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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 abilities
International 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 perspective
Sheila 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 goals
Adequate preparation
Appropriate methods
Significant results
Effective 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 Teaching
Scholarship 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
Challe
ng
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]