Mentoring For Mentors Effective Training, Models, and Practices

RRDSB Mentoring Model

Mentor Training - Issues in Teacher Induction - Case Studies/Role Playing - The New Teacher - The Mentor

Issues in Teacher Induction Why do we need an induction program?

Experienced teachers reluctant to interfere and/or offer assistance ( Permission for use granted by Austin Educational Associates ) Double Barrier to Assistance New teachers hesitant to request assistance

Issues in Teacher Induction Why do we need an induction program? What are the effects of not having induction programs? What is happening provincially? Goals of an induction program

Goals of Induction Programs To support new teachers as they progress along a continuum of professional development To increase teacher retention during the induction years To promote the personal and professional well-being of novice teachers To transmit the culture of the system to novice teachers

( Ellen Moir )

The New Teacher Introduction of the Stages of Concern: Fuller Self - Concerns about the self dealt with adequacy and survival as a teacher, class control, being liked by the pupils, and being evaluated. Task - Task concerns revolved around the use of teaching methods and materials and mastery of skills within the teaching and learning situation. Impact - Impact concerns dealt with the teacher's effect on the students. Teachers are concerned with student's learning, their social and emotional needs and relating to pupils as individuals.

Important Characteristics of Mentor Teachers Demonstrated Excellence in Teaching Demonstrated Excellence in Working with Adults Sensitivity to the Viewpoint of Others Active and Open Learner Competent Social and Public Relations Skills

The Role of The Mentor Definition: A mentor is an experienced role model who supports the professional development of individuals new to the Board. Both the new teacher and the mentor: - learn more about themselves - improve their skills - gain professional recognition

Are we “One who knows.” “One who supports.” “One who mediates.”

Effective Mentoring Models One on One - Same School -Same Family of Schools - At a Distance

Effective Mentoring Models Group Mentoring -Department / Division -Mentor Broker -PLC’s

Effective Mentoring Models Mentoring in the Context of a Professional Learning Community - Grade / Subject - Division

Sharing Think about the mentor / new teacher pairs you have observed. Discuss with your group practices that you have observed that are effective in terms of mentoring.

Effective Mentoring Practices Knowledge Foster Independence Relationship

“Usually the best programs involve a team... They need to create a condition in which everybody in the school sees it as his or her job to help the new teachers succeed.” Willis Hawley