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Welcome to Mentor Training. 2 ‘Housekeeping Information’

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Presentation on theme: "Welcome to Mentor Training. 2 ‘Housekeeping Information’"— Presentation transcript:

1 Welcome to Mentor Training

2 2 ‘Housekeeping Information’

3 Culture Activity 3 Divide paper into four quadrants. Use the colored markers to draw the following in the four quadrants: 1. An experience from your first year of teaching (may represent mentoring you received). 2. A symbol of how you might empower a new teacher to grow professionally. 3. A symbol of what you hope to learn as a mentor. 4. The most selfless act that someone extended to you within your most recent teaching year. Option 1 p. 177

4 Culture Activity 4 On the index card write: 1. One thing you probably have in common with MOST people here today. 2. One thing you probably have in common with SOME people in the group. 3. One (question?) you might have in common with A FEW people. 4. One thing that is UNIQUE about you. Option 2 p. 178

5 We’re glad you’re here! 5  Your name  Your school  Your content area or grade level  What you hope to learn as a mentor

6 Collaborative Norms 6 Equity of voice Active listening Safety to share different perspectives Confidentiality

7 Discuss at your table 7  What types of mentoring, if any, did you receive as a beginning teacher? Was it or was it not beneficial?  What are some effective ways of welcoming a first-year teacher into a school system? How is it done in your district?

8 The goal of the ND Teacher Support System Mentoring Program 8 “We want to develop teachers who are thinkers and problem-solvers, who ask questions about their practice, and constantly seek solutions, who are committed and passionate advocates for learning for all children.” New Teacher Center, Santa Cruz, CA” “We want to develop teachers who are thinkers and problem-solvers, who ask questions about their practice, and constantly seek solutions, who are committed and passionate advocates for learning for all children.” New Teacher Center, Santa Cruz, CA” p. 5

9 Overview of materials 9

10 Jumping around … 10

11 11 Why is mentoring important?

12 12 What is the difference between induction and mentoring?

13 Why Mentoring?  Retaining quality teachers  Improving beginning teachers’ skills and performance  Supporting teacher morale, communications and collegiality  Building a sense of professionalism, positive attitude  Facilitating a seamless transition into the first year of teaching  Putting theory into practice  Preventing teacher isolation  Building self-reflection Guidelines for Mentoring Teacher Programs for Beginning and Experienced Teachers Virginia Department of Education 13 p. 11

14 Teacher Retention Statistics  50-60% of new teachers nationally are still teaching after 5 years. (Ingersoll and Perda, 2012)  81% of teachers who were in the TSS program in 2010 are still teaching in ND in their 5 th year. (2013 MIS03) Why Mentoring? 14 p. 11

15 Why Mentoring? Cost Impact  The cost of replacing a teacher is 25-35% of the annual salary and benefit costs.  It costs $11,000 every time a teacher leaves the profession. Center of Best Practices of the National Governors Association  Every $1 spent on high-quality induction provides a return on investment of $1.66 over a period of five years. Making a Case for Policy Investments that Help New Teachers Succeed (2007) 15 p. 12

16 “As teachers, we might learn from our mistakes. Our students won’t.” Our students won’t.” Gary Rubenstein 16

17 Strong mentors:  improve teacher quality – in high quality programs the skill level of a teacher finishing the first year can move to that of a 4th year teacher (Villar, 2004)  improve student assessment and achievement (Glazerman et al., 2008; Isenberg et al., 2009)  benefit veteran teachers through new leadership opportunities and time for professional reflection and development (Villar, 2004) 17 p. 12

18 Two categories of support  Psychological  Instruction-related 18

19 ND Century Code The Education Standards and Practices Board shall: c. (1) Select and train experienced teachers who will serve as mentors for first-year teachers and assist the first-year teachers with instructional skills development 19

20 DOUBLE BARRIER TO ASSISTANCE Novice teachers are hesitant to request assistance Experienced teachers are reluctant to interfere and/or offer assistance 20 p. 13

