The Impact of a Clinical Faculty Institute on Participants' Skills for Mentoring Novice Teachers, Grades K-8

Authors

J. H. Cothron, Mathematics & Science Center
G. M. Bass Jr., College of William and Mary

Publication Date

2002

Abstract

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.

Volume

5

Issue

1

First Page

117

Last Page

132

Rights

© 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/)

DOI

https://doi.org/10.25891/0SYE-8A45

Recommended Citation

Cothron, J. H. and Bass, G. M. Jr. (2002) "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: No. 1, Article 14.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol5/iss1/14