Mentor Teacher Development During a Co-teaching Model of Student Teaching

Mentor Teacher Development During a Co-teaching Model of Student Teaching by Jeanne M. DelColle MA, Rutgers UniversityCamden, 2010 BA, The Richard Stockton College of New Jersey, 1993 &1996 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Leadership, Policy, and Change in Education Walden University August 2019 Abstract In a co-teaching model of student teaching, mentor teachers are presented with opportunities for professional growth because extensive collaboration occurs with the teacher candidate throughout the process. Despite the proliferation of co-teaching programs, mentor teachers often lack formal training for their role. Further, insufficient evidence fails to show how collaboration between mentor and candidate contributes to professional growth for the mentor. The purpose of this qualitative study was to examine such growth in 9 mentor teachers who hosted teacher candidates during 1 semester of student teaching to determine how a co-teaching model affected mentor teachers’ own teaching and mentoring skills. Professional growth was examined through Wenger’s 4 components for situated learning. Research questions focused on mentor teachers’ initial expectations about their roles, their identity and growth, and the application of their learning and growth when teaching. At the end of student teaching, mentor teachers participated in a series of 3 interviews based in phenomenological techniques. Their responses were coded using an inductive approach. Identified themes included mentor teacher experience, communities of practice, actions during student teaching, and mentorIn a co-teaching model of student teaching, mentor teachers are presented with opportunities for professional growth because extensive collaboration occurs with the teacher candidate throughout the process. Despite the proliferation of co-teaching programs, mentor teachers often lack formal training for their role. Further, insufficient evidence fails to show how collaboration between mentor and candidate contributes to professional growth for the mentor. The purpose of this qualitative study was to examine such growth in 9 mentor teachers who hosted teacher candidates during 1 semester of student teaching to determine how a co-teaching model affected mentor teachers’ own teaching and mentoring skills. Professional growth was examined through Wenger’s 4 components for situated learning. Research questions focused on mentor teachers’ initial expectations about their roles, their identity and growth, and the application of their learning and growth when teaching. At the end of student teaching, mentor teachers participated in a series of 3 interviews based in phenomenological techniques. Their responses were coded using an inductive approach. Identified themes included mentor teacher experience, communities of practice, actions during student teaching, and mentor teachers’ reflection on the role. Key findings were that all mentor teachers reported that they grew in practice, but not all developed their coaching and mentoring skills, and some focused on transmission of content and skills rather than candidate transformation. The findings of this study may influence positive social change to ensure that educator preparation assures quality and supports continuous improvement to strengthen P-12 student learning through mutually beneficial partnerships. Mentor Teacher Development During a Co-teaching Model of Student Teaching by Jeanne M. DelColle MA, Rutgers University-Camden, 2010 BA, The Richard Stockton College of New Jersey, 1993 &1996 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Leadership, Policy, and Change in Education Walden University August 2019 Dedication This work is dedicated to my many students over the years. As my “kids,” you have always inspired me to become the best version of myself and constantly remind me that I am both a student and a teacher. Acknowledgments This doctoral journey has been one of perseverance. I could never have known so much in my life would change during the course of this endeavor and I would never have made it if it weren’t for a few people who were able to remind me which direction I was supposed to go. To my Mom and brother Rob, thank you for understanding, cat-sitting, and reminding me to stop and smell the roses when necessary. I could not have gotten through the comedies and tragedies of life without you two. To Katy and Matt Smith, thank you for providing me with a home away from home and reminding me it is important to work and play hard. K-Ferg, thank you for being there for me when I did not know where I was going or what I was doing. My STOY family have been some of my biggest cheerleaders throughout this process. Thank you to Claudine Keenan, who believed I could do this and gently nudged me to put my research into practice. I appreciate your faith in me and for signing me up to do that first conference presentation. Thank you also to my sisters of Delta Kappa Gamma for supporting my work and cheering me on. To my committee, thank you for believing in this study. I am thankful to Dr. Kate Emmons, who has infinite patience and a sharp eye, and Dr. Andrew Thomas for his guidance and encouragement. Most of all, thank you to the teachers who agreed to be participants in this study. Despite end-of-year exhaustion, you agreed to share your perspectives with me to help the next generation of teachers. Thank you for all you do.