Mentoring Science Teachers in the Secondary School: A Practical Guide

✍ Scribed by Saima Salehjee (editor)

• Publisher: Routledge
• Year: 2020
• Tongue: English
• Leaves: 362
• Series: Mentoring Trainee and Newly Qualified Teachers
• Edition: 1
• Category: Library

✦ Synopsis

This practical guide helps mentors of new science teachers in both developing their own mentoring skills and providing the essential guidance their trainees need as they navigate the rollercoaster of the first years in the classroom. Offering tried-and-tested strategies based on the best research, it covers the knowledge, skills and understanding every mentor needs and offers practical tools such as lesson plans and feedback guides, observation sheets and examples of dialogue with trainees.

Together with analytical tools for self-evaluation, this book is a vital source of support and inspiration for all those involved in developing the next generation of outstanding science teachers. Key topics explained include:

• Roles and responsibilities of mentors

• Developing a mentor―mentee relationship

• Guiding beginning science teachers through the lesson planning, teaching and self-evaluation processes

• Observations and pre- and post-lesson discussions and regular mentoring meetings

• Supporting beginning teachers to enhance scientific knowledge and effective pedagogical practices

• Building confidence among beginning teachers to cope with pupils’ contingent questions and assess scientific knowledge and skills

• Supporting beginning teachers’ planning and teaching to enhance scientific literacy and inquiry among pupils

• Developing autonomous science teachers with an attitude to promote the learning of science for all the learners

Filled with tried-and-tested strategies based on the latest research, Mentoring Science Teachers in the Secondary School is a vital guide for mentors of science teachers, both trainee and newly qualified, with ready-to-use strategies that support and inspire both mentors and beginning teachers alike.

