Introduction - St. Petersburg Collegecetl.spcollege.edu/wp-content/uploads/2012/04/Mentor… · Web viewMentors and new faculty members are purposefully matched by College deans in

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Faculty Mentoring

Guidebook

Fall 2011

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Table of Contents

INTRODUCTION.................................................................................................................................................. 3

MENTOR RESPONSIBILITIES..............................................................................ERROR! BOOKMARK NOT DEFINED.

MENTORING GUIDELINES.................................................................................................................................... 4

MATCHING PROCESS DESCRIPTION..................................................................................................................... 5

MENTORING ACTIVITIES...................................................................................................................................... 5

TIPS AND GUIDELINES FOR MENTORS................................................................................................................. 6

NEW FACULTY SURVEY........................................................................................................................................ 7

MENTOR ACTIVITY CHECKLIST FOR TERM 1......................................................................................................... 9

ACTION PLANNING............................................................................................................................................ 12

ACTION PLAN TEMPLATE #1.............................................................................................................................. 12

ACTION PLAN TEMPLATE #2.............................................................................................................................. 13

APPENDIX A: MENTORING PARTNERSHIP AGREEMENT FORM ..........................................................................14

APPENDIX B: MENTOR CHECKLIST FOR NEW FACULTY ......................................................................................16

APPENDIX C: FAMILY EDUCATION RIGHTS PRIVACY ACT (FERPA) ......................................................................18

REFERENCES ..................................................................................................................................................... 26

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Introduction

The purpose of the Faculty Mentoring Program at St. Petersburg College is to assist faculty members via:

Providing an organizational support system for building a climate of teaching and learning excellence

Building college-wide and community interactive and collaborative relationships Bridging the gap between academic and student support members Demonstrating a commitment to enhance students’ learning outcomes Promoting opportunities for professional development and acclimation to College

culture Illustrating an appreciation and understanding for diverse populations Sharing pedagogical best practices in the pursuit of excellence Understanding college practices and procedures

The Faculty Mentoring Program is an instructional leadership program that supports faculty members through the Center of Excellence for Teaching and Learning (CETL). The mentoring activities have been designed to help ease the transition of new faculty members into the College and to provide opportunities for mentors to work alongside new faculty members in a one-on-one format (mentor-to-mentee) to enhance the pedagogical experiences of new faculty members.

Mentors and new faculty members are purposefully matched by College deans in order to provide the new faculty member with a safe resource within his/her discipline during the transitional period at the College. This matching process includes a careful selection of effective and experienced College faculty mentors who volunteer for the program and who believe in its goals. New faculty members will work with their mentors for at least the first year of employment. The faculty members may have an opportunity to continue the formal mentoring process, if both parties agree.

Mentors will assist new faculty members with building a sense of community and new relationships within their disciplines and across campuses. Therefore, the mentors must possess effective interpersonal communication skills and teambuilding skills.

Through collaboration, the mentors will assist with the acclimation of new faculty members to the culture and environments of the College by exposing them to key College personnel, resources, processes, policies, and procedures.

Mentors will help the new faculty members find appropriate professional development opportunities as they are offered and assist with transferring the knowledge and best practices into their courses. These opportunities are frequent and may range from learning new software and online programs, to learning instructional theory and strategies that can be used with students in a learning-centered college.

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Mentor ResponsibilitiesMentoring can be a wonderful opportunity for both the new faculty member as well as the mentor.

Mentors can provide a safety net for the new faculty members where questions can be asked and College routines can be clarified. St. Petersburg College mentors will be responsible for the following:

• Increasing new faculty members’ knowledge of organizational policies and procedures, e.g., applicable BOT rules, faculty handbook, graduation requirements

• Introducing new faculty members to the faculty support services within the organization

• Apprising new faculty members of CETL and other teaching-learning related initiatives

• Helping new faculty members build professional relationships

• Helping new faculty members prepare for their annual performance evaluations in the pursuit of continuing contract

• Assisting new faculty members in adapting to the changing learning styles of incoming students

• Improving transfer of learning from professional development experiences

• Setting and maintaining regularly scheduled meetings with new faculty members

Mentoring GuidelinesThe following are some guidelines to consider as you develop your relationship with your colleague.

