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For the purposes of this guide the title “mentor” or “mentor teacher” will be used synonymously for cooperating teachers who work with student teachers.

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Presentation on theme: "For the purposes of this guide the title “mentor” or “mentor teacher” will be used synonymously for cooperating teachers who work with student teachers."— Presentation transcript:

1 For the purposes of this guide the title “mentor” or “mentor teacher” will be used synonymously for cooperating teachers who work with student teachers and mentor teachers who work with interns. Designed to compliment the Cooperating Teacher Handbook and the Mentor Teacher Handbook provided by TWU.

2 The quality of the relationship developed between the experienced teacher and the beginning teacher is central to an effective and meaningful mentoring experience. Mentoring provides the beginning teacher with a one-on-one relationship with an experienced teacher who serves as the confidante, the cheerleader, and the trusted counselor. The mentoring relationship can be very rewarding, both professionally and personally, for the beginning teacher and the mentor. While the beginning teacher acquires one-on-one support and a practical understanding of teaching through the mentoring relationship, the mentor teacher is able to reflect upon and improve his or her own practice by sharing experiences and expertise as well as his or her wisdom with the beginning teacher.

3 Mentor Training All mentors need to be trained because good teachers of children do not necessarily make good coaches for adults. Mentors must know what is expected of them going into the program and they must receive training in the skills of effective mentoring and strategies for supporting new teachers to be successful in a learner- centered classroom. Elements of the training may include:  Roles and Responsibilities of a mentor  Using beginning teacher’s work to evaluate and inform practice  Analysis of teaching strategies  Personal and Professional Support  Coaching  Strategies for conferencing and feedback  Observation skills  Effective lesson planning  Diagnosing and analyzing student-centered management (classroom management) issues  Broad problem solving skills  Learner-centered curriculum, instruction and assessment

4 Of all the beginning teacher’s contacts, few are remembered as well as the mentor teacher. For that reason, mentor teachers are selected by the school district with care and with the knowledge that their experiences will provide a nurturing environment for the beginning teacher. It is of primary importance that the beginning teacher process be a positive experience for both the beginning teacher and the mentor teacher. Further, the university supervisor plays an important role in assisting the beginning teacher and the mentor teacher. Because the beginning teacher is some distance from the campus, a university supervisor serves as a liaison between the university and the beginning teacher, and assists the mentor teacher in directing the beginning teacher’s development.

5 Keeping up to date in discipline and understanding and respecting learners Effective assessment, planning, instructions and student-centered (class) management Ethical Judgment Reflective Judgment Critical Curiosity Communication skills Responsiveness to educational community Tolerance of ambiguity, attentiveness to self and others Major Domains of Professional Competence Knowledge of the Discipline & Learners (Knowledge) Pedagogical Competence (Performance) Dispositional Competence (Professional Competence) Reiman & Oja, 2003

6 1) Direction and guidance in initial job assignment or placement 2) Help in building competence 3) Time to work with mentor 4) Opportunity to discuss concerns in a setting free of evaluation 5) Orientation to the school and community 6) Support and advocacy by principal, mentor and staff 7) A realistic initial job assignment

7 Once a student is accepted into Texas Woman’s University’s Teacher Education Program, he or she must complete a professional practicum. Undergraduate students are required to complete traditional student teaching, while graduate students can elect to satisfy his or her professional practicum requirements through an internship or through traditional student teaching. If the graduate student selects the internship, he or she must meet requirements of the No Child Left Behind Act (NCLB), which includes holding a bachelor’s degree from an accredited college or university, passing his or her content area TExES exam or completing a minimum of 24 hours in his or her area of certification (middle and secondary placement) if a state exam is not available, passing his or her practice TExES Pedagogy and Professional Responsibility (PPR) exam and completing 12 hours of pedagogy courses (EDUC 5113, EDUC 5123, EDUC 5131, EDUC 5133 and EDUC 5142).

