“Three nine eight,” Carlos mumbled, the pen cap clenched between his teeth as he scribbled the call number. “Two zero eight…nine.”
He tore the note from his pad, left his bag at the library computer, and wandered into the quiet Curriculum Lab. Only two voices broke the silence.
“I just met with my UC to talk about it,” Elle was saying.
Carlos paused.
“You mean she observed you yesterday?” Desiree asked.
“No, I literally just met her at Tim Hortons.”
Carlos changed course and wandered toward the fiction shelves.
“You met with your UC on a Saturday?” he asked, making them both jump.
“Way to eavesdrop!” Desiree teased.
Elle laughed.
Desiree shook her head. “I can't imagine that. My UC keeps things very...clinical. I teach, we talk, and we move on. Honestly, I prefer less interaction after that awful group feedback session I told you about.”
“I didn't hear about that,” Carlos said.
“Suffice it to say, it was horrible.”
“My TA hasn’t been giving me any feedback, so I texted my UC. She met me for coffee, helped me work through everything, and we emailed my TA together. I hate confrontation, so having her support meant a lot.”
Carlos nodded. “Well, you aren't alone. I feel judged every time I meet with my UC. They focus on tiny details instead of the big picture. It feels like they're looking for what's wrong instead of helping me grow.”
“Yikes,” Elle said.
“I just wish there was more mentoring than nitpicking.”
“I knew someone who almost failed last semester,” Desiree said.
“Her UC became almost like a therapist, helping her realize teaching wasn't the right fit. It was sad, but it ended up being a really positive experience.”
“That actually sounds better than what we've got,” Carlos admitted
“Maybe that changes later,” Elle offered. “Once a UC knows you're going to pass, I think they stop acting like evaluators and start acting more like mentors.”
Desiree grinned. “So Carlos and I are both failing, then?”
“I didn't mean it like that!”
“Well,” Desiree said, “it helped her figure out what she really wanted.”
Elle frowned. “I can't imagine putting in all that work and failing.”
“That won't be us,” Elle said confidently.
Carlos glanced back at the call number in his hand.
“Easy for you to say,” he muttered. “Your UC is taking you out on coffee dates.”
Elle rolled her eyes. “It wasn't a coffee date!”
1
What evidence in the case is based on actual mentoring interactions, and what evidence is based on perceptions or assumptions?
Why is it important for mentors to understand how their actions are being interpreted by mentees?
2
How might differing expectations about mentor-mentee relationships contribute to dissatisfaction and impact the efficacy of mentorship?
3
4
What does the discussion reveal about fears associated with evaluation?
5
How might a mentor intentionally communicate both support and accountability simultaneously?
6
How might each UC describe their mentoring approach if they were part of this conversation?
Reflection Questions
2
3
4
5
6
1
How does Katelyn's understanding of teaching evolve throughout the case?
What evidence suggests Katelyn is becoming a more reflective practitioner?
2
What specific teaching practices was Georgia initially trying to improve? What larger professional capacities was she trying to develop?
3
4
How does the case illustrate the difference between covering content and creating meaningful learning experiences?
5
How does Georgia move across multiple dimensions throughout the practicum?
6
How can educators balance humility, curiosity, and confidence when teaching unfamiliar content?
Reflection Questions
1
What evidence in the case is based on actual mentoring interactions, and what evidence is based on perceptions or assumptions?
Why is it important for mentors to understand how their actions are being interpreted by mentees?
2
How might differing expectations about mentor-mentee relationships contribute to dissatisfaction and impact the efficacy of mentorship?
3
4
What does the discussion reveal about fears associated with evaluation?
5
How might a mentor intentionally communicate both support and accountability simultaneously?
6
How might each UC describe their mentoring approach if they were part of this conversation?
Reflection Questions
7
The title of the case is The Grass is Greener. What does this title suggest about how student teachers perceive mentorship, feedback, and support? How does this case illustrate the importance of understanding mentorship through both the mentor's and the mentee's perspectives?
7
The title of the case is The Grass is Greener. What does this title suggest about how student teachers perceive mentorship, feedback, and support? How does this case illustrate the importance of understanding mentorship through both the mentor's and the mentee's perspectives?