Project P.a.C.E. Mentor Training Orientation

Beginning Teachers Want Support Beginning teachers said that they wanted observation and feedback. Beginning teachers said they most needed support in: Curriculum and instruction and Discipline management techniques.

Beginning Teachers Most Often Report These Challenges: 9. Relations with colleagues 8. Students’ personal problems 7. Insufficient materials and supplies 6. Evaluating student work 5. Planning class work 4. Parent relations 3. Dealing with individual differences 2. Motivating students 1. Classroom discipline

Phases of Teaching Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Survival Anticipation Disillusionment Rejuvenation Reflection Anticipation

Phases of Teaching Revisited Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Survival Anticipation Disillusionment Rejuvenation Reflection Anticipation

Keys to Relationship Building Establish mutual trust and understanding. Meet regularly. Foster learning in each other. Maintain confidentiality. Explain unwritten school rules. Set protocol for contact outside of school day. Foster learning in one another.

Ground Rules for Relationships Agree on: 1. Scheduled meeting times and places, 2. Best means of contact for questions as they arise, and 3. Preferred means/times of contact outside of the school day.

Time Issues Reported by Beginning Teachers Catching up on paperwork Classroom cleanup Displaying student work Faculty and other meetings Finding instructional resources Grading papers Lesson planning Modifying lessons Preparing for parent conferences Record keeping Student routines and procedures Tutoring

Additional Techniques for Management Provide examples of letters to families/caregivers. Explain when to contact families/caregivers. Identify methods for documenting family/caregiver contact. Explain written progress report forms and procedures.

Additional Techniques for Management Share a few guidelines for expected behavior in the classroom. Provide ideas for positive reinforcement. Assist in setting goals and determining consequences. Help the beginning teacher identify when to write a referral or contact families/caregivers.

In Summary: Year-long Mentoring Guidelines Meet regularly throughout the year. Obtain release time to work together. Build a relationship of trust. Use the TxBESS Framework to guide discussions on teaching and learning. Help with non-instructional responsibilities.

Expectations Timeline Suggestions Utilize the provided timeline as a resource reference for ongoing support this year.

TxBESS Framework The TxBESS Framework represents a single cycle of teaching divided into 4 clusters. Use your copy of the TxBESS Framework as a guide for discussion with your P.a.C.E. intern.

Mentor Details Complete the mentor commitment form Complete your W9 form Maintain a mentor log of contact hours both semesters Accrue a minimum of 15 contact hours per semester Maintain contact with your intern’s P.a.C.E. field supervisor