ICS Mentor Review
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ICS Mentor Review



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  • Activity: record three words that come to mind when you think of your mentor or if no formal mentor, someone you seeked for guidance Segue to PDP: Your responsibilities as mentor
  • Activity: Find a new friend
  • Reflect: benefit in class whole group response w/ power point
  • Reveal definition after Activity Activity: Review your list of words for Word Association Revise your thinking Record a definition of a mentor or an analogy
  • After Reading, switch gears to “Needs of New Teachers”
  • Lesson Plans/Curriculum: planning units w/ learning activities that address variety of learning styles, strategies Knowing district: policies, procedures, community Resources: materials & supplies Managing: classroom, time Emotional needs: isolation, mixing, evaluations Discipline: motivating and managing behaviors
  • Activity: Pull New Teacher Check List & calendar worksheet from packet. If time, plot activities.
  • BTSA: beginning teacher support & assessment program
  • Discuss posters, then reveal
  • Benefit in classroom
  • Replace with article link

ICS Mentor Review ICS Mentor Review Presentation Transcript

  • Mentoring New Teachers: A Review Iroquois Central Schools 2009
  • GOALS • Identify qualities & roles of effective mentor teachers • Look at research on effective mentoring • Apply essential mentoring skills • Observe and practice a coaching conference • Examine data collection methods for observations • Identify strategies for confidentiality
  • Professional Development Plan Teacher Mentor Program
  • Purpose Hmmm . . . What is the point of mentoring new teachers?
  • Why Mentor?
    • Facilitate growth of
    • personal & professional development
    • of new teacher
  • What?
    • Role of Mentor
      • Supportive informational source
      • Non-evaluative
      • Aligned with NYSED regs: 2•2004
  • What?
    • Responsibilities of Mentor
      • Provide a resource
      • Promote instructional competence
      • Share strategies for positive parent meetings
      • Participate in reciprocal observations
      • Collect data
      • Help set goals
  • So What?
    • Mentor Qualifications
      • Outstanding teacher
      • Personal interest
      • Willing coach
      • Provide specific feedback
      • Maintain confidentiality
  • What if?
    • You need guidance
      • Speak with your principal or the mentor trainer.
      • We’re here for you!
  • What is a mentor?
    • A teacher who . . .
      • provides guidance and support
      • ensures confidentiality
      • effects a collegial relationship
      • invites honesty, risk-taking & self-reflection
      • . . . for the new teacher.
  • What is the mentor relationship?
    • In general it should be characterized as
    • professional, flexible, trustful,
    • mutually educational &
    • entailing sustained, frequent contact.
    • NYSED, 10•2003
  • Needs of New Teachers Parents Standards Faculty Policies Curriculum Discipline Certification Requirements Report cards Open House Lesson Plans Personal Well Being Logistics School Culture Student Culture
  • Phases of New Teachers’ Attitudes Toward Teaching
    • Anticipation
    • Disillusionment
    • Reflection
    • Rejuvenation
    • Survival
  • Phases of New Teachers’ Attitudes Toward Teaching Aug ----------------------------------------------------------------------- July Anticipation Survival Disillusionment Rejuvenation Reflection Anticipation I I I I I I I I I I v Why IP?
  • Why Induction & Mentoring? • The NEA projects that 250,000 new teachers will be hired each year for the next 10 years. • 40% of new teachers leave within their first 5 years; 50% in urban & rural districts leave • Some of the most talented new teachers are those who leave teaching
  • The Difference a Mentoring Program Makes
    • Rochester, NY 1986
      • 65% retention of new teachers pre- mentoring program
      • 91% retention with mentoring program
  • The Difference a Mentoring Program Makes
    • California, BTSA Program
      • 40% retention after 5 years: new teachers not participating in BTSA
      • 90% retention after 5 years: BTSA participants
  • Purposes of an Induction Program
    • Increase retention of promising beginning teachers
    Improve teaching performance *
  • Purposes of an Induction Program • Satisfy mandated requirements • Promote personal & professional well being of beginning teachers • Transmit culture of the district
  • Who Benefits?
  • Excellent Teachers
    • “ When instruction is accompanied by discovery, . . .
    • then it is in sharp distinction from indoctrination,
