Presentation on theme: "SO YOU WANT TO BE A MENTOR Vicki Duff NJ Department of Education Mentor Training Coordinator"— Presentation transcript:
SO YOU WANT TO BE A MENTOR Vicki Duff NJ Department of Education Mentor Training Coordinator
The heart and soul of mentoring is the outgrowth of belief in the value and worth of people and an attitude toward education that focuses upon passing the torch to the next generation of teachers. Head, Reidman, and Theis-Sprintall, 1992
IF I KNEW THEN… oWhat are three things you know now that you wish you had known the first year you taught? oWhat are two tips you would offer a novice as they begin? oDescribe one lesson you learned the first year you taught. How did that impact your teaching?
OBJECTIVES FOR TODAY Introduce the concept of mentoring Review the state mentoring regulations Understand the process of mentoring Identify the needs of the novice teacher Discuss the roles and responsibilities of mentors, novice teachers and school leaders
WHAT IS MENTORING? A person-to-person experience that is… A confidential, non-judgmental process which… Ensures novice teacher support and guidance on effective teaching practice… Based on state, district and school needs and the needs of the individual novice teacher.
WE MENTOR BECAUSE… Novice teachers need guidance and support. Novice teachers need to build confidence and an understanding of the school. Mentoring motivates the novice and the mentor. Mentoring helps to retain our newest professionals. Mentoring builds expertise more quickly. Mentoring is a professional responsibility.
A FORMAL MENTORING PROGRAM Is an action – by a person, for a person Provides the mentor and the novice with a roadmap for effective teaching. Provides the novice with a sense of security. Provides the mentor with a focus for dialogue and support. Provides the district with teachers who understand the culture and the curriculum. Provides the novice with models of practice.
MENTORING WITH INDUCTION Is a process – is a system Promotes life-long professional learning Provides many support systems that are highly structured Encourages collaborative interactions that support high levels of student success Supports the novice teacher over a period of years Is aligned with the district vision and goals for all teachers
AND THE BENEFITS ARE… Mentoring ensures that veterans positively impact a new generation of teachers. Mentoring highlights professionalism to stakeholders. Mentoring enriches relationships through collaboration. Mentoring provides powerful learning opportunities. Mentoring supports student learning and success.
THE MENTORING REGULATIONS… Establish a one-year mentoring program for all provisional teachers Establish a minimum criteria for the mentoring program (mentor criteria, mentor expertise, mentor application) Specify responsibility for payment of a mentoring stipend –$550 – traditional route –$1000 – alternate route
THE MENTORING REGULATIONS… Require comprehensive training and support for mentors Require a rigorous mentoring process for novice teachers Allow the use of retired educators as mentors Require the district to develop and implement a mentor plan through the Local Professional Development Committee
WHO IS THE NOVICE? The average age is 28 42% are Alternate Route 1/3 have less than 5 years experience Have expertise in content areas Tech savvy Believe they can make a difference Want the freedom to try new strategies Desire the ability to be part of the decision-making process Will not limit their options Confident, scared, overwhelmed and ready go!
A MENTOR IS… Write 5 characteristics of an effective mentor. Share the characteristics with the group. Each group will identify 2 important characteristics to report out to the large group.
AM I A MENTOR? Am I committed to the mentoring process as a non-judgmental advisor? Am I accepting of the beginning teacher and the skills they bring? Will I promote self-reliance in the novice? Am I able to articulate effective practices? Do I willing provide resources and support? Am I effective in different interpersonal contexts? Do communicate hope and optimism in education?