8 When a graduate student is hired as the “teacher of record” on a one-year probationary contract by a school district or accredited private school, the student must enroll in a two-semester internship program and he or she is assigned a university supervisor. (The university supervisor is an expert in the intern’s field of study and is certified to supervise students in his or her specific discipline.) The employing school assigns a veteran teacher to serve as a peer mentor for the one-year internship. Conversely, an undergraduate student is assigned to a mentor teacher who is selected with care by his or her principal who is secure in the knowledge that the mentor’s experience will provide a nurturing environment for the beginning teacher for the one semester practicum. Given their importance, we trust the mentor teachers will assist the beginning teachers as they prepare for careers as professional educators.

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10  Provides a professional role model  Commits to mentoring the beginning teacher and following the university’s guidelines in structuring the experience  Is a good networker, great listener and facilitator  Knows how and when to give feedback  Sets high expectations  Is accessible  Holds the beginning teacher accountable  Provides a view of work through the eyes of a professional  Gives access to someone who has been through college, job and family transitions  Gives something back to the community  Gives feedback on observed performance  Offers guidance in business customs of the school  Serves as a confidant  Makes recommendations for advancement  Fosters development  Is a friend and teacher  Helps Build self-esteem  Helps design realistic goals  Shares aspirations and dreams  Assists in career planning

11  Enters into the relationship to be mentored on career and how to maintain a personal life  Plays an active role in the mentoring relationship. A beginning teacher can do this by offering critical reflections on his or her own practice and identifying areas in which assistance is needed.  Agrees that this relationship is not entered into to find a job  Grows and thinks about planning for the future  Participates regularly in programs organized for beginning teachers. These include peer support groups, professional development seminars and beginning teacher workshops.  Takes advantage of someone’s knowledge, experience, and expertise  Observes experienced teachers at work. The beginning teacher should adhere to a schedule of observations of various experienced teachers. The beginning teacher could keep a log to record and reflect on the diversity of their styles.  Agrees to a no-fault conclusion of mentor relationship  Is receptive to feedback and mentoring  Seeks out help. The beginning teacher must understand that he or she must seek out support, be forthright in communicating classroom issues, and remain open to feedback in order to develop as a professional.  Sets aside additional time per month to participate in the mentor program  Respects time constraints  Listens, thinks, questions, and strategizes with the mentor  Always RSVP’s non-attendance to the appropriate personnel  Always RSVP’s the Professional Development Center’s Office when required  Abides by additional mentor/student rules agreed to by both parties

12  Provides coaching to help the beginning teacher develop effective teaching strategies and communication strategies with students, parents, and peers  Assists the beginning teacher in developing student- centered management and organization skills  Provides emotional support and guidance in decision- making  Observes the beginning teacher’s teaching performance and provides feedback  Assigns a grade  Encourages the beginning teacher to seek advice regarding special problems in instruction

13  Participates in mentor selection  Assigns beginning teachers to mentors who are competent teachers, committed to students and who have good people skills  Supports and champions mentoring to the entire school community  Provides release time for the mentor and beginning teacher to engage in regular classroom observations and other mentoring activities  Facilitates a relationship between the mentor and beginning teacher  Make sure that the mentor and beginning teacher meet regularly and that they are satisfied with each other’s participation in the program  Creates an environment which allows for a no-fault termination of the mentoring relationship  Conducts an orientation program for beginning teachers and mentors

14  Conducts the formal evaluation of the beginning teacher. The principal should ensure that the beginning teacher is informed early in the year about the district’s evaluation standards and procedures and is evaluated on schedule.  Establishes a school culture that is built on collegiality and supports professional collaborations among new and veteran teachers  Ensures reasonable working conditions for the beginning teacher, which might include schedule modifications. For instance, the beginning teacher could be assigned a moderate teaching load, a course load with relatively few preparations, few extra-curricular duties, and a schedule that is compatible with the mentor’s.

