Exhibit R5.4.g.7
Mentoring Activities
Instructional Leadership and Professional Development Department (ILPD)
ILPD is a small department so mentoring is relatively easier for us and can be handled rather informally. The Chair meets with junior faculty once a month to ask them about their teaching, scholarship and service. The Chair observes in classes as often as possible but at least once a year; most times, more than once a year. The Chair reads manuscripts that faculty write and provides feedback. Dr. Mike Hickey (Chair of the College of Education’s Promotion and Tenure Committee) meets with each mentored faculty member at least once a year about promotion and tenure. When the Chair sees that special information/guidance is needed, the Chair asks faculty who been in the department longer to help out. Some specific instances include a long-term faculty member helping two new faculty with the required internship; a former principal of a local county helping a new faculty with work in that county; a faculty member who helped develop the online program guides new faculty working in the online program.
Educational Technology and Literacy Department (EDTL)
EDTL has employed an informal mentoring system for years. For a new faculty member, the department divides some of the tasks and asks faculty to mentor new faculty related to tasks. Faculty teaching undergraduate courses are mentored by the Department Chair; faculty teaching graduate courses in the MS program are mentored by the Chair of that program; faculty teaching in the doctoral courses are mentored by the that program director. A tenured faculty member with expertise in research design and methodology will mentor new faculty in research design.
The Department also utilizes course leads. For new faculty teaching courses for the Towson Seminar and Instructional Technology courses ISTC 201 and 301, they are mentored by the Chair. The director of REED 102, a developmental level course, assists others hired to teach that course. There are also course leads for courses in the graduate reading program and in the technology Master of Science programs.
Mentoring Process
Department of Early Childhood Education
The Department of Early Childhood Education has engaged in a formal mentoring process for all faculty, non-tenured and tenured, professors as well as those who are lecturers and adjunct faculty teaching courses on and off campus. The focus of the mentoring has been teaching, advising, scholarship, and service (internal and external to the University).
For each faculty member below the rank of Professor, individual mentors are assigned depending upon the request of the faculty member who will be receiving mentoring or for new faculty members in each area of faculty work endeavor. Often, more than one mentor is assigned to a faculty member based upon course(s) being taught for teaching, for advising, scholarship, and/or service. Thus, frequently, new faculty members have two mentors while others may have just one mentor.
Mentors for a new faculty member are selected from tenured faculty in the department. For faculty members who have advanced to tenure and have been promoted, a mentor or mentors are assigned based upon the scholarship interests of that faculty member, the experience of the mentor in having scholarship developed, presented, and published. Teaching and advising mentoring in this regard for this group of faculty is based upon the faculty member requesting support from a particular faculty member or in consultation with the Department Chairperson.
Mentoring, in this Department, is a reciprocal relationship. There are responsibilities for the individual being mentored and for the mentor. Contact has to be on-going, and for new faculty members it is crucial that the mentor stays in contact with the faculty member at least through the first three years of an appointment. Yet, individual faculty members in need of mentoring have to feel comfortable in contacting the mentor for support and help.
In order to assure that Departmental mentoring is successful, the Chair meets with faculty members being mentored to determine the extent of the mentoring relationship(s). The Chair, in turn, meets with the mentor faculty to discuss mentoring, but not to ascertain what has occurred during the mentoring. This assures that the relationships remain steady and effective while maintaining confidentiality for the mentored faculty member.
The most difficult aspect of mentoring is to how to work with off-campus part-time faculty who tend to communicate very little with the Department. Annually there is a meeting with part-time faculty or adjunct lecturers in regards to eteaching and the kind of support necessary to be effective in their course offerings. Twice annually, University Supervisors of student teacher interns meet with Departmental faculty to review issues that arise in the work they do and to gain support for their efforts. These sessions have been effective in meeting the needs of a group of faculty who typically have limited interactions with anyone but the Department chairperson.
Overall, in, mentoring in the Department of Early Childhood Education has been successful.A review of Faculty Annual Reports and Dossiers for advancement to tenure and promotion yield faculty members with above average approval by the Department, the College, and the University. Also, a review of course and advising evaluations yields data pointing to the effectiveness and enhancements or improvements in teaching of Departmental faculty both quantitatively and qualitatively. We continue to work on how the department can provide support and mentoring in the area of scholarship.
