MSTTPA Leaders Collaboration Conference University of Texas at Arlington March 21, 2011

1. Mentoring Experienced TeachersTo Become Teacher LeadersThe University of Texas at DallasTeacher Enhancement Academy in Science and Mathematics(TEAMS)Robert Hilborn, PICynthia Ledbetter, Co-PiBarbara Curry, Co-Pi MSTTPA Leaders Collaboration ConferenceUniversity of Texas at ArlingtonMarch 21, 2011

2. TEAMS Program Development of teacher leaders through: • Increased content knowledge • Further development of pedagogy skills • Greater understanding of science and mathematics educational research • Exposure to research based teaching strategies • Mentoring by area ISD content area leaders

3. Program Demographics Twenty-five teachers were admitted to the program • Four mathematics teachers • Twenty-one science teachers • Average nine years of teaching experience • 6 department chairs • 3 campus teachers/content specialists

4. What is Mentoring • The establishment of a personal relationship for the purpose of professional instruction and guidance (Ashburn, Mann, and Purdue, 1987) • A form of “torch passing” from the experienced to the less experienced (Darish, 2004) • Mentoring is a process for the informal transmission of knowledge…. usually face-to-face and during a sustained period of time, between a person who is perceived to have greater relevant knowledge, wisdom, or experience (the mentor) and a person who is perceived to have less (the protégé)”. (Bozeman and Feeney, 2007)

5. Why Mentoring • Teachers are often called upon to assume leadership roles with little or no preparation. • Past experience with students in our MAT programs indicates that many will soon be asked to take on leadership positions in their schools. Having advice and counsel from experienced science and mathematics leaders in the schools will help prepare the participating teachers for the next stage of their careers • Being a good teacher does not necessarily imply the ability to help others develop their teaching (Even, 1999). • There is an assumption that mentoring may be an effective practice to enhance career development in many settings (Daresh, 2003)

6. TEAMS Mentoring Program • Provide professional development advice to participating teachers • Each Leadership Team member will have 4 or 5 mentees • Meet once a month to discuss leadership development for the mentees • Leadership Team members will provide documentation of each meeting to the project director • Leadership Team will meet every 3 months to discuss progress

7. Leadership Team • Leaders in science and mathematics at the district level • Selected from local districts • Individual areas of expertise • Willingness to work with the program • Six mentors selected

8. Mentees • Four to five mentees per group • Grouped according to area of specialization: • Mathematics • Middle School Science (2) • Physics • Chemistry • Biology

9. TEAMS Mentoring Program • Determine group needs • Provide support at monthly meetings • Be available via other communication venues • Provide resources

10. TEAMS Mentoring Program Determined needs and interests for the groups: • Assessment – Rigor and Relevance • Grant Writing • Project-Based Learning • Technology Integration • Communication Skills • Data Interpretation • Standards - Curriculum Topic Study • End of course exams

11. Resources • How to Thrive as a Teacher Leader - John G. Gabriel • What Is It About Me You Can’t Teach?: An Instructional Guide for Urban Educators - Eleanor Renee Rodriguez • Crucial Conversations: Tools for Talking When Stakes are High – Kerry Patterson • Project-Based Learning Handbook: A guide to Standards-Focused Project Based Learning for Middle and High School Teachers – Thom Markham • Data Driven Decisions and School Leadership - Theodore J. Kowalski • I’ll Grant You That: A Step by Step Guide to Finding Funds, Designing Winning Projects, and Writing Grant Proposals – Burke and Prater

12. Feedback Although we do not have a final assessment on the success of this program, feedback at this point is very positive. • Leadership Team • Working with teachers from other districts • Mutually enhancing • Teachers • Experience of mentors • Greater interest in becoming leaders • Excellent rapport

13. References Ashburn,E. A., Mann,M., & Purdue,P. A. (1987,April).Teacher mentoring: ERIC clearinghouse on teacher education. Paper presented at the annual meeting of American Education Research Association, Washington, DC. Bozeman, B. & Feeney, M. K. (2007). Toward a useful theory of mentoring: A conceptual analysis and critique. Administrative and Society39 (6): 719–739. Daresh, J. (2004). Mentoring school leaders: Professional promise or predictable problems? Educational Administration Quarterly 40(4): 495-517. Even, R. (1999). The development of teacher leaders and inservice teacher educators. Journal of Mathematics Teacher Education 2: 3-24. Rhoton, J., & McLean, J. (2008). Developing teacher leaders in science: Catalysts for improved science teaching and student learning. Science Education 17(2): 45-56. Sherrill, J. (1999) Preparing teachers for leadership in the 21st century. Theory into Practice 38(1): 56-61. .