MENTORSHIP: SUPPORTING A REFLECTIVE PRACTICE
We believe there is tremendous potential for human flourishing through education, which is why we place so much time and value on mentoring. The purpose of the mentoring component of our program is to support grads in the ownership and development of a truly reflective teaching experience.
The mentor’s role is to support grads in sustaining their identity, history, beliefs, values, and vision of education. The mentor-mentee relationships are developed to enable grads to critically examine their positionality, deepen their understanding of equity, and consider the implications for themselves and their students. We engage in strengths-based, appreciative inquiry into a grad’s teaching practice, creating the space for grads to examine the relationships between theory, practice, and the teaching self.
Ultimately, each mentor is asking – what does this particular grad need to thrive?
Mentorship and practicum work in tandem over successive two-week iterative cycles. Grads spend their practice week teaching our School Overnight Program and then follow that with a synthesis week — a week of coursework, theory, and collaboration. Mentorship serves as a supportive context and connective thread between the practice and synthesis weeks.
“My experience with mentorship was truly one of the most supportive, challenging, and joyful things about the program for me.” In this blog post from Kellan, Class of ’22, she shares her five biggest takeaways from the mentor component of the program.