Department of Secondary Education Mentoring Program
The Department of Secondary Education has an informal and formal approach to the mentoring of new faculty---tenure-track, lecturers, and adjuncts. On an informal basis as soon as a faculty member signs a contract, and often before, all faculty who teach the course in the Department are asked to assist the new faculty member to become acclimated to the syllabus and other related materials. In addition, interactions with students, grading, and other issues are discussed, including answering questions. This includes undertaking assignments in the part-time Internship (SCED 499 for Secondary and Middle School students) and the full-time Internship (the specific courses related to this Internship). As for introduction to new faculty to the school(s) in which they are assigned is undertaken with the faculty teaching SCED 499 as well as with PDS liaisons. The door to the chair’s office is always open to discuss issues of importance related to the multiple roles of a faculty member. Every day, the chair speaks with faculty members, including adjunct faculty members, in order to chat or provide assistance and reinforce all of the positives in teaching, scholarship, and service, internal and external to the University.
On a formal basis, mentoring occurs in several ways. First, an experienced faculty member is assigned in an agreement with the new faculty member regarding an area that faculty member requests help: teaching, scholarship, or service. In addition, a new faculty member can ask any other faculty member for ways to enhance the work being done as well as formal; reviews of teaching. Second, the Annual Review serves as a way to work with faculty and to discuss with them progress being made in the work that they do. This includes the submission of an annual dossier meeting the requirements of the Department, the College of Education, and the University. Feedback from the Departmental PTRM Committee is provided to each faculty member as is discussion held with the Department Chair as a matter of course. These discussions take place in Fall and Spring semesters prior to submitting materials for review, and at any time there might be a reason to provide addition support. Third, new tenure track faculty submit a third-year review, and this formal review submitted to the Departmental PTRM Committee includes a meeting with that faculty member as well as discussion with the Department Chair.
Spring 2014 Undergraduate Course Faculty
SPED 301
Introduction to Special Education / Betsy Neville / Acronym List
Pre & Post Assess-ment / Lisa Carey ()
Barb Cheswick ()
Darlene Fewster ()
Kay Holman ()
Chuck Meyer ()
Liz O’Hanlon ()
Jeff Tessier ()
SPED 302
Introduction to Special Education (Honors) / Kati Stein / Acronym List
Pre & Post Assess-
ment / Kati Stein ()
SPED 401
Curriculum/Methods of Inclusion / Alana McFall / Alana McFall ()
SPED 413
Assistive Technology for Students with Disabilities (K-12) / Liz Berquist / Assessment 7: Universally Designed Lesson Plan
Essential Dispositions : Pre-Assessment / Heather Rasmussen ()
Laila Richman ()
SPED 425
Formal Tests and Measurements for Students with Disabilities
(K-12) / Darlene Fewster / Assessment 6 : Educational Achievement Report / Darlene Fewster ()
Karen Guthro ()
SPED 427
Curriculum/Methods of Social Emotional and Motor Development for Students with Disabilities (K-12) / Diane Diven / Diane Diven ()
SPED 428
Working with Families of Students with Disabilities / Kay Holman
SPED 429
Curriculum/Methods of Classroom Management for Students with Disabilities / Debi Gartland
SPED 430
Informal Tests and Measurements for Students with Disabilities (K-12) / Patty Doran / Patty Doran ()
SPED 441
