Teachers are most likely to quit within the first few years of entering the profession, a talent drain that hurts both individual students and entire schools. Robust mentorships in the first few years of an educator’s career can be the difference-maker between establishing a successful teaching career and having it slip away.
That’s why, as part of Education Week’s latest K-12 Essentials Forum, Start the School Year Strong: How K-12 Leaders Can Create Thriving Schools for Teachers and Staff, one session dove into the whys and hows of strong mentorships for early teachers. Joining us as panelists were Heather Puhl, one of three full-time mentors for the Caldwell County schools in North Carolina, and Lindsay Jonas, the coordinator of professional development for the Illinois Association of School Personnel Administrators.
During a 45-minute dialogue, Puhl and Jones offered insights and tips for districts interested in launching or tweaking a meaningful mentorship experience for new teachers.
The two expert panelists covered the following elements for creating a supportive and successful new-teacher mentorship program:
- Selecting mentors
- Developing a personal relationship with mentees
- Offering program choice
- Providing nonevaluative feedback
- Extending the mentor-mentee relationship beyond traditional roles
- Celebrating successes
- Shaping positive school culture through strong mentorship
- Investing in mentees’ to strengthen retention rates
To watch the entire session, click on the video above.
Negotiation Exercises
Coffee Contract: This distributive exercise provides a good context for teaching fundamental negotiation concepts like bargaining zone, reservation price, BATNA, openings, concessions and threats.
Moms.com: This is a two-party, quantified, deal making negotiation between a film company and a T.V. station. It provides a good opportunity to introduce the concept of Pareto optimality.
These are only a subset of exercises and that more exercises are available at DRRCexercises.com
Dispute Resolution Exercises
Amanda: This is a third-party exercise in which a manager is called in to resolve a dispute between two other managers.
Viking Investments: This complex multi-issue, two-party dispute between real estate developer and subcontractor emphasizes escalation of commitment and the effects of focusing on rights or interests in dispute resolution.
These are only a subset of exercises and that more exercises are available at DRRCexercises.com
Cross-Cultural Exercises
Alpha Beta: This is a cross-cultural, team-on-team negotiation of a potential alliance that requires the two parties to enact a unique cultural style during the negotiation.
Aussie Air: A quantifiable, multiparty multi-issue negotiation modeled on a consortium’s takeover attempt of Qantas Airlines, the purpose of the exercise is to demonstrate how negotiations are influenced by social context:
These are only a subset of exercises and that more exercises are available at DRRCexercises.com
Team Exercises
Carter Racing: This exercise uses data from a real-life case to illustrate decision biases in negotiations.
PB Technologies: This is a hidden profile task designed to teach the importance of effective information sharing in teams. Students are asked to recommend one of three finalists for the position of CFO.
These are only a subset of exercises and that more exercises are available at DRRCexercises.com
Multi-Party Exercises
Harborco: This is a multiparty, multi-issue, quantified negotiation concerning development of a deep-water port that involves representatives of the government, unions and the environment.
Kidney Case: This is a multi-person exercise that involves the allocation of a single kidney.
These are only a subset of exercises and that more exercises are available at DRRCexercises.com
Negotiation Cases
Motorola’s Droid 2: This case concerns a last-minute request for a design change on a product currently in production, threatening its launch, causing financial implications, and potentially disrupting a hitherto highly effective team.
Kirat Housing Development: This case involves the impact of bribery on a negotiation. Students will be able to identify and quantify the risk of bribery and evaluate exit options, such as whistleblowing, and their risks.
These are only a subset of exercises and that more exercises are available at DRRCexercises.com
How to Submit an Exercise
Exercise Submission Guide:
DRRC's collection of negotiation and decision-making exercises and cases are created by faculty members of all disciplines to facilitate instruction in the classroom. They are designed to give students a more in-depth experience with the material you are covering in the classroom. The primary focus of www.DRRCexercises.com is to provide premier teaching materials across many disciplines to students around the globe.
We at the Dispute Resolution Research Center (DRRC) always welcome exercise submissions. The editing and approval process can take several months, as there is typically back and forth work between DRRC and the writer to fine-tune the exercise and get it ready for publication.