15  Arranging a conference between the beginning teacher and the principal early in the practicum.  Asking the principal for assistance in interpreting school policies, curriculum and the nature of the community to the beginning teacher.  Involving the principal in introducing the beginning teacher to the school and community.  Inviting the principal to observe the beginning teacher and assist in the evaluation process  Encouraging the beginning teacher to seek assistance from the principal with solving specific problems that may arise in the practicum.  Inviting the principal to participate in conferences with the university supervisor, mentor teacher, and the beginning teacher.  Asking the principal for assistance in arranging for the beginning teacher to observe in other schools or classrooms.  Seeking assistance from the principal in explaining to the student teacher how the school program functions through the school office personnel. The mentor can facilitate an ongoing relationship between the beginning teacher and the principal by:

16  Counsels beginning teachers and designs a mentor program to ensure that the program components help mentors create a climate for high expectations for learning  Ensures resources are available to support beginning teachers, mentors and university supervisors  Communicates effectively with school communities, administrators and staff  Maintains an understanding of the existing local communities  Coordinates professional development opportunities for both beginning teachers and mentors  Understands the skills and strategies needed to exercise conflict resolution and problem solving  Develops techniques and strategies needed to manage crises  Develops evaluations and provides the outcomes to the appropriate disciplines  Supports the university’s Institutional Effectiveness Program

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18 Provide instructional support. This includes, but is not limited to:  Regular observation of and conferencing with the beginning teacher  Support in teaching and learning standards of the state curriculum frameworks  Refining various teaching strategies  Addressing issues such as student-centered (classroom) management and communicating effectively with parents  Recognizing and addressing multiple learning styles and individual student needs

19 Weekly observations are required for all beginning teachers who are in training.

20 STANDARDS-BASED INSTRUCTION PLANRATIONALE Describe the key knowledge and skills (objectives) you intend for students to learn in this lesson. Why are these objectives appropriate for these students at this time? Describe how these objectives build on previous lessons and how they lead to future lessons. ASSESSMENT STRATEGIES PLANRATIONALE How do you plan to assess how well the students have achieved the learning/objectives in this lesson? Check all that apply. _____ Observation _____ Written test (e.g., multiple choice, true/false) _____ Oral report _____ Performance _____ Individual or group project _____ Portfolio entry _____ Conference _____ Student self-assessment _____ Peer assessment _____ Rubric _____ Other: __________________________________ Why have you chosen these approaches for assessment for this lesson? How do these assessment approaches support your long-term assessment plan? INSTRUCTIONAL DELIVERY PLAN RATIONALE Describe your instructional delivery. Address each of the following questions.  What instructional strategies will you use for this lesson? Include estimates of time allocations.  How will the students be grouped for instruction?  What activities have you planned for your students?  What instructional materials, resources, and technology will you use? Attach a copy of instructional artifacts.  What modifications will you make for identified students with special needs?  How will you accommodate different instructional levels and learning styles of students in your class? Address each of the following questions.  Why have you chosen these instructional strategies?  Why have you chosen this grouping of students?  Why have you chosen these activities?  Why have you chosen these instructional materials and resources?  Why have you chosen these modifications?  Why have you chosen these accommodations? Directions to the beginning teacher: With guidance from your mentor, complete this plan for the class your mentor will observe.

21 PLAN Describe your instructional delivery. Address each of the following questions.  What instructional strategies will you use for this lesson? Include estimates of time allocations.  How will the students be grouped for instruction?  What activities have you planned for your students?  What instructional materials, resources, and technology will you use? Attach a copy of instructional artifacts.  What modifications will you make for identified students with special needs?  How will you accommodate different instructional levels and learning styles of students in your class? RATIONALE Address each of the following questions.  Why have you chosen these instructional strategies?  Why have you chosen this grouping of students?  Why have you chosen these activities?  Why have you chosen these instructional materials and resources?  Why have you chosen these modifications?  Why have you chosen these accommodations?  How do you plan to “close” the lesson? Are there any special circumstances that the observer should be aware of?

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23  Click To Watch Video (WMV) Click To Watch Video (WMV)  Click To Watch Video (AVI) Click To Watch Video (AVI)  Click To Watch Video (FLV) Click To Watch Video (FLV)  Click To Watch Video (MPG) Click To Watch Video (MPG)

24 Agree on: 1. Scheduled meeting times and places, 2. Best means of contact for questions as they arise, and 3. Preferred means/times of contact outside of the school day.

25 The mentoring relationship is shaped by the activities that the mentor and beginning teacher participate in together. Principals should provide release time for both the mentor and the beginning teacher to engage in regular classroom observations and other mentoring activities. These activities should help the beginning teacher improve upon practice and develop an understanding of the professional standards for teachers.