21 Four kinds of novice teacher questions  One right answer  Several options but one right answer in this school  There is consensus on best practice but using best practice requires professional judgment  There is no consensus on best practice, so our professional judgment and caring about kids and each other is all we have to guide us Barry Sweeny 21 p. 14

22 Remember!! It is important to tell your legislators about the value of the work you do with your first-year teacher if we want this program to continue! 22

23 Chart design suggestion 23 Phase of First Year Teaching Key points: What is the new teacher experiencing? What the new teacher needs Role of a Mentor (to be completed later) p

24 Ellen Moir’s 24 p. 15

25 First Year Phases 25

26 Phase 1 Anticipation When does it begin? When does it begin? Characteristics Characteristics p. 16

27 Phase 2 Survival Surprise! Surprise! Time Time p. 17

28 Phase 3 Disillusionment Doubt Doubt Pressures Pressures p. 18

29 Phase 4 Rejuvenation Reorganization Reorganization Focus Focus p. 19

30 Phase 5 Reflection Frustrations Frustrations Celebrations Celebrations Looking Ahead Looking Ahead p. 20

31 The Good Mentor James B. Rowley p

32 Mentor Roles  Resource  Problem Solver  Advocate  Facilitator  Coach  Collaborator  Learner  Assessor  Trusted Listener  Teacher New Teacher Center 32 p. 29

33 Ellen Moir’s 33 p. 15

34 34 What is good teaching?

35 Write one idea per Post-it What do you observe (both in the classroom and in other professional settings) of a teacher whom you consider to be highly effective? 35

36 Consider one of these questions  Are some aspects of teaching more important in some settings than in others? Which ones?  Are the aspects of teaching you have identified generic in nature, or are they specific to the setting in which you experienced them?  Which of the teaching aspects you identified would you expect to observe only in experienced teachers? Which are parts of the repertoire of novices? 36

37 Teaching standards 37  We’ll use the Danielson Framework for Teaching for the training.  You will use the model your district chooses in your work with your mentee this year.  If your district has not chosen a model, please use the Danielson Framework.  If your mentee is not a classroom or special ed. teacher, please talk to us about what model to use. p. 31

38 38

39 The Four Domains Planning and Preparation 2. Classroom Environment 3. Instruction 4. Professional Responsibilities p. 32

40 40 p. 32

41 Domain 1- Planning and Preparation 41 This is where the “thinking about teaching “ happens. What do the students need to know? What do I need to do to make sure this happens? “The Head” p. 33

42 Domain 2- Classroom Environment 42 This is where the “feeling“ of teaching happens. We all remember how a classroom feels … welcoming, cold, inviting or uninviting. Learning happens more readily when students are safe, comfortable and willing to take the risks of learning. “The Heart” p. 34

43 Domain 3- Instruction 43 “The Hands” This is where the “work of teaching” happens. We engage, communicate, question and teach. This is the part of teaching that the public sees as “teaching”. It is the day-to-day observable part of the job. p. 35

44 Domain 4- Professional Responsibilities 44 This is the foundation of everything else that happens in teaching. Without a good foundation of professionalism, the rest of the teacher is on shaky ground. This is the unwritten piece of teaching that affects communication with the public and peers. “The Feet” p. 36

45 Share and Discuss 45  Is one of the domains more important than the others? What makes you think so?  Is one of the domains of particular importance to beginning teachers? Explain.  Does the sequence of the skills in each domain matter? If so, what is the sequence? If not, explain why?

46 Practice Activity 1 46 “Students in Mr. Mason’s eighth-grade history class have been given a timeline and a worksheet to fill in while the teacher takes roll and completes some paperwork needed immediately by the main office.” Domain 2C - Managing Classroom Procedures

47 Practice Activity 2 47 “In Mr. Grant’s math class, the students are working in small groups to complete a worksheet. The teacher gave multi-step oral directions to the groups. The students have many questions. The teacher moves from group to group to clarify the task.” Domain 3A - Communicating with Students

48 Questions to consider 48  What specific evidence did you have to identify a location on the continuum?  Are the rubrics explicit and clearly differentiate between levels of performance?  Did each group member agree on the level of performance?  How could this information help determine a focus for teacher self-reflection?

