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A PROFESSIONAL BEGINNING VICTORIA DUFF MENTOR TRAINING COORDINATOR DEPARTMENT OF EDUCATION

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Presentation on theme: "A PROFESSIONAL BEGINNING VICTORIA DUFF MENTOR TRAINING COORDINATOR DEPARTMENT OF EDUCATION"— Presentation transcript:

1 A PROFESSIONAL BEGINNING VICTORIA DUFF MENTOR TRAINING COORDINATOR DEPARTMENT OF EDUCATION

2 ONLY THE BRAVE PEARL S. BUCK Only the brave. Only the brave should teach Only those that love the young should teach. Teaching is a vocation. It is as sacred as the priesthood: as innate a desire, as inescapable as the genius which completes a great artist. If he has not the concern for humanity, The love of living creatures, The vision of the priest and the artist, He must not teach.

3 LET US CELELBRATE! Jot down three goals for the first week of school. Jot down three goals for the first week of school. Jot down two questions you have for your supervisor or mentor as you move into the next month of teaching. Jot down two questions you have for your supervisor or mentor as you move into the next month of teaching. Jot down one goal you have for the remainder of the semester. Jot down one goal you have for the remainder of the semester

4 A CARING, COMPETENT AND HIGHLY QUALIFIED TEACHER

5 EDUCATION IN NEW JERSEY THE CLIMATE 12 TH GRADE OPTIONS PROFESSIONAL STANDARDS MATH MENTORING HQT TECHNOLOGY CERTIFICATION CODE PROFESSIONAL GROWTH ASSESSMENTS NCLB LITERACY NCLB CCCS

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7 MENTORING IS….. Teacher – to – Teacher Teacher – to – Teacher Collegial sharing Collegial sharing Continuous learning Continuous learning A shared responsibility A shared responsibility Confidential and non-judgmental Confidential and non-judgmental Formative Formative A part of the school culture of support A part of the school culture of support

8 WHAT IS A NOVICE? An individual who is new to the organization An individual who is new to the organization An individual who has successfully completed practicum experiences An individual who has successfully completed practicum experiences An individual whose skills are evolving An individual whose skills are evolving An individual who is balancing the expectations of self, colleagues, parents, students, school leaders, and school. An individual who is balancing the expectations of self, colleagues, parents, students, school leaders, and school.

9 THE STATE REGULATIONS All teachers with a provisional instructional certificate must be enrolled in the Provisional Teacher Program. All teachers with a provisional instructional certificate must be enrolled in the Provisional Teacher Program. All novice teachers will receive rigorous mentoring and induction support. All novice teachers will receive rigorous mentoring and induction support. All novice teachers will receive a mentor for their first year. All novice teachers will receive a mentor for their first year. Mentors are selected on the basis of their expertise and according to the district Mentoring Plan Mentors are selected on the basis of their expertise and according to the district Mentoring Plan

10 THE STATE REGULATIONS In lieu of state funds, mentors are obligated to pay the mentor stipend. In lieu of state funds, mentors are obligated to pay the mentor stipend. Traditional Route (CEAS) Traditional Route (CEAS) Payment to state for 2 certifications Payment to state for 2 certifications $550 mentoring fee $550 mentoring fee Alternate Route (CE) Alternate Route (CE) Payment to state for 2 state certifications Payment to state for 2 state certifications $1000 for mentoring $1000 for mentoring $1300 for 200 hours instruction $1300 for 200 hours instruction Mentors will be involved in comprehensive training. Mentors will be involved in comprehensive training.

11 NOVICE RESPONSIBILITIES Meet regularly with the mentor Meet regularly with the mentor Ask questions Ask questions Try new strategies Try new strategies Share ideas with mentors Share ideas with mentors Observe mentors and other teachers Observe mentors and other teachers Ask the mentor to observe you and provide feedback Ask the mentor to observe you and provide feedback Maintain confidentiality Maintain confidentiality Keep a journal of successes and challenges as a conversation tool with the mentor Keep a journal of successes and challenges as a conversation tool with the mentor Engage in professional growth opportunities Engage in professional growth opportunities Know the standards Know the standards

12 MENTOR RESPONSIBILITIES Provide support and guidance Provide support and guidance Maintain confidentiality Maintain confidentiality Provide non-judgmental feedback Provide non-judgmental feedback Help to set goals that reflect long and short term planning for instruction Help to set goals that reflect long and short term planning for instruction Provide resources Provide resources Act as a coach Act as a coach Provide the novice with observation opportunities Provide the novice with observation opportunities Meet regularly Meet regularly

13 A VISION What is you vision for the classroom: What is you vision for the classroom: What do you see? What do you see? What does it feel like? What does it feel like? What do you hear? What do you hear? What are you doing? What are you doing? Refine you goal based on your vision for effective teaching.

