Presentation on theme: "SO YOU WANT TO BE A MENTOR"— Presentation transcript:
1SO YOU WANT TO BE A MENTOR Vicki DuffNJ Department of EducationMentor Training Coordinator
2The 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
3IF I KNEW THEN…..3-2-1What are three things you know now that you wish you had known the first year you taught?What are two tips you would offer a novice as they begin?Describe one lesson you learned the first year you taught. How did that impact your teaching?
4OBJECTIVES FOR TODAY Introduce the concept of mentoring Review the state mentoring regulationsUnderstand the process of mentoringIdentify the needs of the novice teacherDiscuss the roles and responsibilities of mentors, novice teachers and school leaders
5WHAT 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.
6WE 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.
7A FORMAL MENTORING PROGRAM Is an action – by a person, for a personProvides 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.
8MENTORING WITH INDUCTION Is a process – is a systemPromotes life-long professional learningProvides many support systems that are highly structuredEncourages collaborative interactions that support high levels of student successSupports the novice teacher over a period of yearsIs aligned with the district vision and goals for all teachers
9AND 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.
10THE MENTORING REGULATIONS… Establish a one-year mentoring program for all provisional teachersEstablish 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
11THE MENTORING REGULATIONS… Require comprehensive training and support for mentorsRequire a rigorous mentoring process for novice teachersAllow the use of retired educators as mentorsRequire the district to develop and implement a mentor plan through the Local Professional Development Committee
12WHO IS THE NOVICE? The average age is 28 42% are Alternate Route 1/3 have less than 5 years experienceHave expertise in content areasTech savvyBelieve they can make a differenceWant the freedom to try new strategiesDesire the ability to be part of the decision-making processWill not limit their optionsConfident, scared, overwhelmed and ready go!
13A 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.
14AM 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?
15MENTOR RESPONSIBILITIES Serve as a professional role modelArticulate and model effective classroom practiceFoster a confidential, trusting relationshipEncourage the novice teacher in all areasServe as a resource for district and school policies and proceduresMeet with the novice teacher regularlyProvide feedback after non-evaluative observationsLearn from the novice teacherParticipate in mentor training and support activitiesDocument time spent in the mentoring process
16SCHOOL LEADER RESPONSIBILITIES Serve as the “first mentor” by discussing goals and needs of the noviceFoster and support a vision and culture that empowers collaborationSupport the novice and mentor pair with resources that support effective teachingServe as a facilitator to the mentoring processSelect mentors based on experience, expertise, and ability to relate to others needsProvide mentors to novice teachers as soon as they begin their assignmentSupport mentoring activitiesObserve and evaluate new teachers according to district and state policy
17NOVICE TEACHER RESPONSIBILITIES Develop the knowledge, skills and attitudes necessary to foster student learningRecognize there is still a LOT TO LEARNAsk questionsSet goalsObserve the mentor and other appropriate teachersDiscuss feedback from observations and be ready to try new strategiesKeep a journal to help you identify your needs with the mentorShare ideas with the mentor – they want to learn, too!Provide payment to the mentorDocument time spent mentoring
18Mentors 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
21Stages of First Year Teaching: Mentors Helping Novice Teachers Ellen Moir, New Teacher Center at USC, 1999AnticipationAnticipationCommitted to making a difference; idealistic, theoreticalBuilding on what works, set goals for a new yearSurvivalRealities confronted, trying to stay a day aheadBegin to look at successes and challengesReflectionRejuvenationReenergized, confidence is building, perspectives emergeDisillusionmentQuestion commitment and capabilityAug. Nov. Jan. Apr. Jul.
23NEW TEACHER NEEDS Understanding effective planning and goal setting Adapting plans, strategies, and techniques to the needs of studentsWorking with multiple curricular requirementsIntegrating curriculumCreating and using motivational techniques to enhance learningUsing a variety of assessment modelsKnowing the studentsKnowing the school, the district, the communityInteracting with parents and colleagues
24COMMON PROBLEMS FACED BY NEW TEACHERS EVALUATION OF STUDENT WORKPLANNING AND IMPLEMENTINGLESSONSCLASSROOM DISCIPLINEINSUFFICIENT MATERIALS OR SUPPLIESMOTIVATING STUDENTSPARENT RELATIONSRELATIONS WITH COLLEAGUESDEALING WITH INDIVIDUAL DIFFERENCESUNDERSTANDINGSTUDENT PROBLEMS
25A 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.
26THE PROFESSIONAL STANDARDS FOR TEACHERS Subject matter knowledgeHuman growth and developmentDiverse learnersInstructional planning and strategiesAssessmentLearning environmentSpecial needsCommunicationCollaboration and partnershipsProfessional development
27COMPONENTS OF A MENTORING RELATIONSHIP LISTENINGCONFIDENTIALITYBUILDING TRUSTCOLLABORATION
28COMMUNICATION Make clear anecdotal statements Respond with relevant informationParaphrase or restate what is heardQuestion for deeper meaning or to encourage reflectionUse appropriate body languageRespect confidentiality
29DO YOU LISTEN? Get in pairs. Identify yourselves as an A or a B. A’s 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.
30BUILDING TRUST Maintain confidentiality and objectivity Respond respectfullyRecognize that the novice will have different coping mechanismsListen CAREFULLY before respondingRecognize there might be a need for additional support or resourcesUnderstand differences can provide solutionsSleep on difficult problems
31COMMON MENTORING PROBLEMS I can’t 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”.
32REFLECTION What strengths will you bring to the mentoring process? What benefits do you believe you will receive from the mentoring process?
33I 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
34CONTACTS AND RESOURCES Victoria DuffMentoring New Teachers by Hal PortnerThe New Teacher Book by Melissa KellyThe First Days of School by Harry Wong