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27  Meeting frequently during the school year to plan curriculum and lessons  Observing one another's classroom  Conferring with the beginning teacher daily/weekly to review performance  Formally observe the beginning teacher weekly using the observation form (6 times a semester for intern teachers)  Co-teaching the beginning teacher’s class  Analyzing and assessing the beginning teacher's practice in relation to evaluation criteria in order to help the beginning teacher improve  Maintaining confidentiality  Participating in support team meetings  Attending professional development activities  Providing professional assistance  Sharing a few guidelines for expected behavior in the classroom  Providing ideas for positive reinforcement  Assisting in setting goals and determining consequences  Helping the beginning teacher identify when to write a referral or contact families/caregivers The activities with the beginning teacher may include:

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31 First Week: Observation and Assisting Observation is a very important skill in the mentor experience. By learning what to look for, you can enhance your own planning and self-evaluation skills. The observation forms were developed in these 3 Areas:  Observing activity  Observing strong point of the lesson  Providing suggestions for improvement  Was the lesson well planned?  Was class time used efficiently and effectively?  Were disciplinary problems handled appropriately?  Did the beginning teacher demonstrate professionalism and work well with colleagues, staff and students?  Is there a need for a three-way conference ?

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33  Summarize impressions  Recall supporting information  Compare plans with achieved results  Analyze cause-effect relationships  Articulate new learning

34 Think about a significant role model in your life and the qualities that made him/her special. Share these qualities with your beginning teacher to create a composite mentor.

35  Stress the need for life outside the classroom  Be available to listen  Recognize the new teacher as a peer  Remind the new teacher that making mistakes is normal  Designate time for venting/sharing

36 List deposits into the relationship bank account: List withdrawals from the relationship bank account: In completing this exercise, consider words and actions that can be used positively, as deposits, and negatively, as withdrawals.

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38 Many dictionaries suggest that to coach is:  To teach  To train  To tutor  A set of interactions between two individuals for the purpose of mutual professional growth  An independent relationship in which we support each other’s learning (co-learning)

39 Rapport Trust Reflective questioning

40 Build rapport through:  Posture  Gestures  Tonality  Language  Breathing  Paraphrasing  Listening

41  When you sense that your beginning teacher is tense or anxious  When a conversation becomes tense or anxiety-ridden  When you do not understand what the beginning teacher is saying  When you are unable to pay attention to each other

42 Paraphrasing communicates that you:  Have HEARD what the speaker said,  UNDERSTAND what the speaker meant, and  CARE about the speaker. Paraphrasing involves either:  SUMMARIZING what you heard, or  RESTATING it in your own words.

43  Attend fully  Listen to understand  Capture the essence of the message  Reflect the essence of voice tone and gestures  Make the paraphrase shorter than the original statement  Paraphrase before asking a question

44 When listening to the speaker, avoid:  Autobiographical comments;  Inquisitive, frivolous questions; and  Easy-fix solutions.

45  So…  In other words…  While you…  Given that…  From what I hear you say…  I’m hearing many things…  As I listen to you, I’m hearing…

46 Build trust through:  Confidentiality  Consistency  Interest  Thinking  Withholding judgment

47 Reflective questions:  Are open-ended,  Promote a nonjudgmental process, and  Encourage self-directed learning and problem solving.

48 Reflective questions help the beginning teacher:  HYPOTHESIZE what might happen.  ANALYZE what did or did not work.  IMAGINE possibilities.  EXTRAPOLATE from one situation to another.  EVALUATE the impact.

49 Some effective question stems:  What’s another way you might…?  What might you see happening in your classroom if…?  What options might you consider when…?  How was…different from or similar to…?  What criteria do you use to…?  How could you transfer that same strategy to …?

50 1. Have a specific intention for the question. 2. Use the context to shape the question. 3. Use exploratory language. 4. Use introductory phrases. 5. Use plural nouns. 6. Eliminate “why?” 7. AVOID: Do you…? Can you…? Will you…? Have you…?

51  Who influenced your decision to become an educator, and how did he/she influence you?  What two major changes would you make to welcome new teachers into the education profession?  If you could make any changes in education, what would you do?

