Field Experiences Provide Great Opportunities for Mentoring

University Supervision

One of the strengths of the teacher preparation programs at BYU is the use of multilevel mentoring. University supervisors regularly observe student teachers and help them reflect on the effectiveness of their instruction. Observations during the semester allow university supervisors to see growth as student teachers practice instructional strategies and become more skilled in accurate self-evaluation. The goal of university supervisors is to help student teachers become “auto-mentors” or teachers who can self-correct.
Supervisors often have dual assignments that include teaching methods courses on campus. Knowing university
expectations allows the university supervisor to act as a bridge between the campus and the field experience. University

supervisors typically work with several student teachers in different schools. What is learned from observation of multiple candidates complements the perspective given by cooperating teachers who work daily with one mentee.
Student teachers benefit from the daily modeling and conferencing with their cooperating teachers. One reason for the continuing success of the BYU–Public School Partnership is the consistent willingness of these master teachers to open their classrooms and share their ideas and expertise with student teachers. Educators involved in mentoring often remark that they feel responsible to help prepare the next wave of teachers because someone helped them to get a strong start.

University Supervisor Perspective

Myra Welling

Sarah Culp is making a difference in South Chicago, where she works as an elementary school teacher. She and her students fight the influence of poverty and violence each day, but the students are succeeding because of what she teaches: that they have potential.
I helped to mentor Sarah when she did her student teaching. I acted as her practicum supervisor and oversaw her progress. She came into the program with heart and soul. Sarah student-taught in a school where poverty and family issues were common. She came to know there are no simple answers. The experience introduced her to a kind of complexity she wanted to understand.
I was not Sarah’s only mentor. She told me how instrumental Professor Eula Monroe was in giving her a strong mathematical foundation that enabled her to truly understand math. A class she took from Professor LeGrand (Buddy) Richards changed the way she looked at education. Professor Richards taught Sarah what it means to be a lifelong learner, an idea she is now passing on to her students.
Sarah continues to credit her success as a teacher to her experience at the McKay School. She is passionate about the education and foundation she received here. That’s what my job is about: support and a passion for learning.

Student Teacher Perspective

Whitney Jordan

Several weeks into student teaching, I began teaching all day. With my newly found confidence, I tried my hand at a cooperative learning activity. Everything started out well, and the students began working together. But shortly after turning them loose, my worst fear as a new teacher unfolded: I was quickly losing control of the class. My hopes for a positive cooperative learning experience were fading. I did my best to continue the activity, but by the end, I was ready to cry. I escorted the students to lunch and slowly walked back to the classroom, going over the failed activity in my mind.
As I entered the classroom, my mentor teacher said with a sympathetic smile, “That didn’t go so well, did it?” I chuckled, fighting back tears, grabbed my lunch, and met her at the back table so we could talk about what happened. I was not ready to hear how badly I had failed, but to my surprise she started discussing some of her not-so-successful teaching experiences. Instead of making me feel like a failure, she helped me regain my confidence and encouraged me to try a cooperative learning activity again the next week. That activity was a success. I realize now that the teacher I am today is due in large part to the mentor teacher who guided me through my student-teaching experience. She brainstormed with me; she critiqued my teaching and management styles; she supplied me with materials so I never had to start from scratch. She showed me what it means to be a teacher.

Master Teacher Perspective

Richard H. Glassford II

I was apprehensive many years ago as I stepped into the classroom for the very first time. I had just finished my course work at BYU and started student teaching with Scott Squire (Lakeridge Junior High) and Carl Ingersol (Mountain View High School). Both of these men were skilled mentors and teachers. It was their desire to help me become an effective instructor that contributed most to my success. Their efforts to share, listen, and work with me were a priceless gift.
While completing his student teaching, a good friend at BYU had the opposite experience. Because of lack of mentoring, his experience was so discouraging that he did not continue his training to become a teacher. I frequently wonder, what if my friend had had the same support I had as a student teacher?
Today I have my own classroom and owe much to my mentors who helped me find my style of teaching. Over the years I have had opportunities to give back to my profession through mentoring. I currently work with teacher candidates from BYU. The process of mentoring improves my skills as a teacher and provides a medium for me to pass on what I have learned. I hope to be able to continue helping young teachers have a positive impact on the educational system.