✦ Table of Contents

Cover
Half Title
Series Page
Title Page
Copyright Page
Dedication
Table of Contents
List of illustrations
List of
Tasks
List of
Case studies
List of
Appendices
List of contributors
Acknowledgements
An introduction to the series: Mentoring Trainee and Newly Qualified Teachers
Introduction: A practical guide to mentoring science education
The purpose of this book
About this book
eResources
Other resources
About you
Terminology used in the book
Section 1: Foundations of mentoring
Chapter 1: Models of mentoring
Introduction
Objectives
1.1 Definitions of mentoring
1.2 The context in which you are working that underpins your mentoring practice
1.3 Effective mentoring models
Summary and key points
Further resources
Chapter 2: About you as a mentor
Introduction
Objectives
2.1 Analysing your motivations and readiness to mentor
2.2 What does good mentoring mean to you?
2.3 Your sense of self and how it impacts on your mentoring role
2.4 Mentoring beliefs and values and their impact on the styles of mentoring
2.5 Mentoring styles and your beliefs and values
2.6 Teacher beliefs and values and its impact on you as a mentor
2.6.1 Cultural beliefs
2.6.2 Other external forces
Summary and key points
Further resources
Chapter 3: Beginning science teachers’ expectations of their mentors
Introduction
Objectives
3.1 Self-reflection on the characteristics of effective mentoring from a beginning teacher’s perspective
3.2 Mentoring actions from a beginning teacher’s perspective
3.3 Constructivist approaches to establish effective mentoring
3.4 Supporting a beginning teacher’s expectations
3.4.1 Support to understand the school environment
3.4.2 Suggestions on balancing teaching life with other commitments
3.4.3 Facilitate a beginning teacher’s teaching of science
3.4.4 Support to meet teacher standards
3.5 Unreasonable expectations by a beginning teacher of a mentor
Summary and key points
Further resources
Appendix 3.1 Personal Record of Progress (PRoP) form
Chapter 4: Accountabilities of a reflective mentor
Introduction
Objectives
4.1 Some important aspects of reflective mentoring
4.2 Elements of reflective practice (RP)
4.2.1 Ourselves
4.2.2 Other people
4.2.3 The environment
4.2.4 Time offers new challenges
4.3 RP to support change among beginning teachers
4.3.1 RP and experience sharing conversations
4.3.2 RP and documenting reflective accounts
4.4 Models of reflective practice (RP) for unreflective beginning teachers
4.4.1 Model 1: Kolb’s learning cycle
4.4.2 Model 2: Brookfield’s lenses
4.4.3 Model 3: Malthouse and Roffey-Barentsen’s situated reflective practice
Summary and key points
Further resources
Chapter 5: Developing a mentor–mentee relationship
Introduction
Objectives
5.1 The need for building a mentor–mentee relationship
5.2 Mentoring approaches that support the emotional needs of a beginning teacher
5.3 A mentor–mentee relationship to support the development of confidence by a beginning teacher
5.4 Mentoring to strengthen the mentor–mentee relationship through emotional intelligence
Summary and key points
Further resources
Section 2: Basic mentoring practices
Chapter 6: Supporting beginning teachers with lesson planning
Introduction
Objectives
6.1 Lesson planning as a reflective process
6.2 Supporting a beginning teacher’s developmental journey of planning
6.2.1 Apprenticeship plane
6.2.2 Guided participation plane: Understanding the science curriculum to plan learning outcomes and key questions
6.2.2.1 Learning outcomes and pupils learning
6.2.2.2 Learning outcomes and key questions
6.2.3 Guided participation plane (continued): Three-part lesson plan
6.2.3.1 Part one: Start
6.2.3.2 Part two: Main body
6.2.3.3 Part three: Consolidation
6.2.4 Participatory appropriation plane
6.2.4.1 Planning for differentiation
6.2.4.2 Planning for differentiated questions
6.2.4.3 Planning for differentiated tasks for the same activity
6.2.4.4 Long-term planning
Summary and key points
Further resources
Appendix 6.1 Handout for pupils investigating the relationship betweenthe voltage across a resistor and the current through it
Chapter 7: Supporting beginning science teachers to teach and evaluate their lessons
Introduction
Objectives
7.1 Stages of development as a teacher
7.2 Characteristic behaviours of effective teachers
7.2.1 Calmness
7.2.2 Clarity
7.2.3 Consistency
7.2.4 Care
7.2.5 Confidence
7.3 A beginning teacher teaching lessons and mentor’s support
7.3.1 Early idealism stage of development
7.3.2 Survival stage of development
7.3.3 Recognising difficulties stage of development
7.3.3.1 Revisiting basic teaching skills
7.3.3.2 Teaching strategies
7.3.4 Hitting a plateau stage of development
7.3.4.1 Use of questioning
7.3.4.2 Incorporating group work
7.3.4.3 Use of texts
7.3.5 Moving on
7.4 Evaluation of a beginning teacher’s progress
7.4.1 Self-evaluations of lesson debrief
7.4.2 Self-evaluations of pupils’ feedback
Summary and key points
Further resources
Appendix 7.1 Self-evaluation and mentor–mentee discussion template
Chapter 8: Pre-lesson discussions, lesson observation and post-lesson discussions in mentoring beginning science teachers
Introduction
Objectives
8.1 Mentoring style
8.2 Lesson observation cycle
8.2.1 Pre-lesson discussions
8.2.1.1 Pedagogical content knowledge (PCK)
8.2.1.2 Teacher standards
8.2.1.3 Agreed on focused dimensions for feedback
8.2.2 Lesson observation
8.2.2.1 When to intervene in an observed lesson?
8.2.2.2 Recording lesson observations
8.2.3 Post-lesson discussions
8.3 Mentoring checklist
Summary and key points
Further resources
Appendix 8.1 Lesson observation template for John
Chapter 9: Holding weekly mentoring meetings
Introduction
Objectives
9.1 Purposes of a weekly mentoring meeting
9.2 External and internal drivers that guide the purpose of weekly mentoring meetings
9.2.1 External divers
9.2.2 Internal drivers
9.3 Pre-planning the structure of weekly mentoring meetings
9.4 The GROW (Goal, Reality, Obstacles/Options and Way forward) model
9.5 Reflection on your ability to hold weekly mentoring meetings
Summary and key points
Further resources
Appendix 9.1 An example template of a weekly meeting record document
Section 3: Extending basic mentoring practices
Chapter 10: Supporting beginning teachers to develop pedagogical content knowledge
Introduction
Objectives
10.1 The importance of pedagogical content knowledge (PCK) in teaching science
10.2 A learning progression approach to the development of a beginning teacher’s PCK
10.2.1 Elicitation leading to reconstruction stage of development