For the mentors:

1. Maintain regular contact and communication with the new faculty member. Determine early in the term the number of meetings that may be needed and how you want to

meet, whether by phone, in your or the new faculty member’s office, or even over lunch. Remember to be flexible. The amount of communication will be dependent on the needs of the new faculty member and may change as the new faculty member acclimates to the College. Please complete the Mentoring Agreement Form (Appendix A) with the new faculty member. This should help you define your roles and expectations for the relationship.

2. Maintain confidentiality. Keep details of your conversations with the new faculty member confidential. A mentoring

partnership is effective only if it is built on trust, openness, and mutual respect.

3. Provide information, guidance, feedback and constructive comments. Please help with the development of strategies to meet the performance goals set by the new

faculty member and Dean, Academic Chair, or Program Director. Regularly assess how well the strategies are working throughout the term. You and the new faculty member might try assessing one another’s course materials and performing classroom observations of one another, for example.

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4. Manage the development of the relationship. Be proactive in your communication with the new faculty member. Do not assume that because

the new faculty member has not asked any questions that he/she has none. Reassure the new faculty member that you are available to help and that any request for assistance is in no way an imposition.

Matching Process DescriptionEvery effort will be made to match new faculty members with mentors who are in the same discipline (for the first year), on the same campus, and familiar with the College’s Learning Management System. In order to meet the needs of the new faculty members, some flexibility with this process may be required. The most successful mentors possess strong interpersonal skills, organizational knowledge, and technical competence. They have contacts across the various disciplines and campuses of the College and are willing to foster others' professional growth.

The Faculty Mentoring Program is overseen by CETL. The Lead Faculty Associate, in consultation with the College deans, academic chairs, and program directors, match new faculty members with their mentors, facilitates when needed, and maintains a record of mentoring support.

Mentoring ActivitiesMentors, please complete the following:

1. Attend mentoring information session(s) and review mentoring guidebook.

2. Attend a college-sponsored event prior to the beginning of the semester to welcome new hires and build relationships.

3. Make arrangements to meet the new faculty member on his/her home campus prior to the first day of classes. Work with the department chairperson to ensure the new faculty member has the tools and information needed to begin preparing for classes. See the checklist of resources in this manual.

4. Fill out the Mentoring Partnership Agreement Form (Appendix A) by the end of the first week of classes.

Include a description of the goals you and the new faculty member have set for the relationship (for example: help with course preparation, help prepare for evaluation, introduce faculty member to others in the department).

Schedule regular meetings.

Make note of the day/time/place of the meetings on the agreement form.

Sign the form and maintain a copy.

5. Review the Mentor Checklist for New Faculty (Appendix B) to ensure the new faculty member knows what must be completed by the end of the first week of classes.

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6. Have the new faculty member complete the New Faculty Survey in this Guide and review the responses.

7. Throughout the new faculty member’s first term, complete the Term 1 Activity List in this guide. Use the results of the New Faculty Survey to determine what activities need the most attention.

8. At the end of each academic year, you will be sent verification of participation in the program.

Tips and Guidelines for MentorsSince many new faculty members feel overwhelmed by teaching in the classroom and understanding their new responsibilities at the college, your role as a mentor is an important one. Below are some guidelines that you may help as you undertake your role as a mentor.

When you talk with the new faculty member, make sure to ask specific questions rather than general questions such as, "How is everything going?" Instead, you might ask, "What kind of behavior challenges are you facing in the classroom?"

Offer suggestions, but don’t be offended if the new faculty member does not use your advice immediately.

Give information and ideas in small amounts and at appropriate times. Don’t overwhelm the new faculty member.

Take time to observe the new faculty member and provide immediate positive feedback.

Offer a time for the new member to observe you during one of your class periods.

Take your role seriously. Don’t spend time gossiping.

Be ready to provide constructive criticism when necessary, but, as with anyone, make sure to start out with a positive comment first.

Help the new member get acquainted and involved with the other faculty members.

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Tips New Faculty Survey

Purpose: This survey is intended to help the mentor and new faculty members determine how knowledgeable the new faculty members are with regards to each category, which in turn should help determine which of the activities provided in the Term 1 Checklist will be most helpful.

Directions: Check the response that best corresponds to how much you know about the topic(s) listed.

