1. Mentoring and Coaching September, 2006

2. What is mentoring? Mentoring is a professional development strategy designed to improve teaching and learning through close professional relationships between or among teachers. By engaging in thoughtful dialogues, teachers are able to reflect on their own practices and become more independent and self-directed practitioners.

3. Why mentoring? Studies of success rates of various teacher in-servicing components support the potential effectiveness of mentoring as a means of improving instructional practice. Nova Scotia Educational Leadership Consortium

4. A comparison -Joyce and Showers IN-SERVICE COMPONENT SKILLS ATTAINED TRANSFER TO CLASSROOM Presentation of Theory 10% -20% 5% - 10% Demonstration 30% - 35% 5% - 10% Practice 60% - 70% 5% - 10% Feedback 70% - 80% 10% - 20% Mentoring 80% - 90%

5. Mentoring… …affects school culture by promoting stronger collegial relationships. …supports significant educational change. …promotes reflection and decision-making by providing time, space, and encouragement. …leads to increased student achievement.

6. The 3 Cs of Mentoring Consulting – A consultant provides information on curriculum, instruction, and assessment. Collaborating – Collaborative interactions involve shared planning, decision-making, problem-solving, and reflection. Coaching- A coach supports a participating teacher’s thinking, problem-solving, and goal achievement.

7. Continuum of Interaction Consulting Collaborating Coaching The goal is to create a reciprocal learning focused relationship. Skilled mentors do not have all the answers; they focus on developing the participating teacher’s capacity to improve their own practice.

8. Mentoring Relationship Respect Trust Communication

9. Mentoring Opportunities In small groups: Book-study group Grade-level group Subject-specific group Goal-specific group As Individuals : Coaching / Collaborating / Consulting

10. Interpersonal Skills  Attending  Active Listening  Questioning  Presenting  Confirming  Summarizing  Problem Solving

11. Confidentiality The relationship and conversations between the mentor and the participating teacher remain confidential.

12. The Coaching Process Pre- Conference Observation Post - Conference

13. The Coaching Process Pre- Conference Demonstration/ Co- Teaching/ Planning Post-Conference

14. Do and Don’t Do Coach, collaborate, and consult Work with individuals or small groups Listen and ask questions Paraphrase and summarize Collect data Provide resources

15. Do and Don’t Mentors will not…  Supervise, evaluate or judge  Provide pullout services  Provide ready-to-go lessons  Substitute or fill-in for other teachers

16. Mentoring Relationships Participating in mentoring relationships contributes to both career and personal development.

17. Mentoring Relationships Mentoring relationships are vehicles for job enrichment and professional development. Mentors provide support. Mentors create a safe place and establish a trusting relationship. Mentors provide support by listening and encouraging.

18. The Roles of The Mentor Confidante – discusses issues or has conversations in confidence. Coach – gives feedback and problem solves to help improve professional practices. Colleague – shares experiences, resources, ideas and strategies. Facilitator – guides the learning partner in discovering solutions or decisions.