ICS Mentor Training09
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ICS Mentor Training09

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Training teachers to mentor teachers

Training teachers to mentor teachers

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  • Intro: Survey Make a friend Find out something about friend’s mentor?
  • Activity: record your style on post it Reflect: benefit to students at unit start call for quads work with quad to answer your ? With respect to today’s training record on poster post its
  • 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

Transcript

  • 1. MENTORING NEW TEACHERS Iroquois Central Schools 2009
  • 2. 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
  • 3. WHO AM I TRAINING? School Years Teaching Content Area Learning Style *
  • 4. Meet & Greet
    • Introduction
    • Share mentor story
    • Share title of last good movie
  • 5. Learning Styles WHAT? WHY? SO WHAT? WHAT IF?
  • 6. Applying Learning Styles
    • What’s your style?
    • Quad Activity
    • Reflect
  • 7. A MENTOR IN MY LIFE *
  • 8. Professional Development Plan Teacher Mentoring Program
  • 9. Shared Reading
    • Reader A:
    • • read Role of Mentor
    • • Make notes to share
    Individually: • Page 15 in PDP • Read Purpose • Write a one sentence summary Reader B: • read Qualifications of Mentor • Make notes to share Together: Share notes & organize into Learning Style Questions.
  • 10. Why Mentor?
    • Facilitate growth of
    • personal & professional development
    • of new teacher
  • 11. What?
    • Role of Mentor
      • Supportive informational source
      • Non-evaluative
      • Aligned with NYSED regs: 2•2004
  • 12. What?
    • Responsibilities of Mentor
      • Resource
      • Promote instructional competence
      • Share strategies for positive parent meetings
      • Reciprocal observations
      • Data collection
      • Goal setting
  • 13. So What?
    • Mentor Qualifications
      • Outstanding teacher
      • Personal interest
      • Willing coach
      • Provide specific feedback
      • Maintain confidentiality
  • 14. What if?
    • You need guidance
    stop & define
  • 15. 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.
    *
  • 16. What is the mentor relationship?
    • In general it should be characterized as
    • professional, flexible, trustful,
    • mutually educational &
    • entailing sustained, frequent contact.
    • NYSED, 10•2003
  • 17. 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
  • 18. Phases of New Teachers’ Attitudes Toward Teaching
    • Anticipation
    • Disillusionment
    • Reflection
    • Rejuvenation
    • Survival
  • 19. Graphing the Attitudes
    • Pull blank graph from your folder
    • With a friend, discuss YOUR attitudes toward teaching
    • Individually, chart YOUR attitudes
  • 20. 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?
  • 21. 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
  • 22. The Difference a Mentoring Program Makes
    • Rochester, NY 1986
      • 65% retention of new teachers pre- mentoring program
      • 91% retention with mentoring program
  • 23. 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
  • 24. Purposes of an Induction Program
    • Increase retention of promising beginning teachers
    Improve teaching performance *
  • 25. Purposes of an Induction Program • Satisfy mandated requirements • Promote personal & professional well being of beginning teachers • Transmit culture of the district
  • 26. Who Benefits?
  • 27. 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
  • 28. Excellent Teachers Do . . .
    • Find your learning style quad
    • Brainstorm: things excellent teachers do
    • List on poster Post Its
    • Post on wall
    • Check out other posters
  • 29. 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
  • 30. Danielson’s Components of Professional Practice
    • Domain 1 : Planning and Preparation
    • Domain 2 : The Classroom Environment
    • Domain 3 : Instruction
    • Domain 4: Professional Responsibilities
    ========================================================> Unsatisfactory Basic Proficient Distinguished
  • 31. Meet Your Mentee
    • • View the observation
    • • What would you discuss with your mentee after observing this class?
  • 32. Window of Intentionality Understanding Don’t Know Know Can’t Do Can Do Activity Miracle Theory Magic Intentional
  • 33. 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
  • 34. Moving the New Teacher To Intentionality Coaching Packet
  • 35. 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
    *
  • 36. 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
  • 37. Why Peer Coach?
 SKILL TRANSFER Dr. Bruce Joyce
  • 38. A New Approach to Supervision
    • Instructional Leadership
      • • Technical: science of teaching
      • • Professional: personal experience
      • • Ethical: student directed
    *
  • 39. Comprehensive Approach to Instructional Leadership Relationship Repertoire Reflection Responsibility Role ---> Research *
  • 40. “Leadership for Learning” Reader A: • read IL Approaches & Behaviors (39) • read Outcomes of Conference • Make notes to share Reader B: • read Clarifying Your Approach • read What to do with Approaches • Make notes to share Together: Share notes, then look at the Application Chart in the folder.
  • 41. 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
  • 42. The Coaching Cycle Planning Conference Reflecting Conference Classroom Observation & Data Gathering INTENTIONAL INSTRUCTION *
  • 43. An Effective Peer Observation
    • Generates Data & Questions
    • Leads to Reflection,
    • Insight & Learning
    • Expands Repertoire for Both Teachers
  • 44. Planning Conference
    • Planning Map
    • Clarify goals
    • Specify success indicators and a plan for collecting evidence
    • 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
    • PARAPHRASE
    • PROBE
    • PAY ATTENTION
    M
  • 45. Coaching in Action
    • The Planning Conference
    • What did you notice in this planning conference?
    • What did the coach do that was effective?
    • What causes you to say that?
  • 46. 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
    • PARAPHRASE
    • INQUIRE
    • PAYATTENTION
    M
  • 47. Coaching in Action
    • • The Reflecting Conference
    • What did you notice in this planning conference?
    • What did the coach do that was effective?
    • What causes you to say that?
    • What questions would you have asked of the new teacher?
  • 48. Gathering Data
    • Methods of Collecting Data
    • Purpose and Value of Data
    • Use of Data
  • 49. Revisiting Your Mentee
    • Domain 3 : • Instruction
    • Component 3b : • Using Questioning and
    • Discussion Techniques
    • Elements: • Quality of questions
    • • Discussion techniques
    • • Student participation
  • 50. Feedback
    • Evaluative/Judgmental
    • Causal
    • Perceptual
    • Data
    • Reflective Questions
    Which is more damaging? • “ Can you give me a better answer?” OR • “ Your lesson was excellent!!”
  • 51. 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”
  • 52. Most Valuable Point
    • Write your MVP for coaching on
    • the 3 x 5 card provided.
    • Share with your friend.
  • 53. Confidentiality!!