1. The Quality of Mentoring Matters February 22 and 23, 2012 INTC Conference Rosalie Gardner Facilitator

2. M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N Purpose Continue discussion on quality mentoring Identify areas for revision Look at data collections from last year Where do we go with this from here?

3. M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N Alphabetability At your table, quickly introduce yourself, your district/school, and your role in mentoring and induction. Identify a recorder Using Alphabetability chart on your table, –identify something you know about mentor quality for each letter of the alphabet (word or phrase) Share out

4. M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N Mentor Quality Tools Review the mentor quality rubric from last year

5. Mentor Selection Criteria 321 Teaching ability Demonstrates the ability to help others actively learn new knowledge, skills and perspectives, evidenced by student / supervisor feedback. Has the ability to help others actively learn new knowledge, skills and perspectives, but does not always demonstrate. Person is directive and inflexible in their approach to others. Working with adults Demonstrates a collegial manner when working with colleagues (A Team approach). More of a coach. Sometimes demonstrates working with colleagues. Focused on self rather than others. Does not have the skills to work with colleagues in a collegial manner. Sensitivity to viewpoints of others Demonstrates the ability to understand others viewpoints without judgment. Can adapt to varied situations. Sometimes is judgmental in their dealings with others. Often judgmental in dealing with others. Willingness to be an active and open listener Demonstrates the ability to actively listen to others without interruption. Sometimes demonstrates the ability to actively listen to others with some interruption. Often interrupts when they should be listening. Interpersonal skills He or she is a reflective thinker when problem solving. Shows empathy yet firm. Demonstrates trustworthiness. Tends to give more suggestions than asking reflecting questions. More intuitive in teaching than reflective. “His or her way is the only way” Role model Acts as a role model, demonstrating high standards, good listening skills, ethics, and professionalism. Sometimes acts as a role model in demonstrating high standards, good listening skills, ethic, and professionalism. “Talk the talk, but don’t walk the walk” Organization, communication and management skills Communicates to parents, colleagues, students, and others effectively as well as demonstrates good organization and effective classroom management. Sometimes communicates effectively with colleagues, parents, and somewhat organized. Poor communication skills and disorganized. Commitment to program Willingness to go above and beyond to help a new teacher become successful. Willing to do the minimum requirements. More interested in “what’s in it for me:” Best Practices Demonstrates knowledge and application of “best practices” into own teaching. Some knowledge of “best practices” for teaching with little application into own teaching. Does not demonstrate use of “best practices” in own teaching. TOTALS

6. M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N Mentor Selection and Assignment, Standard 5.1 Program leadership, program partners and all stakeholders are guided by clear rigorous selection criteria and processes to ensure that beginning teachers will receive high quality mentoring throughout their participation in the induction program

7. M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N Criteria in 5.1 Demonstration of effective teaching practice Knowledge of pedagogy Self-reflective Strong intra- and inter-personal skills Knowledge of context Content knowledge Skills and interest in supporting diverse learning needs

8. M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N Translating qualities into action At your table 1.Compare the criteria on the left with the criteria listed on the last slide 2.What needs to be revised, deleted, or added? 3.Evaluate the rubric scale and descriptors. Make revisions you feel are needed. What would you use for cut scores? Identify your ideas on chart paper and post for sharing.

9. Scorecard 24-27 Top candidate 20-23High Average candidate 20-belowQuestionable candidate

10. M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N Process Baseline data –All mentors self-evaluated summer 2010 First data collection spring of 2011 from new teachers (1 st and 2 nd separate), mentors (year one separate from year two), and administrators Data analyzed Second data collection spring of 2012 in same manner

11. M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N Analyze data At your tables, review the baseline data and the 2011 data. What do the data say about mentor quality… –From new teacher perspective? –From mentor perspective? –From administrator perspective? What discrepancies do you see between the data from the different stakeholders?

12. M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N Baseline Data Baseline Mentor’s perceptions 1.Teaching Ability: 2.69 2.Working with Adults: 3.0 3.Sensitivity to viewpoints: 2.62 4.Active, open listener: 2.55 5.Interpersonal skills: 2.55 6.Role Model: 2.72 7.Organization, communication, management: 2.79 8.Commitment: 2.97 9.Best Practices: 2.79

13. Mentor Selection Criteria Perceptions New TeacherMentor (2011)Principal Teaching ability2.772.45 (2.69)2.45 Working with adults 2.932.90 (3.0)2.64 Sensitivity to viewpoints of others 2.832.79 (2.62)2.45* Willingness to be an active and open listener 2.872.76 (2.55)2.5* Interpersonal skills 2.932.69 (2.55)2.45 Role model 2.902.76 (2.72)2.54* Organization, communication and management skills 2.732.48 (2.79)2.64 Commitment to program 3.02.97 (2.97)2.68* Best Practices 2.972.76 (2.79)2.55 *Indicates marked as 1 for 1 or more mentors

14. M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N Where do we go from here? What do you not learn from the data that you want to know? How can that information be collected? How would you use this data with program participants? What are you doing in this area? How does it fit with or compliment this work?

15. M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N Wrap-up/evaluation Tool is available as a word document on the INTC website under shared resources Questions: Rosalie Gardner, rgardner@roe45.orgrgardner@roe45.org 618-939-5650 Monroe-Randolph ROE 45 Waterloo, IL 62298