52 If you know the answer to the question you are about to ask, you are not coaching.

53  Click To Watch Video (WMV) Click To Watch Video (WMV)  Click To Watch Video (AVI) Click To Watch Video (AVI)  Click To Watch Video (FLV) Click To Watch Video (FLV)  Click To Watch Video (MPG) Click To Watch Video (MPG)

54  Mentors the beginning teacher as he or she identifies his or her philosophical beliefs when perfecting his or her student-centered behavior management plan  Confirms the beginning teacher’s student-centered behavior management system addresses the beginning teacher’s responsibilities  Confirms that students’ responsibilities are addressed in the student-centered behavior management system  Reviews the list that explains specific interventions the beginning teacher is committed to using with his or her students.  Reviews the beginning teacher’s description of classroom incentives  Reviews the beginning teacher’s explanation of discipline referral guidelines and procedures

55 Reflective Conversation Classroom Observation Plan for Learning

56  August through October  November through February  March through July

57 Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Survival Anticipation Disillusionment Rejuvenation Reflection Anticipation

58  Begins during student teaching/internship  Is marked by romanticization and a commitment to making a difference  Carries through the first weeks of school

59  Reality hits.  Teachers in this stage are primarily focused on self.  Some key Survival phase questions How am I doing? Will I make it? Do others approve of my performance?

60  Extensive time commitment—seventy hours per week  High stress  Self-doubt  Lower self-esteem

61  Focus on time and task  Some key Rejuvenation phase questions Is there a better way? How can I do all that is expected of me? How can I improve this?

62  Assessment of impact on students  Focus on student learning  Some key Reflection phase questions Are students learning? What are students learning? How can I raise achievement levels? Is this meaningful to students?

63 Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Survival Anticipation Disillusionment Rejuvenation Reflection Anticipation

64 Frances Fuller (1969) asked teachers to describe their chief concerns about teaching. The study resulted in the identification of three developmental levels of teacher concern.

65 Stage 1: Survival Stage 2: Task Stage 3: Impact

66 Survival Stage Stage OneSelf Support mentors can provide beginning teachers during the Survival Stage: 1.Look for opportunities to provide specific praise 2.Show interest in the beginning teachers’ ideas 3.Facilitate reflection on things that are going well and on how setbacks can be avoided in the future 4.Invite beginning teachers to social and professional activities 5.Share coping skills 6.Encourage beginning teachers to live balanced lives with time for self, family, and friends

67 Stage Two Stage One Survival Stage Task Stage Self Time/ Task Support mentors can provide beginning teachers during the Task Stage: 1.Help beginning teachers prioritize all of their tasks 2.Invite beginning teachers to look at and adapt lesson plans 3.Share methods of accomplishing common teaching and management tasks 4.Arrange for beginning teachers to speak to and observe other colleagues 5.Invite beginning teachers to reflect on their rationales for instructional decisions

68 Survival Stage Stage Three Stage Two Stage One Student Learning Time/Task Self Task Stage Impact Stage In the Impact Stage, the beginning teacher is having the most effect on students and their learning. It is the mentor’s job to listen and watch for ways to help the beginning teacher move to this stage. The mentor should always be cognizant of the phases a teacher goes through and how those phases might align with the Stages of Concern.

69 “The most important characteristic of a successful mentor is a commitment to provide personal time and attention to the beginner.” “How to Help Beginning Teachers Succeed” By Steven Gordon

70  Succeed at Coaching, Mentoring and Supervision, NC State University College of Education, Reiman & Oja, 2003  Texas Beginning Educator Support System (TxBESS), 2005

71  Michelle Williams-Laing, Director of the Professional Development Center, ,  Texas Education Agency State Board for Educator Certification Capitol Station, P.O. Box Austin, TX  Resources for Learning 206 Wild Basin Rd., Bldg. A, Suite 103 Austin, TX

72 Certificate of Completion Texas Woman’s University College of Professional Education Provider Number: “Guiding the Beginning Teacher” Mentor Training Has completed the above Professional Development Program and has earned 1 Clock Hour of Continuing Professional Education (CPE) Spring 2015


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