Curriculum/Methods of Instruction for Students with Disabilities (K-12) / Kati Stein / Essential Dispositions: Pre-Assessment / Patty Doran ()
Kathy Naimon ()
SPED 453
Curriculum and Methods of Secondary Special Education / Kati Stein / Joyce Serio ()
SPED 469
Collaborative Teaching in the Elementary School / Jessica Kirchen
SPED 491
Internship: Students with Disabilities in Elementary/Middle Grades / Liz Berquist / Essential Dispositions:
Formative Assessment
SPED 493
Seminar in Student Teaching / Liz Berquist / Assessment 2:
Student Case Study
Assessment 3:
Positive Behavior Support Plan
Assessment 5:
Planning Cycle for Lesson Plans: Evidence of Student Learning / Liz Berquist ()
Barb Cheswick ()
Rob SantaCroce ()
SPED 496
Internship: Students with Disabilities (Secondary/Adult Programs) / Barb Cheswick / Essential Dispositions:
Formative Assessment
SPED 497
Internship: Students with Disabilities in Infant/Primary Programs / Liz Berquist / Essential Dispositions:
Formative
Assessment
SPED 498
Special Education Student Teaching / Liz Berquist / Assessment 4: Evaluation of Special Education Internship
Essential
Dispositions:
Formative Assess-ment / Liz Berquist ()
Barb Cheswick ()
Rob SantaCroce ()
Debi Tessier ()
ECSE 315
Infant Intervention / Laila Richman
ECSE 316
Infant/Toddler Internship / Laila Richman
ECSE 341
Pre-Primary Curriculum and Instruction / Laila Richman / Michael Steeg ()
Debi Tessier ()
ECSE 342
Field Placement in the Pre-Primary Inclusive Classroom / Laila Richman / Laura Hutton ()
Michael Steeg ()
Debi Tessier ()
Susan Wilken ()
ECSE 351
Primary Curriculum and Instruction / Laila Richman
ECSE 352
Field Placement in the Primary Inclusive Classroom / Laila Richman
ECSE 413
Instructional Technology for Young Children / Laila Richman / Assessment 7: Universally Designed Lesson Plan
Essential Dispositions : Pre-Assessment
ECSE 425
Assessment for Infant/Primary / Laila Richman / Assessment 6 : Educational Achievement Report / Toni Guidi ()
ECSE 428
Families as Partners / Laila Richman / Heather Rasmussen ()
ECSE 429
Social Comp in Early Childhood / Jess Moore
ECSE 451
Internship in Early Childhood / Special Education / Laila Richman / Assessment 2:
Student Case Study and IEP Develop-
ment
Assessment 3:
Positive Behavior
Support Plan
Assessment 4: Evaluation of Special Education Internship
Assessment 5:
Planning Cycle for
Lesson Plans:
Evidence of Student
Learning
Essential
Dispositions: Summative Assess-ment / Liz Mull ()
Brianna Quinn ()
Andrea Parrish (7
Staff
ECSE 452
Seminar in Early Childhood / Special Education / Laila Richman / Assessment 2:
Student Case Study
Assessment 3:
Positive Behavior Support Plan
Assessment 5:
Planning Cycle for Lesson Plans: Evidence of Student Learning / Liz Mull ()
Brianna Quinn ()
Andrea Parrish ()
Michael Steeg ()
EESE 430
Collaborative Teaching
and
Classroom Management I / Jessica Moore
EESE 431
Collaborative Teaching
and
Classroom Management II / Jessica Moore / Lenore Chapman ()
Winnie Dreier ()
Jess Moore ()
EESE 468
Elementary Education / Special Education Observation / Toni Guidi / Michelle Pasko ()
Rosemary Rappa ()
EESE 474
Elementary Education/Special Education / Toni Guidi / Essential
Dispositions:
Formative Assess-
ment / Lenore Chapman ()
Diane Diven ()
Winnie Dreier ()
Becky Maloy ()
Jess Moore ()
Michelle Pasko ()
EESE 476
Elementary Education/Special
Education Internship II / Toni Guidi / Assessment 4: Evaluation of Special Education Internship
Essential
Dispositions:
Summative Assess-ment / Lenore Chapman ()
Diane Diven ()
Winnie Dreier ()
Debi Gartland ()
Ruth Hopkins ()
Jessica Kirchen ()
Jess Moore ()
Rebecca Maloy (
Michelle Pasko ()
Val Sharpe ()
EESE 485
Elementary Education/Special Education Seminar / Toni Guidi / Assessment 2 : Student Case Study and IEP Develop-ment
Assessment 3: Positive Behavior Support Plan
