CASE STUDY
A Strategic Change of Plans
Jackson’s relational, reflective approach helps Olivia build trust and take risks in her teaching. However, when repeated conversations fail to produce meaningful improvement, he must shift from supportive dialogue to formal accountability, prompting difficult questions about mentorship, evaluation, and where professional responsibility draws the line.
At the beginning of Olivia’s practicum, Jackson saw his role as a supportive mentor. He wanted their relationship to be built on trust, dialogue, and reflection rather than evaluation alone.
“I want you to see this as a space where we think together,” he told her. “I’m here as a sounding board, not just someone who evaluates.”
Their early debriefs reflected this approach. Rather than immediately offering feedback, Jackson asked Olivia to reflect on her lessons first:
What had worked? What had she hoped students would learn? What might she change next time?
Olivia responded thoughtfully, and their conversations often grew into broader discussions about teaching and learning. Over time, her initial anxiety eased. She felt comfortable taking risks, knowing that mistakes could become opportunities to learn.
But as the practicum continued, Jackson began to notice a disconnect. Olivia could identify areas for improvement during their conversations, yet the same classroom management concerns continued to appear in her teaching. They discussed strategies, but Jackson saw little evidence of change.
“We’ve talked about classroom management a few times now,” he said during one debrief.
“I’m not seeing the changes we discussed. What’s getting in the way?”
Olivia acknowledged his concerns but remained confident that things would improve. Jackson left the meeting uneasy. He valued their supportive relationship, but he also knew, as he put it,
"Ultimately, I'm responsible for her evaluation."
At his next observation, the same problems surfaced. Expectations were unclear, disruptions went unaddressed, and the improvement Jackson had hoped to see was not there. He realized that continuing with the same mentorship approach was no longer enough.
In their next debrief, the tone shifted.
“Olivia, I need to be very clear. You are currently at risk of not meeting the expectations for this practicum.”
Instead of beginning with reflection and open-ended questions, Jackson turned to the summative assessment form.
He identified the areas where Olivia was not yet demonstrating competence, outlined specific expectations and strategies for improvement, and explained that these concerns would be documented in a formal action plan. His role had shifted from collaborative mentor to evaluator.
Back in his office, Jackson drafted the action plan with a knot in his stomach. He knew it was necessary to make expectations transparent and give Olivia a clear opportunity to improve, but he wondered what the shift might cost. Would becoming more directive damage the trust they had built?
Had his earlier approach been too supportive or had changing it meant he had somehow failed as a mentor?
The experience left Jackson wrestling with a difficult question at the heart of mentorship:
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How does a mentor balance supporting someone’s growth with the responsibility to uphold professional standards?
1
How would you describe the nature of Jackson and Olivia’s relationship at the beginning of the practicum? How did this relationship shape Olivia’s learning experience?
In what ways did Jackson’s initial dialogic and relational approach support (or limit) Olivia’s development?
2
What factors might explain why Olivia was able to engage in reflective dialogue but not translate that reflection into practice? How can mentors better support the transfer from reflection to action in practicum settings?
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How can mentors better support the transfer from reflection to action in practicum settings?
5
Jackson altered his mentorship approach (specifically the structure of the debrief) because Olivia was not demonstrating improvement in key areas. What other factors would necessitate a change in approach?
Reflection Questions
How would you describe the nature of Jackson and Olivia’s relationship at the beginning of the practicum? How did this relationship shape Olivia’s learning experience?
1
In what ways did Jackson’s initial dialogic and relational approach support (or limit) Olivia’s development?
2
What factors might explain why Olivia was able to engage in reflective dialogue but not translate that reflection into practice? How can mentors better support the transfer from reflection to action in practicum settings?
3
Jackson altered his mentorship approach (specifically the structure of the debrief) because Olivia was not demonstrating improvement in key areas. What other factors would necessitate a change in approach?
4
Reflection Questions
How would you respond to the queries Jackson reflected upon: Was it a failure on his part to have to change his mentorship approach and eventually write an action plan? Had he struck an appropriate balance between support and accountability?
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