14 USING THE PROFESSIONAL STANDARDS The Professional Standards for Teachers: Provide a common language Provide a definition of effective teaching Provide a tool for dialogue Provide a self-assessment tool Provide guidance for pre-service programs, induction with mentoring programs, and professional growth activities

15 THE CHALLENGE Teaching and learning to teach Teaching and learning to teach How will I manage my classroom? How will I manage my classroom? How will I organize my day? How will I organize my day? What are the learning expectations for my students? What are the learning expectations for my students? What teaching strategies will work for this age group? What teaching strategies will work for this age group? How will I know if my students are learning? How will I know if my students are learning? How will I communicate to parents? How will I communicate to parents? What is expected of me as part of the What is expected of me as part of the faculty? faculty?

16 MY GUIDE Why did you become a teacher? Why did you become a teacher? Who provided the influence that helped to guide you into teaching? Who provided the influence that helped to guide you into teaching? What do you expect to get out of teaching? What do you expect to get out of teaching? What do you expect to give back to teaching? What do you expect to give back to teaching?

17 I HAVE A CALLING FOR THE GREATEST PROFESSION OF ALL I am a(n): A coach A coach An advocate An advocate A guidance counselor A guidance counselor A parent A parent A wizard A wizard A guru A guru I am a (n) I am a (n) A nurse A nurse A specialist A specialist A referee A referee A mechanic A mechanic An architect An architect A facilitator A facilitator A learner A learner I HAVE THE HANDS AND THE HEART TO BE A GREAT TEACHER!

18 YOUNG MINDS WILL ABSORB WHAT I SAY AND DO You are the role model. Students will respond to you in different ways: You are the role model. Students will respond to you in different ways: They are engaged in the process They are engaged in the process They comply strategically They comply strategically They comply ritually They comply ritually They retreat They retreat They rebel They rebel How are your students responding to you?

19 WE HAVE TO FIND WAYS TO DESIGN TASKS THAT ENGAGE KIDS, NOT ENGAGE KIDS WE HAVE ALREADY DESIGNED. Phillip Schlety

20 A FUTURE PRESIDENT MAY SOON BE LEARNING FROM ME How do I teach so that every student can succeed? How do I teach so that every student can succeed? Hold high expectations Hold high expectations Know your students well Know your students well Make the learning relevant to the lives of your students Make the learning relevant to the lives of your students Encourage students to reflect Encourage students to reflect RIGOR RELATIONSHIPS RELEVANCE REFLECTIVE THOUGHT William Daggett

21 I KNOW MY WORK IMPACTS THE WELL- BEING OF MY COUNTRY What is the purpose of public education? What are the influences on public education? What does the 21 st century student need to know and be able to do?

22 GUIDING PRINCIPLES RESPONSIBILITY RESPONSIBILITY CONTEMPLATION CONTEMPLATION INITIATIVE INITIATIVE PERSERVERANCE PERSERVERANCE OPTIMISM OPTIMISM RESPECT RESPECT COMPASSION COMPASSION ADAPTIBILITY ADAPTIBILITY HONEST HONEST TRUSTWORTHINESS TRUSTWORTHINESS

23 I PROMISE TO BE THE BEST TEACHER I CAN BE I will be fair and consistent. I will be flexible. As I make mistakes, I will learn from them. I will set goals and follow through with them. I will keep a positive attitude about my students, the families, my colleagues, and my administration.

24 I will keep a sense of humor. I will believe in myself and my students. I will learn something new everyday from my students. I will learn something new everyday about my world. I will succeed!

25 Learning is a treasure which follows us everywhere. Chinese Proverb


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