Redefining the role of science & math mentors.

Abstract

Over the past twenty plus years there has been a profusion of recommendations to enhance teacher preparation. Such recommendations have consequently increased the role of veteran teachers in the preparation of future teachers. This article will present perspectives of science and mathematics mentor teachers in order to provide a greater understanding of their role in teacher preparation.

Introduction

Among the more intriguing recommendations for improvements to teacher preparation are those that consider practicing teachers integral components to teacher training. The landmark Nation At Risk (1983) report recommended the involvement of teachers in designing teacher preparation programs over two decades ago. Nevertheless, prospective secondary teachers have traditionally received significantly fewer contacts with teachers in the field than their counterparts in elementary or middle grades pre-service programs (Johnston, Wetherill, and Greenebaum, 2002).

In 2003, Louisiana State University (LSU) faculty redesigned the way it prepares secondary teachers as a result of federal and state mandates. Auspiciously, the changes at LSU allow practicing teachers to be more instrumental in developing prospective teachers. Moreover, their involvement as mentors begins in the teacher candidate's junior year which is considerably earlier than LSU's previous approach. This article focuses on the perspectives of science and mathematics mentor teachers who participate in science and mathematics teacher preparation at LSU. It is hoped that their experiences will contribute to a greater understanding of science and mathematics mentor teacher roles in the era of highly qualified teacher preparation. For the sake of this article, highly qualified teacher candidates will be defined as teacher candidates pursing a major in a content area and a concentration in secondary education.

Background

Both informal and formal discussions about education have a tendency to focus on how to ensure teacher quality. Producing quality teachers is guided by the Interstate New Teacher Assessment and Support Consortium (1992) Model Standards that provides educators with guidelines for what beginning teachers should know. Additionally, it provides guidelines for teacher dispositions--that is, how they should think and act. Darling-Hammond (1998) points out that teachers learn best by studying, doing and reflecting, by collaborating with other teachers, by looking closely at students and their work, and by sharing what they see; and "this kind of learning cannot occur in college classrooms divorced from practice or in school classrooms divorced from knowledge about how to interpret practice (p.8)."

Most often, pre-service teachers arrive with preconceptions about teaching that reflect their own experiences and cultural representations of teachers. Thus, an important objective for teacher educators should be to help pre-service teachers investigate new images of teaching and learning (Coughlin, 2001). Cornell (2003) indicates that the mentor's role takes on a greater dimension in a field-based program than in a traditional student teaching situation. Student teaching typically involves a single semester, and the teacher in training may only passively observe the classroom teacher (Cornell, 2003). Furthermore, there is a powerful influence of cooperating teachers with whom the students are matched: and the conditions of cooperating teachers' classrooms are equally as influential (Coughlin, 2001). Therefore, the placement of emerging educators with knowledgeable and articulate teachers is of paramount importance (Johnston et al, 2002).

Considering the aforementioned literature, it is apparent that quality mentor teachers need to be involved in the planning and implementation of teacher preparation programs. Moreover, Darling-Hammond (2003) states schools can enhance the beneficial effects of initial preparation with induction and mentoring in the first years of teaching. Perhaps the same approach is necessary during the undergraduate years, serving as a type of pre-induction for teacher candidates. Nonetheless, it is clear that prospective and new teachers need a mentor, someone who has been there and has experienced the challenges facing novices (Alexander, 2004).

Teacher Preparation in Louisiana

Louisiana has been consistently ranked near the bottom on almost every national measure of academic performance (Council of Chief State School Officers, 2003). In the mid 1990's, 31% of Louisiana's new teachers were unlicensed and another 15% were hired on substandard licenses. The state also issued emergency licenses to people who did not even hold a bachelor's degree and allowed these to be renewed for several years (Darling-Hammond, 2000). Darling-Hammond (2000) stresses that states interested in improving student achievement may be well-advised to attend to the preparation and qualifications of the teachers they hire and retain in the profession. After years of producing lackluster results, Louisiana has recently made strides in teacher preparation that may make up for the ineptness it demonstrated in the 1990's. The state has been lauded by Education Week (2005) as the nation's best for improving teacher quality.

