1. Mentor Support during Reflection
Last month, we discussed the importance of reflection for ourselves and for our mentees. We designed questions to help our mentees reflect on the whole year. With an elbow partner, discuss opportunities you have had to reflect on your own growth and/or to help your mentee(s) reflect on the year?
Up when participants enter. 1:00- As you get settled and welcome newcomers, you will notice there is an entry task. If you don’t have a partner, please find a partner at a another table. Listen in on conversations. What were some things that you heard or who heard something at your table from one of your brilliant tablemates. Surface ideas or address questions that would be of benefit for the whole group.

2. May 16, 2017 Lisa Pitcher-Facilitator
OSPI Mentor Roundtable Professional Development for those who support the growth of NOVICE Educators
May 16, 2017
Lisa Pitcher-Facilitator
Lisa Pitcher , facilitator for ……May

3. Roundtable purposes: to connect to learn to refine
to give and receive coaching
to improve through reflection
This slide repeats is included each time. If you are getting a lot of folks who are new and have not attended the academy, this is a place to let them know about the academies and encourage them to get that training. If you have no one new in the group, just “give it a head nod” : )
Details re: each item are below
to connect with others in our region who do similar work
to learn about instructional mentoring & induction
to refine and develop our mentoring tools & skills
to give and receive coaching around our work
to improve through reflection

4. Logistics for Learning
Advocate for your own learning.
Tend to your needs.
Be fully present.
Be ready to move often.
Give yourself permission to learn. It is impossible to get better and look good at the same time.
- Julia Cameron in The Artist’s Way
Periodically it is important to remind groups of these.
Cut and paste this slide as needed.
Technology reminder is a key one. Please discourage computer or phone use during roundtables.
We want to model behaviors we want mentors to use with mentees. Being present is key.
I have some folks who use the computer to type their reflections. We ask them to keep off the table or closed until the reflection time.

5. Today: End of year food for thought
Reflection/coaching conversations w/feedback
Celebration
The agenda for today (they are reading)

6. Standing Partner Conversation
In May and June we often live in two worlds: finishing this school year and planning for the next. Discuss living in the future while staying present.
This slide and next are food for thought for mentors. These are something they might consider talking about during their coaching conversation.
For here, just have a short elbow partner conversations
The last two stages are reflection and anticipation – focusing on the year past (reflection) and the coming year (anticipation). At this time of year we often feel like we are living in two worlds – the present and the future.
Plant seed of what to do about non-renewals- assess relevance; tips sheet as a resource

7. End of year organization
Checklists:
Help you stay organized and focused
Help us avoid forgetting items.
Are invaluable when things get busy/crazy.
Allow new teachers to be more independent.
Use sample templates to create your own end-of-year checklist for mentoring and for teaching that fits your site.
Don’t reinvent the wheel. If your building has a checklist already, ask if you can add some items, if needed. Or get a copy early and sit down with your mentee to discuss and add notes and useful info.
Handout checklist, if desired. Is NOT an ideal model, rather something to get mentors thinking.

8. Table Group Conversation
Look at the checklist.
Consider:
What is outdated?
What is relevant?
What else might you add?
What unwritten expectations do we have at our site?
What end-of-year activities and procedures might be challenging for new teachers?
What will be your priorities when talking with new teachers?
Group by secondary and elementary.

9. Mentor Skill Development
Mentoring requires a different set of skills and dispositions from teaching.
Mentors need to intentionally practice these skills until the use of them is automatic.
Mentor skills include: listening, paraphrasing, questioning, avoiding personal referencing, and using invitational verbals and non-verbals.
Roles we attend to include supporting, creating challenge, and facilitating vision for new teachers.
We fluidly use these stances: coaching, collaborating and consulting.
Many come into this work thinking that their teaching skills are enough for success as a mentor. Sometimes when people are brand new at mentoring they don’t appreciate that it is not composed of giving advice or creating the mini me”. The work of helping someone develop into the valued colleague down the hall is different from telling them what to do.
Reinforce the idea that these are a separate set of skills that can be learned and require intentional practice.
This is the frame for upcoming reflection. As mentors prepare for next year, we want to encourage them to think about their own p.d. and how to ensure they are developing as mentors. We are going to move into some reflection on your own practice of mentoring.

