PAY IT FORWARD 1.Think back to when you first decided you wanted to become a teacher (work with children) 2.Make that the beginning point on your sentence strip 3.Put a name, symbol, year to denote that time 4.Move forward, noting people, events that shaped you into the educator you are today 5.Depict important influence with a name, picture, symbol, … 6.Share your timeline with an elbow partner

QUALITY TEACHER ACTIVITY 1.Discuss your responses to the assigned prompts: What will this teacher be thinking? (blue) What will this teacher be feeling? (red) What will this teacher be saying? (green) What will this teacher be doing? (black) 2. Record ideas on the Post-its provided 3. Record responses with marking pens in the color indicated by the question 4. Make sure the responses are legible to others 5. Post responses on the Quality Teacher chart

MENTOR ROLES ACTIVITY 1.Get with quadrant partner #2 2.Discuss any 2-3 mentor roles 3.Identify some of the things you might find yourself doing in the role 4.Jot down your ideas on your handout

GIVE-ONE-GET-ONE Activity 1.Jot down 3 ideas 2.Get up and find someone at another table 3.GIVE ONE idea from your list to your partner. GET ONE idea for your list from your partner. 4.Move to a new partner and repeat the process. 5.If your list and your partner’s list are identical, you must brainstorm together an idea that can be added to both of your lists.

ATTITUDINAL PHASES T-Chart Activity 1.Read and discuss assigned phase 2.Identify one need appropriate to that phase. Record on left side of T-chart 3.Determine best strategy to support teacher with this need. Record on right side of T- chart. 4.Continue recording needs and matching strategies. 5.Design an icon to represent this phase. 6.Select a reporter. Post and share.

NEVER GOT A CHANCE DISCUSSION PROMPT 1.Identify those behaviors that interfered with a trusting relationship between the mentor and the new teacher 2.What could the mentor have done differently (to contribute to a trusting relationship)?

JOURNAL PROMPT: “What insights have you gained with regard to your role as mentor?”

“HOW WILL I KNOW WHAT I THINK, UNTIL I SEE WHAT I WRITE?”

AUTONOMOUS PEOPLE Assume responsibility for themselves; see themselves as part of the whole Aware of and monitor own behavior & thinking Self-directed Take responsibility for their actions & consequences Have empathy for multiple perspectives Seek more than one way to approach a problem (flexible) Able to set their own outcomes & find ways to achieve those outcomes Continuing desire for growth & self-renewal Not dependent upon others’ approval Seek honest feedback Seek to contribute to the common goal

Activity Instructions for Strategy Card Sort Examine the support & assessment strategy cards Arrange cards from most to least directive –Consider the following: Who controls the flow of information? Under what circumstances would a new teacher be best supported by a given strategy? To what extent does the strategy promote teacher autonomy? Identify 1-2 strategies that are intriguing or new to you

JOURNAL REFLECTIVE WRITE With regard to the roles in mentoring, write about: a role that is an area of strength a role that is challenging for you