    • [it] always consists of activities on the part of teachers
    • that cooperate with activities performed by the minds
    • of students engaged in activities”
            • Dill, 1990
  • What Excellent Teachers Do Create instructionally secure environment Consider student ability & make adjustments Use appropriate instructional feedback & assessments Reflect on their practice Focus on student learning Respect students
  • Mentor’s Intentionality
    • “ By a helping relationship, I mean a relationship in which at least one of the parties has the intent promoting the growth, development, maturity, improved functioning, improved coping with life of the other”
            • - Carl Rogers, 1958
  • Moving the New Teacher To Intentionality Coaching Packet
  • Peer Coaching
    • Non-evaluative process
    • Two or more professional colleagues work together for a specific, predetermined purpose
    • To improve, as well as validate, teaching performance
  • Most Effective Peer Coaching
    • Structured Observation
      • Breaks down process of teaching for reliable identification & improvement
    • Data Gathered
      • Provides objective & descriptive recording of teacher behavior
      • Provides useful feedback, not subjective evaluation
  • Why Peer Coach?
  • A New Approach to Supervision
    • Instructional Leadership
      • • Technical: science of teaching
      • • Professional: personal experience
      • • Ethical: student directed
  • Comprehensive Approach to Instructional Leadership Relationship Repertoire Reflection Responsibility Role ---> Research *
  • Leadership for Learning
    • Review: Leadership For Learning *
    • Chapter 4 -"Approaches to Working Closely with Teachers," in which G lickman discusses instructional leadership approaches
    • Directive
    • 2) Collaborative
    • 3) Non-directive
    • *Leadership for Learning can be found via the WIKI under Articles .
  • What’s Your Style? Collaborative Nondirective NEED FOR STRUCTURE Directive • listening • clarifying • encouraging • reflecting • reflecting • presenting • problem solving • negotiating • directing • standardizing • reinforcing LOW HIGH Glickman, 1985
  • The Coaching Cycle Planning Conference Reflecting Conference Classroom Observation & Data Gathering INTENTIONAL INSTRUCTION See the WIKI for coaching cycle videos.
  • An Effective Peer Observation
    • Generates Data & Questions
    • Leads to Reflection,
    • Insight & Learning
    • Expands Repertoire for Both Teachers
  • Planning Conference
    • Planning Map
    • Clarify goals
    • Specify success indicators and a plan for collecting evidence (data)
    • Anticipate approaches, strategies, decisions, and how to monitor them
    • Establish personal learning focus and processes for self-assessment
    • Reflect on coaching process
    • Tools for Conversation
    • PAUSE
    • PROBE
  • The Questions to Ask
    • See the WIKI: Required Forms for a list of Planning Conference questions.
    • Remember to give your mentee the questions in advance of the Planning Conference.
    • As you conclude your observation, remember to leave the data you have collected with the mentee. That information is confidential, and it should be shared with the mentee, alone.
  • The Reflecting Conversation
    • Conversation Map
    • Mentor : Summarize impression & recall supporting information
    • New Teacher:
    • Analyze causal factors
    • Construct new learning
    • Commit to application
    • Reflect on conversation
    • Coaching Tools
    • PAUSE
  • The Questions to Ask
    • See the WIKI: Required Forms for a list of Reflecting Conference questions.
    • The Reflecting Conference is an essential vehicle in helping your mentee move toward intentionality.
  • Gathering Data
    • Methods of Collecting Data
    • Purpose and Value of Data
    • Use of Data
    • See the WIKI under Articles, Data Collection for more information on data collection approaches.
  • Feedback
    • Evaluative/Judgmental
    • Causal
    • Perceptual
    • Data
    • Reflective Questions
    Which is more damaging? • “ Can you give me a better answer? OR • “ Your lesson was excellent!!”
  • Praise
    • “ Praise communicates a value judgment about another person or the person’s performance. It infers an unconscious entitlement to evaluate another.
    • At some level, we often feel uncomfortable about receiving praise. Even on occasions when it might feel good to hear ‘You did a great job,’ the praise removes any need for one to apply her own criteria to self-assessment”
  • Confidentiality!! Problem mentee? DO: Share your concerns with your building principal or your mentor trainer. DON’T: Shop your concerns around the building.