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    Seager B Sped875 m4 Mentor Teacher Collaboration

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    The document summarizes a meeting between a student teacher and their mentor teacher. The mentor had instructed the student teacher to come prepared with three questions, concerns, or comments. At the meeting, the student teacher discussed three items with their mentor: 1) designing instruction for the next lesson based on assessment data, 2) reviewing a lesson plan for social skills instruction, and 3) a student's increasing confidence in a self-determination project. The mentor provided supportive feedback. The student teacher found the structured meeting format helpful and is looking forward to future collaborations using the same approach.

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    Seager B Sped875 m4 Mentor Teacher Collaboration

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    49 views4 pages
    The document summarizes a meeting between a student teacher and their mentor teacher. The mentor had instructed the student teacher to come prepared with three questions, concerns, or comments. At the meeting, the student teacher discussed three items with their mentor: 1) designing instruction for the next lesson based on assessment data, 2) reviewing a lesson plan for social skills instruction, and 3) a student's increasing confidence in a self-determination project. The mentor provided supportive feedback. The student teacher found the structured meeting format helpful and is looking forward to future collaborations using the same approach.

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    The document summarizes a meeting between a student teacher and their mentor teacher. The mentor had instructed the student teacher to come prepared with three questions, concerns, or comments. At the meeting, the student teacher discussed three items with their mentor: 1) designing instruction for the next lesson based on assessment data, 2) reviewing a lesson plan for social skills instruction, and 3) a student's increasing confidence in a self-determination project. The mentor provided supportive feedback. The student teacher found the structured meeting format helpful and is looking forward to future collaborations using the same approach.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    49 views4 pages

    Seager B Sped875 m4 Mentor Teacher Collaboration

    Uploaded by

    api-281775629
    The document summarizes a meeting between a student teacher and their mentor teacher. The mentor had instructed the student teacher to come prepared with three questions, concerns, or comments. At the meeting, the student teacher discussed three items with their mentor: 1) designing instruction for the next lesson based on assessment data, 2) reviewing a lesson plan for social skills instruction, and 3) a student's increasing confidence in a self-determination project. The mentor provided supportive feedback. The student teacher found the structured meeting format helpful and is looking forward to future collaborations using the same approach.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    of 4

    Running Head: MENTOR COLLABORATION 1

    Mentor Teacher Collaboration

    SPED 875: Advanced Practicum with Exceptional Children and Youth

    University of Kansas

    Dr. Martha Elford

    Brent Seager

    February 4, 2018
    MENTOR COLLABORATION 2

    Module Four: Mentor Teacher Collaboration

    Earlier this week, my mentor teacher communicated with me to have three questions,

    concerns, or comments ready for our meeting later in the week. This allowed me an opportunity

    to reflect on lesson one, upcoming lesson two, and the self-determination meeting, which

    allowed me to meet my mentor teacher’s requirements of having three questions, concerns, or

    comments ready for the meeting. According to Goodwin & et al., 2016, finding three focus

    questions or areas in the teaching and learning process is essential element in successful teaching

    and in the mentoring process as well. I began reflecting on the lessons and interactions that I

    have had so far, and I was able to select three essential questions, concerns, or comments for our

    meeting (Goodwin & et al., 2016). The conversation of our meeting was fluid and focused on

    the three essential questions, comments, or concerns that my mentor had me review earlier in the

    week. The collaboration meeting was well organized and structured around the three essential

    elements that I was assigned to bring into the meeting with my mentor.

    The first item that I discussed with my mentor was about designing instruction for lesson

    three, based on the assessment data collected, in which my mentor and I agreed supported

    strongly that 95% of the students are ready to move onto the next project of constructing their

    persuasive writing project. The next item that I had was with the lesson plan for formal lesson

    two, in which I reviewed it with my mentor and she agreed that it appears the students would

    benefit from the social skill and instruction of how to use this skill. The last item that I had for

    my mentor was discussing the increasing confidence level that I have observed by the student

    that I have selected for the self-determination project. During our discussions, I felt confident

    and that my mentor was very supportive in providing ideas and feedback for the three essential

    items, which has really helped me as an educator. Based on the reading from Folz & et al., 2018,

    face-to-face mentor meetings have resulted in high levels of satisfaction among mentees and
    MENTOR COLLABORATION 3

    mentors (Folz & et al., 2018). I agree with this statement, as the face-to-face collaboration

    meetings with my mentor has allowed me to be very satisfied and encouraged.

    During this collaboration meeting with my mentor, I learned that I am on the right track

    with my lesson plans and teaching. I have also found the value in having a mentor to help guide

    me and provide timely feedback and ideas for improving my instruction and lesson delivery

    within the classroom. According to Turkich & et al., 2014, mentoring has the potential to

    increase teaching skills and pedagogical awareness within all learning environments (Turkich &

    et al., 2014). I believe that the use of the three essential questions, comments, or concerns prior

    to the meeting is a great way that my mentor uses to structure meetings and use this time more

    efficiently. I am looking forward to future collaborations with my mentor using the same three

    essential element format, as it has been a great resource for the collaboration meetings between

    my mentor and myself.


    MENTOR COLLABORATION 4

    References

    Folz, H.N., Sprunger, T.L., Sheehan, A.H., Aranda, J., Bozymski, K.M., Ramsey, D.C. &

    Gonzalvo, J.D. (2018). Factors associated with mentor satisfaction among teaching and

    learning curriculum program participants. Currents in Pharmacy Teaching & Learning,

    p. 4-5

    Goodwin, A.L., Roegman, R. & Reagan, E.M. (2016). Is experience the best teacher? Extensive

    clinical practice and mentor teachers’ perspectives of effective teaching. Urban

    Education, 51(10), p. 1206-1207.

    Turkich, K, Greive, S. & Cozens, P. (2014). “Riders on the storm”: A co-teaching mentor model

    to increase student satisfaction and retention. A practice report. The International Journal

    of the First Year in Higher Education, 5(1), p. 136-137.

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