Possibly the most radical modification to teacher preparation in Louisiana occurred at LSU in 2003. Its' redesigned teacher preparation program requires students interested in obtaining secondary teacher certification to major in a content area and pursue a concentration in secondary education. In essence, undergraduate students complete the requirements of their respective major and teacher certification within a four-year curriculum. Additionally, those students must complete 180 hours of field experiences prior to student teaching. Although, a significant number of universities nationwide offer the above approach to teacher preparation, such approach is new to Louisiana universities. LSU recognizes that the pool of science and mathematics teachers is scarce and thus has sought and received funding from the National Science Foundation. This funding allows the university to: a) promote the new teacher preparation program; b) provide a wealth of scholarships to mathematics or science majors interested in the program; and c) recruit and train mentor teachers from local public schools to take part in the development and implementation of the program.

Mentor Teacher Perspectives

The article presented here provides perspectives from science and mathematics mentor teachers in LSU's remodeled teacher education program. Seeking their perspectives is an integral step in the program's development. In addition, providing a microcosm of their experiences may result in a deeper understanding of the multi-faceted role mentor teachers play in teacher preparation programs (Patton, 1986). Twenty science and mathematics teachers who serve as mentors to LSU teacher candidates completed a ten-item open-ended survey as means of formative assessment for the program. Additionally, ten of the above mentor teachers participated in a follow-up interview. All interview and survey questions were guided by Merriam's (1998) guidelines for interview questions designed to stimulate responses. These questions include: hypothetical questions (i.e., suppose I were a teacher candidate. What would I expect to gain from my mentoring experiences with you?); and interpretive questions (i.e., would you say there is a difference between the way you were prepared to teach and the way the LSU teacher candidates are prepared?). Data from the surveys and interviews were transcribed and coded. The data were then consolidated to seek dominant themes. Analysis of the data indicates that mentor teachers view their function as two dimensional. In respect to teacher candidates, mentors view themselves as role models and recruiters. In respect to the university and fellow mentors, they view themselves as partners, perhaps even stakeholders in the development of the program.

Recruiters

Recognizing that the teacher candidates they are supervising will earn a degree in a science or math field and may be lured to those fields upon graduation, mentor teachers indicated that recruiting is an essential part of their role. Accordingly, they see it as a duty to recruit students both discretely and overtly. The following quotes typify the mentors' perspectives on being recruiters:

* I look at this as a recruiting experience. The idea of convincing some non-education (math, science) majors into teaching. I thought 1 could help them consider a career in education. I also try to expose them to anything I do: how to prepare, how to approach different topics, how to deal with the day to day problems. Most importantly, I try to explain to them what I do and give them a chance to feel free enough to create their own niche." Robert, a high school mathematics teacher

* Because I am a middle school math teacher, I realize that you have very few teacher candidates wanting to teach middle school math. Most math people want to teach high school; most elementary want the younger children. There are few that are enthusiastic about teaching middle school: so I want to encourage math majors to teach middle school. Terry, a middle school mathematics teacher

* There is a lot potential in these individuals; we collectively need to find ways to harvest their talent and expose them to the skills they need in order for them to continue past that first year. Janice, a high school chemistry teacher

* They will have so many opportunities with a degree in math or science, so if they choose to teach it will be because they enjoy teaching; certainly not because of the money. So I think our role is to ensure that they see the positive aspects of teaching, the good feeling you get when kids are successful, and the fun that you have. Lucy, a high school mathematics teacher

Role Models

A consensus view among the mentors is that they give the prospective teachers a quality representation of the profession. A widely accepted assertion is that teaching has numerous undesirable aspects; therefore, these mentors feel that it is also necessary that prospective teachers see the triumphs and accomplishments that help counteract the negative aspects of teaching. The following comments exemplify their position.

* I like them to see why I teach. I like to show them how much fun I have teaching. I like to show them the enthusiasm I have for teaching. I go in everyday knowing I will have fun that day. But I also think that it is important that I show them that even now I need help. I seek help and my co-workers ask me for help. I think it is important for them to know that it is okay to ask for help. It can make a difference in determining if you succeed. Josh, a high school mathematics teacher

* I think of a teacher candidate as an apprentice. If I were an apprentice I would want to work with the best, I would not want to work with someone who is below average. People who are interested in sports like to observe, learn, and admire the best athletes; they certainly do not try to imitate the mediocre ones. Terry, a middle school mathematics teacher

