Teacher Alternative Preparation Prog.

School-Based Mentor

Mentorship experiences provide opportunities for developing one-on-one relationships between candidates and professionals in the education profession. Through the mentor/candidate relationship, candidates learn specific information about the teaching profession and develop skills related to the mentor's content area. The mentorship program offers professionals a chance to make direct contact and share their insights and experiences with future educators.

Mentorship is a competency-based educational experience that occurs in the K-12 setting and is tied to the classroom by curriculum that coordinates and integrates school-based instruction with K-12 classroom experiences.

A mentorship is a formal relationship between a candidate and a K-12 teacher who serves as a role model and provides support and encouragement. A mentor helps the candidate become accustomed to the rules, norms, and expectations of the workplace and provides career insights and guidance based on personal career experience.

Mary's Story

After completing a BS degree, and throughout her professional career, Mary actively participated and served as a teacher's aid. To her surprise, she found that she was most excited about her teaching experience. As a forty year-old, Mary was approached by the school district and offered a teaching position with the assurance that she would complete the necessary requirements of licensure. Mary applied to the MN TAPP program. As part of the application process into the program, Mary requested a school-based mentor to work with her the following fall and spring. She was matched with Betty, a 10 year teacher in the school district. During the first week in MN TAPP both Mary and Betty attended and participated in day-long, training sessions; Mary to become a teacher, and Betty to become a school-based mentor. The following fall each Wednesday throughout the school year, Mary and Beth met to discuss a variety of issues relating to teaching. Sometimes they talked about teaching science and sometimes they talked about Mary's goals and aspirations in becoming an effective teacher. Mary attended seminars throughout the semester, and visited and reflected with Betty about them. As a mentor, Betty observed, and assessed Mary progress as a classroom teacher while guiding her in effective teaching practices. Mary kept a daily journal of her experiences, and reported her activities to Betty and her MSU advisor on a weekly basis. At the end of the school year, both Mary and Betty completed evaluations of the mentorship. Both Mary and Betty found that they had benefited in many ways from the experience. In fact, both Betty and the school district were so pleased with Mary's growth that she was retained for the following year.

During the internship a school-based mentor will be assigned to the candidate, with candidates receiving a minimum of four hours mentoring per week during the nine month internship. It is the district's responsibility to provide the following:

1. A school-based mentor and compensation to work with and guide the candidate throughout the internship experience;
2. Release time for both the school-based mentor to conduct observations and evaluation of the candidate, and for the candidate to observe other instructional practices and attend seminars as needed;
3. Necessary technology (i.e., computer, software, etc... ), tech. support, and access to the internet (broad band); and
4. Other responsibilities outlined in the "Building Administrator Permission" form.

For additional information about the Minnesota Teacher Alternative Preparation Program (MN TAPP) contact Dr. Daria Paul Dona (507-389-2915 or 389-1965), e-mail: daria.dona@mnsu.edu. 

Success Indicators

Minnesota State University and the Candidate Support Team (CST) are committed to the success of the candidate as well as the program. Although there are many evaluations, both formal and informal; the basic purpose is to support the candidate by providing constructive feedback, resources, and strategies necessary for becoming an effective teacher and successful program completion. The following are established indicators of success:

• A GPA of at least 3.0 must be maintained in all courses;
• Artifacts from course work, including (in the candidate's portfolio) a detailed reflective journal tied to the MN standards of effective practice and Danielson's Framework, as well as individualized lesson plans driven by analyses of ongoing pupil assessment data and critiqued by supervisors and CST members;
• Formative observation feedback, using a research-based format that documents growth and skills in teaching;
• Results of individual progress conferences between candidates, mentors and university faculty are held at least twice a semester;
• Results of conferences among supervisor, CST members, and candidate that occur at the critical junctures during the internship placement;
• A final evaluation of competencies made by the supervisor, CST members, and related program faculty;
• Candidates and school - based mentors do not just master the four domains of planning and preparation, classroom environment, instruction, and professional responsibilities; they model it;
• Ensure collaborative decisions;
• Commitment to constantly evaluate and refine the program based on evidence of success; and
• Attract candidates by raising, not lowering standards.

For additional information about the Minnesota Teacher Alternative Preparation Program (MN TAPP) contact Dr. Daria Paul Dona (507-389-2915 or 389-1965), e-mail: daria.dona@mnsu.edu or visit the KSP department website: http://ed.mnsu.edu/ksp/.