Mentors, Teachers, and Relationships: How to grow together, get some work done, and

• Find and maintain a common level of discourse and communication

• Bring the teacher into the particle physics community

• Help the teacher experience real research

The “Standard” Model of Mentoring

Physicist-PhysicistInteractions

P-P

Teacher-TeacherInteractions

T-T

Physicist-TeacherInteractions

P-T

The Model...Mentors and

Mentees

P-P Interactions

• Technical• Collegial• Argumentative• Challenging• Brainstorming• and....?

T-T Interactions

• Collegial• Supportive• Predictable• Bureaucratic• What else?

P-T Interactions

• Uncertain level• Semi-collegial• One-way?• Mentor-dependent• Lack common

reference frame• Other aspects?

An Analogy: The Physics Teacher as the “Country GP”

• One doctor in town or county

• General rather than specific training

• Tried and true techniques

• Patients/neighbors are first concern

• One physics teacher in the school

• General rather than specific training

• Newtonian/classical physics

• Students are first concern

Preparing the Teacher

• Physicist involved in selection

• Familiarize the teacher with the project

• Literature/web site

• Keep in touch

• Be accessible

Resources Available to Prepare Lead Teachers

• QuarkNet staff

• Web Site: http://quarknet.fnal.gov

• Bibliography: http://www.jlab.org/~cecire/qntmirror.html

• Lead Teacher Institute

How do we make stronger P-T interactions?

• Strive to understand each other’s background and level of understanding

• Work at fostering collegiality

• Be two-way and exploratory in order to find the right level and a common ground

• Mutual respect

• What else works?

How do we provide the teacher the right environment ?

• Provide the right equipment for the task-- but also engage the teacher in dialogue about the equipment needed

• Familiarize the teacher with vocabulary/jargon

• Exploratory conversations

• Documentation (log book, journal, etc.)

• Money/business end is important too

Results from Surveys of Mentors and Teachers, 1999-2000

• Initial Survey: Mentors and Teachers in pre-QuarkNet Programs (UVa-RECET; FNAL-TRAC)

• Updated Survey: Winter 2000-2001

QuarkNet Mentor Profile

0

1

2

3

4

5

6

7

8

9

10

11

12

D0 CDF ATLAS CMS BaBar All others

Mentor Experience by Number of Teachers (QuarkNet Survey)

How many teachers have you mentored outside of QuarkNet?

02468

10

0 1 2 3 4 >4

Number of Teachers

Number of Responses

Mentors: Years Experience (QuarkNet Survey)

02468

101214

0 to 1 2 3 4 >4

Number of Years

Number of Responses

Mentor Hours per Week with Teachers (QuarkNet Survey)

0

1

2

3

4

5

6

0 to 2 3 to 5 5 to 8 8 to 12 >12

Number of Hours

Number of Responses

Teachers: Experience (QuarkNet Survey)

0

1

2

3

4

5

0 to 5 6 to 10 11 to 15 16 to 20 21 to 25 >25

Years of Experience

Number of Responses

Teachers: Research Experience(QuarkNet Survey)

0

1

2

3

4

5

6

7

8

0 1 2 3 4 5 >5

Number of Years

Number of Responses

Contact Hours Prior to Research Appointment (QuarkNet Survey)

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

0 1 to 3 4 to 6 7 to 10 11 to 16 17 to 23 24 to 33 34 to 43

Number of Hours

Number of Responses

Teacher Adjustment Period(QuarkNet Survey)

0

2

4

6

8

10

12

<1 1 to 2 2 to 3 3 to 4 >4

Number of Weeks

Number of Responses

Teacher Understanding of Research Assignment (QuarkNet Survey)

How well did QuarkNet Lead Teachers understand their assignments?

02468

1012

not well acc well very wellNumber of Responses

Teacher Understanding of Particle Physics (QuarkNet Survey)

How well did QuarkNet Lead Teachers understand the physics in their research?

