Mentorship, broadly conceived, includes competencies that can be addressed in various ways. These competencies include:
1. Communicating effectively.
2. Navigating conflict productively.
3. Facilitating reflective practice.
4. Providing feedback.
5. Having an asset orientation toward mentees.
6. Modeling relevant practices.
7. Equipping mentees with strategies to think critically about the contexts in which they work.
8. Supporting mentees in valuing and prioritizing contributions to a shared community (e.g., classroom, school, program).
9. Demonstrating commitment to continuous, bidirectional professional development.
By the first-year review, the doctoral student will complete the Mentorship Competencies Reflection and Discussion Guide to determine their mentorship strengths and needs, as well as their background knowledge and skills in special education and/or early childhood special education. At the first-year review, the student, advisor, and other committee member(s) will complete the last column of the Mentorship Competencies Reflection and Discussion Guide (See Appendix B.) and choose the track for how the student will complete the mentorship experience. After all first-year reviews have been completed, the Department Head, Associate Head, and LBSI and ECSE Program Coordinators will meet to finalize decisions, keeping in mind the number of students that will need supervision in a given semester.
The doctoral student will complete a non-credit-generating self-paced Canvas module after the first-year review but prior to completing one of the tracks below. Advisors will be able to check for students’ completion of this module. All prerequisites must be completed prior to doing one of the tracks below. When completing the LBSI or ECSE track, the student should enroll in the SPED 590 mentorship course for three credit hours. The student will receive a satisfactory or unsatisfactory grade in this course, which will be determined by the relevant program coordinator.
Option 1: Supervision in the LBSI Program
Track 1: LBSI Program
○ Based on the results of the self-assessment, the student will complete any necessary LBSI prerequisites (see below for a table of required knowledge and skills to supervise in the LBSI program).
○ Complete the mentoring module provided by the Department.
○ Supervise for one semester in the LBSI program (phase 1, 2, or 3).
■ 2-4 students, depending on program need, approximately 10 hours per week
○ This mentorship could include some or all of the following experiences:
■ Support others in discussing and resolving a conflict.
■ Communicate with cooperating professionals, practicum students, and the program coordinator. | 16 Department of Special Education Handbook University of Illinois Urbana-Champaign
■ Keep a weekly journal in which you describe how you reflected and then changed your practice based on that reflection. At the end of the semester, you complete a culminating reflection summarizing growth throughout the semester and turn it in to the LBSI supervisor.
■ Attend weekly supervision meetings with the LBSI team.
■ Support a practicum student in reflecting on their own practice.
■ Provide written or verbal feedback to practicum student(s).
| Competency | Sample evidence | Options for acquiring competency |
|---|---|---|
| General knowledge of child development (early childhood through adolescence). | Passed course on child and adolescent development. | Take or audit one of several courses: EPSY 201, HDFS 105, or PSYC 216, and HK 262. |
| Some experience working in elementary, middle, or secondary school settings. (Teaching is preferred, but work in related services positions can be considered.) | Evidence of a paid, full-time, sustained (not substitute) teaching position. | Observation, volunteer work in a local public school, or a practicum experience working with a special educator. |
| Knowledge of evidence-based practices and programs for K through 22-year-old learners, specifically those who receive special education services. | Passed at least one course on special education methods, one on special education assessment, and one on special education curriculum. | Take or audit: SPED 410, 418, and 470. Complete book chapters/modules on K-22 evidence-based practices. |
| An understanding of the teaching responsibilities of elementary, middle, and secondary teachers. | Evidence of a paid, full-time, sustained (not substitute) teaching position. | Observation, volunteer work in a local public school, or a practicum experience working with a special educator. |
Option 2: Supervision in the ECSE Program
Track 2: ECSE Program
○ Based on the results of the self-assessment, the student will complete any necessary ECSE prerequisites (see below for a table of required knowledge and skills to supervise in the ECSE program).
○ Complete the mentoring module provided by the Department.
○ Supervise for one semester in the ECSE program or serve as practicum seminar leader in the ECSE program.
■ 2-4 students, depending on program need, approximately 10 hours per week
○ This mentorship could include some or all of the following experiences:
■ Support others in discussing and resolving a conflict.
■ Communicate with cooperating professionals, practicum students, and the program coordinator.
■ Keep a weekly journal in which you describe how you reflected and then changed your practice based on that reflection. At the end of the semester, you complete a culminating reflection summarizing growth throughout the semester and turn it in to the ECSE supervisor.
■ Attend regular supervision meetings with the ECSE team.
■ Support a practicum student in reflecting on their own practice.
■ Provide written or verbal feedback to practicum student(s).
Competencies Required for Supervision in ECSE Program
| Competency | Sample evidence | Options for acquiring competency |
|---|---|---|
| Knowledge of child development birth to 6 | Passed course on child development | Audit or take SPED 585. |
| Knowledge of ECSE recommended practices | Passed course(s) on ECSE curriculum, methods, and assessment | Audit or take SPED 450, 465, and 414. Complete book chapters/modules on ECSE recommended practices. |
| Experience in teaching preschool OR early intervention home visiting | One year of full-time, paid experience in preschool or early intervention (Part C, any discipline) | Complete an ECSE practicum as an independent study. |
| Knowledge of EI and ECSE systems of service delivery in the U.S. and Illinois | One year of full-time, paid experience in preschool or early intervention (Part C, any discipline) in the U.S. | Complete book chapters/modules/trainings on EI/ECSE service delivery. |
Note: Resources for acquiring these competencies are available upon request from the ECSE program coordinator.
For more information, please see the FAQ document in Appendix B.
Administration
The completion of a minimum of one semester of experience (at least 25% time) in an administrative position is not required but is highly recommended. Often these types of positions are co-created by the doctoral student and advisor or other faculty members based on mutual interests and needs. Some examples include, but are not limited to:
- administrative or policy intern for a local or state agency, professional organization, etc.
- administrative assistant for a faculty member who is a journal editor.
- grant/project coordinator or coordinating a component(s) of a grant/project.