VIRTUAL FIELD EXPERIENCE™: MENTORING DEMONSTRATION

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by Selena Keith0 views·Updated Feb 5, 2024
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Mentor-Mentee RElationships Coaching and Guiding new teachers

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  1. Virtual field experience mentoring demonstration.
  2. I am Selena Keith in the Master of Science Education
  3. uh program at Walden University.
  4. This is course educ
  5. 6655
  6. with our professor
  7. Doctor Alice
  8. Ross.
  9. Um
  10. when it comes to
  11. the mentoring demonstration,
  12. I was able to see a few things
  13. in the videos and in the learning resources.
  14. That is
  15. how mentors
  16. um should actively listen
  17. effectively
  18. and um ask questions that are open ended, not questions
  19. where uh the mentee
  20. responds with yes or no.
  21. Uh You want the mentee to be able to
  22. expound on their response.
  23. Um And according to
  24. Ken
  25. Press,
  26. a mentor is an experienced teacher
  27. who
  28. guide beginning teachers through the difficult early
  29. years and to help them develop as professionals
  30. as found on page four,
  31. teacher mentors um should be establishing a respectful environment um
  32. From what I've seen and from what I saw from
  33. the videos you want a place that is going to be
  34. comfortable, then it's going to be
  35. um
  36. a mutually kind of collaborative environment.
  37. And the mentors um support those beginning teachers um
  38. to help them demonstrate leadership
  39. and the mentors are evaluating these teachers to determine
  40. how well their performance is in the classroom.
  41. So these evaluations culminate in labeling
  42. educators as proficient
  43. advanced or needing improvement in a given area.
  44. Um
  45. but that's where it ends.
  46. Now,
  47. when I say labeling, it does not mean in a negative way.
  48. Um
  49. As far as the standards and evaluations are concerned in
  50. the state of North Carolina,
  51. we are
  52. uh given
  53. the title of
  54. proficient in a certain area. Um that they may be looking for that an observer
  55. might be looking for.
  56. We could be seen as advanced
  57. or needing improvement in
  58. a given area.
  59. For example, that area could be
  60. uh if they're looking for whether or not
  61. the teacher
  62. is aware of the 21st century skills
  63. and is able to make sure
  64. the students
  65. are able to be taught
  66. on that level.
  67. Um And with that level of understanding
  68. when it comes to induction, orientation and coaching,
  69. new teachers need support from the teacher leaders
  70. for the 1st 1 to 5 years of teaching
  71. and the support looks different in each mentor mentee relationship.
  72. What I saw in
  73. the videos was um
  74. the mentor
  75. um
  76. asking questions to try to
  77. support um
  78. the new teacher in how they were going to
  79. implement
  80. their lesson plans, her lesson plans to her students.
  81. I also believe that
  82. uh new teachers many times do not know what questions
  83. to ask.
  84. Um A lot of times
  85. a new teacher will fail at something to find out
  86. that
  87. this is a question that they needed to ask, but they did not know that because
  88. they had never done it before.
  89. I believe it's the responsibility of the mentor who
  90. has been in those shoes to know what questions
  91. need to be answered, to know what topics need to be addressed
  92. so that the teacher has less of a,
  93. a chance to
  94. fail at something
  95. that they can be much stronger in
  96. had they just been given uh a little bit more support from someone who knows
  97. um
  98. what they're going through.
  99. The mentor, uh support of new teacher development looks like. Um
  100. Again, where um
  101. there is a comfortable
  102. sharing space.
  103. Um new teacher orientation
  104. that allows the mentors to help them feel
  105. welcome and get acclimated to their new surroundings
  106. um including uh veteran teachers.
  107. Um
  108. and new teachers need classroom management skills and help from the mentors.
  109. The mentors were once new teachers, like I said before,
  110. they recall their apprehensions and what they wish
  111. they knew during their first few years,
  112. mentors can answer questions.
  113. New teachers
  114. don't even know that they have at the time.
  115. So the role of the mentor is to advocate support and coach beginning
  116. teachers as they learn and acquire
  117. new instructional strategies for effective teaching.
  118. So the new teacher should look forward to
  119. their coaching sessions with their mentor teachers.
  120. Uh It should not be a hardship, it should not be
  121. something that they are apprehensive about or feeling judged in.
  122. Um
  123. so um this quote from Robert
  124. Graston
  125. coaching is a cyclical process that uses focused specific
  126. skill development or problem solving for developing instructional expertise
  127. and change.
  128. These are the outcomes that we want to eventually
  129. uh see.
  130. And I believe that we are able to see these things in um
  131. in the video, in the learning,
  132. learning resources. Um
  133. What I
  134. liked about the video that I saw was um
  135. the um mentor was
  136. inviting at times. But
  137. there were other times that what I did not like is that
  138. I felt like the men, the mentee was
  139. under the gun, like um
  140. um instead of being coached
  141. more just being asked um
  142. questions
  143. where
  144. she didn't seem to be able to answer
  145. the questions well,
  146. but I
  147. get that the mentor
  148. kind of sense that
  149. but wasn't really guiding her
  150. to get to a response and answer something that will have a an outcome
  151. for the students that is
  152. positive, something where
  153. the mentee can walk away,
  154. feeling productive.
  155. I thought that there should have been more of um
  156. a camaraderie if you will
  157. in the mentor mentee relationship.
  158. Thank you.