FACILITIES

1. Layout of my home campus

Yes, I know about this Yes, but could use a review No

2. Location of specific offices and services I may need (e.g., Testing, IDT, Bookstore)


3. Location of the Provost and Associate Provost and awareness of the services provided


4. Location and services provided by the campus Library (and online)


5. Location and services provided by the Office for Students with Disabilities (OSSD, DR)


6. Location and services provided by the Learning Support Commons


7. Location and services provided by the Financial Aid Office


8. Location and services provided by the student advisors and MAPS centers


PROCEDURES/FORMS

1. Where to find forms such as grade change, incomplete grade, funded leave, and unfunded leave, and how to complete them


2. Where to find information on sick and personal leave and how to take leave


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3. When and how to be reimbursed for travel between campuses and how to be complete travel forms


4. What is the College’s Tuition Reimbursement program and how to apply


5. How and when my performance will be evaluated


6. When to call campus security


7. When to call 9-1-1


8. What to do if I have to miss a class or classes


9. Who to contact when I am unable to teach a class and who is responsible for securing a substitute for my class


10. What is considered professional dress for my discipline or department


11. Is there anything else you would like to learn about?

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Mentor Activity Checklist for Term 1Below is a checklist of activities suggested for each week during the new faculty member’s first term in order to help him or her become familiar with the campus and College policies.

Timeline Activity Initial & Date

Prior to Classes Starting, or as soon as possible

Meet with the new faculty members. Fill out the mentor agreement form in this guide with your partner.

Offer to review syllabi for any course the new faculty member has not previously taught. Share your course calendar so the new faculty member may see how to time the course content. See Faculty Manual for a list of required syllabus items.

Discuss SPC’s attendance policy, as described in the student handbook, and the importance of including one in all courses. Share your attendance policy and why it works for your discipline.

Week 1 Have the new faculty member complete the New Faculty Survey in this guidebook

Use the results to help determine what the new faculty member needs.

Give tour of learning lab(s), discuss testing and tutoring services available to students, introduce to campus personnel.

Check with faculty member to see how first week is going and answer any questions that may have arisen. Be sure to ask if any assistance is needed with attendance reporting. Remind the new faculty member that a tutorial is available on the Faculty Mentoring website.

Discuss the Family Educational Rights and Privacy Act (FERPA) with the new faculty member (See Appendix C).

Week 2 Verify the new faculty member has scheduled a meeting with the campus Dean, Academic Chair, or Program Director to develop performance goals for the first year. Begin to develop an Action Plan for each goal (See this guide for templates and sample action plans).

Week 3 Finish the action plans.

Week 4 Verify that the new faculty member is able to follow the course calendars set at the beginning of the term by sharing where you are in your courses.

Provide suggestions (such as particular activities) to help keep to the schedule.

Discuss appropriate grading policies for the different courses in your

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discipline. Share your policies and how you weight your grades.

Work on items identified in the action plans.

Week 5 If applicable, discuss the purpose of Early Alert and how the new faculty member participates in it. Refer the faculty member to the sample letter and the tutorial on the Faculty Mentoring website.

Work on items identified in the action plans.

For different course lengths (8-week modmesters, Express classes), discuss the 60% attendance posting requirements and grade posting)

Week 6 Work on items identified in the action plans.



Discuss the use of supplemental materials (such as ANGEL tutorials and ANGEL companions) for the different courses you teach. Share what you have found that works for your students.

Check to see where the new faculty members are in their courses and provide suggestions if they are having problems adhering to the course calendar.

Attend CETL mentor support meeting to discuss how things are going, what is working, what is not, and what needs to be changed right away to help the mentoring program be more successful.


Discuss the role of student services, in particular the difference between the services provided by the Associate Provost and the Department Chairperson.

Discuss how to address disruptive students and the role that campus security might play.


Week 11 Work on items identified in the action plans. Assess how well each action plan is addressing the performance goals developed at the beginning of the term and make any needed changes to the action plan.



Week 14 Discuss final exam issues with the new faculty members. Ask to review their final exams and discuss any department policies regarding the exams.

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Week 15 Discuss grading and end-of-the-semester policies.

Week 16 Check with the new faculty members about grade reporting.

Complete the Mentoring Program evaluation form.