49 Framework Uses 49  Teacher self-assessment tool  District evaluation tool  Teacher growth tool

50 50  What are 3 things you observed this past year in your school and which component or element do they represent?  What are 2 components or elements that you might have forgotten to include if you had created this list?  Which 1 component or element do you want to work on yourself?

51 51 What do I need to know and be able to do to be a good mentor?

52 52 p. 41

53 Sharing information Beginning Teacher Principal Mentor TRUST Steven G. Barkley 53 p. 42

54 Triad Meeting 54 Success!! PrincipalMentor New Teacher p

55 55 What concerns do you have about being a good mentor?

56 Welcome back!

57 Language of Support Paraphrasing Letting the teacher know that you hear, understand, and care Paraphrasing Letting the teacher know that you hear, understand, and care Clarifying Letting the teacher know that you hear, but you’re not sure of what you heard Clarifying Letting the teacher know that you hear, but you’re not sure of what you heard In other words … What I’m hearing … From what I hear you say … I’m hearing many things … As I listen to you, I’m hearing … So, you think … It sounds like you want … Let me see if I understand … To what extent …? I’m curious to know more about … I’m interested in … Tell me how that idea is like (or different from) … So, are you suggesting …? 57 “Guidelines for Mentoring Teacher Programs for Beginning and Experienced Teachers”, Virginia Department of Education p. 48

58 Language of Support Mediating Allowing the teacher to reflect or raise awareness Mediating Allowing the teacher to reflect or raise awareness Imagining Helping the teacher to think about alternatives. Imagining Helping the teacher to think about alternatives. What’s another way you might...? What criteria do you use …? What would it look like if …? When have you done it like this before …? What might happen if …? How was … different from …? How do you determine …? It’s sometimes useful to … A couple of things you need to keep in mind … Something you might try considering is … To what extent might … work in your situation? There are several approaches … What do you imagine might …? 58 “Guidelines for Mentoring Teacher Programs for Beginning and Experienced Teachers”, Virginia Department of Education p. 48

59 Language of Support Non-judgmental Responses Non-judgmental Responses Teachable Moments I noticed how when you … the students really … How do you think the lesson went and why? What did you do to make the lesson successful? I’m interested in learning/hearing more about … I’m really looking forward to … 59 Adapted from New Teacher Center Are spontaneous opportunities that offer the mentor a chance to:  Fill in instructional gaps  Help the teacher make good choices  Help the teacher to “the next step” When taking advantage of a teachable moment, it’s important to:  Share in the spirit of support  Be brief … focus on the essential  Be strategic p. 49

60 Language of Support Suggestions Attitudes for Effective Listening Attitudes for Effective Listening “OPEN” suggestions… Are expressed with invitational, positive language and voice tone Offer choices to encourage ownership Are often expressed as a question [or include a “tag question”] to invite further thinking Are achievable-enough to encourage, but not overwhelm May provide information about the mentor’s thinking and decision-making You must truly want to hear what the other person has to say You must view the other person as separate from yourself with alternative ways of seeing the world You must genuinely be able to accept the other person’s feelings, no matter how different they are from your own You must trust the other person’s capacity to handle, work through, and find solutions to his/her own problems 60 Adapted from New Teacher Center p. 49

61 Practice using Language of Support 61 Practice using Language of Support 61 MentorMenteeObserver Round 1Person 1Person 2Person 3 Round 2Person 3Person 1Person 2 Round 3Person 2Person 3Person 1

