Models / Examples provided | ~ |
~ Represents level selected by teacher candidate when asked to evaluate the strategies
References
Jones, L., Reid, D. & Bevins, S. (1997). Teacher’s Perceptions of Mentoring in a Collaborative Model of Initial Teacher Training. Journal of Education for Teaching, 23(3) 253-261.
McNally, P. and Martin, S. (1998). Support and Challenge in Learning to Teach: The Role of the Mentor. Asia-Pacific Journal of Teacher Education, 26(1) 39-51.
Rowley, J. B. (1999). The Good Mentor. Educational Leadership, 56(8), 20-22.
Ontario Institute for Studies in Education/University of Toronto.(2000). Catholic Teacher Education Program 2000-2001.
Ontario Institute for Studies in Education/University of Toronto.(2000). Practicum 2000-2001. Information Booklet. Preservice Teacher Education Program.
Weasmer, J. & Woods, A.M. (1997). Teacher Preparation: A Revision Process Fostered By Formative Assessment. Clearing House, 71(2), 113-117.