Action PlanningThe purpose of action planning is to help new faculty members plan and document their professional growth and prepare for annual performance evaluations. The first step is for them to identify performance goals for the upcoming year, often in consultation with the Dean, Academic Chair and/or Program Director. For each goal, the new faculty member may need your assistance to complete the following:

1. Give at least three measurable objectives for achieving the aforementioned goal, (e.g., what will you do to achieve the goal?)

2. Develop at least one strategy to help achieve each of your three objectives.

3. Develop a timeline with deadlines for specific accomplishments.

4. Identify any needed resources that will help you achieve your goal.

5. Identify any barriers that could impede your progress. What will you do to reduce or eliminate each barrier?

6. What is the desired outcome (product) that will demonstrate achievement of your goal(s)?

Templates are provided on the next two pages for you to utilize as you develop your performance improvement plan. The templates are meant as a guide, which means that you do not have to use the tables if you prefer a different format.

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Action Plan Template #1

Goal # 1 (enter your goal here)

Measurable Objectives Strategies Deadlines

1.

2.

3.

Resources Needed Plan to Acquire

1.

2. (if applicable)

3. (if applicable)

Possible Barriers Plan to Reduce or Eliminate

1.

2. (if applicable)

3. (if applicable)

Desired Outcome (Product) (enter your desired outcome here)

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Action Plan Template #2

Name: __________________

Date: __________________

Performance

Goal:________________________________________________________________________________

For the above goal, list objectives for achieving the goal, i.e. what will you do to achieve the goal?

What steps do you need to take to achieve each objective? (Milestones)

What is your plan to complete these steps within the year, i.e. by what date will each milestone completed?

What resources, including other people, will be needed?

How will you know that each goal has been achieved?

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Appendix A: Mentoring Partnership Agreement FormIn order for this relationship to be beneficial to both of us, we have discussed and agreed to the guidelines that are described below.

Goals for this relationship (e.g. to share course materials, help the new faculty member prepare for the upcoming annual performance review, etc.):

1.

2.

3. In order to ensure that our relationship is a mutually rewarding and satisfying experience for both of us, we agree to:

• Meet regularly. We have agreed to meet (frequency, time, location):____________________________________________________________________________________________________________________________________________________________

• Look for opportunities and experiences to enhance learning. We have identified the following ways to help achieve the goals (steps to take to help achieve goals):

____________________________________________________________________________________________________________________________________________________________

• Maintain confidentiality of our relationship. Confidentiality for us means… ____________________________________________________________________________________________________________________________________________________________

• Honor the ground rules we have developed for the relationship. Our ground rules will be (being honest, respecting each other’s privacy, etc.)

____________________________________________________________________________________________________________________________________________________________

• Provide regular feedback to each other and evaluate progress. We will accomplish this by____________________________________________________________________________________________________________________________________________________________

We agree to meet regularly until we accomplish our predefined goals or for two semesters. At the end of the first semester, we will evaluate our progress and redefine goals and meeting times as necessary.

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At the end of two semesters, we will review this agreement, evaluate our progress, and reach a learning conclusion. The relationship will then be considered complete. If we choose to continue our mentoring partnership, we may negotiate a basis for continuation, so long as we have stipulated mutually agreed-upon goals.

In the event one of us believes it is no longer productive for us to continue or the learning situation is compromised, we may decide to seek outside intervention or conclude the relationship. In this event, we agree to use closure as a learning opportunity.

________________________________ ________________________________

Mentor’s Signature and Date Partner’s Signature and Date

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Appendix B: Mentor Checklist for New Faculty Mentors play a variety of roles to enhance New Faculty Members’ successful outcomes. Mentors are problem-solvers, coaches, attentive-listeners, and active-resources. The Mentor Checklist below may help mentors facilitate interactive and collaborative engagement throughout the New Faculty Members’ First Year Experience.

