Mentoring for Mentors: The Music Mentor Plus Program

Abstract

The Music Mentor Plus program was designed to introduce mentoring strategies teachers can implement during supervision of student teachers and early field experience interns, while also fostering connections between field-based modeling and university methods course content. Throughout the 2015–2016 school year, seven music teachers and two university music education faculty members engaged in a series of live workshops and ongoing electronic communication. Participants joined in discussions and role-play activities and completed readings and reflection assignments. In this article, we present an outline of the program as well as reflections on the experience from the faculty leaders and participating teachers.

Supporting Beginning Music Teachers: The Development of the Oklahoma Music Educators Association Mentorship Program

“…Conway and Holcomb (2008) reported similar findings, suggesting program facilitators “explore strategies for music mentor interaction, feedback, and evaluation” (p. 60). Berg and Rickels (2018) reported meaningful mentoring activities that included live workshops with role-playing activities, electronic communication, and reflective assignments. Given that participants in our program and those from previous research (Conway & Hodgman, 2006; Conway & Holcomb, 2008) have cited communication as an important facet in mentorship success, it may be beneficial to devise multiple and frequent modes of communication among program participants.…”

Cooperating Teachers’ Perceptions of Hosting and Mentoring Music Student Teachers

“…The supervisor, student teacher, and cooperating teacher work hand-in-hand to organize assignments, teaching schedules, and all related experiences as a form of action research, thereby collaboratively bridging the gap between theory and practice. Cooperating teachers also may be invited to campus by the university supervisor to participate in meetings focused on revision of music teacher education curricula, sessions focused on becoming a more effective student teacher mentor, or other professional development events designed for experienced teachers (Berg & Rickels, 2018; Burton & Greher, 2007; Conkling, 2007; Morin, 2000; Palmer, 2018; Zemek, 2008). Hosting and mentoring student teachers may serve as an alternative form of professional development, as student teachers may help cooperating teachers stay current with new developments in the field (Palmer, 2018).…”

“…Conway and Holcomb discussed the importance of the university providing training sessions for cooperating teachers. Consistent with this recommendation, Berg and Rickels (2018) described a program they created for music teachers who mentor student teachers or practicum interns. Through workshops and guided assignments, the facilitators shared “(1) resource materials, (2) presentations of music education program curriculum and pedagogical strategies, (3) peer-to-peer discussion, and (4) activities to promote reflective analysis of mentoring” (p. 43) with seven participants.…”

“…Through workshops and guided assignments, the facilitators shared “(1) resource materials, (2) presentations of music education program curriculum and pedagogical strategies, (3) peer-to-peer discussion, and (4) activities to promote reflective analysis of mentoring” (p. 43) with seven participants. Berg and Rickels (2018) quoted a participant who wondered why “mentoring for mentors . .…”

“…Developing and maintaining a collaborative, equitable relationship between schools and universities is an important goal for music teacher educators (Berg & Rickels, 2018; Burton & Greher, 2007; Campbell & Brummett, 2007; Conkling & Henry, 1999, 2002; Henry, 2001). The cooperating teacher is consistently identified as crucial to a successful student teaching experience, an integral partner in the preparation of future music educators (Brand, 1993; Guyton & McIntyre, 1990; Hoch, 2012; Zemek, 2008).…”