Some questions to ask before submitting an exercise:
- Have you completed drafts of all roles?
- Have you tested the exercise yourself in a classroom or workshop?
- What Category & Subcategory does this exercise fall into:
- Negotiation: Agents, Based on Real-World Cases, Coalitions & Power, Cross-Cultural, Deal Making, Dispute Resolution, Distributive, Government & Public Policy, Human Resources Themes, Integrative, Law School use, Multiparty, Objective Standards, Real Estate, Third Party, Trust & Ethics, Younger Students & General Audience
- Teamwork: Creativity & Brainstorming, Cross-Functional Teams, Emotional Intelligence & Coaching, Problem Solving, Team Decision Making, Team Dynamics
- Decision Making: Decision Making & Game Theory
- In addition, consider what gaps you may see in our collection and whether you have an exercise that would help fill that need. We aim to keep our collection dynamic, and adding new exercises regularly helps us make that happen.
- Have you completed a draft of the teaching notes? Please see below for our teaching note guide.
Teaching Note Guide:
The faculty using our exercises and cases rely on teaching notes to understand the class logistics and teaching points. Therefore, a teaching note must accompany all exercises submitted to us. We recommend that you keep the teaching note clear and concise.
What to include in your teaching note:
All teaching notes submitted to us should include the following:
- Overview of the exercise
Include a brief description of the exercise or case and key issues. - Target Audience
Suggest the best audience for this exercise: undergraduates, MBA students, or executives. If multiple target audiences, discuss different teaching strategies. - Objectives
- List clear and specific learning objectives for this exercise
- Explain why they are essential and relevant for the course you are teaching
- Teaching Goals
A detailed teaching plan and analysis should include the following information:- How far along in the class should the exercise should be presented
- Learning points
- Level of difficulty
- How to utilize the exercise in class
- Ways to use the exercise in class
- Logistics
Include a detailed plan for how to run the exercise or case. For example, for a two-party negotiation role-play exercise, the following questions should be answered:- How long will it take to read and prepare for the negotiation?
- Will the preparation take place in or out of class?
- How many students will be in each role? If more than one, how much time should be provided for students to prepare with their teammates before negotiating?
- How long does the negotiation take?
- How long does the debrief take?
- Discussion suggestions
Include discussion questions to use in the class debrief (along with suggested answers). - Data
If needed, please include any data analysis/excel spreadsheets to assist in the facilitation of your exercise. - Supplementary reading/multimedia suggestions
Provide any practicing or multimedia suggestions that are relevant to the class. - Personal Feedback
Provide background on how this exercise has been received in each class (including common outcomes) and the discussion points that students tend to focus on.
Earning a degree is a huge accomplishment, but it also requires a commitment of time, effort and money. Before jumping into a program, assess your options and discuss your goals with an admissions counselor. Consider the following factors before committing to a program.
Know Your Time Commitment
The first question to ask yourself is how much time you can commit to earning your degree. Online courses provide a pathway for working professionals who might not have enough scheduling flexibility for in-person courses. An asynchronous format is a great option for students who need to work their studies around their jobs and other responsibilities.
But even with excellent time management skills, it’s challenging to work and study full time. Enrolling as a part-time student may be more sustainable, but expect to spend more time completing your degree if you study part time. On the other hand, if you can focus solely on your education, you can accelerate your timeline and enter the workforce faster.
Degree-completion programs offer a shorter degree timeline, but they only serve transfer students. If you already hold an associate degree, consider earning your online teaching degree through a two-year degree-completion program.
Look at Accreditation
When searching for a teaching degree, make sure your prospective college and program are accredited.
Institutional accreditation verifies that a school and its faculty maintain a minimum standard of education quality. Plus, federal student aid requires applicants to attend institutionally accredited schools.
In addition to institutional accreditation, programmatic accreditation is important for teachers, who typically must graduate from an approved program to earn licensure or certification. The Council for the Accreditation of Educator Preparation evaluates teaching departments and degree programs.
Consider Your Future Goals
Will you need teaching credentials for your dream job? Though many teaching roles require licensure, some positions in early childhood education and adult education, for example, require a degree but not necessarily a license.