MENTOR RESPONSIBILITIES Serve as a professional role model Articulate and model effective classroom practice Foster a confidential, trusting relationship Encourage the novice teacher in all areas Serve as a resource for district and school policies and procedures Meet with the novice teacher regularly Provide feedback after non-evaluative observations Learn from the novice teacher Participate in mentor training and support activities Document time spent in the mentoring process
SCHOOL LEADER RESPONSIBILITIES Serve as the first mentor by discussing goals and needs of the novice Foster and support a vision and culture that empowers collaboration Support the novice and mentor pair with resources that support effective teaching Serve as a facilitator to the mentoring process Select mentors based on experience, expertise, and ability to relate to others needs Provide mentors to novice teachers as soon as they begin their assignment Support mentoring activities Observe and evaluate new teachers according to district and state policy
NOVICE TEACHER RESPONSIBILITIES Develop the knowledge, skills and attitudes necessary to foster student learning Recognize there is still a LOT TO LEARN Ask questions Set goals Observe the mentor and other appropriate teachers Discuss feedback from observations and be ready to try new strategies Keep a journal to help you identify your needs with the mentor Share ideas with the mentor – they want to learn, too! Provide payment to the mentor Document time spent mentoring
Mentors are those people in our lives, who through their deeds and work help us to move towards fulfilling our potential. Gordon Shea, Mentoring: A Guide to Basics
THE MENTORING PROCESS Directing Explaining Sharing Delegating
THE MENTORING PROCESS MENTORING STYLES DIRECTING The Mentor: Leads Provides correct answers Reinforces EXPLAINING The Mentor: Suggests Helps novice to link decisions to good practice Explains and seeks suggestions Models goal setting and organization Helps novice understand why Establishes trust SHARING The Mentor: Works with the novice to analyze data Collaborates on decisions with novice Encourages novice to build confidence in making judgments Ensures a strong relationship DELEGATING The Mentor: Supports creativity Encourages learning together Limits questions while affirming novice abilities Defers to novice judgment Promotes self-reliance Empowers success
Stages of First Year Teaching: Mentors Helping Novice Teachers Ellen Moir, New Teacher Center at USC, 1999 Aug.Nov.Jan.Apr. Jul. Disillusionment Anticipation Survival Rejuvenation Reflection Anticipation Committed to making a difference; idealistic, theoretical Realities confronted, trying to stay a day ahead Question commitment and capability Reenergized, confidence is building, perspectives emerge Begin to look at successes and challenges Building on what works, set goals for a new year
TEACHING AND THE NOVICE CONTENT Instructional Strategies Knowledge and use of materials Classroom management Planning Child Development Human Relations
NEW TEACHER NEEDS Understanding effective planning and goal setting Adapting plans, strategies, and techniques to the needs of students Working with multiple curricular requirements Integrating curriculum Creating and using motivational techniques to enhance learning Using a variety of assessment models Knowing the students Knowing the school, the district, the community Interacting with parents and colleagues
COMMON PROBLEMS FACED BY NEW TEACHERS EVALUATION OF STUDENT WORK PLANNING AND IMPLEMENTING LESSONS CLASSROOM DISCIPLINE INSUFFICIENT MATERIALS OR SUPPLIES MOTIVATING STUDENTS PARENT RELATIONS RELATIONS WITH COLLEAGUES DEALING WITH INDIVIDUAL DIFFERENCES UNDERSTANDING STUDENT PROBLEMS
A VISION OF AN EFFECTIVE TEACHER Create a list of 5 essential elements that you would consider as criteria for effective teaching: –What is an effective teacher thinking? –What is an effective teacher feeling? –What is an effective teacher saying? –What is an effective teacher doing? As a group of 5-6 determine at least 5 common criteria of the group.
THE PROFESSIONAL STANDARDS FOR TEACHERS Subject matter knowledge Human growth and development Diverse learners Instructional planning and strategies Assessment Learning environment Special needs Communication Collaboration and partnerships Professional development
COMPONENTS OF A MENTORING RELATIONSHIP LISTENING CONFIDENTIALITY BUILDING TRUST COLLABORATION
COMMUNICATION Make clear anecdotal statements Respond with relevant information Paraphrase or restate what is heard Question for deeper meaning or to encourage reflection Use appropriate body language Respect confidentiality
DO YOU LISTEN? Get in pairs. Identify yourselves as an A or a B. As will talk for 90 seconds on a topic that is of interest to them. B will listen (do not take notes, do not talk). B will paraphrase what was said in 60 seconds.
BUILDING TRUST Maintain confidentiality and objectivity Respond respectfully Recognize that the novice will have different coping mechanisms Listen CAREFULLY before responding Recognize there might be a need for additional support or resources Understand differences can provide solutions Sleep on difficult problems
COMMON MENTORING PROBLEMS I cant find time to meet with my novice teacher. Some of my colleagues feel that my mentee is having significant problems. My mentee does not want to discuss how things are going.
REFLECTION What strengths will you bring to the mentoring process? What benefits do you believe you will receive from the mentoring process?
I long to accomplish a great and noble task, but it is my chief duty to accomplish small tasks as if they were great and noble. Helen Keller
CONTACTS AND RESOURCES Victoria Duff – Mentoring New Teachers by Hal Portner The New Teacher Book by Melissa Kelly The First Days of School by Harry Wong