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 ideas are listed below in the teacher/mentor meeting and observation topics.
The mentor completes two classroom observations.
The mentor completes one classroom observation. |
| Other Meetings |
Other meetings can be done using technology or in-person. See the list of teacher/mentor meeting and observation topics below for ideas.
The mentor will complete a total of three meetings: One pre-class orientation meeting and two other meetings.
The mentor will complete two meetings. |
| Orientation and Training |
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. This is only required when the CEP instructor is new or they are teaching a course for the first time. |
| 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:
|
| Support and Guidance |
Mentors will provide support and guidance to CEP high school instructors that includes:
|
| 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:
|
| 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. |
Forms and resources
- Annual Professional Development Form
- CEP Instructor Info Sheet
- CEP Instructor Orientation and Training Form
- Concurrent Observation Form (optional)
- M State Concurrent Enrollment Handbook
- Mentor Orientation Checklist
- Sample Syllabus
- StarID Activation Instructions for CE Instructors
- Syllabus Checklist and Template
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.