MENTOR CHECKLIST Record Dates

Check if On-Going/ Comments

1. Attend the initial Mentor Professional Development Seminar or “Mentor Orientation” Meeting

2. Establish regular meeting times with the New Faculty Member

3. Review the “Welcome to the SPC Family: New Faculty Workbook” (just in case the New Member has questions)

4. Share SPC’s mission, vision, and values

5. Provide a Campus Tour (Department Chairs, Provost/Associate Provost, copy machines, library, class materials, etc.)

6. Collaborate on Culture and Climate and Diversity of SPC [e.g., Faculty Governance Organization (FGO), The District Board of Trustees (BOT), Equal Employment Opportunity Commission (EEOC), Office of Services for Students with Disabilities (OSSD)]

7. Review SPC Attendance Polices/Procedures (e.g., 1st & 2nd week attendance, 60% participation, etc., see attachment)

8. Review SPC Academic Calendar and explain important dates (e.g., last date of withdrawal, In-Service Days, etc.)

9. Collaborate with New Faculty Member about Professional Seminars

10. Help to establish guidelines for Civility in the Classroom (cell phones, tardiness, absentees, disruptive behaviors, etc.) Foster a climate that promotes active-learning Promotes collaborative engagement Engage students in assisting with classroom procedures/etiquette

(Established within 1st & 2nd week of classes)11. Assist with Syllabus and share “SPC Addendum” information

12. Share strategies on evaluating student progress (rubrics for grades, grade expectations) Aligns assessment with curriculum objectives Uses multiple sources to assess student learning (tests/quizzes, active-

participation, homework, portfolios, etc.)13. Review Office Hours Procedures

14. Encourage Faculty-Student Engagement both inside and outside of class environment

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15. Engage in Active-listening (elicit feelings, avoid giving direct advice, provide specific praise)

16. Observe the New Faculty Member in his/her classroom environment

17. Explain Campus Activity Periods and share different campus activities and organizational committees

18. Share Campus Resources (Library, Learning Support Centers, MAP, Student Life Center, CETL))

19. Maintain an ethical relationship with the New Faculty Member and Reinforce Confidentiality

20. Foster a positive and supporting relationship

21. Share Teaching Tools (PET Learning Styles, Discipline Specific Supplements, Repositories, Online Resources, etc.)

22. Review the New Faculty Cohort Development Plan & Dates

23. Share procedures for Lesson Planning in Emergencies (i.e., encourage ANGEL Weekly Assignments, record attendance in ANGEL)

24. Encourage Posting Grades in ANGEL for Student Improvement and Assessment

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APPENDIX C: Family Education Rights Privacy Act (FERPA) – p. 1 of 8

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APPENDIX D: Faculty Evaluation Form – p. 1 of 4

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REFERENCES

Gould, H., Brimijoin, K., Alouf, J., & Mayhew, M. (2010, Spring). Creating adult learning communities through school-college partnerships. Issues in Teacher Education, 19(1), pp. 59-65.

Miller, T. N., & Thurston, L. (2009, May). Mentoring junior professors: History and evaluation of a nine-year model. Journal of Faculty Development, 23, pp. 35-40.

Piercy, F., Giddings, V., Allen, K., Dixon, B., Meszaros, P., & Joest, K. (2005). Improving campus climate to support faculty diversity and retention: A pilot program for new faculty. Innovative Higher Education, 30(128), pp. 53-66.

Rowley, J. (May, 1999). The good mentor: Supporting new teachers. Educational Leadership, 56(8), 20-22.

Smith, J., Whitman, J., Grant, P., Stanutz, A., Russett, J., & Rankin, K. (2001, Spring). Peer networking as a dynamic approachto supporting new faculty. Innovative Higher Education, 25(3), pp. 197-207.

Texas Woman's University (TWU). (2010, August). Mentor teacher handbook: Guiding interns. Retrieved May 2, 2011, from Texas Woman's University (TWU): http://www.twu.edu/downloads/pdc/mentor-teacher-handbook.pdf

Tips: Guidelines for mentors. (n.d.). Retrieved April 28, 2011, from Inspiring Teachers: http://www.inspiringteachers.com/classroom_resources/tips/mentoring/guidelines_for_mentors.html

Wilson, C., Brannan, J., & White, A. (2010). A mentor-protege program for new faculty part II: Stories of mentors. Journal of Nursing Education, 49(12), pp. 665-671.

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Documents

Introduction - St. Petersburg Collegecetl.spcollege.edu/wp-content/uploads/2012/04/Mentor… · Web viewMentors and new faculty members are purposefully matched by College deans in