The Physical Education Teacher Mentor Program
Emerge Faculty Fellow: Dr. Daniel K. Drost
The Physical Education Teacher Mentor program is proposed as a HIP in which students can learn about teaching from a perspective unavailable in the current physical education program. This program will include matching a student/pre-service teacher with a mentor physical education teacher based upon student styles, abilities, background, and future intentions. This is not to say the student mentor will be a clone of the student. Conversely, the match will often involve linking the student with a mentor that is very different than the student in some/many aspects.
The mentor will be assigned through a collaborative meeting between a UWF physical education program faculty member/advisor (the UWF mentorship director) and a district supervisor for physical education (or other qualified district representative). Once the triad has been formed (student-mentor-director), the director will meet with the student to discuss goals – a contract will be developed outlining objectives for the individualized program (which will be guided by the director). The student and mentor will formulate a schedule that allows the student 1) time to meet with the mentor prior to observing the mentor teach, 2) time to observe the mentor teach, and 3) time to meet with the mentor teaching after observing the mentor teach. During these pre-teach and post-teach meetings, the student will have specific objectives/goals (designed through scheduled meetings between the student and director) related to analyzing the lesson plan, specific strategies, content, behavior, personal/professional integrity, and/or teaching styles and/or methods. After each of the student-mentor experiences, the student will reflect, themselves, on the experience (in a reflection journal) and then meet with the director to discuss/reflect about what was observed during the student-mentor experience and plans for the subsequent student-mentor meetings/visits.
Currently, students are not able to:
- Observe teachers and then interact with them specifically regarding the teaching performance
- Talk with practicing teachers for the purpose of hearing/discussing current teaching practice
- Express opinions/ask questions to teachers that are not directly involved with their courses/program
- Gain observational experiences from multiple perspectives in a specific grade level or teaching context
Program level benefits for the student include:
- Better preparation for student teaching
- Greater confidence and retention for students moving through the physical education program
- Creation of contacts/references/affiliations/alliances/connections in the school system in which the student may have the opportunity to achieve employment
High Impact Practices (HIPs) Utilized
- Service Learning
- Community–Based Learning
For more information, please contact Dr. Daniel K. Drost at firstname.lastname@example.org or 850–474–2133.