10. Mentor Standards
A team of educators from across the state developed these Washington State standards for mentoring using current best practices and research.
Standards are to support our growth as mentors and to help districts plan for on-going professional learning for mentors.
These were rolled out at the Convening. This version is a DRAFT form. Final form will be printed in June.
We will be spending some time with 2 of the new standards.
Set up for use of standards which are NEW and some may not have heard about them.
If you get any significant feedback on these, please pass it along to us. Thanks.

11. Self-assessment Review the standard. Rate your current performance.
Write in evidence that you used to determine your current performance.
Bullet 1 - Choose whether to use Standard 4, Standard 5, or both based on knowledge of your group. Change text on slide to indicate which slide. If time work on the second one. 10

12. Standing conversation
Find a partner and discuss the evidence you listed. Consider: The value of that evidence and ideas you have for evidence you might collect in the future to show growth around this standard.
Listen in on conversations. Ask for key ideas; invite people to contribute. Surface ideas or address questions that would be of benefit for the whole group.

13. Individual Reflection
Write your response to the following:
What skills did you learn or improve this year?
In skills would you like to grow/develop next year?
How will those skills benefit you or new teachers?
What evidence might you collect to show growth you make as a mentor?
The intent of this slide is give mentors time for reflection. Give at LEAST 3 minutes and if they are writing extend to 5.
Bring notebook paper

14. Mentor professional learning
BEST Opportunities for professional learning include:
Regional Roundtables
New mentor academies - 201, 301
Possibly a Mentor Academy151 next year which will give participants opportunities to practice 101 skills and address updates in the new Mentoring Matters book.
Facilitating Adult Learning workshop
Yearly Mentor Conference in March
These are here to get mentors thinking about options before they participate in the coaching conversation. The hope is that they will not only think about what skills they want to develop but also how they might do so.
There are more than just these. Mention other regional options that you know of. Keep your eyes open.
Google OSPI BEST Events

15. Mentor professional learning
A few ideas from around the state: Mentors get together weekly to practice coaching with each other (some attend formal meetings and some meet for dinner on their own). Mentors observe instruction together in real classrooms and/or on video. These observations can be used to practice scripting, discuss possible topics for the post conference, give each other feedback on scripting, etc. Mentors participate in a book study.
These are here to get mentors thinking about options before they participate in the coaching conversation. The hope is that they will not only think about what skills they want to develop but also how they might do so.
There are more than just these. Mention other regional options that you know of.

16. Ideas from around the West Sound Region!
Chart paper: draw 5 minutes: present: 15 minutes

17. Learning-Focused Conversation Practice
The focus for today’s conversation – your choice.
Focus is their choice.
Mentors are to craft opening questions. This is important for their practice. Generic: What would you like to talk about today? What is “big” on your mind about mentoring today? May and June, end of year checklists/procedures, and skill development.
This is a chance to practice. Invite anyone who is unsure to be observer first. Make a commitment to use this time to practice. Tempting to not.Self advocate: If someone doesn’t want to do it, you are missing your opportunity. 25 minutes needed for group of 3; 15 minutes for a 2 person conversation

18. Learning-Focused Conversation Preparation
EVERYONE:
Create an opening question that might promote reflection for the partner you are going to coach today.
Review paraphrase stems (see Mentoring Matters). Remember paraphrase first and then question only if needed.
Two rounds with a partner. Time cue will be given.
This slide is also preparation for the coaching conversation. There are no prompts for coaches during the conversations. This is because starting the conversation is an important skill. We want mentors to have experience thinking about and doing this. Explain this to participants.
Paraphrase
Question

19. Partner Debrief
What did your partner do or say that helped your thinking and how did it help?
Share this with your partner.
Partner conversation

20. Whole Group Debrief
As table groups discuss what you noticed and learned.
Be prepared to share one or two items w/the whole group.
Facilitate a discussion if it is beneficial for the group. Otherwise, eliminate this slide.

21. P.S.
Consider the following and jot one or both on a sticky note: Principle—A big idea you are thinking about Skill—Something specific you will work on next year. Choose one to share in a “Whip Around”
Whip around

22. Clock Hours for Mentoring
This screen shot is hard to see and the website can be a challenge to navigate. Remind mentors of the opportunity for them to earn clock hours AND the templates that are on the mentoring page. THANKS.
CSTP CLOCK HOURS