NATIONAL TRAINERS

Margaret Smithey, Ph.D. and Jeanie Roberson, Ed.D.

Margaret Smithey, Ph.D.
Research Interests:
Margaret is interested in the important junctures in the mentoring process at which both mentors and new teachers confront, redefine, and assess their roles. Much of her research has been studying the perspectives of mentors and novice teachers to better define the stages of the mentoring process and to better understand the support needed for both mentors and interns.

Teaching:
Margaret teaches undergraduate and graduate courses in education at Peabody College of Vanderbilt University.

Professional Development:
Margaret, with Carolyn Evertson, developed MENTOR at Vanderbilt University and co-authored the Introduction to Mentoring Handbook, The Workshop Leader’s Guide, and An Introduction to Mentoring for Principals.

She has also co-authored several published articles on mentoring; e.g.,

Smithey, M.W., & Evertson, C.M. (2003). System-wide mentoring for new teachers:A school system and university partnership. Teacher Education and Practice,16(3).

Evertson, C. M., & Smithey, M. W. (2000). Mentoring effects on protégés’ class- room practice: An experimental field study. Journal of Educational Research, 93(5), 294-304.

Evertson, C. M., & Smithey, M.W. (1999). Supporting novice teachers: Negotiating successful mentoring relationships. In R.J. Stevens (Ed.), Teaching in American schools, (pp. 17-40). Upper Saddle River, NJ. Prentice-Hall.

Administration:
For eleven years, Margaret has directed the Internship/Induction program for the Department of Teaching and Learning. The program is a 14-month program in which graduate students pursue a master's degree and complete a full-year of teaching in public schools.

link to Margaret's Vandy faculty page: http://peabody.vanderbilt.edu/faculty/tl/smithey.htm

Jeanie Roberson, Ed.D.
Research Interests:
Jeanie is interested in mentor-assisted teacher development specifically in the context of induction into science teaching. Much of her research has been studying the functions mentor teachers perform in assisting the beginning teacher in the process of learning to teach. She also has focused on defining the issue of reciprocity and its importance in the mentor/mentee relationship.

Teaching:
After teaching at Vanderbilt for five years, Jeanie has returned to the secondary classroom and is teaching physics, biology, and physical science. She is also an educational consultant for public and private schools in the areas of mentoring and science education.

Professional Development:
Jeanie is a National Trainer for Project Mentor and is a Certified Trainer for the Classroom Organization and Management Program (COMP).

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