62 DirectiveCollaborativeFacilitative Continuum of Support 62 p. 50

63 DIRECTIVE Mentoring 63  Directing  Standardizing  Reinforcing p. 51

64 COLLABORATIVE Mentoring 64  Reflecting  Presenting  Problem-solving  Negotiating p. 51

65 FACILITATIVE Mentoring 65  Listening  Clarifying  Encouraging p. 51

66 66 New teachers need to become familiar with the PEOPLE, ENVIRONMENT, and CULTURE of their new school. p

67 Make a Poster 67  What is it?  How might you use it?  Why is it beneficial?  How could you tweek it? p

68 68 One goal of a mentoring program is professional growth in the new teachers’ practice. What is your professional growth cycle in your district? p. 66

69 Points to Ponder 69  What is your professional goal setting process?  Is there a way to make this a more meaningful practice?  How is a professional culture for learning established in your district?  How do teachers share new ideas or seek assistance in problem situations in your district?  How does PLC (Professional Learning Community) affect professional growth of new and experienced teachers? p. 66

70 70 ReflectFocusPossibilitiesImplement p. 67

71 71  A major part of the mentoring process  Recognize what is working  Identify challenges  Ask questions to prompt self-assessment  Consider collecting artifacts to aid in the reflection process Reflect p. 67

72 72  Identify a focus for discussion, exploration or implementation  May be based on strengths and concerns or professional goals and/or standards  The new teacher’s priorities determine direction but mentors may make suggestions  Inventory for Beginning Teachers may help Focus p. 67

73 73  Develop achievable, short-term objectives  Gather resources, make suggestions, or provide information  Use coaching skills  Plan next steps Possibilities p. 67

74 74  Happens outside of the conference  Apply the plan  Gather evidence of results  Prepare for next conference p. 67 Implement

75 75 ReflectFocusPossibilitiesImplement p. 67

76 What counts for one-on-one time? 76 Is…Is not… Completing a Conference Log when meetingGathering resources for mentee Pre-planning for observations/videotaping and post-observation/videotaping discussion time Observation of mentee teaching (this counts as observation time but not as one-on-one conferencing time) Attending observations of other teachers with mentee (this is a good idea but doesn’t count toward one-on-one conferencing time) Discussing and setting professional goals Attending a meeting with mentee (PLC meetings, department meetings, etc.) Analyzing student work togetherAttending a professional development presentation together p. 65

77 What is “evidence”? 77  Evidence is based on what has occurred or is factual.  It includes teacher and student actions and behaviors and may include artifacts prepared by the teacher, students or others.

78 Component 3b: Using Questioning and Discussion Techniques UnsatisfactoryBasicProficientDistinguished All questions could be answered with a one word response based on factual recall. T- “Who has an idea?” Two students dominated the responses. Think-pair-share was used. Each student wrote a response and shared with a partner. Teacher randomly asked for some to share with entire class. S –“Is there more than one way to get the answer?“ “I found another way to figure it out.” Component 3d: Using Assessment in Instruction UnsatisfactoryBasicProficientDistinguished Teacher presents lesson because it is the next in the book without any pre-assessment or checking for understanding. Teacher corrects student’s mistake but doesn’t explain why. Teacher circulates during Independent work, checks for understanding and makes suggestions if needed. Students evaluate own work based on exemplars and confer with teacher for feedback.

79 Think about and discuss 79  Do you agree with the placement in the Level of Performance scale?  Can you think of other examples of evidence that might fit these categories?  How would you use this information in a conference with your new teacher?

80 Samples of Evidence (Marzano) 80  Teacher physically occupies all quadrants of the room.  Teacher asks students to explain and defend their responses.  Teacher has learning goal posted so students can see it.  Teacher started lesson with a review of yesterday’s lesson.

81 Observation Requirements and Guidelines 81  Mentor observes the first-year teacher  First-year teacher observes other teachers  First-year teacher videotapes his/her teaching p

82 82 What do I need to do to meet the requirements of the TSS Mentoring Program?


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