1. So you want to be a mentor...? Day 2 “Mastery in this profession is the journey, not the destination.” Making Mentoring Work, Lipton & Wellman, ASCD, 2003

2. Objectives for Day 2 To learn the elements of an effective mentoring program To learn the importance of building trust and communicating effectively To understand differing levels of mentor support To understand the difference between formative and summative from the perspective of the mentor To understand how to use the mentor materials and where to locate them

3. Agenda Communication and Trust Levels of Support Formative vs Summative Program Expectations Program Materials

4. Case Study Analysis Read Never Got a Chance. Identify those behaviors that interfered with a trusting relationship. What could the mentor have done differently?

5. Building a Trust Relationship is the foundation upon which an effective support relationship is built.

6. Absence of Trust Fear of Conflict Lack of Commitment Avoidance of Accountability Inattention to Results Five Dysfunctions of a Team

7. Five Key Components Used to Measure Trustworthiness Benevolence Reliability Competence Honesty Openess 2003 Northwest Regional Educational Laboratory Tschannen-Moran & Hoy (1998)

8. To build trust… Act non-judgmentally Admit mistakes Attempt to understand Behave consistently Be visible and accessible Demonstrate professional knowledge and skills Express personal interest in others Keep commitments Listen reflectively Maintain confidentially

9. http://www.youtube.com/watch?v=sfkZo9JP3GY

10. Communication 7% of communication is composed of spoken words 38% tone of voice 55 % body language Thomas Crane, The Heart of Coaching, FTA Press, 2005

11. Primary Communication Filters Mental State Emotional State Current State of the Relationship Thomas Crane, The Heart of Coaching, FTA Press, 2005

12. Communication Skills Non-verbal S- O- F- T- E- N-

13. 13

14. Language of Support Verbal Skills Paraphrasing Clarifying Mediational Questions Teachable Moments Non-Judgmental Responses

15. 15 “The guide on the side...” Use language that assumes the best intentions of the teacher Use professional language that speaks to best practices Use language that keeps the focus on teaching and learning, on the students, and on student achievement **Do not use compliance language: compliance is short-term, but change must be long-term

16. Mentoring Conversations MaryTyson

17. Mentoring Protocol Assess the Beginning Teacher’s Needs Establish a Focus for the Work Support the Teacher’s Movement Forward Promote Accountability

18. Let’s Practice… Mini-vignette Activity Get in groups of 3. Decide who is A, B, and C. Each person chooses a vignette. Hold a 10-minute conversation with “A” as the coach/mentor, “B” as the new teacher, “C” as the observer. The observer will collect evidence on the language used, questions asked, protocol, and body language. After 10 minutes switch roles until each person has the opportunity to serve in each role.

20. Levels of Support

21. A continuous growth process that assists a colleague in moving from where he or she is to where he or she wants to be Active discussion and respectful, collegial reflection about perceptions, professional thinking, and instructional decisions Done in supportive environment that emphasizes LEARNING rather than TEACHING A non-judgmental process organized around three goals: Establishing and maintaining trust Facilitating mutual learning Helping individuals reflect and act autonomously Asking open-ended questions A learned skill Coaching IS…

22. Imposing your will on a teacher or a team Telling the “right answer” or dictating actions to be taken A punitive action A formula-driven process A fix for a problem Passive observation Coaching is not…

23. ConsultingCollaboratingCoaching Information & analysis Mentoring Support Reflection & self-direction Coachee Behaviors

24. Let’s Practice… Strategic Card Sort Examine the support and assessment strategy cards. Arrange the cards from most to least directive. Considering the following: ~who controls the flow of information ~under what circumstances would a new teacher best be supported by a given strategy ~to what extent does the strategy promote autonomy

25. Mentoring as a Formative Process Survival VS

26. Formative: helping to shape, develop or mold

27. Formative Assessment Essential Characteristics Establishes professional norms of inquiry and reflection Ongoing measurement of growth over time Objective and data-based Responsive to the teacher’s developmental needs Interactive and collaborative Variety of assessment tools Teacher driven Based on teaching standards How is this different from other forms of assessment you have experienced?

28. Why Formative Assessment? Focuses the beginning teacher’s growth Guides the work of the mentor Establishes professional norms of inquiry into and reflection upon practice Parallels the key role of assessment in effective instructional practices

29. Implementing a Formative Assessment System Collect and analyze baseline data, self- assess against standards Set professional goals & develop professional growth plan Implement professional growth plan; collect & analyze data Assess growth and revise plan or begin new inquiry Collect Data Plan Teach Reflect

30. Your mentoring will focus on… 11 components for 1 st year teachers 16 components for 2 nd year teachers.

31. 4 Key Elements to Successful Mentoring Program Articulation of Best Practice Balancing Immediate and Long-Term Needs Approach to Teaching As Inquiry Commitment to Collaborative Partnerships Ellen Moir, NTC, USC Santa Cruz

32. A Mentor for Every New Teacher NOT optional State requirement identifies specific criteria that must be met in mentoring program (§22.1-305.1) State funding and end-of-year reporting required NNPS Enhancing Professional Practice is approved by the state and must be followed

33. Enhancing Professional Practice EPP NOT optional Provides framework for mentor program Approved by the state Primary components –Building Relationships –Classroom Observations –On-going Support –Reflection

34. Materials http://nnadmin.sbo.nn.k12.va.us/educatorhq/ All materials can be found online at the Educator HQ website.

35. 3 rd Point Mentoring Conversations

36. Roleplay a discussion from EPP.

37. Formative assessment information is kept separate from evaluative decisions made by the administrator. fire wall

38. Mentor’s are agents of growth. The role of the mentor is to assist not assess.

39. Professional Development Management System https://newport.schoolnet.com/ https://newport.schoolnet.com/ Documents your work with new teachers Used to validate supplement Use to award relicensure points.

40. What questions do you have ?

41. Save the Date Oct. 20, 2009 Day 3 Training October 8

42. M ake E very N ew T eacher O ur R esponsibility