mentoring teachers to achieve educational excellence and scholarship
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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 - PowerPoint PPT PresentationTRANSCRIPT
Mentoring Teachers to Achieve Educational Excellence and Scholarship
Sheila W. Chauvin, PhD, MEdDirector
Office of Medical Education Research and Development, School of MedicineAcademy for the Advancement of Educational Scholarship, LSU-New
OrleansProfessor
Department of Internal Medicine and School of Public Health
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)
Supportive Relationships
Role Model
Advisor
CoachSupervisor
True Mentor
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 processGlasser & Hook ,2008
Sheila W. Chauvin, PhD, MEd (5/4/12)
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 abilitiesInternational Public Management Association for Human
Resources
Sheila W. Chauvin, PhD, MEd (5/4/12)
Supervisory Relationships Formal, for the record Evaluative Managerial Performance Policies and procedures Can include supportive and
developmental perspectiveSheila W. Chauvin, PhD, MEd
(5/4/12)
True Mentoring: A Working Definition*
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
*LSUHSC-NO OMERAD TeamSheila W. Chauvin, PhD, MEd
(5/4/12)
Key Concepts
Scholarship (Boyer, 1990)
Discovery
Integration
TeachingEngagement
Sheila W. Chauvin, PhD, MEd (5/4/12)
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 professoriateSheila W. Chauvin, PhD, MEd (5/4/12)
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)
Scholarship Assessed (Glassick, et al. 1997)
Clear goalsAdequate preparationAppropriate methods
Significant resultsEffective presentation
Reflective critique
Research Teaching
Sheila W. Chauvin, PhD, MEd (5/4/12)
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)
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)
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., 2004Sheila W. Chauvin, PhD, MEd
(5/4/12)
Building Consensus AAMC 2006 Consensus
Conference Concepts
Criteria Evidence Career
advancement
Sheila W. Chauvin, PhD, MEd (5/4/12)
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)
Sheila W. Chauvin, PhD, MEd (5/4/12)
Conceptual Framework
Activities in Teaching
Effective Teaching
Excellent Teaching
Scholarly TeachingScholarship in Teaching
Keys to Effective Mentors
(and Effective Mentees)
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)
Recognition
Academic recognition Institutional priority and support Protected time Financial and non-financial rewards
Sheila W. Chauvin, PhD, MEd (5/4/12)
Support
Administrative infrastructure Peer support group Mentors for mentors Consultative referrals and resources
Sheila W. Chauvin, PhD, MEd (5/4/12)
Keys to Effective Mentoring Processes
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 writingSheila W. Chauvin, PhD, MEd
(5/4/12)
Action/Work Plan
SMARTGoal Strategy Action Item(s) Target
DateOutcome/Evidence
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)
• Networking• Advocacy, introductions• Observation of exemplary teaching• Faculty development
Role Modeling
• Peer review of teaching• Wide range of levels and strategies for coaching• Educational consultation• Collaborative learning groups• Professional learning communities (e.g., Academies)
Coaching
• Academic advancement• Alignment of individual-organization priorities• Performance/work expectations• Professional development plans
Advising/Supervising
• Personal strategic planning• Educator and career development (i.e., action plans)
• Portfolio development• Professional learning communities (e.g., Academies)
MentoringSheila W. Chauvin, PhD, MEd
(5/4/12)
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)
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)
Daloz’s Mentor-Protégé Interactions (1986)
Regression Growth
Stasis Validation
Chal
leng
e
Support
Vision
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.
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
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
Questions and Comments
Sheila W. Chauvin, PhD, [email protected]