Assessment 5:
Planning Cycle for Lesson Plans: Evidence of Student / Lenore Chapman ()
Diane Diven ()
Winnie Dreier ()
Debi Gartland ()
Ruth Hopkins ()
Jessica Kirchen ()
Jess Moore ()
Rebecca Maloy (
Michelle Pasko ()
Val Sharpe ()
Spring 2014 Graduate Course Faculty
Course Number and Name / Course Lead / Signature Assessment / Course InstructorsSPED 525
Formal Tests and Measurements for Students with Disabilities (K-12) / Kati Stein / Assessment 6:
Educational Achievement Report / Karen Guthro ()
Rosemarie Lehner ()
SPED 527
Curriculum/Methods of Social, Emotional and Motor Development for Students with Disabilities (K-12) / Diane Diven / Diane Diven ()
SPED 601
Curriculum and Methods of Instruction for Secondary Transition / Kati Stein / Joyce Serio ()
SPED 603
Informal Tests and Measurements for Students with Disabilities (K-12) / Patty Doran / Anissa Brown-Dennis ()
Patty Doran ()
Allison Myers
SPED 604
Action Research in Special
Education / Kati Stein
SPED 605
Working with Families of Students with Disabilities / Kay Holman / Kay Holman ()
Liz O’Hanlon ()
Peter Schmidt ()
SPED 607
C/M of Classroom Management for Students with Disabilities / Rob SantaCroce / Jodi Chesman ()
Tim Price ()
SPED 620
Educating the Student
With ASD / Kay Holman
SPED 621
Formal and Informal
Assessment / Kay Holman / Liz Mull ()
SPED 622
Social Thinking and Connectedness / Kay Holman / MauriaUhlik ()
SPED 623
Behavior Management in ASD / Kay Holman / Robin Taplette ()
SPED 624
Evidenced-Based Strategies / Kay Holman
SPED 625
Curriculum/Methods of Instruction in ASD I / Kay Holman / Christine Brewer ()
SPED 626
Curriculum/Methods of Instruction in ASD II / Kay Holman / MauriaUhlik ()
SPED 627
Co-Teaching and Inclusion / Kay Holman / Amy Cirjak ()
Leah Kraft ()
Peter Schmidt ()
SPED 630
Culturally and Linguistically
Responsive Special
Education Practices / Patty Doran
SPED 631
Classroom Strategies and
Intervention / Patty Doran / Brenda Browne ()
SPED 637
Inclusion for the Classroom
Teacher / Rosemary Rappa / Essential Dispositions: Pre-Assessment
Acronym List – Pre and
Post Assessment / Dianne Libercci ()
Rosemary Rappa ()
Brandee Thompson ()
SPED 641
Curriculum/Methods of Instruction for Students with Disabilities / Kati Stein / Essential Dispositions: Formative Assessment / Eric Kuhn ()
Brenda Workmeister ()
SPED 644
Universal Design for Learning and Differentiated Instruction / Liz Berquist / Jaimie Oakley ()
SPED 645
Co-Teaching in Education / Betsy Neville
SPED 646
Using Technology to Differentiate Instruction / Liz Berquist / Assessment 7:
Universally Designed Lesson Plan / Laila Richman ()
Laurie Silver ()
Paige Zimmer ()
SPED 670
UDL in the Content Area / Laila Richman
SPED 671
Interprofessional Education and Practices / Kay Holman / Karen Greeley ()
Kay Holman ()
SPED 672
ASD Leadership Seminar / Kay Holman / Kay Holman ()
SPED 741
Internship: Students with Disabilities / David Hill / Assessment 2 :
Student Case Study and IEP Development
Assessment 3:
Positive Behavior Support Plan
Assessment 4:
Evaluation of SPED Internship
Assessment 5:
Planning Cycle for Lesson Plan : Evidence of Student Learning
Essential Dispositions: Summative Assessment / Rosemary Garr ()
David Hill ()
Sue Speicher ()
Kati Stein ()
EDUC 797
MAT – Internship I with Seminar / David Hill / Assessment 4:
Evaluation of SPED Internship
Assessment 5:
Planning Cycle for Lesson Plan : Evidence of Student Learning
EDUC 798
MAT – Internship II with Seminar / David Hill / Assessment 2:
Student Case Study and IEP Development
Assessment 3:
Positive Behavior Support Plan
Assessment 4:
Evaluation of SPED Internship
Assessment 5:
Planning Cycle for Lesson Plan : Evidence of Student Learning
Essential Dispositions: Summative Assessment / Rosemary Garr ()
David Hill ()
Sue Speicher ()