# Presentation: 520002

## Mentors, Teachers, and Relationships: How to grow together, get some work done, and

- Find and maintain a common level of discourse and communication
- Bring the teacher into the particle physics community
- Help the teacher experience real research

## The “Standard” Model of Mentoring    

## P-P Interactions

- Technical
- Collegial
- Argumentative
- Challenging
- Brainstorming
- and....?

## T-T Interactions

- Collegial
- Supportive
- Predictable
- Bureaucratic
- What else?

## P-T Interactions

- Uncertain level
- Semi-collegial
- One-way?
- Mentor-dependent
- Lack common reference frame
- Other aspects?

## An Analogy: The Physics Teacher as the “Country GP” 

- One doctor in town or county
- General rather than specific training
- Tried and true techniques
- Patients/neighbors are first concern

- One physics teacher in the school
- General rather than specific training
- Newtonian/classical physics
- Students are first concern

## Preparing the Teacher

- Physicist involved in selection
- Familiarize the teacher with the project
- Literature/web site
- Keep in touch
- Be accessible

## Resources Available to Prepare Lead Teachers

- QuarkNet staff
- Web Site: http://quarknet.fnal.gov
- Bibliography: http://www.jlab.org/~cecire/qntmirror.html
- Lead Teacher Institute

## How do we make stronger P-T interactions?

- Strive to understand each other’s background and level of understanding
- Work at fostering collegiality
- Be two-way and exploratory in order to find the right level and a common ground
- Mutual respect
- What else works?

## How do we provide the teacher the right environment ?

- Provide the right equipment for the task-- but also engage the teacher in dialogue about the equipment needed
- Familiarize the teacher with vocabulary/jargon
- Exploratory conversations
- Documentation (log book, journal, etc.)
- Money/business end is important too

## Results from Surveys of Mentors and Teachers, 1999-2000

- Initial Survey: Mentors and Teachers in pre-QuarkNet Programs (UVa-RECET; FNAL-TRAC)
- Updated Survey: Winter 2000-2001

## QuarkNet Mentor Profile

## Mentor Experience by Number of Teachers (QuarkNet Survey) 

## Mentors: Years Experience (QuarkNet Survey)

## Mentor Hours per Week with Teachers (QuarkNet Survey)

## Teachers: Experience (QuarkNet Survey) 

## Teachers: Research Experience(QuarkNet Survey)

## Contact Hours Prior to Research Appointment (QuarkNet Survey)

## Teacher Adjustment Period(QuarkNet Survey)

## Teacher Understanding of Research Assignment (QuarkNet Survey)

## Teacher Understanding of Particle Physics (QuarkNet Survey)

## Mentor views on P-T interactions(QuarkNet Survey)

## Effective Practices in Working with Teachers (QuarkNet Survey)

## Working with Teachers:Positives    and    Negatives

- Teacher work is valuable to research
- Teacher gives fresh point-of-view
- Helping the teacher to learn and grow
- Giving something to the community

- Extra time spent
- Cannot stay connected with the teacher
- Teacher did not learn
- Not enough progress made

## Mentor views on P-T interactions(QuarkNet Survey)

*The greatest issue for Mentors in working with teachers is TIME.*

*Planning*
*Discussing and Advising*
*Admin (not too bad)*
*Other?*

## What Mentors had to say about P-T interactions...

- “I was impressed by their insight and their ability to produce coherent results.”
- “Part of the value came from the change in atmosphere and the knowledge of certain accomplishment outside of teaching.”
- “There should be enough time beforehand to make contact with the teachers to find out what project would suit them.”

## What Makes a Good Mentor? Teacher Responses...

- “A good mentor is one who understands the needs of the individual”
- “Patience, concern, and ample available time”
- “...understands where you are and works with you at that level”
- “...offers challenges and advice on how to meet them”

## What Makes a Good Mentor? Teacher Responses...

- “...actually believes high school teachers can do real research”
- “...will take an active lead in trying to find ways to implement QuarkNet in the classroom”
- “Flexibility, patience, good communications skills, collegiality, and a vision of shared purpose”

## What Makes a Good Mentor? Lessons

- The mentor should take into account and adjust for the level of the individual teacher.
- The mentor should provide structure and resources...but *not *all the answers.
- The mentor should be available for      “face-time.”
- The mentor should be willing to help with classroom implementation

## Pitfalls of Mentorship: Teacher Responses...

- “...not involved on a day-to-day basis...”
- “...little help in learning...”
- “[Mentor] travel...”
- “[My mentor] underestimated my capacity...”

## Pitfalls of Mentorship:Lessons

- Recognize your limitations/responsibilities and adjust for them
- Seek help from within your group
- Seek help from QuarkNet staff
- Find a pathway -- or multiple pathways -- to understand and engage the learner/teacher

## QuarkNet Teachers on Mentor Best Practices

- “The project had set goals, and was manageable in terms of difficulty and simple to conduct”
- “...invited us to participate in HEP department meetings and project discussions”
- “...gave me an important but challenging and doable task”
- “...consults with me”

## QuarkNet Teachers on Mentor Best Practices

- “Since all the logistical things were handled at the start, I could focus on this project.”
- “...remained open and available to explain my endless questions”
- “Our mentor...keeps a very open policy on communication.”
- “...treats me as a vital participant and colleague”
- “...keeps me informed...”

## Effective Mentor Practices on Classroom Implementation

- “[Our mentor] made sure that we were actually given a ‘research’ assignment and ...got us started in a possible classroom transfer [project]...”
- “...shows a great deal of interest in my students”
- “Continued support meetings, conversations, and e-mail during the school year”

## QuarkNet Teachers stressed...

- Having goals
- Manageability of the project
- Real research
- Inclusion in the group and being part of a collaboration

- Logistics/prepared environment for research
- Help with classroom transfer
- Communication

## Summary

- P-T interactions are somewhat unique
- Physics Teacher as “Country GP”
- Adjust for level
- Seek common ground
- Bring Teacher into collegial community

- Teacher preparation begins early
- Create an environment
- Require documentation
- Being a good Mentor takes time, patience, flexibility

## The Mentor’s Task

- Find and maintain a common level of discourse and communication
- Bring the teacher into the particle physics community
- Help the teacher experience real research

## The End