Module 1 – Page 4

Developing a shared language is critical for the mentorship experience. Our professional practices and beliefs are reflected in and shaped by the language we use. Often similar language is used to mean different things. When a mentorship relationship is being established, key vocabulary needs to be understood, and a shared definition needs to be developed, including the meaning and impact of each definition within their classroom.

In order to avoid making inaccurate assumptions it is important to directly discuss and identify how terms are used:

Evidence-based practices

Also referred to as best practices or research-based practices, these educational practices are supported by evidence and research. These practices shift over time as the field grows and expands to meet the demands of teaching the current students. The college or university has taught these practices through methods courses to the PST. And the expectation of the placement is that the PST is using such practices in their placement.

Collaboration

A Mentor CT must consider multiple points of differences that may exist between mentor CT and PST, such as generational, gender, backgrounds and experiences, and cultural diversity. Also, the PST will not learn in the same way as a P-12 student in their classroom, so understanding a PST in terms of their experience as a young adult or adult learner is important.

Early field experience in education offers the opportunity for collaboration between the Mentor CT and the PST. Collaboration may include but is not limited to mentorship, co-planning, co-teaching, co-assessment, reflecting together, and providing supplemental resources. This ensures that the experience is a learning opportunity for both individuals, promoting critical and creative thinking and demonstrating “professional learning” within a classroom context. Collaboration builds trust and fosters a sense of community, which supports risk-taking and engagement. This also supports the ability to work through more challenging moments together.

Growth Mindset

A growth mindset is a learning stance that appreciates students and teachers as dynamic learners with constant capacity to grow.

A growth mindset supports the PST to discover new skills. Recognize where a PST is in their growth; don’t make assumptions about where they are in their comfort and abilities. For some PSTs, early field experiences provide their first opportunity in the classroom, others have experience working with P-12 learners. Be open to discussing experiences that may seem to contradict what is being taught in coursework (e.g. classroom management or instructional techniques). A difference of pedagogy does not reflect poorly on your teaching or style, but rather provides a learning opportunity for the PST.

Reflective practitioner

Reflection provides the ability to connect pedagogy to practice, as well as consider the style of teaching or approach in relation to the context. Reflection is a process that requires time to (1) describe, (2) analyze, and (3) relate/apply/connect, a thinking process that can be done in collaboration between the Mentor CT and the PST. Reflective practitioners examine how their beliefs, values, actions, and attitudes influence our practice and our students’ experiences.

Cultural and Linguistic Competence

Cultural competence requires educators to understand their own views about cultural differences they experience within their classroom and everyday lives. This includes knowing what diversity means in their own classroom, how it impacts the classroom and learning dynamics, and eventually how to help their mentee identify the diversity that exists in the learning environment. In addition, cultural competence includes understanding microaggressions that can be experienced or observed, how they can impact their classroom, and how to create a classroom community that can identify biases and makes an intentional effort to minimize harmful effects.

Equity

Equity means that each person in the educational setting is provided the opportunities needed to be successful. While seeking their own educational growth, the PST is expected to engage in early field classrooms with attention to the varied needs of students and teachers in the school context.

It is vital that any mentorship experience start with developing shared definitions.