02468

1012

not well acc well very wellNumber of Responses

Mentor views on P-T interactions(QuarkNet Survey)

What was the most positive aspect of working with QuarkNet teachers?

0

5

10

15

Valuable Fresh POV Help tchr Give Comm

Responses

Number

Effective Practices in Working with Teachers (QuarkNet Survey)

0

2

4

6

8

10

12

14

Hands-on

1 to 1

Class/SemSpec Instr

Other

Responses

Number

Working with Teachers:Positives and Negatives

• Teacher work is valuable to research

• Teacher gives fresh point-of-view

• Helping the teacher to learn and grow

• Giving something to the community

• Extra time spent• Cannot stay connected

with the teacher• Teacher did not learn• Not enough progress

made

Mentor views on P-T interactions(QuarkNet Survey)

The greatest issue for Mentors in working with teachers is TIME.

•Planning

•Discussing and Advising

•Admin (not too bad)

•Other?

What Mentors had to say about P-T interactions...

• “I was impressed by their insight and their ability to produce coherent results.”

• “Part of the value came from the change in atmosphere and the knowledge of certain accomplishment outside of teaching.”

• “There should be enough time beforehand to make contact with the teachers to find out what project would suit them.”

What Makes a Good Mentor? Teacher Responses...

• “A good mentor is one who understands the needs of the individual”

• “Patience, concern, and ample available time”

• “…understands where you are and works with you at that level”

• “…offers challenges and advice on how to meet them”

What Makes a Good Mentor? Teacher Responses...

• “...actually believes high school teachers can do real research”

• “…will take an active lead in trying to find ways to implement QuarkNet in the classroom”

• “Flexibility, patience, good communications skills, collegiality, and a vision of shared purpose”

What Makes a Good Mentor? Lessons

• The mentor should take into account and adjust for the level of the individual teacher.

• The mentor should provide structure and resources…but not all the answers.

• The mentor should be available for “face-time.”

• The mentor should be willing to help with classroom implementation

Pitfalls of Mentorship: Teacher Responses...

• “…not involved on a day-to-day basis…”

• “…little help in learning…”

• “[Mentor] travel…”

• “[My mentor] underestimated my capacity…”

Pitfalls of Mentorship:Lessons

• Recognize your limitations/responsibilities and adjust for them

• Seek help from within your group

• Seek help from QuarkNet staff

• Find a pathway -- or multiple pathways -- to understand and engage the learner/teacher

QuarkNet Teachers on Mentor Best Practices

• “The project had set goals, and was manageable in terms of difficulty and simple to conduct”

• “...invited us to participate in HEP department meetings and project discussions”

• “...gave me an important but challenging and doable task”

• “…consults with me”

QuarkNet Teachers on Mentor Best Practices

• “Since all the logistical things were handled at the start, I could focus on this project.”

• “…remained open and available to explain my endless questions”

• “Our mentor…keeps a very open policy on communication.”

• “…treats me as a vital participant and colleague”• “…keeps me informed…”

Effective Mentor Practices on Classroom Implementation

• “[Our mentor] made sure that we were actually given a ‘research’ assignment and …got us started in a possible classroom transfer [project]…”

• “…shows a great deal of interest in my students”

• “Continued support meetings, conversations, and e-mail during the school year”

QuarkNet Teachers stressed...

• Having goals• Manageability of the

project• Real research• Inclusion in the group

and being part of a collaboration

• Logistics/prepared environment for research

• Help with classroom transfer

• Communication

Summary

• P-T interactions are somewhat unique

• Physics Teacher as “Country GP”

• Adjust for level• Seek common ground• Bring Teacher into

collegial community

• Teacher preparation begins early

• Create an environment• Require

documentation• Being a good Mentor

takes time, patience, flexibility

The Mentor’s Task

• Find and maintain a common level of discourse and communication

• Bring the teacher into the particle physics community

• Help the teacher experience real research

The End