1. Promoting Reflective Teaching in Adult ESL through Peer Mentoring

2. Overview 1.Introductions 2.Background 3.Mentoring 4.Collaborating with a Peer 5.Context 6.Preparatory work

3. Background and Context Models of Professional Development TDSB precursors Adult ESL examples Reflective teaching

5. Excellence in teaching involves: Ability to plan, implement and evaluate appropriate learning experiences for learners Ability to use and adapt textbooks and other resources to meet the needs of learners Ability to evaluate and reflect on one’s own teaching Ability to modify one’s teaching strategies in the light of self- reflection and peer observation Adapted from: Mentor Courses: A resource book for teacher-trainers, Cambridge Teacher Training and Development

6. ROLEFUNCTIONS MODEL - to inspire - to demonstrate ACCULTURATOR - to show protégée the ropes - to help protégée get used to the particular professional culture SPONSOR - to open doors - to introduce protégée to the “right people” - to use their power (ability to make things happen) in the service of the protégée SUPPORT - to be there - to provide safe opportunities for the protégée to let off steam/ release emotions - to act as a sounding board – for cathartic reasons EDUCATOR - to act as a sounding board - for articulation of ideas - to consciously create appropriate opportunities for the protégée - to achieve professional learning objectives What is a mentor?

7. THE 3 C’S OF MENTORING CONSULTANT Offering support and Providing resources COLLABORATOR Creating challenge Encouraging Growth COACH Facilitating Professional Vision

8. CONSULTANTCONSULTANT COLLABORATOR COACH

9. What is mentoring? Think of a positive mentoring experience you have had –Why was it so meaningful? –Was it effective? Why?

10. Peer – mentors are… Committed to communicating to share and discuss issues of concern Committed to listening without judgment Committed to keeping discussions confidential

11. The Art of Active Listening Elegant Paraphrase Explore options Plan next steps Self – evaluation for Protégé

12. Mutual benefits Reciprocity is an essential element of a mentoring relationship, both mentee and mentor engage in the relationship. Each has specific responsibilities, contributes to the relationship and learns from the other. When reciprocity exists, mentees and mentors are able to say that their perspectives are expanded, they gain new knowledge and mentoring is a value- added relationship for them. This discovery of reciprocity and mutuality frequently surprises first time mentors. Lois Zachary

13. The process Orientation Session –April 1 st, 2011 Observation Before May 15 th, 2011 Observation 2 Feedback sessionMay 16 th, 2011

14. Context Effective Teaching The ESL classroom Planning continuum

15. Effective teaching is… Inclusive Instructionally precise Attributes-based Learning-Focused environment

16. The ESL classroom –Learners –Teachers –Materials and Assignments –Classroom Environment

17. The planning continuum Needs assessment Term plan Stages of lesson Assessment of learning

18. What’s the problem? (Protégée's Point of View) Identifying the issue Articulating a goal Asking the right questions in the context of the 4 areas: L/S/R/W

19. What is it that I do? (Mentor’s Point of View) My objectives (with reference to 4 areas) How I achieve these objectives What classroom activity will demonstrate this to my partner

20. Forms Annotated lesson plan (detailed lesson plan with comments on key elements) Observation Forms Schedule Form

21. Logistics Scheduling Debriefing Roles in the observation