Faculty Mentors

Concurrent Enrollment Program mentor expectations

Faculty mentors serve a critical role in ensuring that courses meet M State rigor, outcomes and quality. The high school instructor must be committed to meeting program guidelines in order to teach college-level courses in the high school.

Mentor Responsibility Details
Classroom Observations

Classroom observations are normally done in-person, however virtual observations are being allowed during the pandemic. Mentors can use the Concurrent Observation Form (optional) or topic ideas are listed below.

New mentoring relationship (either the CEP instructor or course is new) - The mentor completes two classroom observations.

Repeat mentoring relationship (the CEP instructor has taught the course before) - The mentor completes one classroom observation.

Other Meetings

Other meetings can be done using technology or in person. See below for a list of topic ideas.

New mentoring relationship - The mentor will complete a total of three meetings: one pre-class meeting and two other meetings during the term. 

Repeat mentoring relationship - The mentor will complete two meetings.

Orientation and Training This is only required for a new mentoring relationship - Mentors will provide course-specific training in course philosophy, curriculum, pedagogy and assessment prior to the high school instructor teaching the course. This will be done during the pre-class meeting and documented on the CEP Instructor Orientation and Training Form.
Rigor

Mentors will review and discuss the following with all CEP instructors to ensure the delivery of a quality, collegiate-level learning experience for concurrent enrollment students:

  • Course syllabus and course outline to ensure consistency in course outcomes and expectations.
  • Grading practices to ensure standards are similar to those in on-campus courses.
  • Assignments and assessments to ensure students are being assessed using methods similar to those in on-campus courses.
  • Other college-level subject matters, course guidelines, required materials, student engagement and academic rigor.
Support and Guidance

Mentors will provide support and guidance to CEP high school instructors that includes:

  • Understanding and referencing the M State Concurrent Enrollment Handbook and other mentor and teacher resources found on M State's Concurrent Enrollment website and in the Employee Portal > Files and Forms > K12 Collaborations.
  • Ensuring students have access to library and other college services to assist them in their academic success.
  • Providing relevant M State academic policies and procedures to the instructor upon request.
Annual Discipline-Specific Professional Development

Mentors will attend and participate in the annual professional development day (Concurrent Enrollment Day) and/or provide one-on-one discipline-specific professional development to CEP instructors. Annual professional development and ongoing collegial interaction is a NACEP accreditation requirement which serves to further enhance instructor pedagogy and breadth of knowledge in the discipline.

Mentors will document annual discipline-specific professional development topics and discussions, including any materials used or activities engaged in, on the Annual Professional Development Form and mentor reports.

Mentor Reports

Mentors will submit a mentor report for every course at the end of every term via the link in the Employee Portal > Files and Forms > K12 Collaborations.

New mentoring relationship report requirements:

 Repeat mentoring relationship report requirements:

  • Upload the CEP instructor's syllabus (optional)
  • Enter classroom observation, annual discipline-specific training and other meeting dates and notes
Compliance Mentors will comply with NACEP accreditation requirements to provide evidence of paired students assessments, paired syllabi and a signed Statement of Equivalency upon request by CEP staff.

Mentor expectations include:

  • Conduct meetings and visits with high school instructors:

    With a new mentoring relationship, where either the concurrent enrollment instructor or course is new, the mentor completes two classroom observations. Mentors also do a pre-class meeting, which can be done using technology. The remaining two meetings can be done using technology or in person.

    With a mentoring relationship where the concurrent enrollment instructor has taught the course before, the mentor completes one classroom observation. The remaining two meetings for that assignment can be done using technology or in person.

  • Provide course-specific training in course philosophy, curriculum, pedagogy and assessment prior to the high school instructor teaching the course using the Orientation and Training Form.
     
  • Provide support, guidance and mentoring for concurrent enrollment high school instructors to ensure the delivery of a quality, collegiate-level learning experience for concurrent enrollment students.
     
  • Review and discuss the course syllabus and course outline with the high school instructor to ensure consistency in course outcomes and expectations.
     
  • Review and discuss grading practices to ensure standards are similar to those in on-campus courses.
     
  • Review and discuss assignments and assessments to ensure students are being assessed using methods similar to those in on-campus courses.
     
  • Mentor the high school instructor on college-level subject matter, course guidelines, required materials, assignments, assessments, grading, student engagement and academic rigor.
     
  • Provide relevant M State academic policies and procedures to the instructor upon request.
     
  • Ensure students have access to library and other college services to assist them in their academic success.
     
  • Submit a mentor report for every course at the end of every term.
     
  • Comply with NACEP accreditation requirements to provide evidence of paired students assessments, paired syllabi and a signed Statement of Equivalency upon request by CEP staff.
     
  • Attend and participate in the annual professional development day (Concurrent Enrollment Day) and/or provide one-on-one discipline-specific professional development to the high school instructor. Annual professional development and ongoing collegial interaction is a NACEP accreditation requirement which serves to further enhance instructor pedagogy and breadth of knowledge in the discipline.
     
  • Document annual discipline-specific professional development topics and discussions, including any materials used or activities engaged in.
     
  • Understand the CEP Handbook and other mentor and teacher resources found on M State's Concurrent Enrollment website and in the Employee Portal > Files and Forms > K12 Collaborations.

 

Forms and resources

Teacher/mentor meeting and observation topics

Meeting topics may include:

  • Syllabus development and requirements
  • Course outline
  • Assignments and assessment criteria
  • Course curriculum (including materials and resources)
  • Pedagogy
  • Course philosophy and theory
  • Plagiarism
  • Grading
  • Overview of the CEP and handbook
  • Concurrent Enrollment Day
  • The length and number of classes and how they will be used to cover the subject matter of the course
  • Family Educational Rights and Privacy Act (FERPA) and MN Government Data Privacy Act
  • Disability services

Classroom observation topics may include:

  • Clarity of the lesson objectives
  • Organization of the presentation
  • Communication of subject matter
  • Demonstration of concept or principles examples
  • The monitoring of student learning and adjusting instruction appropriately
  • Receptiveness to students views and responses
  • Answering student questions clearly and positively
  • Summarization of key points
  • Definition of terms and background information given when necessary
  • Student engagement and/or involvement in classroom activities
  • The methodology used to assess student learning

CEP instructor orientation and training

One planning meeting between the faculty mentor and high school instructor must occur prior to the start of the course. This meeting will include a comprehensive Instructor Orientation and Training with course-specific content including course curriculum, assessment criteria, pedagogy, course philosophy and theory. Other agenda items will include the CEP Handbook, administrative responsibilities, programmatic policy and procedures and ongoing/annual professional development. Mentors will use the CEP Instructor Orientation and Training Form as documentation and submit it with the mentor report at the end of the term.

K12 Spotlight Award

Recognize an individual who has gone above and beyond to contribute to enriching the student learning experience and/or enhancing M State K12 programming through:

  • Teaching Excellence
  • Professional Development
  • Continuing Education
  • Superior Service
  • Student Achievement
  • Exemplary Leadership
  • Distinguished Mentorship
The nominated individual will be notified and congratulated via email. The K12 team will be informed of the nomination and you can also choose to enter administrator or other emails to receive a notification and join in the celebration of excellence!
K12 Spotlight Award