* It is important that they see things from a teaching perspective because they are so used to seeing things from a student perspective. As a student you do not think of all the ways a teacher tries to get all students to learn. You mostly concentrate on how you learn. One of the important things I try to do to assist my students in preparing for the profession is to let them know that they have to be flexible and learn to roll with the punches. I think that is a big lesson for them to learn. At times when they visited my class, we would get into a lesson and then receive an announcement to stop what we were doing and report to the gym for an assembly. Flexibility is a key element and it helps that you don't get bent out of shape when changes happen. Karen, a high school mathematics teacher

* My experiences as a new teacher were more learn as you go. I did not know how to do simple things like order supplies. So now 1 try to make sure the prospective teachers learn about some of the little things that may occur in teaching such as obtaining resources. I also let them know there are times that may be challenging. I try to share that with them and let them know that it is a part of the job, and it even happens to experienced teachers. However, it is not as overwhelming as it seems. Benita, a high school chemistry teacher

Partners

Mentors have also indicated that they felt a genuine partnership with the university. Their position is exemplified by the following comments:

* I think one thing that is impressive to me is that I feel a true partnership with the university. We need their feedback and they need ours. It makes me feel more valued in what we do because we do not get that very often. We need that stroking. The value of our interaction among each other (mentors) is important to me as well. We can share what's working and what's not working. That makes for a great support group. Jean, a high school biology teacher

* This particular program is unique because we have meaningful input. I think that makes a difference. I see my role in a more clear fashion. Now we have a chance to voice our concerns, establish expectations, and share those with our fellow mentors, university staff, and teacher candidates. In the past, you were assigned a student, and you may see the university professor maybe 2 or 3 times a year and the expectations were not clear. Janice, a high school chemistry teacher

Discussion

Given that the need for science and mathematics teachers is gravitating toward epidemic status, it is encouraging to discover that the mentor teachers chronicled in this article are willing to make an effort to reverse that trend. Mentors make it clear that they have made conscious attempts to persuade prospective teachers to consider teaching their primary career. Since the prospective teachers in this program are also math and science majors, they are likely to be enticed by the lucrative options associated with those professional fields. While it may be a daunting task to match a career in a science or math field against a career in teaching, the mentors were convinced that teaching may prevail because of the intangible benefits in teaching that are unparalleled in other professions. Perhaps that challenge may also stimulate and revive a passion for the profession that many veteran teachers seem to lose at some point in their careers (Darling-Hammond, 2003).

Moreover, the mentors embrace another formidable challenge: the idea of being role models. This responsibility is enormously important to the development of prospective highly qualified teachers primarily because it assists them in understanding how to teach. Cochran-Smith (2005) points out that the requirements for improving teacher education privy subject matter over pedagogy. Further, the new teacher education places a "bright spotlight on subject matter knowledge" which consequently overshadows pedagogy and other areas related to education (p.12). Similarly, the teacher preparation program described in this article parallels the curriculum of math and science majors with a few minor exceptions. Therefore, pedagogical courses have been placed on the proverbial backburner and the remainder of understanding how to teach is designed to take place during field experiences with mentor teachers.

Furthermore, the fact that the mentors see themselves as partners in teacher preparation is a testament to the amicable relationship between the university and mentor teachers. It is apparent that both groups view themselves as interdependent; and they foster that interdependence through communication, compromise, and commitment, all key components of effective university/school partnerships (Digby, Gartin, & Murdick, 1993). What's more, it is evident that the university recognizes mentor teachers as valuable resources, which in turn has conceivably made the mentors feel sufficiently treasured and supported (Darling-Hammond, 2003).

Conclusion

Too often the role of mentor teachers in teacher preparation has been limited to being that of passive guides to teacher candidates. As evinced by the above case, allowing mentors the autonomy to broaden their roles can provide intangible benefits to the universities and their teacher candidates. Likewise, permitting mentors to share their expertise and provide significant input is likely to maximize productivity. In addition, such approach may logically lead to mentors willingly making necessary sacrifices to ensure the program's success. Collectively, this approach transforms the mentor's role into an invaluable, albeit multi-dimensional, component of teacher preparation. Accordingly, it may be advantageous for universities to recruit multitalented science and mathematics mentor teachers who demonstrate quality teaching practices and provide extramural expertise beneficial to development of prospective teachers.

References

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Peter Sheppard, Louisiana State University Sheppard, Ph.D., is the program manager for math/science teacher preparation at LSU