10.2.2 Reconstruction leading to PCK-mediated effective teaching
10.3 Effective teaching: Linking subject knowledge with PCK
Summary and key points
Further resources
Appendix 10.1 Subject knowledge audit for beginning teachers
Appendix 10.2 A CoRe matrix to develop PCK, adapted from Eames,Williams, Hume and Lockley (2011, p. 3)
Appendix 10.3 An example of a completed CoRe matrix, for teachingenzymes to 14–16-year-old pupils
Appendix 10.4 A three-step process to help a beginning teacher to developtheir subject knowledge and PCK [SK refers to subject knowledge]
Chapter 11: Supporting beginning teachers to cope with contingencies
Introduction
Objectives
11.1 Where does mentoring begin?
11.2 Mentoring: What is scientific explanation?
11.3 Why can science learning be so difficult?
11.4 Why are unexpected questions so unsettling for a beginning teacher?
Summary and key points
Further resources
Chapter 12: Supporting beginning teachers to develop their ability to assess pupils
Introduction
Objectives
12.1 Assessment dimensions development over time
12.2 A beginning teacher’s induction to some assessment policies, procedures and practices in your school
12.3 Supporting a beginning teacher to develop some dimensions of summative assessments
12.4 Supporting a beginning teacher to develop some aspects of formative assessment
12.4.1 Rich questioning: Developing classroom dialogue and building confidence among pupils
12.4.2 Comment-only marking: Improving feedback and enhancing motivation among pupils
12.4.3 Self- and peer-assessment to support learning
12.4.4 The formative use of summative tests and fairness for all pupils
Summary and key points
Further resources
Appendix 12.1 Action plan template
Chapter 13: Supporting beginning teachers to link learning, memory and inquiry
Introduction
Objectives
13.1 Effective teaching and successful learning in science classrooms
13.2 What are beginning science teachers’ beliefs and understandings about memory and learning?
13.3 Supporting beginning teachers to optimise learning by embedding the memory phenomenon of desirable difficulties in their classrooms
13.3.1 The spacing effect
13.3.2 Interleaved practice
13.3.3 Retrieval practice
13.4 Beginning teachers’ inquiry into misconceptions about learning and memory
Summary and key points
Further resources
Appendix 13.1 Task 13.2 suggested answers (based on Firth, 2018)
Chapter 14: Supporting a beginning teacher to apply features of the nature of science
Introduction
Objectives
14.1 Mentoring to support a beginning teacher’s understanding of the importance of the nature of science (NoS)
14.2 Is there a best way of teaching the NoS in the curriculum?
14.3 Supporting a beginning teacher to reflect on their existing practical work mediated teaching practices using the nine elements of the NoS
14.4 Incorporating health and safety training as part of beginning teacher development
14.4.1 Sources of guidance
14.4.2 Induction to the laboratory
14.4.3 Risk assessment for every experiment
14.5 A professional development walk (PDW)
14.6 NoS focused lesson plans
Summary and key points
Further resources
Chapter 15: Supporting beginning teachers in embedding scientific literacy
Introduction
Objectives
15.1 Mentoring a beginning teacher to incorporate some pedagogical practices associated with scientific literacy
15.2 Supporting beginning teachers to embed scientific literacy dimensions in their teaching practices
15.3 Assisting beginning teachers in planning lessons to highlight a pedagogical view of scientific literacy
15.3.1 Column one: Learning outcomes and scientific literacy elements
15.3.2 Column two: Activities
15.3.3 Column three: Assessment
15.4 Mentor and beginning teacher’s evaluations
Summary and key points
Further resources
Appendix 15.1 A lesson plan template: Scientific literacy dimensions
Chapter 16: Mentoring beginning teachers in implementing process-oriented guided inquiry learning: An example of an inquiry-based pedagogical approach of teaching science
Introduction
Objectives
16.1 POGIL: An inquiry-based, experiential learning approach
16.2 Mentoring science as inquiry
16.3 The POGIL learning cycle: Understanding the link between theory and practice
16.3.1 Inquiry questions
16.3.2 Group roles and responsibilities
16.4 Implementing POGIL process skills
1. Oral and written communication
2. Teamwork
3. Problem solving
4. Critical thinking
5. Management
6. Information processing
7. Assessment
16.5 Developing a series of POGIL lesson plans
16.5.1 Mentoring questions to facilitate planning, teaching and evaluation
Summary and key points
Further resources
Appendix 16.1 Rates of reaction
Section 4: Moving beyond
Chapter 17: Supporting a beginning teacher to become autonomous
Introduction
Objectives
17.1 Mentor’s self-reflection and a beginning teacher’s peer-discussions to support the development of an autonomous teacher
17.2 Introducing a beginning teacher to the wider school community
17.3 The continued transition between the three planes to develop teacher’s autonomy
17.3.1 Apprenticeship plane: Inducting a beginning teacher into the wider school community
17.3.2 Guided participation plane: Introduce the concept of negotiation of meaning
17.3.3 Participatory appropriation plane: Characteristic changes in exhibiting personalised teacher’s identity
Summary and key points
Further resources
Chapter 18: Supporting a beginning teacher to implement extension and enrichment
Introduction
Objectives
18.1 Differentiation and extension
18.2 Enrichment
18.3 Framework for supporting the ability of a beginning teacher to enrich pupils’ learning
18.3.1 Mentoring to elicit reflection
18.3.2 Mentoring to support Chen’s learning outcomes
18.3.3 Using the modelling of good practice to provide support and challenge
18.3.4 Draw on external expertise to develop relevant knowledge-based enrichment activities
18.3.5 Step 5. Review and plan for the future
Summary and key points
Further resources
Chapter 19: Supporting beginning teachers to work with pupils with special educational needs and disability
Introduction
Objectives
19.1 What do we mean by special educational needs and disabilities (SEND)?
19.2 What does research say about SEND classroom practices and how can you support a beginning teacher to implement best practice?
19.2.1 Experiential learning
19.2.2 Scientific literacy
19.2.3 Inquiry-based learning
19.3 Overarching activities for beginning teachers
19.3.1 Case study
19.3.2 In-depth discussion
Summary and key points
Further resources
Chapter 20: To conclude
References
Author Index
Subject Index