MENTORING NEW TEACHERS 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
WHO AM I TRAINING? School Years Teaching Content Area Learning Style *
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.
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
With a friend, discuss YOUR attitudes toward teaching
Individually, chart YOUR attitudes
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
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
Danielson’s Components of Professional Practice
“ 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
Comprehensive Approach to Instructional Leadership Relationship Repertoire Reflection Responsibility Role ---> Research *
“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.
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 *
“ 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”