Each teaching program should clearly state whether it meets standards for state licensure. If you pursue an online teaching degree out of state, verify before enrolling that the degree meets your state’s requirements for teaching credentials, if applicable.
Programs that lead to licensure include a full-time, in-person student teaching experience; some online programs allow you to complete this requirement locally or even at your current place of work.
The mission of the Supply Chain Management department is to disseminate knowledge in areas such as procurement and global sourcing, logistics optimization, distribution and pricing strategies, product and supply chain innovation, labor regulations and contract management, supply chain legal environments, project management, business process design and improvement, quality management, risk analysis and supply chain security, supply chain finance, supply chain analytics, supply chain technologies and healthcare operations.
The department offers high-quality multidisciplinary education that balances theory and practice in supply chain management to prepare a new generation of business graduates to meet future challenges and attain the highest placement rates upon their graduation.
Rutgers Supply Chain Management contributes to the economy of the State of New Jersey through close collaboration with industry and government, with the goal of bridging the gap between academic and business practices, and creating new synergies across disciplines that promote economic development and drive leading-edge research and innovative teaching.
The Center for Supply Chain Management augments the strengths of the department by supporting world-class research, innovative teaching and the integration of inter-functional business disciplines. It seeks to promote collaborations between business and the Rutgers faculty to help address emerging issues in the field through research, executive education and the sharing of best practices.
In the Media
Bloomberg Businessweek: Supply-Chain Management Is the Pandemic Era’s Must-Have MBA Degree
Recognizing and developing Purdue’s best teachers
What is the Teaching Academy?
The Teaching Academy at Purdue strives to bring together the best teaching faculty and graduate students across campus to create a collective voice for teaching excellence. Members are nominated and selected by their peers.
In partnership with the Office of the Provost and the Center for Instructional Excellence, the Teaching Academy sponsors a variety of programs and activities fostering educational creativity, innovation, and effectiveness both in- and outside the classroom. Additionally, the Teaching Academy supports and encourages teaching faculty and graduate students to apply for teaching awards honoring and recognizing excellence in teaching.
Membership
Membership in the Teaching Academy recognizes outstanding and scholarly teaching in the graduate, undergraduate, or engagement programs of Purdue University.
Nomination Process
Become a Teaching Academy Member!
Awards
Learn more about our Teaching Leadership Awards
Get Involved
- If you are already a Teaching Academy member, consider serving on the Teaching Academy Executive Council
- Participate in a small working group to further teaching excellence on campus
- To get involved, contact the chair of the Teaching Academy, Kim Illingworth, at teachingacademy@purdue.edu.
Field experiences and student teaching
You’ll take part in field experiences in elementary and secondary schools to observe current education practices and confirm that education is the right career choice for you. Then you will student teach for several months alongside a school’s teacher and a Bethel supervisor. Their coaching will help you apply coursework and theory in a classroom and move you closer to being qualified to teach in your own classroom upon program completion.
Innovative professors
While you earn your master's degree in teaching, our instructors bring excellent teaching skills and innovation as they model the cutting-edge teaching strategies you will use in your future classrooms.
Unique licensure options
Our unique licensure options include the option for a dual licensure, allowing you to earn a license in two content areas, making you more marketable to public and private schools.
Student success
Caring advisors and professors will support you and ensure that you have everything you need to succeed.
Flexible course options
Our program—which includes both face-to-face and online courses—is designed for students who work full time, have families, and are involved in their community. Along with the traditional 22-month timeline, you can pursue a fast-track option and finish in as few as 18 months, plus a thesis.
Christian and diverse perspectives
Courses are taught from a foundation of faith, which adds meaning. And you’ll consider educational theory and practices from national and international viewpoints to learn best practices of K-12 education in Minnesota public and private schools.
Who should attend?
Teachers, adminstrators, literacy specialists and coaches, and paraprofessionals.
What is the format?
Courses are online with live synchronous sessions and weekly self-paced activities.
When are the courses offered next?
Courses are offered in the Summer, Fall, and Spring. For information about upcoming offerings, please see the "Courses" section below.
Can schools or districts pay by purchase order?
To pay for multiple registrants via purchase order, please email lynchschoolpce@bc.edu.
Will participants receive Professional Development Points?
Participants who complete all required coursework will receive 15 PDP's.
