Mentoring Teachers to Achieve Educational Excellence and Scholarship

1. Mentoring Teachers to Achieve Educational Excellence and Scholarship Sheila W. Chauvin, PhD, MEd Director Office of Medical Education Research and Development, School of Medicine Academy for the Advancement of Educational Scholarship, LSU-New Orleans Professor Department of Internal Medicine and School of Public Health

2. Learning Outcomes Use a variety of supportive relationships within a mentoring framework Define and promote excellence and scholarship in teaching and learning Explore options for enhancing mentoring Sheila W. Chauvin, PhD, MEd (5/4/12)

4. Advising Relationships • Assigned, rather than self-selected • Guided by program/organizational goals • One direction from advisor to advisee • Time limited • Guided more by event and activities, than process Glasser & Hook ,2008 Sheila W. Chauvin, PhD, MEd (5/4/12)

5. Coaching Relationships • Similar to advising, but more focused • Primary focus on action, performance • Often work-related knowledge, skills • Often most important when developing new knowledge and abilities International Public Management Association for Human Resources Sheila W. Chauvin, PhD, MEd (5/4/12)

6. Supervisory Relationships Formal, for the record Evaluative Managerial Performance Policies and procedures Can include supportive and developmental perspective Sheila W. Chauvin, PhD, MEd (5/4/12)

7. Voluntary, not required Based on affinity between mentee and mentor Separate from formal mode of instructional delivery and/or evaluation Personal, holistic Dynamic, reciprocal Interactive and mutually beneficial Negotiated commitment of time and energy by both parties Driven by the personal and professional needs of the mentee, rather than an agenda set by mentor or institution True Mentoring:A Working Definition* Sheila W. Chauvin, PhD, MEd (5/4/12) *LSUHSC-NO OMERAD Team

8. Key Concepts

9. Scholarship (Boyer, 1990) Integration Discovery Engagement Teaching Sheila W. Chauvin, PhD, MEd (5/4/12)

10. Scholarship of Teaching Overturns the perspective that “to be a scholar is to be a researcher and publication is the primary yardstick by which scholarly productivity is measured.” Boyer, E. (1990). Scholarship reconsidered: Priorities of the professoriate Sheila W. Chauvin, PhD, MEd (5/4/12)

11. Common Domains • Teaching • Instructional design, curriculum development, assessment of learning • Advising and mentoring • Educational leadership • Educational research Sheila W. Chauvin, PhD, MEd (5/4/12)

12. Scholarship Assessed(Glassick, et al. 1997) Clear goals Adequate preparation Appropriate methods Significant results Effective presentation Reflective critique Research Teaching Sheila W. Chauvin, PhD, MEd (5/4/12)

13. 5 P’s of Scholarship (Adapted from Shulman and others) • Pertinent • Public • Peer review • Applied intellect; informed and disciplined manner • Quality and impact • Glassick, et al. criteria • Permanent – enduring products • Platform that is reproducible and can be built upon Sheila W. Chauvin, PhD, MEd (5/4/12)

14. Scholarship • Innovative • Results from creative, disciplined work • Public and shared – permanent products • Advances the field • Contributes new knowledge, insights, questions, directions • Generalizable, reproducible, can be built upon Sheila W. Chauvin, PhD, MEd (5/4/12)

15. Tenure and Promotion Reviews • Dissemination • “We mostly consider if faculty members are moving the field forward, whatever the field is.” • Key Elements: Creativity, development, and dissemination of transferable products • “What defines a university is the development of products that can be shared…” Simpson, et al., 2004 Sheila W. Chauvin, PhD, MEd (5/4/12)

16. AAMC 2006 Consensus Conference Concepts Criteria Evidence Career advancement Building Consensus Sheila W. Chauvin, PhD, MEd (5/4/12)

17. Publication Formats • Traditional abstract or poster presentation • Articles, chapters, monographs, books • Workshops, demonstrations • Digital formats, websites, multi-media • Educational materials Sheila W. Chauvin, PhD, MEd (5/4/12)

18. Conceptual Framework Scholarship in Teaching Scholarly Teaching Excellent Teaching Effective Teaching Activities in Teaching Sheila W. Chauvin, PhD, MEd (5/4/12)

19. Keys to Effective Mentors(and Effective Mentees)

20. Development Education about mentoring processes Expectations Skills (e.g., communication) Strategies Professional boundaries, issues of gender, culture, generational differences Sheila W. Chauvin, PhD, MEd (5/4/12)

21. Recognition Academic recognition Institutional priority and support Protected time Financial and non-financial rewards Sheila W. Chauvin, PhD, MEd (5/4/12)

22. Support Administrative infrastructure Peer support group Mentors for mentors Consultative referrals and resources Sheila W. Chauvin, PhD, MEd (5/4/12)

23. Keys to Effective Mentoring Processes

24. Mentoring Agreement • SMART Goals – start with an end in mind • Specific, Measurable, Action-oriented, Realistic, Timely • Success – clear, observable • Relationship • Commitment, expectations and responsibilities • Ground rules • Stages, monitoring, feedback, adjustments • Benefits of putting it in writing Sheila W. Chauvin, PhD, MEd (5/4/12)

25. Action/Work Plan A Mentoring Agreement is necessary, but not sufficient. You also need a plan. . . . in writing and actively used. Sheila W. Chauvin, PhD, MEd (5/4/12)

26. Sheila W. Chauvin, PhD, MEd (5/4/12)

27. Mentoring Options • 1-1 traditional model (e.g., expert-novice) • Peer, near-peer • Group • Mentee – multiple mentors • Mentor – multiple mentees • Multiple mentors – multiple mentees • Constellation (e.g., layered, pyramid, rolling) • Professional learning community Sheila W. Chauvin, PhD, MEd (5/4/12)

28. Mentoring Relationship: 5 Stages • Preparation (initiation, interaction) • Negotiation (investment, cultivation) • Facilitation (maturation, enabling) • Separation (adaptation) • Closure (redefinition) Sources: Johnson, 2007; Kram, 1983, 1985;Luna & Cullen, 1995; Rodenhauser, et al., 2000; Zachary, 2000 Sheila W. Chauvin, PhD, MEd (5/4/12)

29. Daloz’s Mentor-Protégé Interactions (1986) Vision Challenge Support

30. Levels of Candor • Mirroring—report what observer saw • Alternative—focus on effective behaviors; withhold subjective and/or negative comments • Analyzing—focus on less-effective aspects; comment on perceived effect, positive or negative; offer advice; explore cause and effect; include “plain talk” The Mid-continent Regional Educational Laboratory (1985). Peer support groups (Videotape). Aurora, CO: Author.

31. Summary • Mentoring • Range of supportive relationships • Various options • Importance of development, recognition, and support for mentors and mentees • Stages that evolve over time • Role of challenge, support, and vision • Mentoring agreement, SMART goals, action plan

32. Summary • Educational excellence and scholarship • Multiple domains • Range of teaching and educator roles • Effectiveness, excellence, scholarly, scholarship • Glassick criteria and the 5 P’s • Evidence-based • Reflective practice • Innovation

33. Questions and Comments Sheila W. Chauvin, PhD, MEd schauv@lsuhsc.edu