A seven-day Clinical Faculty Institute was implemented to increase the skills of mentor teachers and to develop a cadre of Clinical Faculty for the four participating colleges and universities. The 128 participants entered with "some conﬁdence" in their ability to mentor novice teachers in areas typically taught in methods courses; whereas, they displayed "minimal conﬁdence" in skills typically taught in supervisory courses. By the end of the Institute, participants showed signiﬁcant changes in their "self-perceptions" of skills in twenty areas, with post-scores clustering between 3.5 and 3.9 on a four-point scale. Future institutes should focus on supervisory skills and then emphasize more reﬂection upon the congruence of teaching, with the "best practices" articulated in national standards.
© Virginia Mathematics and Science Coalition, licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/)
Cothron, J. H. and Bass, G. M. Jr.
"The Impact of a Clinical Faculty Institute on Participants' Skills for Mentoring Novice Teachers, Grades K-8,"
Journal of Mathematics and Science: Collaborative Explorations: Vol. 5
, Article 14.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol5/iss1/14